Directorate of Library Services

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Author: search.filters.author.Mwilongo, Kardo JosephSubject: search.filters.subject.Education

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    Assumptions of the future of artificial intelligence in Tanzania academic libraries: A review of literature
    (Dar es Salaam University Press (DUP), 2023) Mwilongo, Kardo Joseph; Mwageni, Rhodes
    This paper insight the assumptions, opportunities and challenges of the use of interactive and engaging applications of artificial intelligence in academic libraries in Tanzania. It determines assumptions and pitfalls inherent and the debate whether the technologies have effectively replicated academic libraries, library resources, services and operations. The inclusion criteria of the literature were assumptions, opportunities and challenges towards artificial intelligence in academic libraries. The literature was searched from databases to include Sage, Taylor & Francis, Emerald, Google Scholar and Research Gate. The results were analyzed, evaluated, compared, contrasted and discussed in the lenses of UTAUT theory. The results indicate that artificial intelligence brings the world together in which people work and network in the integral function of provision of library resources and services to the library users. Artificial intelligence is as enabler for academic libraries to create library spaces, store, process, preserve, conserve, access, retrieve library resources and services timely with less costs. Also, artificial intelligence lessens inadequacy of funds to purchase printed materials in academic libraries, lack of digital devices and limited spaces in the libraries. Artificial intelligence has transformed the complex attitude and behaviors of library staff and users. Though, artificial intelligence has created fear towards employment opportunities of workers and library staff in particular. Besides, it was realised that library staff mismatch with the artificial intelligence in academic libraries due to lack of awareness, inadequate qualifications and limited infrastructure in academic libraries. This review contributes to the practices, knowledge, theory and literature of the use of artificial intelligence in academic libraries. The study proposed that there should be step by step towards interventions to introduce artificial intelligence in academic libraries. The process should consider the environments, needs and socio-economic developments of the developing countries and Tanzania in particular.
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    Reaching all through open and distance learning in Tanzania
    (International journal of African and Asian studies, 2015) Mwilongo, Kardo Joseph
    The rapid development of Information and Communication Technologies (ICTs) and the move towards more knowledge-intensive, interdependent and internationalized societies create new challenges and opportunities for the design and delivery of distance education. There are three reasons for disseminating distance education to all societies; vis-à-vis geographical isolation, social isolation and disadvantaged groups. The emergence of the internet and related networks like the World Wide Web and Web 2.0, have had and will increasingly have radical effect on the transformation of education and training in all sectors. The use of innovative teaching and learning methods helps to sustain student’s interest and make the learning process more productive and interesting. The techniques that can be adopted are: the use of internet through which different search engines and subject based information gateways can be used to supplement teaching/learning resources; computer assisted learning and web-based learning which includes virtual laboratories, discussion forum, chat, audiovisual presentation, noodling and tutorials. The Ministry of Education and Vocational Training and its education agencies have to review the curriculum and establish centers at district, municipal or at ward level through which open and distance learning can be accessed by the majority. Also, they have the role of ensuring that the facilities used for the programme are user-friendly to learners and particularly those with physical disabilities. However, quality assurance unit incorporating curriculum developers needs to be in place for monitoring and evaluation of the resources, ICT facilities, courses and programmes offered and the learning content, the staff, technology, learning methods and services.