Affiliations: Department of Library and Information Science, University of Zululand, P. O. Private Bag X1001, Kwa-Dlangezwa, 3886, South Africa. Tel.: +27 35 902 6484; Fax: +27 35 902 6082; E-mail: mkmajanja@yahoo.com
Correspondence:
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Mabel K. Minishi-Majanja is a PhD Student at the University of Zululand, South Africa, as well as a lecturer at Moi University Kenya. The original version of this paper was presented at the Progress in Library and Information Science in South Africa (ProLISSA)/DISSAnet Conference in Pretoria, 24th–25th October, 2002
Abstract: Information and communication technologies (ICTs) have become basic ingredients of, and competitive tools in, the information-intensive tertiary/higher education sector. Their increased and specialised use in teaching and learning, research, academic administration, institutional management and information provision translates into greater access to higher education, flexible and innovative delivery at reduced educational costs, more efficient provision of information services and enhanced educational outcomes. In Library and Information Science (LIS) education, ICTs can represent both the content of courses and essential tools for effective learning of the content. The constant rapid development of these technologies means that LIS curriculum structures and content have to be reorganised, infusing greater ICT knowledge and skills into courses and providing more hands-on practice. African LIS educators recognise the importance of intensifying information technology courses in their curricula to be relevant, visible and competitive in an increasingly globalised and networked world. However, they are often challenged by factors such as technological capacity, funding and sustainability of resources, human expertise and the attitudes of trainers/trainees, higher education bureaucracy and a complicated employment market. Collaborative initiatives and approaches in the implementation of ICT projects are particularly significant because networking, which is the backbone for effective harnessing of ICTs, often transcends departmental, institutional and national jurisdictions.
