Friday, 12th August 2022
Image courtesy of Monstera, Pexels, see licence
On the 12th August, we celebrate International Youth Day. This year’s theme is ‘Intergenerational Solidarity: Creating a world for all ages’. The theme encourages people to think about how to harness the full potential of all generations to achieve the Sustainable Development Goals. Given that youth[1] constitute approximately 16% of the global population, the decisions and investments we make in empowering them are a strong predictor of success in realising sustainable development for societies. However, one of the main barriers to sustainable development is unequal access to high quality education, which disproportionately affects young people. So, it makes sense to ask: how can we create a world where people of all ages have access to the same educational opportunities, and what role are youth playing in this quest? At OER Africa, we strongly believe that part of the answer lies in open learning.
Around the world, youth have held a mirror to society and have questioned the status quo. They have asked important questions about social structures, politics, economics, and power dynamics. Young people are becoming increasingly influential in different spheres, including the education sector. One would be hard-pressed to find a comparable period in history where youth have been able to voice their experiences to such a wide audience and incite change as a collective. The past decade has seen youth ask valid questions about education systems, how they function, and who they serve. Their concerns have stemmed primarily from inequitable access to high quality education. For example, angry youth in Chile recently protested expensive and poor-quality school and university education, echoing South Africa’s #FeesMustFall protests which have raged intermittently since 2015.
High quality education still eludes a significant proportion of the world’s population, even though the right to education is enshrined in the Universal Declaration of Human Rights. At the United Nations Headquarters’ OpenCon UN in 2018, Rajiv Jhangiani explained,
Many of you will recall these words from Article 26 [of the Universal Declaration of Human Rights]:
‘Everyone has the right to education.’
And yet, over 265 million children are currently out of school.
‘Education shall be free, at least in the elementary and fundamental stages.’
And yet, 57 million out-of-school children are of primary school age.
‘Technical and professional education shall be made generally available’
And yet 617 million youth worldwide lack basic mathematics and literacy skills.
‘higher education shall be equally accessible to all on the basis of merit.’
And yet, by 2025 tertiary education worldwide will need to find a way to provide 100 million additional seats.[2]
Done well, open learning can provide part of the answer to the question of how we can rebuild education systems to be more inclusive, accessible, and meaningful. Open learning is an approach to education which has two primary aims: first, it seeks to remove barriers to learning and second, it aims to give students a reasonable chance of success in an education and training system that directly addresses their needs. At its core is the quest to democratise access to quality education, as it seeks to ‘allow as many people as possible to take advantage of affordable and meaningful educational opportunities throughout their lives through: sharing expertise, knowledge, and resources; reducing barriers and increasing access; and acknowledging diversity of context.’[3] This definition is a fundamentally inclusive one that works toward the idea of an education system that serves all.
Saide (nd) highlights the following key principles of open learning, which acknowledges the need for flexible, meaningful, learner-centred education throughout one’s life:
- Learners are provided with opportunities and capacity for lifelong learning
- Learning processes centre on the learners and the contexts of learning, build on their experience and encourage active engagement leading to independent and critical thinking
- Learning provision is flexible, allowing learners to increasingly determine where, when, what and how they learn, as well as the pace at which they will learn
- Prior learning and experience is recognised wherever possible; arrangements for credit transfer and articulation between qualifications facilitate further learning
- Providers create the conditions for a fair chance of learner success through learner support, contextually appropriate resources and sound pedagogical practices.[4]
One of the most well-known elements of the open learning ecosystem is Open Educational Resources (OER), which are teaching, learning, and research resources that exist in the public domain or have been released under an intellectual property licence that allows others to use and/or repurpose them. If used to support effective pedagogical practices, OER can make a significant contribution to advancing the principles of open learning (though the use of OER should not be conflated with the adoption of open learning principles).[5] There are several case studies that demonstrate the impact of OER initiatives, including OER Africa’s recent research on OER initiatives in African higher education and our collaboration with the Network of Open Orgs to develop a set of seven case study summaries and accompanying report that explore the successes of OER. This research has demonstrated how OER initiatives have succeeded in improving access to educational materials, mainstreaming the use of OER into institutional practices, and developing resources and research, amongst other successes.
The growth and adoption of OER is also spurring the rise to other notable open movements, such as the Open Access (OA) movement. OA generally refers to research outputs that are distributed online, which are free of cost and may be licensed with a Creative Commons licence to promote reuse. OA journals are growing in popularity, and websites like DOAJ curate and index directories of such journals. OA can be used as OER if the open content is used in a teaching/learning context.
However, the use of open licensing does not automatically lead to better education systems, nor does it allay the need to address educational challenges from multiple angles. Butcher and Hoosen (2019) stress that opening access to educational opportunities through tools like open licensing is only part of the work of creating effective education systems.
'… it is important to recognize that designing and implementing effective educational environments is critically important to good education and encompasses many more dimensions than simply opening access to educational materials using open licensing. Thus, OER should not be regarded as a panacea to challenges facing education systems but are nevertheless a potentially important contributor to bridging gaps in access and equity in education'.[6]
Open learning principles provide a foundation on which we can rebuild education systems to better serve people on their lifelong learning journey, starting with the youth. Open learning is one of the most apt expressions of intergenerational solidarity: when we collectively seek to improve access to and quality of education, we can fully harness human potential and move society towards sustainable development. So, as we celebrate this day, let us also remember that we each have a role to play in this pursuit.
Related articles:
- Researching OER initiatives in African higher education
- Researching the benefits of OER through the Network of Open Orgs
- Empowering youth to transform food systems: the role of OER
- Why is 'Open Education' important?
[1] For these purposes, youth are defined as people between the ages of 15 and 24 years
[2] Taken verbatim from Jhangiani, R. (2018). Open Educational Practices in Service of the Sustainable Development Goals. Retrieved from https://thatpsychprof.com/open-educational-practices-in-service-of-the-sustainable-development-goals/
[3] OER Africa. (no date) Understanding OER. Retrieved from https://www.oerafrica.org/sites/default/files/2018.08.Web-Understanding%20OER.pdf
[4] Taken verbatim from Saide. (no date). Open Learning - A brief introduction to open learning principles. Retrieved from https://www.saide.org.za/article.php?id=5
[5] See https://www.oerafrica.org/system/files/13409/oer-africa-2019-research-report.pdf?file=1&type=node&id=13409&force=1
[6] Butcher, N. and Hoosen, S. (2019). Harnessing OER Practices to Drive Pedagogical Improvement: The Role of Continuing Professional Development. Retrieved from https://www.oerafrica.org/system/files/13409/oer-africa-2019-research-report.pdf?file=1&type=node&id=13409&force=1
What's New
Why might you want to publish your research in an open access journal? Open access journals use Creative Commons licences, which lay out the terms under which they can be used and distributed. Although most open access journals are highly respected and entirely legitimate, there are scores of journals that can be classified as ‘predatory’; they prey on the unwary who want to publish or to read a reliable article.
Introduction: Why is open access publishing beneficial to academics?
Why might you want to publish your research in an open access journal? Open access journals use Creative Commons licences, which lay out the terms under which they can be used and distributed. All Creative Commons licences require full attribution. Open access can benefit scholars because wider access to their research, enhances visibility and citations.[1]
Figure 1 shows some of the possible benefits of OA publishing, many of which are relevant to researchers around the world, including those in Africa.
Figure 1: Benefits of open access publishing
What are predatory journals?
Most open access journals are highly respected and entirely legitimate. The Directory of Open Access Journals (DOAJ) lists more than 20,000 journals, many without an author processing fee:
Figure 2: DOAJ coverage[2]
The Department of Higher Education and Training (DHET) in South Africa includes the DOAJ journals amongst its list of accredited journals. Academics, researchers, and librarians are sure to find a reliable open access journal on the DOAJ database or any of the others that DHET lists.[3]
Even so, there are scores of journals that can be classified as ‘predatory’; they prey on the unwary who want to publish or to read a reliable article.
What is a predatory journal? In 2019, a group of legal experts and publishers agreed on this definition:
"Predatory journals and publishers are entities that prioritize self-interest at the expense of scholarship and are characterized by false or misleading information, deviation from best editorial and publication practices, a lack of transparency, and/or the use of aggressive and indiscriminate solicitation practices."
Though it might seem straightforward, there are so many forms of predatory practices that this group of specialists had trouble agreeing on a definition to describe how predation manifests itself.[4]
Experts [5] believe that there are now more than 15,000 predatory journals, which promise:
- Peer review with a fast turnaround time.
- Low author processing fees—low in comparison to some of the top tier journals, but high in terms of what authors get for their money.
- Online publication and visibility.
- Indexing in platforms such as Scopus and Web of Science.
Figure 3: How to spot a predatory journal[6]
OER Africa has a free online tutorial on open access publishing, which includes suggestions on how to verify a journal’s legitimacy.[7] There is also a discussion in Open Knowledge Primer for African Universities on the ways in which DOAJ tries to ensure that the journals in its database are legitimate.[8]
All researchers are under pressure to publish to keep their jobs and become eligible for promotion. The pressure on African scholars is increased because they cannot afford the high publication fees some journals charge, and some may not be familiar with the steps necessary to evaluate journals.
Two researchers are quoted in a 2022 article in the Africa Edition of University World News to illustrate the dilemmas facing African scientists who must publish but have neither the funds to pay the APC costs of top-tier journals nor the knowhow to discern the legitimate from the predatory.[9]
One scientist, Euclides Sacomboio of Agostinho Neto University in Angola, had two articles published in disreputable journals. His preference would have been high-impact journals, but, as he told University World News:
"I earn US$500, and the article processing fee in reputable journals is about US$2,180. Where do I get the money without any support?"
Sacomboio added:
"To me, it was important to share my data. Worse, it was difficult to choose [where to publish] because some of these journals we call predatory have peer review processes."
The second scientist, Moses Samje of the University of Bamenda, Cameroon and a member of the African Academy of Sciences Chapter of Affiliates, was also taken in—this time because the journal’s focus was on research like his and because of the journal’s allegedly high impact factor. Samje said:
"The impact factor was quite attractive. It was too good to be true … We had to try and we submitted a paper and, in the space of 24 hours, they [the publishers] asked for the processing charge, which was getting way more affordable. In less than 48 hours, we received an e-mail [saying] our paper was online. I was quite excited."
Samje subsequently went online and discovered that the journal’s peer review process was not as it seemed; he believes that the journal is a sham.
‘Plagiarism, fraud, and predatory publishing’
The noted bioethicist, Arthur Caplan, wrote those words in 2015 and called predatory journals ‘polluting journals.’[10]
Although the points in figure 3 elucidate the major ways to identify a predatory journal, there are two additional strategies they employ. Predatory journals are noted for accepting plagiarized articles and those that have already been published elsewhere. Even though predatory journals may report that they check for plagiarism, they typically don’t.
A 2018 blog post in the Indian newsletter, The Wire, succinctly described the situation in India and gave examples. The authors wrote:[11]
"Fake journals and plagiarism in academics go hand-in-hand. The lack of peer review and a complete absence of quality checking provides a safe channel to publish plagiarised articles. It is therefore no coincidence that along with fake journals, almost all academic fields have also seen an epidemic of plagiarism."
Sometimes plagiarism is intentional; other times it is the result of a researcher’s lack of expertise on what the concept means.
It isn’t always easy to find specific examples of plagiarism. Science Integrity Digest is one source of information. In 2020, it reported on a clear case of plagiarism in which the work of the OstrowskiLab was stolen and published in a predatory journal.[12] In 2019 in the Journal of Nursing Scholarship, authors wrote about numerous instances of plagiarism in three predatory nursing journals.[13]
In South Africa, Professor Nicki Tiffin, a former researcher at the University of Cape Town (UCT) found that not only had she been plagiarized in a predatory journal, but her name had been stolen too.[14]
Unwary researchers are also trapped because some predatory journals have titles very similar to those of reputable journals. The three journals in the figure below all have similar titles but the similarity ends there.
What's in a name?
The first journal, Plant Physiology and Biochemistry is published by Elsevier, a reputable scientific publisher. The second, Journal of Plant Biochemistry and Physiology, is published by Longdom Press. Note it has phone numbers in Great Britain and in Spain and a registered address in Brussels. The journal is not included in any of the major indexing services that have quality controls, such as Web of Science, Scopus, or PubMed. The third, Journal of Plant Biochemistry & Physiology, is published by Omics, a publisher that was sued by the US Federal Trade Commission for predatory practices and ordered to pay a fine of more than $50 million.[15]
How to help researchers distinguish between the fake and the real
Above, we outlined several ways to determine legitimate journals from predatory ones. The two OER Africa publications we cited offer detailed help to students, researchers, and librarians.
Intellectual property rights, plagiarism, and referencing are taught in the Use of Libraries or embedded in the Use of English course, which is an integral part of the compulsory General Studies (GS) for first year students in Nigerian universities. However, the effect of the course on students has been found to be minimal.[16] Traditionally, African academic libraries run library orientation activities for new students. This window of opportunity could be widened to include provision of information packs or tutorials (online and physically) on information literacy, copyright, and plagiarism issues (including an introduction to plagiarism detecting software), as well as information about predatory journals.
Figure 4: AfLIA poster for use in libraries
Academic libraries can play an important role in raising awareness to the need to be wary of predatory practices. But universities as a whole should be engaged in preventing staff and students from falling prey to these journals. They can list the open access journals for which academics associated with their institution can use for purposes of promotion, tenure, and contracts. The DHET site discussed above would be a good place start. Supervisors can advise their PhD students about conducting a literature review without including predatory journals. Sarah Elaine Eaton of the University of Calgary wrote the following about the need of universities to support their students and academics against predation: [17]
"There are implications for mentors of graduate students and early-career stage academics, as well as for institutions as a whole. The issue of questionable conferences and publications is so complex that early-stage academics require support and mentorship to cultivate a deeper understanding of how to share their work in a credible way."
Dr. Eaton’s statement is valid around the world, particularly in circumstances such as Drs. Sacomboio and Samje described—insufficient funds to pay fees and insufficient guidance within the institution.
[1] See Sharing Africa’s knowledge through openly licensed publishing for more information on open access. https://www.oerafrica.org/content/sharing-africa’s-knowledge-through-openly-licensed-publishing
[3]See https://www.up.ac.za/news/post_3048195-the-department-of-higher-education-and-training-2022-accredited-journals-
[4]Grudniewicz, A., Moher, D., Cobey, K.D. et al. (2019). Predatory journals: no definition, no defence. Nature, Vol. 576: 210-212. Retrieved from https://media.nature.com/original/magazine-assets/d41586-019-03759-y/d41586-019-03759-y.pdf
[5]The Interacademy Partnership. (2022). Combatting Predatory Academic Journals and Conferences. Retrieved from https://www.interacademies.org/project/predatorypublishing
[6]European Pain Federation. (2021). How to Spot Predatory Journals. Retrieved from https://europeanpainfederation.eu/news/how-to-spot-predatory-journals/
[7]Lelliott, T. (2023). Publish Open Access revised. OER Africa. Retrieved from https://www.oerafrica.org/communication/publish-open-access/ - /
[8]Levey, L. (2023). Open Knowledge Primer for African Universities Revised and Updated Edition. Retrieved from https://www.oerafrica.org/system/files/12591/open-knowledge-primer-june-2023.pdf?file=1&type=node&id=12591
[9]Makoni, M. (2022). The battle against predatory academic journals continues. University World News. Retrieved from https://www.universityworldnews.com/post.php?story=20221213224021432
[10]Caplan, A.L. (2015). The Problem of Publication-Pollution Denialism. Mayo Clinic, Vol 90(5):565-566. Retrieved from https://www.mayoclinicproceedings.org/article/S0025-6196%2815%2900190-1/pdf
[11]Raniwala, R. and Raniwala, S. (2018). 'Predatory' Is a Misnomer in the Unholy Nexus Between Journals and Plagiarism. Retrieved from https://thewire.in/the-sciences/predatory-journals-fake-journals-plagiarism-peer-review-mhrd-ugc
[12]Bik, E. (2023). Investigation finds ‘egregious misconduct’ by CUNY scientist. Retrieved from https://scienceintegritydigest.com/2020/07/28/plagiarism-in-chemistry-a-case-report/
[13]Owens, J.K. and Nicoll, L.H. (2019). Plagiarism in Predatory Publications: A Comparative Study of Three Nursing Journals. Journal of Nursing Scholarship, Vol. 51(3):356-363. Retrieved from https://sigmapubs.onlinelibrary.wiley.com/doi/10.1111/jnu.12475 - :~:text=This focused study has clearly,evidence accurately to inform practice.
[14] Simon, N. (2023). Protecting research integrity from predatory journals. University of Cape Town. Retrieved from https://www.news.uct.ac.za/article/-2023-11-09-protecting-research-integrity-from-predatory-journals
[15]Federal Trade Commission. (2019). Court Rules in FTC’s Favor Against Predatory Academic Publisher OMICS Group; Imposes $50.1 Million Judgment against Defendants That Made False Claims and Hid Publishing Fees. Retrieved from https://www.ftc.gov/news-events/news/press-releases/2019/04/court-rules-ftcs-favor-against-predatory-academic-publisher-omics-group-imposes-501-million-judgment
[16] Ogunmodede, T. A., Adio, G. and Odunola, O. A. (2011). Library Use Education as a Correlate of Use of Library Resources in a Nigerian University. Library Philosophy and Practice (e-journal). Vol.604. Retrieved from https://digitalcommons.unl.edu/libphilprac/604
[17] See Sarah Elaine Eaton’s Resource Guide Avoiding Predatory Journals and Questionable Conferences. https://files.eric.ed.gov/fulltext/ED579189.pdf
Education systems around the world have traditionally been characterized by closed knowledge systems, overly prescriptive curricula, narrow conceptions of success, and a failure to fully empower teachers as facilitators of learning. A recent paper by Neil Butcher & Associates argues that a key reason for these issues is that many education systems are inhibited by complex policy environments that, likely unintentionally, impede learning and create educational closure.
Image courtesy of Michael Anderson, Unsplash, Unsplash licence
Education systems around the world have traditionally been characterized by closed knowledge systems, overly prescriptive curricula, narrow conceptions of success and achievement, and a failure to fully empower teachers as facilitators of learning. This inhibits their ability to develop a full spectrum of human learning capabilities amongst learners, especially in their formative schooling years. A recently published paper by Neil Butcher & Associates (NBA) argues that, while there may be various reasons for these issues, one critical problem is that many education systems are inhibited by complex policy environments that, most likely unintentionally, impede meaningful learning and create educational closure.
Education policies often create new rules that accumulate over time, giving rise to inefficiencies and unnecessary constraints that do not support (and often obstruct) learner success. One manifestation of policy complexity within education systems is the growing granularization and rigidity of the formal national curriculum, which has led to the proclivity to use standardized testing and high-stakes examinations as a proxy for learner success. This complexity has also eroded autonomy for teachers, constraining what they can do in the classroom and increasing the tendency to ‘teach to the curriculum’ (or, worse even, to the examination). Standardized testing and high-stakes examinations have also increased anxiety and tension amongst learners, parents, and teachers, who perceive a false equivalence between test performance and success in later life.
The paper argues that despite the diverse nature of education systems around the world, many share a common problem of complex policy environments. Increased use of standardized testing models and resulting curriculum rigidity does not lead to better quality education but can have a deleterious effect on learner achievement. As complexity filters down into the classroom, another consequence is that the teachers who are tasked with delivering curricula are increasingly constrained and disempowered by these central policies. The consequences of this are far reaching as they emphasize rigidity and closure in knowledge acquisition, leaving little space for substantive learner-teacher engagement, contextual adaptation, and discovery.
In response to these challenges, we can use the principles of open learning as a tool to reflect on policy complexity in education systems, including the extent to which a policy environment is facilitating openness or promoting closure. A useful mechanism to tackle policy creep and ensure that education systems are geared toward a broader definition of learner success is to adopt and systematically implement the concept of openness within education systems, which begins at the policy level. Prioritizing openness offers significant opportunities for teachers and learners to reclaim what happens in the classroom and become more engaged members of society.
Integrating open learning principles into policy discourse would be a step forward in reducing unnecessary complexity and closure within education systems.
African languages are vastly underrepresented in the global knowledge pool, even though scholars at Harvard University believe that Africa is home to about one third of the world’s languages. This week, we delve into how Artificial Intelligence can assist with African language representation, and some of the challenges therein.
Much has been written about Artificial Intelligence (AI), mainly in English, including by OER Africa.[1] English is the predominant language on the Internet, in research and publications, and in education. African languages are vastly underrepresented in the global knowledge pool, even though scholars at Harvard University believe that with between 1,000 and 2,000 languages, Africa is home to about one third of the world’s languages.[2]
Artificial intelligence (AI) can play an important role in mitigating these language challenges. Already, international search engines, such as Google, play a large role in using AI to translate English into African languages and vice-versa. Efforts are constrained, however, by the paucity of documents on the web written in most African languages. Additionally, networks of African researchers have become actively engaged in looking for ways to increase the data on the web in African languages, including documenting scientific terms in the African languages where no such terms currently exist. Such data will then be available for use by AI to improve access to African languages. Importantly, they are trying to grow the field of African AI researchers by building networks and finding AI language technology solutions.
Many of us think about Google Translate when we want to understand what has been written in a language that we do not understand. Google Translate is now supported in 25 African languages: Afrikaans, Amharic, Arabic, Bambara, Chichewa, Ewe, Hausa, Igbo, Kinyarwanda, Krio, Lingala, Luganda, Malagasy, Oromo, Sepedi, Swahili, Sesotho, Shona, Somali, Tigrinya, Tsonga, Twi, Xhosa, Yoruba, and Zulu. Several of these languages are spoken across borders. The good news is that the number of them keeps increasing. The bad news is that there does not seem to be any one place to ascertain which African languages are covered; this can only be determined through searches within Google Translate. Furthermore, Google Translate uses machine translation, which is mostly accurate, but not entirely.
The Nigerian linguist, Aremu Adeola, uses an interesting example about why context matters in many languages, including Yoruba:[3]
"Most translations done by machines render some words wrong, especially words that are culturally nuanced. For example, Yorùbá words ayaba and obabìnrin have their meanings situated in a cultural context. Most machines translate both words as ‘queen.’ However, from a traditional-cum-cultural vantage point, it is essential to note that the meanings of ayaba and obabìnrin are different: Ọbabìnrin means ‘queen’ in English while ayaba is ‘wife of the king.’"
Using AI as a translation tool is not straightforward. Most AI tools:[4]
"Rely on a field of AI called natural language processing, a technology that enables computers to understand human languages. Computers can master a language through training, where they pick up on patterns in speech and text data. However, they fail when data in a particular language is scarce, as seen in African languages."
The South African science journalist, Sibusiso Biyela, gives an excellent example of just how difficult it can be to make scientific discoveries understandable and relatable in African languages, such as isiZulu. Biyela was given an assignment to write about the discovery of a new species of dinosaur, Ledumahadi mafube in isi-Zulu. He explained:[5]
"But there’s no word for “dinosaur” in Zulu. Nor are there words for “Jurassic,” “fossilization,” or “evolution.” Despite the fact that Zulu—or isiZulu, as the language is called in South Africa—is spoken by some 10 million people, it simply doesn’t have the words for communicating science.
So my news piece wasn’t just a news piece. It was an attempt to tell a science story in a language that science overlooked—to help right a societal wrong. It was a small contribution among an increasing number that aim to help decolonize South African science writing. And it was rife with more pitfalls than I could have imagined. The task of describing science clearly, concisely, and accurately—already challenging in English—became exponentially more difficult in my native tongue."
At the end of his article, Biyela gives a lexicon of some of the English-isiZulu scientific terms that he used. Biyela uses technology joined with his expertise in science for his work on conveying scientific terms from English to isiZulu. He was one of the partners in Masakhane, which is discussed below.[6]
The underrepresentation of African languages online makes it more difficult to use AI as a translating tool because computers have trouble identifying datasets with which to work. Several organizations are trying to mitigate this challenge, among them the Masakhane Research Foundation. Masakhane is collaborating with the African scientific preprint server, AfricArXiv,[7] to find a way to translate the papers that AfricArXiv receives into African languages.
Masakhane is a grassroots natural language processing (NLP) network that was formed for NLP research in African languages, for Africans, by Africans. The Masakhane community consists of:[8]
">1000 participants from 30 African countries with diverse educations and occupations, and >3 countries outside Africa. As of February 2020, over 49 translation results for over 38 African languages have been published by over 35 contributors on GitHub."
Masakhane has a trial translation page, but the translation results do not always match those of Google Translate. For example, ‘kisukuku’ is how ‘fossil’ is translated in Google Translate. ‘Mabaki ya Wanyama’ is the translation given by Masakhane. (Most online translations use kisukuku).
Figure 1: What is the correct translation?
These efforts are just getting started. If Africa is going to join the global knowledge pool, its languages must be represented too. Both AfricarXiv and Masakhane welcome volunteers; there are other such organizations that would also appreciate assistance.
And for those who are interested in the interrelationship between AI and library and information studies, the African Library and Information Associations and Institutions (AfLIA) will host a webinar on this topic on 25 October 2023. Visit the webinar’s information page for more information.
Related articles
- Three ways Artificial Intelligence could change how we use Open Educational Resources
- Where does ArXiv fit into Open Science? But first, how do I pronounce it?
- Panel Discussion: How can AI assist African Librarians
References and attribution
[1] July 28, 2023 https://www.oerafrica.org/content/three-ways-artificial-intelligence-could-change-how-we-use-open-educational-resources
[2] https://alp.fas.harvard.edu/introduction-african-languages - :~:text=With anywhere between 1000 and,third of the world%27s languages.
[3]Lost in Translation: Why Google Translate Often Gets Yorùbá-and Other Languages-Wrong. Aremu Adeola. Rising Voices. 20 November 2020. https://rising.globalvoices.org/blog/2020/11/20/lost-in-translation-why-google-translate-often-gets-yoruba-and-other-languages-wrong/
[4] A roadmap to help AI technologies speak African languages. 11 August 2023. https://www.sciencedaily.com/releases/2023/08/230811115430.htm
[5] Decolonizing Science Writing in South Africa. Sibusiso Biyela. 12 February 2019. https://www.theopennotebook.com/2019/02/12/decolonizing-science-writing-in-south-africa/
Image at the top of the article courtesy of albyantoniazzi, Flickr, CC BY-NC-SA