Introduction
Welcome to the University of Zimbabwe (UZ) Library Faculty Arts and Humanities Section. The Subject Information Specialist for the Faculty, in the Main Library plays a key role in liaison between the Faculty and the library. The important function of the section is liaising between the Faculty, faculty administration, lecturers and students. In particular, liaison will serve as an information resource on policies, services, and resources, contact person for a Library related question, provide discipline specific instruction, reference and research consultation. Liaison develops collections to support the teaching, learning, and research needs of the students and faculty, serve as a resource for information on scholarly communication and communicate changes in Library services and resources.
Location: Stack room 4 Main library
Contact: amushowani@uzlib.uz.ac.zw
Directory of Open Access Journals (DOAJ)
The Subject Information Specialist offers the following training sessions to individuals and groups
- E-Resources (Online searches and Information Retrieval)
- Electronic Reference Management
- Strategies to increase research visibility and discoverability
- Literature Searches
- Information and Digital Skills training
How to find Arts and Humanities thesis in UZ Library?
Masters and doctoral theses that have been submitted to UZ are, for the most part, available electronically through the UZ eScholar Institutional Repository (https://ir.uz.ac.zw/handle/10646/743 )
UZ theses can be found through searching the repository by issue date, author, title and subject. Alternatively use a community search including the title of the community for example “Faculty of Arts and Humanities”.
In general, UZ Libraries does not keep Undergraduate theses although departments often keep their own copies.
Referencing
Academic student are expected to advance knowledge by building on the work of other people but in a manner that is honest and accurate in creating and communicating all academic products (Academic Integrity). Plagiarism involves the use of someone else’s creative works such as research, writings and ideas and presenting them as your own. This is a dishonest act and considered a serious offence by the University of Zimbabwe. It may lead to a fail mark on an assignment or even expulsion from the university. To avoid plagiarism, it is important to provide proper citation and referencing of the sources used in scholarly work.
There are a number of citation styles that can be used for referencing. The Arts and Humanities Faculty uses the MLA citation style and the Harvard citation style. For tutorials on using the citation styles in order to avoid plagiarism, you can book an appointment with the Faculty Information and Knowledge Management Specialist.
There are two parts: citing, and the reference list; in-text citation and a reference list. In-text citation is when one acknowledges the sources of information consulted and used. This is done within the body of the write-up. It comprises of the author(s) and date. At the end of the write-up would be the reference list or bibliography that shows all the works that have been cited. All items should be listed alphabetically by author or authorship, regardless of format (print/electronic/audio-visual).
Referencing shows evidence of background reading and to support the content and conclusions in your writing. All sources used should be acknowledged in the text of your document, called in-text citations.
More information on MLA citation can be found on the following website. https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html or alternatively from Mendeley https://www.mendeley.com/guides/mla-citation-guide/
Reference Management
Students, researchers and staff can also receive training on using open reference management software Mendeley from Faculty of Arts and Humanities Subject Information Specialist. Mendeley is a Reference Manager and academic social network helps writers create and manage citations, organize research, collaborate with others online, find relevant papers based on what one is reading and discover the latest research.
For training, book an appointment by contacting the Subject Information Specialist on the given email address.
Email: amushowani@uzlib.uz.ac.zw
Media effects : advances in theory and research / edited by Jennings Bryant and Mary Beth Oliver.
Call number: HN90.M3 MED
Understanding global media / Terry Flew.
Call number: P96.I5 FIE
The political economy of media and power / edited by Jeffery Klaehn.
Call number: P95.8 POL.
Peace and conflict studies / David P. Barash, University of Washington, Seattle, Charles P. Webel, University of New York in Prague. Call number: JZ5538 BAR
The role of the business sector in national healing in Zimbabwe / The peace building network of Zimbabwe. Call number: JZ5584.Z56 ROL
Queering translation, translating the queer : theory, practice, activism / edited by Brian James Baer and Klaus Kaindl. Online access: EBSCOhost
 | Analysing sound patterns: an introduction to phonology / Peng, Long Call number: P217 PEN Analyzing Sound Patterns is a clear and concise introduction to phonological phenomena, covering a wide range of issues from segmental to suprasegmental problems and prosodic morphology. Assuming no prior knowledge of problem solving, this textbook shows students how to analyze phonological problems with a focus on practical tools, methodology and step-by-step instructions. It is aimed at undergraduate and beginning graduate students and places an instructional focus on developing students’ analytical abilities. |
| German : a linguistic introduction / Sarah M.B. FaganCall number: PF3112 FAG This book provides an introduction to the linguistic structure of standard German that is rich in descriptive detail and grounded in modern linguistic theory. It describes the main linguistic features: the sounds, structure and formation of words, structure of sentences, and meaning of words and sentences. It surveys the history of the language, the major dialects, German in Austria and Switzerland, as well as sociolinguistic issues such as style, language and gender, youth language, and English influence on German. Prior knowledge of German is not required, as glosses and translations of the German examples are provided. |
| Call number: CC79.E85 IND The book contains case studies from North America to Australia and South Africa and covering topics from archaeological ethics to the repatriation of human remains, this book charts the development of a new form of archaeology that is informed by indigenous values and agendas. This involves fundamental changes in archaeological theory and practice as well as substantive changes in the power relations between archaeologists and indigenous peoples. Questions concerning the development of ethical archaeological practices are at the heart of this process. |
 | Kamusiyakiswahili – Kiingereza = Swahili-English Dictionary./by Rigdon, John C. Swahili to English Dictionary. poken originally along the eastern coast of Africa(the name kiSwahili means ‘coastal language’), and now the official language of Tanzania as well as a major language in Kenya, Uganda and the eastern Congo, Swahili is the lingua franca of Eastern Africa.A significant fraction of Swahili vocabulary is derived from Arabic through contact with Arabic-speaking Muslim inhabitants of the Swahili Coast. |
 | Linguistics : an introduction to language and communication / Adrian Akmajian … [et al.]. Call number: P121 LIN This popular introductory linguistics text is unique for its integration of themes. Rather than treat morphology, phonetics, phonology, syntax, and semantics as completely separate fields, the book shows how they interact. It provides a sound introduction to linguistic methodology while encouraging students to consider why people are intrinsically interested in language―the ultimate puzzle of the human mind. |
 | Standard course HSK 1 / by Liping Jiang (lead author), Wang Fang, WanguFeng and Liu Liping. Call number: PL1119 STA This book consists of 15 lessons, the teaching procedures and teaching method of which are designed according to the contents of Standard Course HSK 1 textbook and workbook, stressing the key and difficult points, and providing abundant teaching examples and classroom activities, making it easy for teachers to get hold of the classroom. From such aspects as the key sentence patterns/terms, language points, voice requirements, Chinese characters requirements, and functional items, this book shows the key contents of each lesson, i.e. vocabulary, grammar, pronunciation, Chinese characters, clear at a glance, enabling teachers to know fairly well about the lesson. |
 | The Afrocentric paradigm / AmaMazama, editor. Call number: DT15 AFR This book focuses on the intellectual dimension of Afrocentricity, which has aroused a great deal of interest since its inception, but has remained clouted with theoretical confusion. Writing from an Afrocentric perspective, the contributors to the volume argue that Afrocentricity is best understood as a paradigm, consisting of three distinct, but related aspects, the affective/cognitive/conative, structural, and functional. |
 | The heartbeat of indigenous Africa : a study of the Chagga educational system / R. SambuliMosha. Call number: LC191.8.T29 MOS The book provides a comprehensive description of the indigenous schooling process and its underlying fundamental virtues and then proposes that modern education should give equal emphasis to both the spiritual development of students as well as to their intellectual growth. |
 | What is indigenous knowledge? : voices from the academy / edited by Ladislaus M. Semali, Joe L. Kincheloe. Call number: GN476 WHAT This book focuses on the non-Western challenge to Eurocentric education, in particular, the way that challenge has been conceptualized in terms of indigenous knowledge. The editors and authors maintain that the study of indigenous knowledge injects a dramatic dynamic into the analysis of knowledge production and the rules of scholarship. Such a dynamic opens a new discussion in not only the discipline of education but in a variety of scholarly fields including philosophy, cultural studies, agriculture, health, nutrition, religion, and music. This book delineates not only what constitutes indigenous knowledge but how it can be used in various educational contexts-both non-Western and Western. |
