Status of Information and Communication Technologies in Academic Libraries in Central Uganda

Abstract

Library users are constantly expecting new services, which puts tremendous pressure on academic libraries to re-organise their work patterns and devise better ways of service delivery in order to remain relevant. Although there are a lot of developments taking place in terms of information and communication technology (ICT), academic libraries in Sub- Saharan Africa are at different levels of ICT deployment both between different countries and within the same countries. The aim of this study is to determine the status of ICTs in Academic libraries in Central Uganda. The descriptive study employs a survey methodology gathering both quantitative and qualitative data. Data was collected from library staff responsible for the day-to-day management and administration of ICT at 17 of the 22 academic libraries in Central Uganda using survey questionnaires and interviews over a period of twelve months. Findings indicate that there is an improvement in the status of ICTs in academic libraries in Central Uganda although they are deployed at a minimum level. Funding, power fluctuations and low bandwidth still pose a major threat to ICT adoption in academic libraries in Central Uganda. This report informs government, libraries, LIS schools, LIS professional bodies and policy makers on the future course of action regarding ICT deployment and curricula. Notably, there is need for government to support infrastructural development; engage in public-private partnerships for infrastructural developments; exempt taxation of ICT equipment and supplement funding at universities. Libraries should dedicate more funds to purchase ICT equipment; automate all library functions; develop local capacity to manage ICT projects; promote awareness about ICT services and support initiatives from local and international library associations. LIS schools should conduct a curriculum review to reposition the LIS study program to the present and future needs of the job market; monitor and advice government on policy issues affecting higher education include the need to align ICTs to national development. LIS professional bodies need to champion the cause for the standardization of LIS study programs, promote networking and knowledge sharing; articulate national e-strategies and play advisory role to government, LIS schools and libraries.