Purpose The purpose of this paper is to assess digital literacy skills possessed by library and information professionals working in university libraries in Africa. Design/methodology/approach Online questionnaire was developed to collect data from 214 librarians working in various university libraries in English-speaking countries in Africa. Findings The study found that librarians working in university libraries in Africa rated their database search skills, uploading documents to online platforms, skills in using different social media, sending and receiving e-mails skill, digital library development skills, skills in applying new technologies into library services, ability to create different file formats and ability to use open source software as very high. While, metadata development skills, and library website development skills were rated to be moderate and low. Overall, the librarians rated their level of digital literacy skills possessed to be moderate, and differences emerged between librarians in Nigeria and South Africa with regard to digital literacy skills possessed. Practical implications This study attempts to identify skills that are central to librarians working in university libraries. The study will be useful for trainers who want to arrange training for academic librarians in Africa and other developing countries. For some library schools, it may help them to review their curriculum in accordance with the required skills and competencies for academic librarians in the market. Originality/value Findings will be helpful to explore the skills and competencies needed by information professionals and to act as a guideline for competency development and curriculum update in library schools in developing countries.

Purpose -The main purpose of this paper is to bring to light the state of education in digital libraries (DLs) in library schools in Africa, and the readiness of library schools to produce future digital librarians in Africa. Design/methodology/approach -The survey was carried out in two parts: first, a survey of web sites maintained by library schools was conducted to identify any DL course offered and also to analyze the course contents, followed by e-mail messages containing three research questions to library and information science (LIS) faculty members to ascertain the availability of DL courses in the curriculum. Findings -Results from the survey revealed that only a few library schools offer courses specifically related to DLs. Many library schools have not developed DL as a standalone course in their LIS curriculum; rather, it is briefly discussed as a topic in related courses. The reason for this is that the LIS departments lack the facilities and qualified personnel to teach a course on DL. More than 45 library schools were investigated, among them 20 institutions offering DL courses or related courses. Originality/value -The results from the study presented in this paper will provide important data and insight into the current state of DL education in African library schools, and generate suggestions for educators and policy makers for developing and including "DLs" as a standalone course in the LIS curriculum.

Purpose -The purpose of this paper is to discuss the state of information literacy (IL) education in library schools in Africa. Principally, to understand how prepared the library schools are to take the lead by integrating IL courses into their school curricula. Design/methodology/approach -The survey was carried out in two parts: first, the researcher conducted a survey of web sites maintained by library schools in Africa to identify the IL course offered and also to analyze the course contents. That was followed by sending an e-mail message containing three research questions to library and information science (LIS) faculty members to ascertain the availability of IL courses in their curricula. Findings -Results from the study revealed that, presently, only a few library schools offer the course IL as a stand-alone course in their curricula. Many library schools have not yet incorporated "IL" as a stand-alone course in their LIS curricula, rather, it is briefly discussed as a topic in related courses. The reason being that the LIS departments lack the technological facilities and qualified personnel to teach the course "IL." Although not all the library schools in Africa were examined due to language barrier, more than 60 library schools were investigated, among them 20 institutions were found offering IL courses or a related area.Research limitations/implications -The researcher could not examine all the library schools in Africa due to language barriers, as many of the African countries have French as their official language and others Portuguese. Originality/value -The results from the study reported in this paper will provide important data and insight into the current state of IL education in African library schools, and generate suggestions for educators and policy makers developing and including "IL" as a stand-alone course in the LIS curriculum.

PurposeThe study aims to investigate the level of awareness and use of Web 2.0 tools by librarians in university libraries in Nigeria.Design/methodology/approachA questionnaire was used to collect data from 176 librarians in 49 university libraries in Nigeria.FindingsIt emerged that the librarians were more familiar with social networking sites, instant messaging, media sharing sites, blogs and wikis. The popularity of these Web 2.0 tools made them the most frequently used by the librarians. Web 2.0 tools like Flickr, RSS feeds, podcasts, social bookmarking, were among the least used. The study revealed that librarians use Web 2.0 tools mostly for reference services online, library news/events, training resources, and image and video sharing. Lack of facilities such as computers with internet access, lack of skills, and lack of time were indicated as some of the barriers in the use of Web 2.0 tools by librarians in university libraries in Nigeria.Practical implicationsThese research results can be consulted by interested librarians as they plan to implement Web 2.0 applications in their libraries.Originality/valueThis study draws an overall picture of Web 2.0 applications in Nigerian university libraries and attempts to provide helpful information to better understand how librarians elsewhere are utilizing Web 2.0 technologies in rendering library services.

Purpose The purpose of the study is to investigate the digital preservation practices in institutional repositories (IRs) in Africa. Design/methodology/approach Data were collected from the IRs developed in university libraries in Africa, and it was done in two phases. The phases are website investigation to identify the university libraries in Africa that have developed IR and online questionnaire. Findings Results from the study showed that the majority of IRs in Africa used DSpace software to manage their digital contents, and more than half of the IRs engage in information migration. The study also revealed that the majority of the responding institutions provide long-term digital preservation in their IR. Interestingly, the majority of the IRs has developed digital preservation policy to guide the implementation of digital preservation for IR contents. Finally, the majority of the respondents indicated that they do not have long-term funding and lack the necessary technical staff with required skills to handle and manage the IR. Research limitations/implications Because of language barriers, data were collected from only universities in English speaking countries in Africa. Practical implications The findings of this study will make librarians in universities in Africa and other developing countries understand the key issues relating to digital preservation and longevity. Originality/value The findings of this study will inform information professionals, librarians in developing countries that are planning to create IRs and provide long-term digital preservation of electronic resources in their institution.