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Item Optimum curriculum for effective digital management of cultural heritage: The Uganda perspective(AL AKHAWAYN UNIVERSITY, IFRANE, MOROCCO, 2016-06-22) Kigongo-Bukenya, Isaac M. N.Concern for cultural heritage not a new phenomenon in Uganda Cultural institutions preserve and pass on cultural heritage Several legal deposit provisions in Uganda - Supplemented by the Copyright and Neighboring Act, 2006 Digitization of cultural heritage began at MakLib in the late nineties The Africana Section collects traditional cultures on tombs, shrines, etc Since 2007 WDL digitizing Uganda Cultural Heritage pooled with WDL partners in the world Difference between Makerere Digitized cultural heritage and that of the WDL (U) is accessibility by allItem Challenges of building digital repositories in Africa: A case study of best practise(Dakar, Sénégal, 2016-06-22) Bakhoum, NafissatouCreating the sustainable means to safeguard and make the African scientific memory evolutive for future generations make challenges regarding preservation and knowledge sharing most acute. Then, many initiatives have been developed to generate synergies at a national and regional level in order to raise awareness in the urgent need to implement policies and programs to safeguard and valorize the rich African historical, scholarly and cultural heritage. But, despite resolutions and recommendations outlining road maps to root out the continent from isolation regarding the internationally networked system of knowledge production and sharing, there are now few relevant African contents freely accessible. And this, in spite of the existing potential and huge progress made in ICT outputs. In the general African context, with limited economic resources, one can therefore understand why such challenges are of urgent pressure. 1 - Challenges attached to the preservation and valorization of African scholarly contents. 2 - Presenting a case study of best practice: the digital repository of IFAN Ch A Diop.Item Building an Online Indigenous Knowledge Library on Culture, Environment, and History: Case Study of Elimu Asilia(National Museums of Kenya, 2016-06-22) Owano, AshahAfrican communities did not record events and accounts in writing Mode of communication and transfer of IK was Oral There is lack of Kenyan community stories and information on the web Libraries have inadequate local content to contribute to global knowledge economyItem Implementation of workshops scanning and creation of electronic libraries in Francophone Africa: transfer of skills and partnerships(2016-06-22) ROSSI, Pier LuigiSince 2001 the IRD (Institut de recherche pour le développement) we undertook multiple actions in several Francophone African countries for digitization and internet access setting products scientific document collections by University or Institutes research in these countries. Between October 2008 and September 2009, with support from the Ministry of Foreign and European Affairs, we have set up 26 workshops scanning in 7 countries (Benin, Burkina Faso, Madagascar, Mauritius, Niger, Senegal, Tunisia). To do this we have ensured the installation of equipment, training in digital technologies, electronic library building with the "Greenstone" software. The collaborative website "beep" (www.beep.ird.fr) promotes the enhancement and visibility of electronic collections produced by our African partners. During the year 2012 we ensured the implementation of two workshops scan at the University of Lomé and a workshop at the Department of Demography at the University of Ouagadougou. In 2013 our actions will continue in Cameroon (Iford), Morocco and several countries under the cams (African and Malagasy Council for Higher Education).Item Optimum curriculum for effective digital management of cultural heritage: The Uganda perspective(Uganda Christian University (UCU), 2016-06-22) Kigongo-Bukenya, Prof Isaac M. NLIS Education curriculum in Uganda is as old as the East African School of Library and Information Science (EASLIS) which started producing Information Professionals (IPs) since 1963. This paper probes whether Uganda LIS Education Curriculum currently offered by EASLIS is capable of graduating IPs specialized in digitization. It is premised on the hypothesis that an optimum curriculum is key to Digital Library Education in producing IPs to spearhead effective digitization management. Ma, O’Brien and Clegg (2006:165-174) concur that Digital Library Education (DLE) has assumed increasing importance. Sreenivasulu (2000: 12-20) agrees that the best IPs to implement digitization, are those “combining librarianship and technology”.Item Jstor Digitization Project in Nigerian University Libraries: Policy Issues in Building and Sustaining Digital Collections(Bayero University, 2016-06-22) Diso, Lukman IWith funding from the MacArthur Foundation, ITHAKA (JSTOR) has collaborated with two Nigerian university libraries – Bayero University, Kano and University of Ibadan, Ibadan – to develop digital collections. “The purpose of this digitization project is to build capacity within the academic library at two major Nigerian academic institutions, to enable the digitization and dissemination of a modest number of historically significant collections and documents archived at these institutions, and to further expand awareness of these important primary source collections to scholars and students in Nigeria as well as those across Africa and beyond” [(Masinde & Rajan, (2011)].This paper attempts to examine the objectives and terms of collaboration as articulated in the signed memorandum of understanding (MoU) between ITHAKA and the institutions, the management of the collaboration, the Decapod technology system deployed for the digital labs to execute the digitization project, policy issues and institutional capacity building, and the implications for the future of digital collections, archiving/preservation in Nigerian universities.Item The 3rd International Conference on African Digital Libraries and Archives Digital Libraries and Archives in Africa: Changing Lives and Building Communities(Al Akhawayn University in Ifrane, Morocco, 2016-06-21) Al Akhawayn UniversityThe corpus of Moroccan manuscripts is estimated at more than 80,000 titles and 200,000 volumes held at a number of public and private libraries—mostly religious institutions and zawāyā. These collections are invaluable both as repositories of human knowledge and memory and for their aesthetic value in terms of calligraphy, illumination, iconography and craftsmanship. Several medieval authors position Morocco as an important center in the Muslim West (al-Gharb al-Islami) for manuscript production, illumination, binding and exchange. However, except for a few scattered publications, a history of North African Arabic calligraphy (al-khatt al-maghribi) remains to be written. By providing the tools for making these collections readily accessible to the scholarly community in the Maghrib and beyond, ICT will make possible the study of North African scripts within the broader context of Arabic calligraphy and the Islamic arts of the book in general. The two main manuscript collections in Morocco are hosted at the National Library of Morocco (Bibliothèque nationale du royaume du Maroc, or BNRM, formerly General Library and Archive) in Rabat (12,140 titles), and the Qarawiyyin Library in Fez (5,600 titles, 3,157 of which in several volumes). Theses collections originated mostly from waqf (pious endowments) and state appropriation of private collections (e.g., 1,311 and 3,371 titles from the al-Glawi and al-Kattani collections respectively). They are written almost entirely in Arabic and in various scripts; Amazigh (Berber) manuscripts in Arabic script and Hebrew manuscripts constitute less than one percent of the total collections.Item Digitization Capacity and Skills of Academic Librarian in Nigeria(Redeemer’s University, Nigeria, 2016-06-21) Adeleke, Akinniyi AIncreasing number of Nigerian universities is devising creative means of increasing their digital contents in the public domain by digitizing intellectual outputs of their faculty members. Digitization accords academic institutions the opportunity of making their institutional resources available thereby increasing their visibility and better performance in ongoing web ranking of world universities. However, certain skill sets and competencies are required by librarians who are responsible to establish and maintain digital collections in their respective institutions. This study therefore to investigated the level of librarians ’possession of these skills. A survey was conducted on librarians in eleven selected private and public universities in Nigeria that have minimum ICT infrastructure required for digitization. Eighty six librarians responded and data analysis revealed that digitization was still at its infancy in the libraries and few librarians were involved in the process. The study also found librarians score themselves below average in many of the specific digitization skills even though they considered them important. Also, majority of the librarians had no formal professional training in digitization and only a few spent time for personal skills development in the process.Item Collaborrative Approcahes to Building Digital Repositories in Africa(Third International Conference on African Digital Libraries and Archives (ICADLA-3), 2016-06-21) Bwamkuu, Africa JWhile there is exponential growth of local generated intellectual output from Africa, remains are challenges to make the local content visible and available at the global level. By 29th January, 2013, out of 2256 repositories listed in the Directory of Open Access Repositories (DOAR) at www.opendoar.org, only 60 repositories are in Africa, which is 2.66% of total repositories in DOAR. This statistics is consistent with many available studies which indicates that Africa’s’ contribution to the global knowledge is limited. The report released by Thomson Reuters on April 2010 also confirms that Africa's contribution to the global body of scientific research is very small and does little to benefit its own populations. With over 30 academic institutions that award bachelors, masters and PhD each year, Ethiopia faces the same challenges, make intellectual output accessible at the global level. Recognizing this fact, Ethiopian major actors in the educational field, in particular, the Consortium of Ethiopian Academic and Research Libraries (CEARL) and the National Education and Research Network of Ethiopia (EthERNet), have been actively exploring ways to address the challenge using the modern technology. CEARL, as content provider and EthERNet, as infrastructure operator, has been collaborating to unlock Ethiopian academic institutions’ knowledge using common digital repository. The collaboration is guided by Memorandum of Understanding (MoU) that harmonizes individual institutional policy framework. The paper explores the collaborative approaches whereby individual institutions pooled together resources and at the same time, jointly engage international partners specifically the International Network for the Availability of Scientific Publications (INASP), the Royal Tropical Institute (KIT), the African Digital Library Support Network (ADLSN) and the Institute of Development Studies (IDS) to bring about the national repository.Item Managing a digital library Institutional with the Invenio software: IDS, the document server of IDEP(Head Librarian, IDEP, 2016-06-21) Dakar, SenegalManaging a digital library Institutional with the Invenio software:IDS, the document server of IDEP. Presentation