Detail A framework for understanding the taching of information ethics in Africa (from Libri, Vol. 62, 19-40) Bibliografi Author: Douglass, Kimberly Topik: Teaching; Information ethics - Africa Bahasa: (EN )     Penerbit: Walter de Gruyter     Tempat Terbit: Berlin    Tahun Terbit: 2012     Jenis: Article - diterbitkan di jurnal ilmiah internasional Fulltext: A Framework for Understanding the Teaching of Information ethics in Africa_Kimberly Douglas (2012).pdf (221.12KB; 0 download) Abstract The study of information ethics education in Africa is relatively new and has yet to gain an empirical and normative footing. However, it has gained momentum in the past three years. This development was signified by the theme of the Third International Information Ethics Conference for Africa held in Botswana, in September 2010. The growing interest in information ethics education in Africa presents an opportunity and possibly even a mandate to take stock of the methodological developments to date. This paper fulfills that mandate. This exploratory research surveys the methods/methodologies used to study information ethics education in Africa. This paper connects the methodologies to particular epistemologies, ontologies, and axiologies. The survey results reveal methodological approaches that are post-positivist, constructivist-interpretivist, and critical-ideological in nature. The findings suggest opportunities for both rigorous and plural methodologies in this research area, which are important considering scholars have begun laying the foundation for a scientific paradigm. The studies surrounding information ethics education in Africa clearly hold practical value for educators constructing information ethics workshops, courses, and materials. However, the current studies lack an overarching theory (separate from information ethics) to frame future research questions and to situate study results in a broader context. The theoretical void among these studies limits the generalisability of study findings as there are no guiding beliefs to extend to cases beyond the immediate studies. Also, while the scholars here engaged in the study of how and where information ethics is taught in Africa and even arrived at a core set of themes, the theoretical void hampers methodological rigor. However, this paper helps lay the groundwork for a theoretical framework, which creates a context by which methodological rigor can be judged. The studies highlighted here could mark the first stage of a scientific paradigm, if scholars move forward with theoretical tests that answer a range of meaningful research questions. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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