Consultancy focused on digital heritage, e-citizenship and community engagement in an African context.

The McNulty Bros Blog

Jan

19

Digital heritage as a tool for schools

Digital heritage as a tool for schools

Its a New Year and we’ve kicked it off by visiting two schools – one in Hammarsdale and the other in Umbumbulu – where we will be running the  phase two of the Ulwazi Schools Project. This innovative project uses digital heritage to teach research, media and digital literacy skills to students from disadvantaged schools. Weekly [...]

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Dec

21

2011 – A YEAR IN REVIEW

2011 – A YEAR IN REVIEW

We’ve had another interesting year where we’ve cemented our work on digital heritage as well as explored the areas of e-citizenship and the possibility that digital media holds for the environmental movement.  In no particular order, here are a few things we have done that we’re proud of … Projects We’ve worked on the Goethe [...]

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Dec

19

Ulwazi Programme Schools’ Project Report

Ulwazi Programme Schools’ Project Report

Through funding assistance from the Goethe Institut, we have helped to rolll out the Ulwazi Programme to township and rural schools in a bid to create opportunities to enhance ICT skills among the youth and generate interest in their own history and culture. The School’s project will be run at four township and rural schools [...]

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Dec

13

Award at SA Blog Awards

We are pleased to announce that, Sprig, the multi-authored green blog we run in out spare time, was awarded a runner-up prize at the South African Blog Awards. We won this award last year and are pleased to again be included in the top three.  

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Oct

07

Indigenous Knowledge Technology Conference 2011

We are attending and presenting at the Indigenous Knowledge Technology Conference this November in Windhoek.  The programme is looking great and we’re really looking forward to a number of papers.  Check out the conference theme below to get a feel for what its all about. CONFERENCE THEME Indigenous knowledge systems differ fundamentally from the knowledge [...]

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