Rationale for integrating information ethics in Library Science (LIS) curriculum in public universities in Kenya

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.