This section summarizes the findings under each of the study’s objectives. It serves to illustrate how the research questions and objectives were answered.
6.2.1. To Investigate the Curriculum Presence of Information Ethics Modules in Library and Information Science Departments in South Africa
This objective sought to determine whether and to what extent information ethics modules form part of the curricula of Library and Information Science Departments in South Africa. There was a
strong feeling among the Heads of Departments that information ethics education is necessary in LIS. The literature review (in Chapter 2) also stressed the need for information ethics education in LIS in light of the ethical dilemmas facing information professionals. However, of the seven LIS Departments that responded to the questionnaire, only three had a full information ethics module in their curricula. These are the LIS Departments at the University of Pretoria, University of South Africa and the University of Zululand. The modules’ titles (in 2007) were Legal Aspect of Information (University of Zululand), Investigating Information Ethics in the Information Era (University of South Africa), and Information Science: Social and Ethical Impact (University of Pretoria). In the LIS Departments at the University of KwaZulu Natal, University of Cape Town, University of the Western Cape and Durban University of Technology; information ethics was not offered as a full module on its own. The content of information ethics was covered briefly in the content of other modules. This isn’t enough considering the importance of the module. What transpired from the results of the study is that information ethics is not accorded equal importance by the LIS Departments in the country. (Notes: deleted – already stated in par)
6.2.2. To Find Out who Teaches Information Ethics Modules in terms of Academic Departments
Considering the multidisciplinary nature of information ethics, it was imperative to establish who teaches or is responsible for teaching information ethics modules in terms of academic departments and areas of knowledge and expertise. In all the cases, the module was offered by LIS Departments with no collaboration with other departments. Of the instructors, two had background knowledge in LIS (University of Zululand and University of Pretoria), while the remaining respondent had a background in both Library and Information Science and Philosophy. Although it was such as Fallis (2007) advocate that that an information ethics module should be taught by Library and Information Science professionals who understand the ethical dilemmas facing information professionals, it is undisputable that information ethics draws from other disciplines such as Philosophy and Computer Science. Some aspects of information ethics can better be taught by the Departments of Philosophy or people with a philosophical background.
6.2.3. To Determine the Level(s) at which Information Ethics Modules are offered in LIS Departments or Schools in South Africa
In all the departments, the full module was only offered in the second year of study. This was based on the idea that by second year, students are senior enough to understand and appreciate information ethics, having gained at least some institutional experience. The University of Zululand did, however, have an information literacy module with some aspects of information ethics that it offered to its first years.
6.2.4. To Establish what is being Taught in Information Ethics Modules in terms of Content
The study found that there was diversity in terms of the content of information ethics modules in the three Library and Information Science Departments that offered the subject. However, certain similarities persisted; for example, intellectual property was covered across the board. Depending on the duration of teaching in a year at the three institutions, differences in the amount of content covered seemed to prevail. For example, an information ethics module at the LIS Department at the University of Zululand was offered over a single term. A term is approximately eight to nine weeks, which may not afford enough time to comprehensively cover all aspects of the module. In some LIS Departments, such as the departments at the University of Pretoria and the University of South Africa, the module was offered for a semester, which is much longer than a term, meaning that more areas are covered. Although there does not appear to be a general consensus on what should be taught in an information ethics module, the general topics that were covered in the information ethics modules include background to ethics, ethical theories, intellectual property, protection of information, information accessibility, trans-border data flows and many others.
Surprisingly, none of the modules’ content included the professional codes of LIS. One would expect that a component that deals with the professional behaviour of information professionals in carrying out their duties in the workplace would be covered in such modules. The different topics covered in the LIS Departments suggest that there is no collaboration among LIS Departments on information ethics education. As it stands, each department teaches its own version of information ethics.
6.2.5. To Determine the Teaching Methods of Information Ethics Modules in LIS Departments or Schools in South Africa
Students come from diverse backgrounds and thus have a diverse range of knowledge and practical and cultural experiences; thus it was considered necessary to investigate the methods being used to teach information ethics modules in the LIS Departments in South Africa. A combination of lectures and group discussions formed the basis of teaching in the LIS department at the University of Pretoria; the University of Zululand only used lectures; and the University of South Africa’s department used case studies. Different models may be needed to assist with ethical reflection and decision-making, and/or recognizing cultural and other biases in each. A model that works well with certain students may not work as well with others as a result continuing to explore alternatives and evaluating the effectiveness of various models is necessary to encourage student learning and exploration
6.2.6. To Determine the Challenges in the Teaching and Learning of Information Ethics in LIS Departments or Schools in South Africa
It was found that there were quite a few challenges facing information ethics education in Library and Information Science Departments in South Africa. However, the challenges varied according to each department. The duration of teaching the module was cited as a major challenge at the University of Zululand. In 2007, the duration of teaching was a term. A term is approximately eight to nine weeks, and this does not afford enough time to comprehensively cover the subject. Other challenges include the need for African literature on the subject, the need to remain up to date and informed about the latest developments in information legislation, and the need for an African perspective on information ethics. In the LIS Department at the University of South Africa, the module was still new and no challenges had been encountered. The lecturers generally mentioned that getting students to participate in group discussions and challenge certain views was a problem, possibly because of cultural clashes.