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| Autori principali: | , |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2003
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| Soggetti: | |
| Accesso online: | https://eric.ed.gov/?id=EJ853791 |
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| _version_ | 1867181656545165313 |
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| author | Minishi-Majanja, Mabel K. Ocholla, Dennis N. |
| author_facet | Minishi-Majanja, Mabel K. Ocholla, Dennis N. Minishi-Majanja, Mabel K. Ocholla, Dennis N. |
| collection | Education Resources Information Center |
| contents | Information and Communication Technologies in Library and Information Science Education in Kenya Minishi-Majanja, Mabel K. Ocholla, Dennis N. Information Science Education Foreign Countries Information Technology Technology Uses in Education Use Studies Technology Integration Questionnaires Administrator Attitudes Deans Institutional Characteristics Curriculum Evaluation Educational Development Educational Assessment Educational Indicators Information and Communication Technologies (ICTs) have become central to education and training in Library and Information Science/Service (LIS) because of the great influence of these technologies on the professional world. This study on Kenya is part of a larger doctoral research project that aims to map and audit the types, nature and diffusion of ICTs in LIS education and training programmes in Africa. The findings indicate that all LIS schools in Kenya have embraced the use of ICTs, but there are major variations in terms of application. All but one LIS School offers a wide range of relevant ICT courses, many of them as core modules. However, not all of them offer, or are able to offer, practical hands-on experience for their students. In teaching and learning, only a few LIS schools use ICTs to deliver lectures, the majority still favouring age-old methods of face-to-face classroom teaching. In research, the lack of ICT facilities has resulted in partial and minimal use of ICTs, especially since academic staff have to pay (individually, from private funds) to access the Internet. For the same reasons electronic publishing of research results on the Internet is low. In terms of academic administration, most LIS schools have computerised but most activities still are conducted offline due to networking inadequacies. The study recommends that Kenyan LIS schools should increase the use of ICTs in teaching and learning to foster greater effectiveness. Kenyan LIS schools should strive to provide online and distance education in order to open more learning opportunities for the nation. (Contains 5 tables and 1 footnote.) |
| format | Recurso educativo Open Access |
| id | eric_EJ853791 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2003 |
| record_format | eric |
| spellingShingle | Information and Communication Technologies in Library and Information Science Education in Kenya Minishi-Majanja, Mabel K. Ocholla, Dennis N. Information Science Education Foreign Countries Information Technology Technology Uses in Education Use Studies Technology Integration Questionnaires Administrator Attitudes Deans Institutional Characteristics Curriculum Evaluation Educational Development Educational Assessment Educational Indicators Information and Communication Technologies in Library and Information Science Education in Kenya Minishi-Majanja, Mabel K. Ocholla, Dennis N. Information Science Education Foreign Countries Information Technology Technology Uses in Education Use Studies Technology Integration Questionnaires Administrator Attitudes Deans Institutional Characteristics Curriculum Evaluation Educational Development Educational Assessment Educational Indicators Information and Communication Technologies (ICTs) have become central to education and training in Library and Information Science/Service (LIS) because of the great influence of these technologies on the professional world. This study on Kenya is part of a larger doctoral research project that aims to map and audit the types, nature and diffusion of ICTs in LIS education and training programmes in Africa. The findings indicate that all LIS schools in Kenya have embraced the use of ICTs, but there are major variations in terms of application. All but one LIS School offers a wide range of relevant ICT courses, many of them as core modules. However, not all of them offer, or are able to offer, practical hands-on experience for their students. In teaching and learning, only a few LIS schools use ICTs to deliver lectures, the majority still favouring age-old methods of face-to-face classroom teaching. In research, the lack of ICT facilities has resulted in partial and minimal use of ICTs, especially since academic staff have to pay (individually, from private funds) to access the Internet. For the same reasons electronic publishing of research results on the Internet is low. In terms of academic administration, most LIS schools have computerised but most activities still are conducted offline due to networking inadequacies. The study recommends that Kenyan LIS schools should increase the use of ICTs in teaching and learning to foster greater effectiveness. Kenyan LIS schools should strive to provide online and distance education in order to open more learning opportunities for the nation. (Contains 5 tables and 1 footnote.) |
| title | Information and Communication Technologies in Library and Information Science Education in Kenya |
| topic | Information Science Education Foreign Countries Information Technology Technology Uses in Education Use Studies Technology Integration Questionnaires Administrator Attitudes Deans Institutional Characteristics Curriculum Evaluation Educational Development Educational Assessment Educational Indicators |
| url | https://eric.ed.gov/?id=EJ853791 |