This article investigates the accessibility and usage of e-resources among agricultural researchers and extension staff in five out of seven agricultural zones in Tanzania. The study identifies sources of e-resources used by these researchers and staff, as well as assessing their information literacy levels and the factors influencing their usage of e-resources. The research used a survey approach based on convenient non-probability sampling. Findings show that usage of e-resources from popular agricultural databases remains low. Factors limiting access to e-resources include poor institutional ICT infrastructure, limited funds for e-resources and low information literacy levels. Recommendations include improvements to ICT infrastructure and budgets, as well as developing electronic institutional repositories to improve extension staff access to research outputs, creating a sustainable link between agricultural research and farming activities. Information literacy modules in agricultural training institutes could also support effective access to, and use of, e-resources.
The current study investigated the extent to which agricultural researchers and extension workers were aware of Web 2.0 technologies and put them into practice in their daily work. The study involved 107 respondents in the first phase and 148 in the second phase. Respondents were from agricultural research and training institutions as well as agricultural extension departments from selected districts across the country. Structured questionnaires were administered to selected respondents. Findings show that 43.9% of the respondents were aware of Web 2.0 while 56.1% knew nothing about this concept. Facebook and Wikipedia were found to be the most used Web 2.0 tools by many respondents while Delicious, Pbworks, Picasa and Digg were identified as among the less commonly used tools by majority of the respondents. The study recommends the need for providing appropriate Web 2.0 training packages to agricultural extension workers, researchers, trainers and other stakeholders in order to enhance knowledge sharing among them for improved agricultural productivity in the country.
Digitization initiatives and Knowledge Management have become a part and parcel of each other in the changing global information society. Where as Knowledge Management (KM) comprises a range of practices used by organizations to identify, create, represent, and distribute knowledge, digitization initiatives refer to either jointly or collaborative efforts to translate existing library holdings whether in print, graphical, audio or combination of all, into digital format commonly known as electronic resources. Digitization initiatives have become a corner stone for KM in today’s electronic environment. The term ‘digital library’ emanates from ‘digitization’ referring to the libraries where some or all of the information sources are available in electronic format and are made available electronically over the Internet for user access. East African university libraries, through digitization should provide coordinated access to digital information contained within their libraries creating conducive electronic environment in all universities for access to e-resources and provision of universities’ generated literature on-line to users outside campuses. Furthermore, incorporating data mining techniques, access to these resources could be improved and the system could be made more efficient in making intelligent decision. The chapter discusses the problems of digitization, challenges and future opportunities for East African university libraries with focus on collaborative efforts and strategies backed up with policies for investments in ICTs training and integration of ICTs into the core university activities for effective Knowledge Management (KM) and information dissemination. It is argued in the chapter that digitization of library information will add value to more effective university KM, information access and use in multidisciplinary fields including local content.
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