LIS Education in the Digital Age for an African Agenda
| dc.contributor.author | Raju, Jaya | |
| dc.date.accessioned | 2015-11-24T13:57:04Z | |
| dc.date.available | 2015-11-24T13:57:04Z | |
| dc.date.issued | 2015 | |
| dc.description.abstract | To provide an exposé of digital-age library and information science (LIS) education for an African agenda, this paper adopts an emergent qualitative research design by drawing on the literature on LIS education in Africa. It also draws on data gleaned from a survey of heads of schools of LIS in South Africa, and from content analyses of LIS school websites in South Africa and selected parts of the continent. The paper locates its narrative within Abbott’s chaos of disciplines theory and concludes that the LIS discipline’s “interstitial nature,” its “fractal distinctions in time,” and the resulting chaos of disciplines should not be seen as a crisis for LIS education in Africa and globally, but as an opportunity for a paradigm shift to broaden the LIS disciplinary domain and to stake an intellectual claim on this extended domain—and so contribute to the growth and development of LIS services in Africa within the context of an African development agenda. | en_ZA |
| dc.identifier.apacitation | Raju, J. (2015). LIS Education in the Digital Age for an African Agenda. <i>Library Trends</i>, http://hdl.handle.net/11427/15368 | en_ZA |
| dc.identifier.chicagocitation | Raju, Jaya "LIS Education in the Digital Age for an African Agenda." <i>Library Trends</i> (2015) http://hdl.handle.net/11427/15368 | en_ZA |
| dc.identifier.citation | Raju, J. (2015). LIS Education in the Digital Age for an African Agenda. Library Trends, 64(1), 161-177. | en_ZA |
| dc.identifier.issn | 0024-2594 | en_ZA |
| dc.identifier.ris | TY - Journal Article AU - Raju, Jaya AB - To provide an exposé of digital-age library and information science (LIS) education for an African agenda, this paper adopts an emergent qualitative research design by drawing on the literature on LIS education in Africa. It also draws on data gleaned from a survey of heads of schools of LIS in South Africa, and from content analyses of LIS school websites in South Africa and selected parts of the continent. The paper locates its narrative within Abbott’s chaos of disciplines theory and concludes that the LIS discipline’s “interstitial nature,” its “fractal distinctions in time,” and the resulting chaos of disciplines should not be seen as a crisis for LIS education in Africa and globally, but as an opportunity for a paradigm shift to broaden the LIS disciplinary domain and to stake an intellectual claim on this extended domain—and so contribute to the growth and development of LIS services in Africa within the context of an African development agenda. DA - 2015 DB - OpenUCT DO - 10.1353/lib.2015.0038 DP - University of Cape Town J1 - Library Trends LK - https://open.uct.ac.za PB - University of Cape Town PY - 2015 SM - 0024-2594 T1 - LIS Education in the Digital Age for an African Agenda TI - LIS Education in the Digital Age for an African Agenda UR - http://hdl.handle.net/11427/15368 ER - | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11427/15368 | |
| dc.identifier.uri | http://dx.doi.org/10.1353/lib.2015.0038 | |
| dc.identifier.vancouvercitation | Raju J. LIS Education in the Digital Age for an African Agenda. Library Trends. 2015; http://hdl.handle.net/11427/15368. | en_ZA |
| dc.language | eng | en_ZA |
| dc.publisher | Johns Hopkins University Press | en_ZA |
| dc.publisher.department | Library and Information Studies Centre (LISC) | en_ZA |
| dc.publisher.institution | University of Cape Town | |
| dc.source | Library Trends | en_ZA |
| dc.source.uri | https://www.press.jhu.edu/journals/library_trends/ | |
| dc.title | LIS Education in the Digital Age for an African Agenda | en_ZA |
| dc.type | Journal Article | en_ZA |
| uct.type.filetype | Text | |
| uct.type.filetype | Image | |
| uct.type.publication | Research | en_ZA |
| uct.type.resource | Article | en_ZA |