The Information Technology Influence on LIS Job Descriptions in South Africa

Abstract

IT (information technology) and its association with communication technology (information and communication technologies (ICTs)) have changed the way libraries operate. Today, ICTs play a very important role in the library environment. Traditional library tasks such as cataloguing, circulation, and collection development, which were performed manually a few decades ago, have now been automated to a lesser or greater extent. This has led to changes in some library and information science (LIS) job titles and job descriptions over the years. As a result, LIS professionals have been compelled to acquire IT skills. This study was conducted to investigate whether IT has an influence on LIS job titles and requirements in the South African LIS job market. It sought to answer these questions: (1) Has IT influenced job titles in the LIS job market in South Africa? (2) What IT knowledge and skills are required in the LIS job market in South Africa? A newspaper scan for LISrelated job advertisements over a period of four years, 2009-2012, was conducted on a weekly newspaper, The Sunday Times which has an extensive section of careers/job advertisements. Five hundred and eighty one LIS job advertisements were analyzed, and of these 75 had IT titles and/or requirements. The results revealed that IT has a significant influence on the LIS job market in South Africa. This has led to LIS jobs requiring basic computer literacy, and advanced IT knowledge and skills (e.g. computer networking, database administration, web development, etc.). An emergence of new LIS job titles is also observed. The study recommends that South African LIS schools and the work sector should intensify formal and informal (e.g. continuous education) IT education and training in order to meet the demands of the current job market.

Primary Teachers’ Perceptions on ICT Integration for Enhancing Teaching and Learning through the Implementation of One Laptop Per Child Program in Primary Schools of Rwanda

“…Emeh and Agbor suggested that, in order to prepare and produce teachers who are valid and relevant for information age, the government should be endeavor to re-build teacher self-image, and to stress the cultural framework within which the information age operates' (Emeh & Agbor,2003). The suggested strategies and solutions were also in agreement with current studies such those of Muhametjanova & Cagiltay (2016), Shongwe (2015), Tabira & Otieno (2017) and Jaarsveldt & Wessels (2015).…”

“…From these above statements teachers suggested that the government should (1) train them to gain the required knowledge, (2) support them by having their own laptops, (3) provide required infrastructures (4) recruit other teachers to reduce teachers-learners ratio and finally (5) increases teachers motivation by reducing all challenges attached to the shortage of financial payments. These findings were also identified in other related studies such as those of Helm (2015), Porter & Graham (2016), Muhametjanova & Cagiltay (2016), Shongwe (2015), Tabira & Otieno (2017) and Jaarsveldt & Wessels (2015). From above statements it is well observed that teachers' perception towarded the implementation of OLPC program helped them to recognize the contribution of different stakeholders in primary schools.…”

Elementary School Teachers’ Perceptions of Digital Technology Based Learning in the 21st Century: Promoting Digital Technology as the Proponent Learning Tools

“…(3) increase socialization to improve the mindset of educators so that they are not only teaching for knowledge, but directing for skills; and (4) prepare teachers relevant to 21 st century skills by promoting cultural character and increasing digital literacy. The idea of innovation is supported by previous studies by Jaarsveldt & Wessels (2015); Muhametjanova & Çagiltay (2012); Shongwe (2015) that in improving the quality of teachers in developing countries, and preparing teachers relevant to developments in the information era, the government should rebuild the self-image of teachers and emphasize cultural order as a guideline to facing the information era.…”

Readiness of academic libraries in South Africa to research, teaching and learning support in the Fourth Industrial Revolution

“…The two authors probably meant “smart” technologies or AI or super computers as computers have been with us since the mid-20th century. An important study conducted in this decade (Ocholla and Shongwe, 2013) demonstrates a diversification in the employment of LIS graduates, with emerging disciplines/fields, such as information and knowledge management, becoming increasingly attractive while ICT’s influence on LIS jobs burgeoning (Shongwe, 2015).…”