The United Nations Millennium declarations of 2002 set eight Millennium Development Goals (MDGs) to be achieved by 2015. The papers presented in this publication endeavour to address how libraries and information professionals in East, Central and Southern Africa seek to make themselves relevant to national development by asking themselves how libraries and information centres could contribute to the attainment of these MDGs.

The authors set out to demystify the Internet and put it into a context that makes it relevant and accessible to as many women as possible. It is for women who are just starting to explore the possibilities of the Internet, as well as seasoned users. Technological explanations have been kept to a minimum as they are rarely necessary in order to use a particular Internet service successfully. The book contains 'how to' advice on using the most common Internet services, as well as information you will need to get Internet access. The book also covers topics not covered in more general books on the Internet: gender issues, pornography, sexual harassment, anonymity, privacy and security. To put the Internet into a more women-centred perspective the authors have included a chapter that introduces our computing foremothers and describes how some women have already begun to make the Internet an integral part of their lives.

This fascinating monograph explores lifelong learning in the context of development as it is used for low and middle income countries, particularly with reference to Africa and South Asia. Taking a broadly postcolonial and critical theory perspective, thus privileging texts from the 'global South' that highlight pre-colonial origins for lifelong learning, it critiques the discourse of development as it applies to education for low income countries, and explores relevant texts that apply lifelong learning principles to nation building and other development issues. Professor Preece draws on the broader philosophical and sociological concerns of authors from low and middle income countries in order to highlight values, cultures and learning priorities that are often forgotten in the dominant and usually instrumentalist policy texts for lifelong learning. She includes reference to African Renaissance texts on African philosophies and education traditions, feminist theories on lifelong learning, Southern feminist approaches to gender issues, and comparative research literature that addresses the dangers of uncritical international transfer.

The International Federation of Library Associations and Institutions (IFLA) is the leading international body representing the interests of library and information services and their users. It is the global voice of the information profession. The series IFLA Publications deals with many of the means through which libraries, information centres, and information professionals worldwide can formulate their goals, exert their influence as a group, protect their interests, and find solutions to global problems.

Contains thirteen essays in which attendees at the American Society for Information Science's May 1999 mid-year meeting present a number of perspectives on evaluating networked information services and resources.