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Information and Communication Technologies in Library and Information Science Education in South Africa

Information and Communication Technologies in Library and Information Science Education in South Africa,Mabel K. Minishi-Majanja

Information and Communication Technologies in Library and Information Science Education in South Africa   (Citations: 3)
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Information and Communication Technologies (ICTs) have become central in the education and training of Library and Information Science/Service (LIS) because of the great influence of these technologies on the profession. The purpose of this study was to determine the extent to which ICTs are applied in research, teaching, learning and academic administration and establish the levels of ICT support available in South African LIS schools in terms of policies, infrastructure, hardware and human resource. Descriptive survey method was applied. Questionnaires were electronically mailed to 15 LIS education departments, out of which 9 (60%) responded. The findings indicated that all LIS departments in South Africa had responded to ICT developments by offering a wide range of ICT modules and embracing the use of ICTs in teaching, research and academic administration. It was observed that changes or modifications in existing qualifications and programmes are ongoing activities in several institutions. The majority of LIS departments in South Africa have interactive WebPages within the respective university/technikon websites. However, for teaching and learning, only few LIS schools used ICTs in presentation of lectures, while for research, tele-conferencing and e-publishing are not yet extensively exploited. The study recommends that South African LIS schools should increase the use of ICTs in teaching and learning, as is the case in administration, to foster greater effectiveness. South African LIS schools should take advantage of experiences of online and distance education already well established among some universities in South Africa, in order to reach work-bound and other disadvantaged students due to distance from learning centres. The advantages of good Internet access should also be exploited and a mechanism for supporting accessibility be lobbied for students from the technologically disadvantaged areas.
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    • ...Essentially (see Ocholla, 2005 and Minishi-Majanja, 2004), common trends are noted in the: growth of LIS schools, review and revision of curricula, increased use of ICTs (information and communication technologies), rise and fall of student numbers, amalgamation and re-orientation (for example University of Johannesburg and the University of Stellenbosch) of LIS programmes, relocation of the academic administration of LIS schools (for ...
    • ...Recent challenges and opportunities facing LIS Schools in Eastern and Southern Africa are discussed by Ocholla (2000, 2001, 2003), Minishi-Majanja (2004, 2003), Minishi-Majanja and Ocholla (2003), Kigongo-Bukenya (2003) and Ocholla and Minishi-Majanja (2004)...
    • ...Recent reports (Ocholla, 2003; Minishi-Majanja, 2003; Ocholla, 2005; Minishi-Majanja, 2004; Minishi-Majanja and Ocholla, 2004) focusing on information and communication technologies in LIS education in Africa recognized increasing investment in ICT for LIS education in the region for teaching and learning, research, and for academic management and decision making...

    Dennis Ochollaet al. Trends, challenges and opportunities for LIS education and training in...

    • ...Essentially (see Ocholla 2000, 2005 and Minishi-Majanja 2004, Ocholla and Bothma 2007), common trends are noted in the growth of LIS schools, review and revision of curricula, increased use of ICTs, decrease or increase of student numbers, amalgamation and re-orientation, relocation of the academic administration of LIS schools, expansion and closure...
    • ...The challenges and opportunities facing LIS Schools in Africa, more recently, are discussed by Ocholla (2000, 2001 and 2003), Minishi-Majanja (2003, 2004), Minishi-Majanja and Ocholla (2003), Kigongo-Bukenya (2003), and Ocholla and Minishi-Majanja (2004) and Ocholla and Bothma(2007)...
    • ...Fourth, technology infrastructures at LIS schools as reported by Ocholla(2003), Minishi-Majanja(2003, 2004), Minishi-Majanja and Ocholla(2003), Minishi-Majanja and Ocholla (2004) focusing on information and communication technologies in LIS education in Africa recognized increasing investment on ICT for LIS education in the region for teaching and learning, research and for academic management and decision making...

    Dennis N. Ocholla. The Current Status and Challenges of Collaboration in Library and Info...

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