This study was conducted to examine antecedents that influence acceptance of e-books in Tanzania. The study extended TAM model with accessibility, perceived cost, and technological support to develop a conceptual model that was used to examine acceptance of e-books in Tanzania. Quantitative study was conducted using self-administered questionnaire in which snowball technique was used to identify potential respondents. The questionnaires were distributed using online Google form, and 314 usable responses were collected. A multivariate data analysis technique known as structural equation modeling (SEM) was employed to establish relationships between the hypothesized relationships. The findings show that perceived ease-of-use, accessibility, and technical support have significant effect on acceptance of e-books in Tanzania. Several implications that will lead to acceptance of e-books in Tanzania are provided.

This paper presents the findings of a study that examined the integration of special needs into the Library and Information Science (LIS) curriculum by Tanzania's library schools. The social model of disability by Oliver (1990) underpinned the study, which deployed both quantitative and qualitative research approaches in a survey research design. A questionnaire, an interview and content analysis were used in data gathering. The study found that special needs in the LIS programme are integrated at one university as an elective but not covered as a core subject. The study found that the integration of special needs into the LIS curriculum is important in improving library services. Furthermore, it was established in this study that the integration of special needs into the LIS curriculum faced the challenge of relying on library staff who lacked training in special needs in addition to lacking assistive equipment. In addition, inadequate funding, lack of appropriate information resources, and lack of sensitisation and awareness of universities and government decision-makers were other challenges the study identified. The study recommends that courses for meeting special needs are compulsory for undergraduates as well as postgraduates in LIS, but also in disciplines such as engineering and information technology, so that universally accessible buildings that integrate the needs of people with disabilities are built, so that websites suitable for people with disabilities are designed, and so that librarians select and acquire information resources and assistive equipment related to people with disabilities. The government should supply adequate funds to all universities to support people living with special needs.