With the large amount of news currently being published online, the ability to evaluate the credibility of online news has become essential. While there are many studies involving fake news and tools on how to detect it, there is a limited amount of work that focuses on the use of information literacy to assist people to critically access online information and news. Critical thinking, as a form of information literacy, provides a means to critically engage with online content, for example by looking for evidence to support claims and by evaluating the plausibility of arguments. The purpose of this study is to investigate the current state of knowledge on the use of critical thinking to identify fake news. A systematic literature review (SLR) has been performed to identify previous studies on evaluating the credibility of news, and in particular to see what has been done in terms of the use of critical thinking to evaluate online news. During the SLR's sifting process, 22 relevant studies were identified. Although some of these studies referred to information literacy, only three explicitly dealt with critical thinking as a means to identify fake news. The studies on critical thinking noted critical thinking as an essential skill for identifying fake news. The recommendation of these studies was that information literacy be included in academic institutions, specifically to encourage critical thinking.

ICT4D projects in rural communities face many challenges to successful execution. These include the development of an ICT artifact which is suited to the needs of a specific community, as well as a complex socio-cultural context which can have unexpected impacts on an ICT4D project. In Mafarafara, a remote rural community in South Africa's Limpopo province, researchers who were using a Design Science Research framework to guide the development of an ICT platform recognized the importance and potential impact of unvoiced social and political issues. Managing these dynamics are important for not only a better understanding of the community, but also for the success and sustainability of the project. Activity theory is used to complement the DSRM to make these social aspects visible, thus contributing to the success of the project. Two examples of the socio-political dynamics are described using the activity theory concepts of tension and hierarchical activity.

South Africa is an ideal test bed for ICT4D research, since on the one hand it has stark development challenges, and on the other hand it has well established ICT infrastructure that could be utilised towards socio-economic development. Not surprisingly, a plethora of ICT4D projects are executed in South Africa by a variety of role-players. This paper focuses on how effective South African researchers are in converting ICT4D research activity into significant research outputs. Since effective research is assessed by journal publications, a review was done of papers published by South African authors in the prominent international ICT4D journals. It is found that while South Africa has a prominent presence in ICT4D journals, this prominence is concentrated in one research institution and one ICT4D journal. A surprising finding is that cooperation among research institutions that leads to co-authored publications is very low, even among neighbouring institutions. Future research is suggested to investigate the good practices of the most prolific research institution, to investigate reasons for the low cooperation between institutions and to more thoroughly investigate the research contributions made by the South African authors.

In this paper the authors contend that if the outsider-researcher involved in Information and Communication Technology for Development research really wants to make a difference and honestly address the emancipatory interests of the developing community, emancipation has to take place on both sides of the "development divide". Emancipatory research and practice need to be accompanied by an understanding of the researcher-practitioner's own assumptions, preconceptions, and limitations as well as local concerns, needs, and realities. Using a critical theoretical underpinning, the paper demonstrates how the outsider researcher and practitioner may recquire emancipation in order to ensure more appropriate Information and Communication Technology for Development. Through confessional writing and demonstrating critical reflexivity, the authors reflect on particular instances of selfemancipation as they present three narratives from the community entry phases of an ongoing community engagement project in a deep rural part of South Africa. Lessons learned include, the value of cultural interpreters as research partners, tactics for community entry, and a selfreflective approach to doing fieldwork.

The ICT4D context is a complex, multi‐faceted one that needs to take into account political, cultural, economic and infrastructural factors, which often prove to be more challenging to deal with than the technological aspects. This messy context may benefit from a systems approach: Systems thinking provides a holistic view and transdisciplinary methods to describe and analyse complex situations. But to what extent has ICT4D benefited from systems thinking in the past? This paper presents a literature survey of the use of systems thinking in ICT4D. Prominent ICT4D publication outlets have been searched for any reference to systems thinking. The papers identified in the search are discussed in terms of the problems they address and the systems methods used. The results of the survey indicate not only a lack of the use of systems concepts in ICT4D, but also a fragmentedness in the application of systems concepts. The paper tries to make sense of these findings and provides a few perspectives to help interpret them. It concludes with a challenge to systems thinkers to put more effort into disseminating their work to the ICT4D research audience.

The development of problem solving skills is a shared goal in science, engineering, mathematics and technology education. In the applied sciences, problems are often openended and complex, requiring a multidisciplinary approach as well as new designs. In such cases, problem solving requires not only analytical capabilities, but also creativity and the ability to innovate. The development of an information system entails problem solving by means of design, hence creativity is integral to the task of an Information Systems (IS) professional. However, it appears that the teaching of creativity in IS programmes is underresearched and possibly neglected. This study investigates what is being done to foster creative ability of South African undergraduate IS students. At the same time, a theoretical framework for creativity teaching is developed. We find that the fostering of creative ability involves more than just the teaching of creativity techniques, and that creativity can be indirectly nurtured in multiple ways.

The social application of autopoiesis remains a topic of interest and debate. In the 40 years since the theory of autopoiesis was published, Luhmann's work dominated its social application. Other suggestions of combining autopoiesis with social theory, such as Giddens' structuration theory, have gone largely unnoticed. In the present study, structuration theory is combined with autopoiesis concepts in a framework with which to assess the well‐being and sustainability of social systems in a developing country. In particular, the framework is applied to evaluate the contribution of a development project to the community affected by it. The study demonstrates the practical applicability of a structuration‐based conceptualisation of autopoiesis. In addition, it presents a novel way of looking at developmental impact, namely in terms of a project's influence on the self‐producing ability of the community served. Copyright © 2016 John Wiley & Sons, Ltd.

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