Curriculum response to a changing national and international information environment: Theoretical and methodological paradigms on review and revision1

ICT in Africa: Building a Better Life for All

“…When examining lower level categories, it is clear where the need for advanced IT skills is greatest: information-related positions (34 of 151 positions or 23%) and knowledge management positions (11 of 61, 18%) far exceed positions in archives and record management (7 of 69, 10%), in libraries (23 of 281, 8%) and for academic positions (0 of 19, 0%). This finding contrasts with the findings of previous studies by Snyman (2000) and Ocholla (2001Ocholla ( , 2005 and suggests that in South Africa IT is starting to play a more significant role in the LIS profession as well. The author recommends that LIS schools in South Africa therefore introduce advanced IT core courses in their curricula together with continuing education options to meet the growing demand for advanced IT knowledge and skills in the country in order to ultimately contribute to building knowledge societies.…”

Library and Information Science Education and Training in Uganda: Trends, Challenges, and the Way Forward

“…As noted by Ocholla [22,34], opportunities for collaboration exist in the development of partnerships with industry/employers in curriculum development, teaching, research, publication, and experiential learning. Anderson's [12] advice that curriculum designers and teachers of professional education courses can do a great deal to help make new professionals become independent life-long learners is vital.…”

An analysis of the library and information science (LIS) job market in South Africa

“…Rugambwa 1998;Marcum 1997;Loughridge, Oates & Speight 1996;Schumm 1994;Quarmby, Willet & Wood 1999;. Over the past twenty-five years, follow-up studies of graduates for curriculum review have been conducted by Anadiran (1988) in Nigeria; Rosenberg (1989Rosenberg ( , 1994 in Kenya; Alemna ( , 1999 and Kisiedu (1993) in Ghana; Rugambwa (1998) in Ethiopia; Aina and Moahi (1999) in Botswana; Lutwana and Kigongo-Bukenya (2004) in Uganda;van Aswegen (1997);Ocholla (2001), Stilwell (2004) and Shongwe and Ocholla (2011) in South Africa. In addition to follow-up studies, the assessment of LIS-related job advertisements in newspapers has also received some attention in the past (e.g.…”

“…In addition to follow-up studies, the assessment of LIS-related job advertisements in newspapers has also received some attention in the past (e.g. Rosenberg 1989;Snyman 2000;Ocholla 2001Ocholla , 2005 and more recently (Ndlalangamandla & Ocholla 2012). Interestingly, despite different time spans, geographical locations, as well as the different national and international focus of the studies, libraries have consistently turned out to be the main employers of LIS graduates.…”

“…We believe that the library and information science (LIS) job market is no different, as it largely determines the type of skills, knowledge and abilities that the LIS student must possess and project after leaving LIS higher education institutions (HEIs). The LIS job market in Africa, as reported by several studies over the last twelve years (Ocholla 2000(Ocholla , 2001(Ocholla , 2005Snyman 2000;Lutwana & Kigongo-Bukenya 2004;Minishi-Majanja & Ocholla 2004;Ocholla & Bothma 2007), is changing rapidly, with the emerging professions taking a significant portion of the market in countries where the job market increasingly relies on non-library employers. The aim of this study therefore was to analyse LIS job market trends in South Africa through a literature review and a newspaper survey of LIS job advertisements.…”