Thesis explores the ways in which Information and Communication Technology (ICT)use, specifically that of telephones and the Internet, impacts the lives of Eritrean refugees in Rome, Italy. Informal interviews, semi-structured interviews, and participant observation were carried out in a 'center of second reception.' Results show that information obtained through the use of ICT acts on the imaginations of refugees, encouraging or discouraging movement to alternative locations. ICT use can help maintain a sense of emotional "closeness" to family members abroad for some, but not for others. Limitations in access to ICT exist for the refugees and their families in Eritrea that crosscut multiple socio-demographic categories. Finally, surveillance, enacted through ICT use, negotiates power between the Eritrean state and its subjects in the diaspora. / Graduation date: 2012

The production and consumption of information and communication technology (ICT) products and services continue to grow worldwide. This trend is accompanied by a corresponding increase in electricity use by ICT, as well as direct environmental impacts of the technology. Yet a more complicated picture of ICT’s effects is emerging. Positive indirect effects on environmental sustainability can be seen in substitution and optimization (enabling effects), and negative indirect effects can be seen in additional demand due to efficiency improvements (rebound effects). A variety of methods can be employed to model and assess these direct and indirect effects of ICT on environmental sustainability. This doctoral thesis explores methods of modeling and assessing environmental effects of ICT, including electronic media. In a series of five studies, three methods were at times applied in case studies and at others analyzed theoretically. These methods include life cycle assessment (LCA) and complex systems modeling approaches, including System Dynamics (SD) and agent-based (AB) modeling. The first two studies employ the LCA approach in a case study of an ICT application, namely, the tablet edition of a Swedish design magazine. The use of tablets has skyrocketed in recent years, and this phenomenon has been little studied to date. Potential environmental impacts of the magazine’s tablet edition were assessed and compared with those of the print edition. The tablet edition’s emerging version (which is marked by a low number of readers and low reading time per copy) resulted in higher potential environmental impacts per reader than did the print edition. However, the mature tablet edition (with a higher number of readers and greater reading time per copy) yielded lower impacts per reader in half the ten impact categories assessed. While previous studies of electronic media have reported that the main life-cycle contributor to environmental impacts is the use phase (which includes operational electricity use as well as the manufacture of the electronic device), the present study did not support those findings in all scenarios studied in this thesis. Rather, this study found that the number of readers played an important role in determining which life-cycle phase had the greatest impacts. For the emerging version, with few readers, content production was the leading driver of environmental impacts. For the mature version, with a higher number of readers, electronic storage and distribution were the major contributors to environmental impacts. Only when there were many readers but low overall use of the tablet device was the use phase the main contributor to environmental impacts of the tablet edition of the magazine. The third study goes beyond direct effects at product- and service-level LCAs, revisiting an SD simulation study originally conducted in 2002 to model indirect environmental effects of ICT in 15 European countries for the period 2000-2020. In the current study, three scenarios of the 2002 study were validated in light of new empirical data from the period 2000–2012. A new scenario was developed to revisit the quantitative and qualitative results of the original study. The results showed, inter alia, that ICT has a stimulating influence on total passenger transport, for it makes it more cost- and time-efficient (rebound effects). The modeling mechanism used to represent this rebound effect is further investigated in the fourth study, which discusses the feedback loops used to model two types of rebound effects in passenger transport (direct economic rebound and time rebound). Finally, the role of systems thinking and modeling in conceptualizing and communicating the dynamics of rebound effects is examined. The aim of the fifth study was to explore the power of systems modeling and simulation to represent nonlinearities of the complex and dynamic systems examined elsewhere in this thesis. That study reviews previous studies that have compared the SD and AB approaches and models, summarizing their purpose, methodology, and results, based on certain criteria for choosing between SD and AB approaches. The transformation procedure used to develop an AB model for purposes of comparison with an SD model is also explored. In conclusion, first-order or direct environmental effects of ICT production, use, and disposal can be assessed employing an LCA method. This method can also be used to assess second-order or enabling effects by comparing ICT applications with conventional alternatives. However, the assessment of enabling effects can benefit from systems modeling methods, which are able to formally describe the drivers of change, as well as the dynamics of complex social, technical, and environmental systems associated with ICT applications. Such systems methods can also be used to model third-order or rebound effects of efficiency improvements by ICT. / Den ökande produktionen och konsumtionen av produkter och tjänster inom informations- och kommunikationsteknik (IKT) leder till en ökning av den globala elanvändningen samt direkta miljökonsekvenser kopplade till IKT. Men IKT har även indirekta miljömässiga effekter. Dessa kan vara positiva till exempel genom substitutions- och optimeringseffekter eller negativa genom att till exempel ge upphov till ytterligare efterfrågan på grund av effektivisering (så kallade reboundeffekter). Olika metoder kan användas för att modellera och bedöma både direkta och indirekta effekter av IKT. Syftet med denna avhandling är att undersöka metoder för modellering samt att studera miljöeffekter av IKT och elektronisk media med hjälp av livscykelanalys (LCA) och även modellering av komplexa och dynamiska system, samt simuleringsteknik, så som System Dynamics (SD) och agentbaserad (AB) modellering. Avhandlingen omfattar fem artiklar (artikel I-V). Artikel I &amp; II beskriver resultaten från en fallstudie där miljöeffekter kopplade till en svensk tidskrift studeras med LCA. Tidskriftens version för surfplatta samt motsvarande tryckta version studeras och jämförs. Artikel III går ett steg vidare från produktnivåns LCA. Artikeln återkopplar till en SD simuleringsstudie som ursprungligen genomfördes under 2002. Simuleringsstudien gällde framtida miljöeffekter av IKT i 15 europeiska länder med tidspespektivet 2000-2020. I artikeln valideras tre scenarier från simuleringsstudien med hjälp av nya empiriska data från 2000-2012 och ett nytt scenario modelleras. Kvantitativa och kvalitativa resultat från den ursprungliga studien diskuteras. Till exempel visar artikel III att IKT har en stimulerande effekt på den totala persontrafiken genom att göra den mer kostnads- och tidseffektiv (reboundeffekt). Modelleringsmekanismen som används för att representera denna reboundeffekt diskuteras vidare i artikel IV. Artikeln belyser och diskuterar den återkopplingsslinga (feedback-loop) som används för att modellera två typer av reboundeffekter kopplade till persontrafik (direkt ekonomisk rebound och tidsrelaterad rebound) samt jämför med en tidigare studie. Artikel IV behandlar också den roll systemtänkande och modellering kan spela i konceptualisering och kommunikation av reboundeffekters dynamik. För att ytterligare undersöka systemmodelleringens och simuleringens möjligheter att representera icke-linjära komplexa och dynamiska system (exempel på sådana diskuteras i artikel III och IV), sammanställer artikel V tidigare studier som jämför SD och AB-metoder och -modeller.  Studiernas mål och metod summeras och resultaten med avseende på vilka kriterier som presenteras för att välja mellan SD och AB sammanställs. Även processen för att omvandla en befintlig SD-modell till en AB-modell beskrivs. Avhandlingens slutsats är att LCA och systemmodelleringsmetoder kan vara användbara för att studera IKTs direkta effekter så väl som indirekta effekter på miljön. / <p>QC 20150813</p>

Low achievement in Mathematics is a problem that faces schools, colleges and universities, not only in South Africa, but worldwide. Many efforts have been made to explore different ways in which teaching and learning can be more effective. ICT provides endless possibili–ties to enhance the teaching and learning of Mathematics. The purpose of this study is to determine teacher–students’ attitude towards ICTs in order to plan for effective, efficient and appropriate methods of Mathematics education. It further aims to determine to what extent these students will be willing to use ICTs in their own studies as well as in the teaching pro–cess in their classrooms, and aims to compare the students’ attitudes across three countries i.e. South Africa, Tanzania and Finland. The population consisted of Mathematics education teacher–students enrolled at the following institutions: School for Continuing Teacher Educa–tion (SCTE) at the North–West University in South Africa (317 students), the Iringa University College, University of Tumaini in Tanzania (111 students), and the University of Joensuu in Finland (56 students). This study followed a quantitative cross–sectional survey design com–prising a single mode research questionnaire to three groups of students in three countries. The instrument that was used was based on the Loyd and Gressard Computer Attitude Sur–vey (1984) (CAS), with a few additional questions to add to the relevance of this study. Questionnaires were completed by each group of students. The questionnaires were posted to each Mathematics teacher–student at the SCTE with a return envelope included. The re–searcher visited Tanzania and administered the questionnaire to the students at their univer–sity and some students in Finland completed the survey online while others completed a pa–per–based copy, which was returned to the researcher. Descriptive statistical techniques, reliability and validity of the instrument scale, inferential statistics (ANOVA), and cross–tabulations were used, and where appropriate, effect sizes were calculated. Findings indi–cated that the teacher–students have a positive attitude to computers and that they are willing to use ICTs in their own studies and in their teaching at school. The comparison of their atti–tudes revealed that the South African and Tanzanian teacher–students have a more positive attitude towards ICTs than the Finnish students. The teacher–students in the two African countries were also more willing to use ICTs than the students in Finland, despite their in–creased exposure and access to technology. To create an environment of effective Mathe–matics education, a number of factors play an important role. Mathematics education sup–ported by good pedagogical content knowledge can be transformed into effective Mathemat–ics education with the aid of a positive computer attitude and willingness to use technology. Together these aspects are supported by the technological pedagogical content knowledge (TPCK) framework. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

Low achievement in Mathematics is a problem that faces schools, colleges and universities, not only in South Africa, but worldwide. Many efforts have been made to explore different ways in which teaching and learning can be more effective. ICT provides endless possibili–ties to enhance the teaching and learning of Mathematics. The purpose of this study is to determine teacher–students’ attitude towards ICTs in order to plan for effective, efficient and appropriate methods of Mathematics education. It further aims to determine to what extent these students will be willing to use ICTs in their own studies as well as in the teaching pro–cess in their classrooms, and aims to compare the students’ attitudes across three countries i.e. South Africa, Tanzania and Finland. The population consisted of Mathematics education teacher–students enrolled at the following institutions: School for Continuing Teacher Educa–tion (SCTE) at the North–West University in South Africa (317 students), the Iringa University College, University of Tumaini in Tanzania (111 students), and the University of Joensuu in Finland (56 students). This study followed a quantitative cross–sectional survey design com–prising a single mode research questionnaire to three groups of students in three countries. The instrument that was used was based on the Loyd and Gressard Computer Attitude Sur–vey (1984) (CAS), with a few additional questions to add to the relevance of this study. Questionnaires were completed by each group of students. The questionnaires were posted to each Mathematics teacher–student at the SCTE with a return envelope included. The re–searcher visited Tanzania and administered the questionnaire to the students at their univer–sity and some students in Finland completed the survey online while others completed a pa–per–based copy, which was returned to the researcher. Descriptive statistical techniques, reliability and validity of the instrument scale, inferential statistics (ANOVA), and cross–tabulations were used, and where appropriate, effect sizes were calculated. Findings indi–cated that the teacher–students have a positive attitude to computers and that they are willing to use ICTs in their own studies and in their teaching at school. The comparison of their atti–tudes revealed that the South African and Tanzanian teacher–students have a more positive attitude towards ICTs than the Finnish students. The teacher–students in the two African countries were also more willing to use ICTs than the students in Finland, despite their in–creased exposure and access to technology. To create an environment of effective Mathe–matics education, a number of factors play an important role. Mathematics education sup–ported by good pedagogical content knowledge can be transformed into effective Mathemat–ics education with the aid of a positive computer attitude and willingness to use technology. Together these aspects are supported by the technological pedagogical content knowledge (TPCK) framework. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

Förmåga att använda informations- och kommunikationsteknik framhålls numeraofta som en förutsättning för delaktighet på lika villkor i samhällslivet. Näraförknippat med detta är de insatser som görs för att överbrygga digitala klyftor isamhället. IKT har gjort deltagandet i samhällslivet mer möjligt för personer medsynnedsättning. Tillgång till teknik innebär dock inte alltid att den kan användas ivardagen. I denna avhandling analyseras den förmedlingsprocess som sker när barnmed grav synnedsättning, genom förskrivning på syncentraler, får tillgång tilldatortekniska hjälpmedel, samt hur barnen därefter tillägnar sig tekniken genom att,med olika stödpersoners hjälp, använda den i skolan och hemmet. Åtta barn (mellan7-18 år) från två syncentralers upptagningsområden deltog i studien, tillika medderas föräldrar, stödpersoner i skolan samt personal (datortekniker och anpassningslärare)från syncentralerna. Undersökningsmaterialet har samlats in genom intervjuer,samtal och observationer. Barnen har skrivit aktivitetsrelaterade dagböcker. Förmedlingsprocessen involverar många personer från flera organisationer och ärutsträckt i tid och rum. Olika rationaliteter ställs mot varandra när professionelltverksamma från syncentral och skola, tillsammans med föräldrar ska möjliggöra förbarnen att ta tekniken i bruk. Med utgångspunkt från datorn som hjälpmedel diskuterastre projekt vars mål är viktiga för barnet att nå: att lära sig, att bli socialtdelaktig och att bli självständig. Dessa projekt står ofta i konflikt med varandra, tillexempel barnens önskan att träna på datorn samtidigt som de vill leka med sinakamrater. Med en tidsgeografisk ansats analyseras situationer där konflikter uppstår,samt vilka avvägningar och försök till samordning som görs av de inblandadeparterna. Skolan utgör ett område där den övergripande samhälleliga ambitionen omett liv på lika villkor ska konkretiseras. Analysen pekar på att uppmärksamhet börriktas såväl mot den individcentrerade kompensatoriska användningen av tekniskahjälpmedel, som mot skolans uppläggning av undervisningen (strukturell förändring förtillgänglighet). Ett helhetsperspektiv på förmedlingsprocessen möjliggör långsiktigplanering där tidsrumsliga dimensioner betraktas och dess fragmentering minskas. / The ability to use information and communication technology is regarded today as acondition for participation in society. Closely associated with this are measurestaken to reduce the digital divide in society. Computer technology is accepted asmaking it possible for people with disabilities to manage most things on their ownthat previously required some help of others. However, access to technology doesnot necessarily equal usability. This thesis explores and analyses the mediationprocess that occurs when children with visual impairment, access assistive computertechnologies, and how these, by the help of support persons, are used in home and atschool. Eight children (between seven and eighteen years of age) were included inthe study, as well as their parents, support persons in school and professionals fromthe Low Vision Clinics. Research data have been collected through interviews,conversations, observations and activity oriented diaries. The mediation processinvolves a number of persons and organisations and is both organisationally complexand extended in time and space. Different rationalities are set against eachother, when professionally active persons from the Low Vision Clinics and schools,together with parents make it possible for the children to use the assistive devices.From the standpoint of the computer as an aid, three projects are discussed whosegoals are important for the child to achieve to be able to, in the short and long run,live life to the full. These projects are ‘learning’, ‘becoming socially involved’ and‘becoming independent’. The projects can often be in conflict with each other; forexample the children’s desire to practice on the computer against their wanting toplay with their friends at the same time. With a time-geographic approach,situations in which conflicts and trade-offs arise, as well as the coordination effortsmade by those involved, are analysed. The school constitutes an area in which theoverreaching societal ambition of a life on equal terms is realised. This studydiscusses how compensation for the individual as well as structural change foraccessibility manifests itself in organisation, structures and supportive efforts.

Cette recherche propose d’étudier et de présenter des supports susceptibles d'améliorer le processus d'apprentissage des personnes malentendantes et sourdes par la médiation de nouveaux outils comme les tablettes tactiles. La question est de savoir si l’introduction de ces nouveaux outils, pourrait permettre la création de didacticiels adaptés aux spécificités cognitives des enfants sourds.Dans le contexte actuel, notre hypothèse est que les nouvelles technologies informatiques et les outils numériques (comme les tablettes tactiles) influenceraient positivement le processus d’apprentissage des élèves sourds et malentendants.En conséquence, nous avons créé un logiciel éducatif, Digisthésia, qui a été conçu et adapté aux besoins des élèves sourds et malentendants. Le but de cet outil était de développer et d’améliorer 4 des principales potentialités cognitives : l’attention, la mémoire, la vitesse de traitement et la résolution de problèmes.Notre protocole a mobilisé 80 élèves de 7 collèges de Lyon et de la périphérie lyonnaise : 40 élèves avec différents degrés de déficience auditive, des sujets implantés et appareillés (20 participants ont utilisé le logiciel éducatif Digisthésia / 20 personnes ont fait partie du groupe de contrôle) ainsi que 40 élèves sans déficiences auditives (20 participants qui ont utilisé notre logiciel éducatif sur tablette tactile / 20 élèves ont fait partie du groupe témoin). Les résultats indiquent que la médiation par les nouvelles technologies a renforcé les potentialités cognitives des élèves sourds et malentendants. Nous avons observé un progrès au niveau de l’apprentissage des participants sourds et malentendants suite à l’utilisation du logiciel éducatif Digisthésia sur tablette tactile. / This research proposes to study and present materials that can improve the learning process for people who are hard of hearing and deaf by leveraging the use of new tools such as touch tablets. The question is whether the introduction of these new tools could allow the creation of software tools that more adapted to the cognitive specificities of deaf children.In the current context, our hypothesis is that new computer-base technologies and digital tools (such as touch tablets) would positively influence the learning process for students who are deaf and hard of hearing.As a result, we have created the educational software Digisthésia that has been designed and adapted to the needs of students who are deaf and hard of hearing. The aim of this tool was to develop and improve 4 important cognitive parameters such as attention, memory, processing speed and problem solving.Our protocol mobilized 80 students from grade schools from and near Lyon: 40 students suffering from different degrees of hearing impairment, with an without cochlear implants (20 subjects used the tablet/20 subjects were part of the control group). As well as 40 students with no hearing impairments (20 subjects who used the educational software Digisthésia and the tablet /20 subjects who were part of the control group).The results indicate that leveraging the new technologies has enhanced the cognitive potential of deaf and hard of hearing students. We have seen progress in the learning of deaf and hard of hearing participants as a result of the use of tablets and our software.

The use of Information and Communication Technology (ICT) in teaching and learning is of significant importance to a country’s development and the social growth of individuals. As a result, ICT usage is gaining momentum in world schooling systems. Cognisant of the benefits of ICTs in teaching and learning, South African schools have introduced ICTs in schools and teachers are compelled to adopt and integrate technology to improve their pedagogic activities. The purpose of this research was to explore South African teachers’ experience in using ICT in the schooling system. This study was underpinned by the Network Society theoretical framework that endorses the use of ICTs in teaching and learning environments. The research method used in the study followed a qualitative interpretative approach and data collection methods included a literature study, non-participant observation and semi-structured interviews with a purposefully selected sample of teachers and school principals and analysis of documents on ICTs in teaching and learning. Findings indicated that ICT integration in teaching and learning is endorsed by teachers and principals who understand the benefits of ICT in enabling better methodological strategies, greater collaboration among teachers, improved access to the required information and the ability to cater for learners with different potential and learning styles. However, a number of factors that hinder the successful ICT integration in urban schools were identified as inadequate ICT infrastructure, teachers’ lack of ICT skills and low level of ICT proficiency, inadequate training, negative attitudes and poor teacher confidence. Other factors included lack of ICT leadership, funds and technical support. These findings indicated poor implementation of policy and a lack of connection between theory and practice. It was concluded that all education stakeholders, including parents, should work together in securing an ICT infrastructure that will accommodate all learners. It was recommended that more regular workshops which focus on the development of ICT skills in accordance with the proficiency levels required to effect successful integration of ICTs by teachers, be conducted. Moreover, principals should attend training workshops to learn about their responsibilities as ICT leaders at school. Technological pedagogical and content knowledge (PACK) together with CRAR3FS2 principles could provide a crucial framework for training South African teachers to overcome their ICT skill challenges. The ultimate goal of this study is to analyse factors that both hinder and enable the integration of ICTs into teaching practice in South Africa and to contribute to the body of literature on ICT integration in South African urban schools. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The emergence of Web 2.0 tools has transformed the operation of Knowledge Management (KM) practices in the academic libraries. This study has investigated the application of Web 2.0 tools to enhance KM practices in academic libraries in Tanzania. Eight out of twelve academic libraries located in public universities in Tanzania were purposively selected in this study. The study included two categories of respondents: ordinary library staff and senior library staff (directors, heads of libraries, library managers, and Information and Technology (IT) specialists in the library etc). The findings of the study were determined after applying methodological triangulation within quantitative and qualitative research contexts. This included the use of questionnaires, semi-structured interviews and observations. In the first instance, questionnaires were used to collect data from 278 library staff selected using systematic sampling technique. Interviewing targeted 69 senior library staff was done using purposive sampling technique. In total, 254 (91.4%) ordinary library staff completed the questionnaire; while 57 (82.6%) senior librarians were interviewed. The study findings have indicated the low level of KM application in academic libraries. Muhimbili University of Health and Allied Science (MUHAS) Library showed the strongest application of KM practices, followed by State University of Zanzibar (SUZA) Library. Lack of KM enablers in academic libraries was indicated as one of the significant challenges that hinder the application of KM practices in academic libraries. It was noted that most of the academic libraries visited had websites. On the other hand, the majority of respondents acknowledged that they had personal accounts of the various Web 2.0 tools. The study findings imply that most library staff had some level of experience with a variety of Web 2.0 tools. It was further established that despite the high level of familiarity and use of Web 2.0 tools, respondents were not frequent users of their library websites. The study findings have also indicated a low level of access and use of Web 2.0 tools within academic libraries. Mzumbe University (MU) and SUZA Libraries were the main users of Web 2.0 tools; followed by University of Dar-es-Salaam (UDSM) Library. Knowledge Management System (KMS) Success Model was employed to investigate factors that affect the application of Web 2.0 tools to enhance KM practices. The study findings have demonstrated that the KMS Success Model is suitable for guiding the understanding of the contributing factors with respect to library staff‟s intention to reuse Web 2.0 tools. The study findings supported the KMS Success Model well, whereby seven of the twelve hypothesised relationships were found to be significant. The study recommends that academic libraries in Tanzania should promote and integrate KM practices in their daily operations as well as the use of KM enablers such as; reliable budget, Web 2.0 tools, reliable power supply, internet connectivity availability and adequate ICTs infrastructure. / Information Science / D. Litt. et. Phil. (Information Science)

There are ethical concerns on how competitive intelligence (CI) is practiced. CI is mainly confused with industrial espionage or sometimes smeared with harmful unethical conduct. The assumptions have negative implications for the full recognition of CI as a profession and the reputation of the practice on, industries or firms and performance. In an attempt to address these concerns, the Strategic and Competitive Intelligence Professionals (SCIP) developed a CI code of ethics. However, critics of CI claim that the CI code of ethics has not been adopted by CI professionals, firms and industries. Moreover, there is very little evidence, if any, on how ethical theory influence the adoption of CI. In response to the critics, this study aimed at developing a CI Ethics Adoption Model (CIEAM) that will be the premise for analysing factors that positively or negatively influence the adoption of a CI code of ethics. This study followed interpretive structural modelling to identify core determinants of CI ethics adoption. Based on extracts from literature, a web-based questionnaire was designed, validated by CI experts and empirically/quantitatively tested by 184 South African ICT firms. The results reveal that South African ICT firms have adopted CI ethics to an absolute extent and utilises different CI ethics enforcement methods. The results also reveal that organisational and stakeholders’ factors, business ethics and ethical theories, decision-making factors, CI practice factors, raising CI ethics awareness, and CI ethics challenges are the core determinants for the adoption of CI ethics and are components of the CIEAM. In practice, the CIEAM may minimise unethical conduct by some CI professionals, and the confusion of CI with espionage, whilst improving the credibility and recognition of the CI profession. The model may also serve as a valuable tool for practitioners and scholars who need to measure the adoption of CI ethics across different business sectors. Theoretically, it may serve as input to the development of CI policies and CI ISO standards in the ICT industry and related industries. Recommendations are made towards the application of the model in other industries. / Business Management / D. Com. (Business Management)

The study set out to investigate the provision of sustainable internet access to public libraries in South Africa. The rationale of the study was to investigate how sustainable internet access can be provided to public libraries in South Africa and to determine how they have developed and are regulated. Internet access is a key driver in delivering information services to the users and a critical tool in facilitating information sharing regardless of platform and geographic location. Therefore, the level of information and communications technology (ICT) penetration in public libraries formed a critical part of the study as the provision of internet to these libraries depends on available ICTs. The study employed a survey design and used interview tool to collect data from nine participants. Questionnaire augmented interviews as they were used to collect data from 322 respondents. The study used the probability sampling technique to collect data from the participants. The purposive sampling technique was used to select the participants for the interview, whereas the stratified probability, proportional to size, and systematic techniques were also used to select respondents in the senior categories, namely heads of public libraries. This ensured a sample size of 331 out of a population of 1 621 selected for the study. The sample size consisted of nine directors and 322 head librarians. No sampling was done on the nine heads (directors) of provincial public libraries, as the nature of this population did not warrant further dissection due to its small size. A Microsoft Excel spreadsheet was used to analyse data. Questionnaires were analysed when they were returned and interviews were analysed when they were conducted. Written descriptions, tables and figures were used to present data in an elaborative manner. Data was also presented through frequencies and percentages. It emerged from the study that most public libraries (97%) were connected to the internet. The findings of the study showed that most public libraries (80%) were connected to the internet through the fixed lines and that each of the nine provinces had its own internet service providers (table 5.12). The study recommended fixed lines for internet access to be laid to all public libraries in South Africa and that a government agency be used as a dedicated internet service provider for public libraries across all the nine provinces. A further study was recommended about the application of an internet access model used by academic institutions to public libraries. / Information Science / D. Litt. et Phil. (Information Science)