1. Introduction
5.11 Recommendations
changes of ICTs. Brandt (2001: 74) pointed out that skills and knowledge of information are as important as skills and knowledge of the technology that gives information. The use and application of ICTs changes with time and the future library workers have to be prepared for the change through training and continuously improving their skills and education in order to be flexible in their jobs and taking advantage of the computer and its resources.
The University of Botswana Library workers recommended that they be given training in the use and application of ICTs. They prefered face to face workshops/courses type of training more than the advice by phone or e-mail, and open flexible learning delivered and supported online.
as part of the library ICTs programmes, listserv discussion groups that can assist them in developing scholarly discussions and self-development. Continuous use of the computers by junior library workers should be reduced in order to prevent them from suffering from the ICTs side effects already mentioned.
The University of Botswana library should train its workers at the same pace as it is acquiring and developing its ICTs. Dole and Stalker (1996) too pointed out that libraries should devote some of the resources to training their workers. In that regard, the University of Botswana Library should adapt and devote some resources every year in order to have continuous training on ICTs considering how dynamic they are. Training should be considered important for all the levels of library workers because their main objective is to make available information to the library users. The objective could be impossible to be implemented with the diverse users the library has because of the vast information provided by ICTs and the ever-changing technology.
UNESCO Asia-Pacific Regional Bureau for Education (2002) indicated that, Universities are entering into partnerships with the private sector, particularly the IT industry, in order to help maintain operation and financial viability of ICT-based education programmes.
This ICTs programmes must be sustained and developed on a long-term basis. The University of Botswana Library has already indicated its plan of linking with other higher institutional libraries and national libraries for information provision, it should include training as a joint venture. Kaniki (1999) recommended that, "it will be a waste of limited resources for each institutions and library to develop its own courses as the needs for training appear to be similar". The University of Botswana Library therefore should work together with other institutions that have ICTs training needs within the country. A systematic and organised mechanism for training library workers should be developed and put in place in order to have continuous training for its workers.
Training analysis should be done on all the library staff and a system for identified types of training and specific times for upgrading should be put in place. A training provider should be from an accredited ICT training institute and should be able monitor and assess training standards. Training on ICTs should be provided in a number of areas, there can be specialised courses, scheduled training sessions. Mulira (2000) suggested that training could be done in-house as well as by an expert from a software company, unless specialist training is required. Training in-house has been identified as cost effective when comparing it with public and formal training.
In order for the library workers to familiarize its users with the library, there should be ongoing training as well as access to helpful and knowledgeable staff. Library workers should have at least basic skills of library ICTs fundamentals that will grow with continuous training. The library workers should understand how ICTs can support them in their work taking into consideration health and safety as well as legal issues in the context oflCTs.
Being able to find information on behalf of the library user is a skill that has to be learned and gives confidence to the staff. Knowing how to use ICTs improve the library worker's own professional efficiency and reduces bureaucratic burdens within the library. Reader development activities should be supported by the use ofICTs to ensure effective learning.
ICTs resources should be managed effectively in the library, the automation staff should not be only ones who are able to manage the library ICTs.
Academic library workers who have undergone formal training should have the skills to be Internet navigators doing in depth information searches and validating web pages. They should be web designers, mounting and updating information, setting up and managing e- mail databases for example, and setting up digital links for their library users as well as troubleshooting skills. Library workers must be information consultants, be able to analyze user's needs as well as being aware of information sources and being able to
identify with other information providers and therefore be able to design information links and be able to present them.
The Department of Library and Information Studies in the University of Botswana must assist in giving ICTs training to both the library user and the library staff through short courses like:
• semmars
• on-campus training
• distance learning
• teleconferencing
• on the job learning
• self directed learning