Auditing of Information and Communication Technologies in Library and Information Science Education in Africa

Autor/inn/en	Minishi-Majanja, Mabel K.; Ocholla, Dennis N.
Titel	Auditing of Information and Communication Technologies in Library and Information Science Education in Africa
Quelle	In: Education for Information, 22 (2004) 3-4, S.187-221 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8329
Schlagwörter	Curriculum Development; Information Science Education; Research Tools; Audits (Verification); Distance Education; Online Courses; Experiential Learning; Computer Software; Computer Uses in Education; Telecommunications; Information Technology; Library Education; Foreign Countries; Library Science; Computer Literacy; Access to Computers; Staff Development; Africa + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Informationstechnologische Bildung; Forschungsmittel; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Experiental learning; Erfahrungsorientiertes Lernen; Computernutzung; Telekommunikationstechnik; Informationstechnologie; Bibliothekarausbildung; Ausland; Bibliothekswissenschaft; Computerkenntnisse; Personnel development; Personalentwicklung; Afrika
Abstract	This study mapped and audited the types, nature and diffusion of ICTs in LIS education in sub-Saharan Africa. Questionnaires were sent to 51 LIS schools in 19 countries of sub-Saharan Africa, of which 29 (57%) were returned. Most LIS schools have a significant ICT content in their programs, and most ICT modules are highly rated as core/required within these programs. Practical training for ICT skills was included in all modules but to a limited extent. ICT use in teaching and learning was largely focused on computer literacy, followed by use of ICT in bulletin boards, distance learning and collaborative teaching. Only a few African LIS schools, with significant growth in South Africa, employ online teaching. ICT is used in research mainly to collect research information, to identify sources for research funds and to apply research tools such as statistical packages. There was also evidence of strong use of ICT for academic administration largely through stand alone PCs or offline. Computer hardware availability was noted to be low as the number of computers in terms of computer student or staff ratio is extremely low. While a variety of computer software is available in the market with Microsoft products leading the market, software licensing requirements are problematic because of cost and infringements. Most institutions have set up mechanisms to provide staff with ICT competency, and evidently the agenda for ICT development for LIS education in Africa is still quite long. Such an agenda should always include provision of resources and better ICT infrastructure, staff development, ICT policy, ICT accessibility for students and staff, curriculum development, collaboration and networking for resource sharing, distance learning education, practical education/training for skills development, experiential learning, and integration of ICT in LIS education. (Contains 5 tables, 5 figures, and a questionnaire.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10