Computer Networks and African Studies Centers.
Patricia S. Kuntz · 1993
The use of electronic communication in the 12 Title VI African Studies Centers is discussed, and the networks available for their use are reviewed. It is argued that the African Studies enters should be on the edge of contemporary electronic communication and that computer networks should be a fundamental aspect of their programs. An informal survey of center personnel and the Association of African Studies Programs and the African Studies Associaticn has indicated that, while all the centers have word processing capabilities, only nine of the centers' administrators are hooked into their mainframe computer systems. Only the staff of the Wisconsin center are using any other networking systems. The numerous advantages of networking for the African Studies Centers include the possibility of direct network connections with African countries. Africanists have used the following four fundamental computer systems for research and extension: (1) Inr4rnet/Bitnet; (2) Fidonet; (3) Usenet; and (4) various bulletin board services. Features available for each of these systems are described. The four networks and the services they provide are fundamental tools for Africanists that should be readily available and extensively used. Appendixes include a list of international networks to Africa; a directory of African electronic mail addresses; and descriptions of Internet, Newshet, Fidonet, and bulletin board features. (SLD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educahonal Rematch and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 Ts* document has been reproduced as received from the person or organization ongmating a 0 Minor charges have bean mad to improve reproduction duality ASA Seattle, WA Points of view or opolions stated in this document do not necessarily represent official Electronic Communication: omposa.,,,wpacy Appropriate High Tech fo..African Studies 23 November 1992 12:00 2:00pm COMPUTER NETWORKS AND AFRICAN STUDIES CENTERS Patricia S. Kuntz' (Department of Curriculum & Instruction) University of Wisconsin Madison UW African Studies BBS Bitnet Internet Fidonet (608) 262-9689 8,N,1 2400 kuntz kuntz@wiscmacc [email protected] [email protected] kuntz 1:121/25.3 This paper argues that the twelve Title VI African Studies Centers (ASC) should be on the cutting edge, of .!,ontemporary electronic communication, and that, in particular, the knowledge and use of computer networking technology should be a fundamental aspect of their computerized communication systems and educational program. As federally funded research centers, charged with the promotion of teaching, research, and the dissemination of knowledge and learning about Africa to the wider public, these twelve centers have a pre-eminent role in African Studies. As such, they have a responsibility to promote the most up todate electronic communications at all levels of their activities, Not only should administrators be active users of computer technology and networks, but faculty, students, and affilitiated teachers/citizens should also be computer and network literate. Given the inevitab.ility of computer technology, ASC administrators and faculty who are ignorant about computer technology, especially, computer networking, are doing a disservice to their careers and disciplines, their students, their university, and the nation in general. Indeed, computer networking illiteracy soon could be considered a type of academic malpractice. 2 An informal survey, revealed that while all of the twelve center have and use in-house/on-campus computer word processing, only nine of the centers' administrators are hooked into their university's main frame computer system. This system is the basic hardware for networking. Of these nine, only Wisconsin staff or faculty are aware and use any cther networking communication systems. This lack of networking capabilities significantly inhibits these centers from fulfilling their Higher Education Act, Title VI, mandate to promote research, teaching and public awareness about Africa. BEST COPY AVAILABLE 2 PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY