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In the context of an evolving digitally-oriented library and/or information science (LIS) discipline and framed by Andrew Abbott's Chaos of Disciplines theory, this article presents an epistemological overview of evolving competency requirements for a global digital information environment and the implications of this for future LIS education. In doing so it draws from both an international case study of ongoing research by the IFLA BSLISE (Building Strong LIS Education) Working Group into the development of an international framework for the assessment of quality standards in LIS education and a national (South African) case study involving the compilation of an LIS competency index in a highly digitally oriented information environment. The Chaos of Disciplines theory was originally conceptualized to demonstrate the evolution of disciplines in the social sciences. Its core principles of the interstitial character of a discipline and fractal distinctions in time are employed as a heuristic tool to connect the empirical evidence from these two purposively selected case studies to the inherent nature of the LIS discipline and the implications of this for competency requirements for professional practice in a highly digitized global information environment and for future LIS education responding to these competency exigencies.

The study examined the opportunities available and challenges experienced by Commerce subjects' educators using ICT. Quantitative and qualitative descriptive research was used. Six high schools were purposely selected for the study because they are all equipped with computer laboratories. A purposive sample consisted of 138 school-based commerce educators, 6 School governing Bodies (SGB) members, and 6 school managers from one particular Area Office (AO) in the North West Province, of South Africa were selected. Questionnaires, interviews and observations tools were used to collect the data. The findings of the study identified some major opportunities and challenges in integrating ICT into teaching and learning activities. The study recommends relevant and appropriate management and use of ICT by teachers and resource to empower schools with ICT infrastructure--physical and human resources, as well as ICT training which will empower commerce educators to transform their traditional modes of delivery towards new modes of delivery.

As library and information science (LIS) becomes an increasingly technology-driven profession, particularly in the academic library environment, questions arise as to the extent of information technology (IT) knowledge and skills that LIS professionals require. The purpose of this paper is to ascertain what IT knowledge and skills are needed by academic librarians in the digital library environment. Grounded in pragmatist epistemology and using ideas from sociologist Andrew Abbott's "Chaos of Disciplines", the study draws empirical evidence from LIS job advertisements and a national online survey of academic libraries in South Africa. It concludes that 70 to 75 percent of job advertisements in the academic library sector stipulate requirements for advanced IT skills. The author recommends that the LIS discipline seize the opportunity presented by what Abbott calls its "interstitial character" and its tendency toward "fractal distinctions in time" to stake an intellectual claim on this technology-driven extension of its disciplinary domain.

This paper presents a comparison of first-level LIS education and training between South Africa and Canada, and based on this comparative description, qualitative identification of similarities and differences are made to highlight strengths and weaknesses in each case. The paper concludes that while similarities exist, the differences stem largely from the different social contexts in which this education is located. Notwithstanding this, there are lessons to be learnt from the endeavors of each of these countries. (Contains 1 footnote.)

Literature on general education in higher education generally and in library and/or information science education and training specifically, is reviewed. Drawing from this review and from the findings of an empirical study conducted in South Africa, this article discusses curriculum development in LIS education and training in both the university and the non-university higher education contexts. (Contains 3 notes.)

South Africa came out of apartheid rule in 1994. This transition has brought with it its own set of challenges including that of access to information, an essential pillar in upholding a democracy. In this transitional period, South Africa is reliant on every possible institution to contribute to the growth of its fledgling democracy. It is clearly evident from the literature that democratic societies are dependent on such institutions as public libraries to uphold fundamental principles of democracy. This paper reflects on the public library, within the South African context, as an essential institution in the growth and sustainability of democracy through equitable access to information and knowledge. The paper discusses issues such as the public library and its role in equitable access to information, the contradictory environments within South Africa, recreational reading and the public library scenario, lifelong learning, and the public library and the educational system. Other issues such as support for indigenous materials and adult literacy are also addressed in the paper. The authors conclude that the real concern in South Africa today is the gulf between the "haves", of any colour, and the "have-nots" and the capacity of the public library to bridge that gap via its contribution to the reduction of illiteracy, poverty and unemployment, the scourge of Africa and South Africa. It is a given that public libraries play a critical role in the propagation of democracy, especially in a continent that has been plagued by dictatorships and military rule. [ABSTRACT FROM AUTHOR]

The merging of tertiary institutions in South Africa has created complex institutions with complex library and information services. These mergers, coupled with changing technology, provide the perfect opportunity to abandon traditional library organisational models. Academic information services need to move towards an organisational model that will accommodate the steady plod towards electronic library and information services. This paper explores the possibility of developing a structure in which a department of Innovation is the hub of all library and information service activities. This department of Innovation would have two critical subdepartments, namely Online Services and Research. These subdepartments would provide the academic information service with the capacity to meet both the demands of evolving technology and the changing needs of users in a modern teaching, learning and research environment. [ABSTRACT FROM AUTHOR]

The concept of co-determination, which is a fundamental principle underpinning the new South African labour dispensation, is examined. Co-determination represents a deliberate move away from adversarialism to cooperation. As the intention of the legislation is to have employers work together with employees, who are organised collectively into trade unions, the present article examines the effect of the trade union movement on the library and information services (US) sector. It identifies factors in the international literature that are seen to have an influence on the growth of trade unionism and traces these within the South African US context in relation to four key statutes in the Labour Relations Act. The US sector in South Africa is represented by a myriad of ‘generic’ unions and a professional association and this dichotomous system of representation has severely limited its opportunities to exploit the progressive labour dispensation. The sector should therefore re-examine the opportunities offered by the new dispensation. The article focuses in particular on the tertiary education sector. [ABSTRACT FROM AUTHOR]