Auditing of information and communication technologies in library and information science education in Africa

Minishi-Majanja, Mabel K.; Ocholla, Dennis N.

doi:10.3233/efi-2004-223-403

Cited by 17 publications

(18 citation statements)

References 32 publications

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“…Even studies in an area such as library and information science education in Africa that would have the greatest interest in extending the use of ICT to advance its education, show that the situation in higher education remains a challenge (Ocholla, 2003;Minishi-Majanja & Ocholla, 2004;Ocholla & Bothma, 2007). These studies also confirm that there is great interest among faculty and students to use ICT in the teaching and learning process, but the underdeveloped infrastructure, inadequate resources, and lack of properly trained users remain an obstacle on exploiting ICT more effectively.…”

Section: Introductionsupporting

confidence: 51%

Readiness to use e-learning for agricultural higher education in Sub-Saharan Africa. Results from a survey of faculty members

Zschocke¹,

Beniest²,

Aissétou³

et al. 2013

JAI

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A B S T R A C TE-learning is likely to be an increasingly important element in teaching agriculture and related subjects at universities in Sub-Saharan Africa. The purpose of this study was to explore the factors involved in determining the readiness and intention to adopt e-learning by faculty members at member institutions of the African Network for Agriculture, Agroforestry and Natural Resources Education (ANAFE). The study was based on the decomposed theory of planned behavior (DTPB) to predict intentions on the use of elearning. DTPB draws on constructs influencing the attitude to use technology from two frequently investigated models in this area, that is, the theory of planned behavior (TPB) and the technology acceptance model (TAM). Valid responses were collected from 70 faculty members with a survey questionnaire. Validated scales from previous research were used to measure the variables of interest. The results revealed that the majority of the respondents have only limited access to ICT infrastructure and support services. However, they perceived e-learning to be very useful in general and to have the potential to enhance their teaching-related activities.

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Section: Introductionsupporting

confidence: 51%

Readiness to use e-learning for agricultural higher education in Sub-Saharan Africa. Results from a survey of faculty members

Zschocke¹,

Beniest²,

Aissétou³

et al. 2013

JAI

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“…The challenge of adapting to technological change provides the opportunity to handle information more effectively in every respect: creation, storage, retrieval, and dissemination. Recent reports [5,23,24], focusing on information and communication technologies in LIS education in Africa, Education Research International recognized increasing investment on ICT for LIS education in the region for teaching and learning, research, and for academic management and decision making. But in Uganda, there is still a lot to be done to match the increasing enrolments.…”

Section: (Iv) Lack Of Mentorship Strategies For Young or Junior Authorsmentioning

confidence: 99%

“…In the eighties many departments changed their names to Department of Library and Information Science/Studies. In the nineties, many of these departments again changed their names to Information Science/Studies [5,24]. Through a combination with other (informationrelated) disciplines, some have incorporated this in their names as well, for example, the department of Information and Communication Studies at the University of Namibia [6].…”

Section: Contextual Backgroundmentioning

confidence: 99%

Library and Information Science Education and Training in Uganda: Trends, Challenges, and the Way Forward

Okello-Obura

Kigongo-Bukenya

2011

Education Research International

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In today's public and private sectors, corporate governance is a key focus, and management of libraries, records, archives, and information centers is an increasingly important preoccupation. This implies that the issue of LIS education should not be taken lightly. As the economy grows, the demand for information will propel the demand for LIS professionals because of the need to manage different kinds of documents. This paper, based on relevant literature review and the authors' experience as LIS practitioners and educators, aims at discussing this subject and highlights important issues to be addressed. The paper makes a brief exploration of LIS education in Uganda, identifies the challenges, and proposes strategies as the way forward. It recommends that as LIS education and training seeks a wider role in society, there is a need to prepare students for careers in a rapidly changing world. This requires multidisciplinary education, greater emphasis on core knowledge, and fully well-articulated graduate programmes to meet the requisite of LIS professionals.

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“…Overlaying the old curriculum is a series of new proposed courses remarkable for their emphasis on information technology and industry-specific focus on provision of information services, a trend that is quickly spreading in Sub-Saharan Africa (Minishi-Majanja & Ocholla, 2004). For example, the old degree offered but a single computer-related course (ELS 403: automation in libraries), which was essentially less about information technology than administrative management of library functions.…”

Section: Analysis Of the Changes Undergraduatementioning

confidence: 99%

Creating a needs-responsive LIS curriculum in a developing country: A case study from Kenya

Gathegi¹,

Mwathi

2007

International Information & Library Review

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Kenya has for some time now been reviewing its curriculum, for the purposes of meeting the requirements and needs of a twenty-first century global, networked society and to meet the country's information needs. To achieve this, the University has been working on approximately 10 different programs from certificate to masters in both library and information science and archives administration/records management. This paper analyzes the process involved in this undertaking and critically examines the underlying assumptions embedded in the exercise. It discusses problems encountered, solutions devised, and the products derived from the curriculum review. The paper is a collaborative effort between a faculty member based in Kenya and one based in the United States.

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Auditing of information and communication technologies in library and information science education in Africa

Cited by 17 publications

References 32 publications

Readiness to use e-learning for agricultural higher education in Sub-Saharan Africa. Results from a survey of faculty members

Readiness to use e-learning for agricultural higher education in Sub-Saharan Africa. Results from a survey of faculty members

Library and Information Science Education and Training in Uganda: Trends, Challenges, and the Way Forward

Creating a needs-responsive LIS curriculum in a developing country: A case study from Kenya

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