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Digital Literacy, Inclusivity and Sustainable Development in Africa


Sustainable development can only be achieved when no one is left behind. An enduring lesson from the COVID-19 crisis is how important the availability of digital infrastructure and skills for individuals and communities is for teaching, learning, employability or just being able to participate fully in society. Digital literacy has become critical for millions all over the world and the need has been keenly felt in Africa, where so many have had to quickly adapt and use online platforms for various purposes. The African library sector has been a key advocate for digital literacy across the nation. But what has been achieved and how? How has digital literacy assisted user communities? What remains to be done?

This important book features contributions from libraries across Africa outlining how they have approached the shift towards a better and more widespread digital literacy. Coverage includes:

  • how in Kenya, in line with the country's national vision, libraries have been teaching their user communities, including deaf children, to ably operate in online spaces
  • the role of digital literacy in increasing employability in Tunisia
  • the efforts of the Ghana Library Authority, the National Library of Nigeria and the City of Johannesburg Library, South Africa in driving digital literacy through eLearning initiatives and other digital services
  • insights into the level of digital skills of students in Uganda and how tertiary institutions in Botswana have been moving to teaching and learning on digital platforms.

This book seeks to explain how the global pandemic has exacerbated the already existing digital gap in Africa. It shows why laying emphasis on digital literacy, where there is inadequate digital infrastructure in the continent, may constitute a great setback in the goal that 'no one is left behind' in the drive for all to be digitally literate and to fully participate in the 21st century society.

Digital Gap in Global and African Countries: Inequalities of Opportunities and COVID-19 Crisis Impact Syden Mishi, Godfred Anakpo
E-skills and Wages in Tunisia Najeh Aissaoui
Digital Literacy in Africa: A Case Study of Kenya National Library Services, Thika Miriam Mureithi
Digital transformation in city of Johannesburg Library Services through the provision of E-Learning services Jeff B Nyoka
National Library of Nigeria and the Promotion of Digital Equity Glory, Okeagu, Okwuoma Chidumebi Chijioke, Daship Na'angap, Solape Oshile
Driving Digital Literacy - An Assessment of GhLA's Interventions Against the COVID-19 Impact on Library Services Hayford Siaw
Impact of COVID-19 on Digital Divide: Perspectives of an Educator and a Librarian in Botswana Lynn Jibril, Priti Jain
Digital literacy Skills Investigation among Third Year Bachelor of Library and Information Science Students of Makerere University Faridah Muzaki, Sarah Kaddu, Eric Nelson Haumba
ICT Training for Children with Hearing-Impairment
Rachel Andisi
Underscoring the Value of Digital Literacy as a Tool for Reducing Unemployment and Enhancing Workplace Productivity Lanre Abubakar Folurunso and Emmanuel Omeiza Momoh
Backwards Design Modelling of Digital Literacy in Africa Oluwaseun David Adepoju

Helena Asamoah–Hassan is Executive Director of the African Library and Information Associations and Institutions (AfLIA). She was previously University Librarian at the Kwame University of Science and Technology, Kumasi, Ghana and was a member of the Governing Board of the International Federation of Library Associations and Institutions (IFLA) 2007-11. Helena has been consultant to a number of international organisations on library and information issues and has served and still serves on several other committees at national, regional and international levels. She is author or editor of 3 books, 3 chapters, 19 refereed conference proceedings and journal articles and over 100 conference papers.

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