African-Centered Internet Literacy: An Ubuntugogy Metadata Approach
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| Publicado en: | The Journal of Pan African Studies (Online) vol. 10, no. 10 (Nov 2017), p. 88 |
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| Autor principal: | |
| Publicado: |
Itibari Zulu
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| Materias: | |
| Acceso en línea: | Citation/Abstract Full Text Full Text - PDF |
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| Resumen: | The inspiration for this paper was given birth by a suggestion from the referees of a paper titled "Generating Metadata to Study and Teach about African Issues" in Information Technology and People (2014) Faleh Alshameri and I wrote. We had mentioned and briefly discussed the Ubuntugogy paradigm in that paper, which prompted the referees to suggest that we write another paper dealing with how metadata applications can be utilized to advance the paradigm. This paper is the outgrowth of their suggestion, without Alshameri who did not show much interest in doing so. The paper is divided into three major sections and a conclusion. The first section introduces the subject being examined. The second section entails a summary of the presuppositions and requirements for Ubuntugogy as illustrated in my works on the subject for those readers who may not be familiar with the paradigm. The third section proposes metadata applications to advance the paradigm. The paper is important because as Alshameri and I have demonstrated, the capabilities of generating and collecting data have been increasing rapidly. The computerization of many business and government transactions with the attendant advances in data collection tools has provided huge amounts of data. Millions of databases have been employed in business management, government administration, scientific and engineering management, and many other applications. This explosive growth in data and databases has generated an urgent need for new techniques and tools that can intelligently and automatically transform the processed data into useful information and knowledge. An Ubuntugogy metadata mining approach can therefore prove to be quite useful in advancing African-centered Internet literacy. |
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| ISSN: | 1942-6569 |
| Fuente: | Publicly Available Content Database |