Sucheran, ReshmaRajkoomar, MogivenyKhomo, Musawenkosi Phumelela2024-06-032024-06-032024https://hdl.handle.net/10321/5296A dissertation submitted in fulfillment of the requirement for the Doctor of Philosophy in Library & Information Science, Durban University of Technology, Durban, South Africa, 2024.This study aimed to identify the contributing factors to the successful development and use of a mobile digital library model, assess its feasibility for teaching purposes, determine the technological competences of teachers in utilizing mobile technology, and develop a suitable mobile digital library model for under-resourced schools. The objectives of the study were to identify the factors that would contribute to the successful development and the use of mobile digital library model for teaching and learning support at selected under-resourced public high schools in KwaZulu-Natal; to establish the feasibility of using a mobile digital library model for teaching in selected under-resourced public high schools in KwaZulu-Natal; to ascertain the technological competences of teachers to use mobile technology; and to develop a mobile digital library model suitable for teaching in under-resourced schools. The study employed an exploratory sequential mixed method design. The preferred research paradigm for this study was pragmatism and interpretivism. The study surveyed eleven selected under-resourced public high schools in KwaZulu-Natal, categorized as quintile one, quintile two, and quintile three. Ninety-three teachers and three teacher librarians contributed to the study. Clustersampling method was employed to select the participating schools. Data collection instruments included individual interviews with teacher librarians, focus group discussions with teachers, and self-administered questionnaires for teachers and librarians. The study consisted of two distinct phases i.e. qualitative data collection through focus group and individual interviews then quantitative data collection with the usage of questionnaire. A mixed methods approach for data analysis was used. Both individual interviews and focus group interviews were transcribed and later edited, with the audio recordings serving as the primary source of data. The themes were formulated by the researcher, and the findings were subsequently synthesized and organized within these thematic categories. For quantitative data, the researcher employed multivariate analysis, a statistical technique aimed at investigating relationships among multiple variables. The findings revealed several factors influencing the development and use of a mobile digital library, such as the need for digital literacy training for the school community, user-friendliness of the mobile digital library platform, and financial support from the organization. The feasibility of implementing a mobile digital library relied on factors such as financial support, robust internet connectivity, digital literacy among the school community, and improvements in technological infrastructure. Additionally, the study found that younger teachers demonstrated greater technological competence compared to more experienced teachers. A mobile digital library model was developed to support teaching, ensuring a conducive learning environment where teachers and learners have access to information anytime and anywhere. The study recommends regular training for teachers and learners on the utilisation of a mobile digital library, adequate funding for hosting and maintenance, and improvements in technological infrastructure.222 penMobile digital librarySchoolsInformation accessTeaching modelDigital librariesMobile communication systemsElectronic information resource searchingWireless communication systemsThesishttps://doi.org/10.51415/10321/5296