Abstract
The introduction of Information and Communications Technology (ICT) to society has ripple effect on individual, social and political moral actions which may not be adequately addressed by existing theories of ethics. Information ethics provide a framework for considering moral issues concerning policies and practices regarding the generation, dissemination and utilization of information in Africa. This study established that information ethics education is a new academic discourse in Kenya and an emerging area of debate in LIS education. Respondents were of the opinion that knowledge in information ethics is important in LIS education and training in fostering academic honesty and respect towards scholarship. LIS departments have integrated information ethics courses in their curriculum, although the content coverage on ethical issues relating to the profession is inadequate. Information ethics is viewed as a supportive subject, thus topical issues relating to the subject are mainly integrated as part of mainstream LIS courses. A fully dedicated information ethics course would provide a forum for students to interrogate ethical discourse in the knowledge society and understand the legal grey areas following the rapid advancement in ICTs. Key words: Information ethics, Library Science (LIS) education.
Highlights
The utilization of computers creates new ethical issues which may not be adequately addressed by existing theories of ethics since they were developed before the advent of the information age (Floridi, 1999)
Information ethics is concerned with moral dilemmas and ethical conflicts that arise in interactions between human beings and information systems in the creation, organization dissemination and use of information (Capurro, 2010; Carbo and Smith, 2008)
Efforts have been made by Library Science (LIS) departments to incorporate information ethics in their curricula the content is inadequate
Summary
The utilization of computers creates new ethical issues which may not be adequately addressed by existing theories of ethics since they were developed before the advent of the information age (Floridi, 1999). Kaimenyi (2014) urged universities to introduce undergraduate programmes on ethics so as to nurture students to be sincere and honest and be people of high integrity He argues that introducing undergraduate programmes on ethics would expose students to standards of right and wrong practices that prescribe what humans ought to do; and that this will help them deal with personal and moral dilemmas that they face, and are likely to face when they assume offices of public trust. Limo (2010) argues that Kenya has skilled information science and ICT staff who need to be empowered to appreciate and exercise information ethics in industry He states information ethics is important to LIS training notably to build a culture of responsibility among the youth using information technologies and to inculcate key principles of information ethics which include intellectual property, privacy and decency
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