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The purpose of this study is to assess the digital preservation policies and plans for long-term digital preservation in selected repositories in South Africa, with a view to develop a digital preservation framework for the preservation of Indigenous knowledge system (IKS) in South Africa.

Through the multiple case study research design, data was obtained from eight respondents in four Indigenous Knowledge Systems Documentation Centers (IKSDCs) in institutions that are part of the National Recordal Systems (NRS) initiative across four provinces in South Africa using in-depth face-to-face interviews. Data collected was also supplemented with the content analysis of several policy documents in South Africa.

The findings reveal that there are no digital preservation policies in place in the institutions, especially long-term digital preservation for IKS. However, some of the institutions are formulating policies that will include the management of IKS collected in the institutions. This study also reveals that digital curation, policy formulation and disaster preparedness plans to some extent are measures said to be in place for the digital preservation of IKS.

This study focuses mainly on the NRS initiative in South Africa. Indigenous Knowledge (IK) related to traditional medicine, traditional plants and food are currently being digitized at the IKSDCs by IK recorders. This study will help in ensuring that the South African Government’s effort and investment in digitizing IKS and making them accessible online is not wasted. This study will help mitigate the risk of damage and alteration over time, either deliberately or in error.

This study fills a gap in the literature on the digitization and digital preservation of IKS from the context of the NRS project in South Africa. Very few studies have been carried out on the digital preservation of IKS in Africa. This study also proposed a framework for the digital preservation of IKS in South Africa.

This paper attempts to discuss some of the key challenges that Zambia faces in the application of information communication technologies (ICTs) for the small‐scale farmers.

A survey of information needs of small‐scale farmers in two selected provinces was carried out in order to establish and prioritize their information needs. Evaluation of the existing information infrastructure provided insights into the type of ICTs that can support the provision of information to small‐scale farmers in Zambia.

The paper highlights some of the salient findings of the research carried out under the African Technology Policy Studies (ATPS), Zambian Chapter and financed by the International Development Research Foundation (IDRC) from 2001 to 2003. These, among others, include: weak human capital and technical infrastructure, lack of clear national information policy and lack of a coordinated agricultural information support system for small‐scale farmers anchored on ICTs.

This study illustrates that it is becoming increasingly evident that the success of any agricultural development programme in Zambia requires a well‐organized and functionally integrated information delivery system propelled by the application of appropriate ICTs. The paper presents recommendations for this to be realized.

The changes in the socio‐economic and political arena in Zambia have had a drastic effect on the management of the agriculture sector. Further, even though it is widely acknowledged that information plays an important role in agricultural and rural development in Zambia, this conception has received less pragmatic attention and seems to have been less consolidated over time. The central role of information in this sector has thus been largely superficial. The need for a clear national policy framework on the use of ICTs for the small‐scale farmers to enhance national development is thus articulated in this paper.

The purpose of this paper is to present the findings of the baseline study on the state of digital heritage material preservation in Botswana.

The study was part of a three‐country United Nations Educational, Scientific and Cultural Organization (UNESCO) Digital Heritage Preservation Project on the state of digital material preservation in Africa involving Botswana, Ethiopia and South Africa. The study uses the survey method consisting of various components data collection strategies including field work, document research, observations and the holding of a national consultative seminar an additional data input tool. The field study involved visiting 26 institutions that were identified as having the actual or potential of managing heritage materials in the country. Two other categories of institutions that were surveyed included the service providers of digitisation systems in the country.

Findings revealed weak policy formulation on digitization both at the institutional and national levels; weak legislative framework for digital preservation; ill‐defined national digitisation co‐ordination for digitisation activities at institutional, national and regional levels; lack of awareness about the potential of digital preservation by national heritage institutions; a dearth of human resources for digitization; and lack of common standards on digital heritage materials preservation in Botswana.

Although the study was limited to institutions dealing with digital heritage materials preservation, the outcome of the study sheds more light on the challenges of preservation of digital materials in most of the institutions in Botswana.

The results of this study presents useful strategic policy options for the management and preservation of digital materials in Botswana and other countries of Africa facing a similar environment.

There is a dearth of literature on preservation of digital heritage materials in Africa, and this study provides useful insights that are unique and comparative experiences that exist on this subject.

The purpose of this paper is to present findings of the design and implementation of an online information literacy module to first‐year students at the University of Botswana.

The study population consisted of 103 first‐year students in the Department of Library and Information Studies. The population was divided into three equal groups of 34, 34 and 35, respectively, and each assigned a two‐hour slot in the smart computer laboratory weekly for five consecutive weeks, to cover five information literacy topics online. Each group was assigned a tutor who received assignments online and graded them. Each topic was followed by questions for students to answer.

Findings generally revealed that impartation of information literacy through the online mode could improve students' competencies perhaps more than the face‐to‐face instruction approach. Furthermore, respondents preferred a blended instruction approach to a single learning mode. Contrary to expectations, online instruction might not minimise the copying of each other's work among students to a great extent. Finally, online instruction does not necessarily reduce the amount of workload for staff and students, instead more time is needed to design and administer the course.

The study was limited to first year students in the LIS department. A similar study involving all departments in the University of Botswana would shed more light on the level of information literacy competency among first year students from a cross‐disciplinary perspective.

The major outcome of the study is a re‐usable online information literacy module. The study findings could also be useful in developing interventions to improve the design and delivery of online courses.

Information literacy is a key challenge facing educators all over the world. Case studies such as this provide unique and comparative experiences that advance existing knowledge. For the University of Botswana, the study provides a first insight into the impact of e‐learning on information literacy competency since the implementation WebCT in 2002.