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Distance learning has flourished in Sudan during the last two decades; more and more higher education institutions offer distance learning programmes to off-campus students. Like on-campus students, distance learners should have access to appropriate library and information support services. They also have specific needs for library and information support services as a result of their distance from their university libraries. Advances in information and communication technology (ICT) and digital libraries have contributed positively in bridging the information gap for distance learners. This study investigates the library and information services support available to distance learners in Sudan. Structured interviews are employed for data collection. The findings reveal that distance learners in Sudan have very little library support available to them. In the light of these findings, a hybrid library support model is proposed based on other existing models of conventional and virtual support to distance learners around the world, arrived at through literature review and tailored to suit the distance learning situation in Sudan. (Contains 2 tables and 4 figures.)

This paper investigated the status of the electronic theses and dissertations (ETDs) programme development and management at the University of Khartoum (UofK) in Sudan. Explored aspects such as deposit policy, workflow, the theses and dissertations retrospective digitization project progress, metadata and software platform used, dissemination and access mode employed, and copyright issues. The study adopted a qualitative approach involving the case study method. A semi-structured interview was used for the purpose of data collection. Relevant documents and reports pertaining to the ETD programme development at the University were obtained and analyzed, in addition to observation, and investigation of the ETD collection at the University’s institutional repository. The paper revealed the various strengths and weaknesses of the ETD programme at the University such as the availability of the collection via the institutional repository of the University as either abstract or full text, and the lack of coordination among the stakeholders of the programme. Highlighted some of the opportunities and threats of the programme and finally came up with some conclusions and recommendations that will enhance the production and management of ETDs at the University of Khartoum. [ABSTRACT FROM AUTHOR]

The paper explored the current status of the University of Khartoum institutional repository (Khartoumspace) and attempted to answer questions pertaining to the contents of the repository and how they are organized, its staff and workflow, and how data is managed within the repository in addition to deposit and access policies adopted, and copyright and support issues. The study adopted a descriptive approach and used the case study method. Data collection tools included a semi-structured interview, document analysis, and observation. The study found that graduate theses and dissertations constitute the largest collection in the repository and that there is a high degree of institutional support for the repository. The paper also revealed that a mandatory deposit policy has been introduced by the University of Khartoum administration to enrich the repository with staff publications, but there is a need for more advocacy and awareness raising programmes targeting the University academic community, and like other institutional repositories in Africa, the Khartoumspace faces a number of challenges that might hinder its development which need to be addressed by the University administration. [ABSTRACT FROM AUTHOR]

Distance learning has flourished in Sudan during the last two decades; more and more higher education institutions offer distance learning programmes to off-campus students. Like on-campus students, distance learners should have access to appropriate library and information support services. They also have specific needs for library and information support services as a result of their distance from their university libraries. Advances in information and communication technology (ICT) and digital libraries have contributed positively in bridging the information gap for distance learners. This study investigates the library and information services support available to distance learners in Sudan. Structured interviews are employed for data collection. The findings reveal that distance learners in Sudan have very little library support available to them. In the light of these findings, a hybrid library support model is proposed based on other existing models of conventional and virtual support to distance learners around the world, arrived at through literature review and tailored to suit the distance learning situation in Sudan. [ABSTRACT FROM PUBLISHER]