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Research Publications (Academic Support)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/211

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Browsing Research Publications (Academic Support) by Subject "Academic libraries"

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    Continuing professional development and the changing landscape of academic libraries
    (Emerald, 2024-01-01) Moonasar, Anushie
    This article highlights the dynamic and evolving nature of libraries and the role of librarians within the changing landscape. It discusses how libraries have traditionally operated and how they have been impacted by 4IR and external factors such as the COVID-19 pandemic.type="abstract-subheading">Design/methodology/approachThe study employed a mixed methods research approach, combining an online questionnaire to derive quantitative data and interviews to provide qualitative data. The follow-up interviews provided a comprehensive understanding of how academic librarians at the DUT library use Continuing Professional Development (CPD) to adapt to the evolving environment.FindingsThis paper reports that there was consensus that CPD empowers the librarians to adapt seamlessly to the dynamic library landscape. It equips them with the knowledge and skills to stay updated on the latest trends, technologies and best practices in their field. Practical implicationsThe findings carry implications for the planning and executing of ongoing CPD programmes and activities across all academic libraries.title content-type="abstract-subheading">Originality/This study provides an insight into the results of the importance of CPD for librarians within a developing country in southern Africa.
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    Emerging technologies and higher education libraries : a bibliometric analysis of the global literature
    (Emerald, 2024-01-01) Mitha, Sara Bibi; Omarsaib, Mousin
    Purpose: This paper explores emerging technologies in higher education libraries indexed in the Web of Science core collection and Scopus for the periods between 1994 and 2024 (January 18, 2024) /jats:sec>Design/methodology/approachData from Web of Science (WoS) and Scopus databases were collected and combined using RStudio software. Once this was completed using RStudio, the combined Scopus and Web of Science Excel file was uploaded into Biblioshiny, an interactive web interface. The data was then categorized to illustrate contributions from authors, journals, countries and academic institutions across the globe.FindingsResults and findings related to publication growth trends, annual growth, core journals, impact and productivity of authors, most cited documents, collaborations, network mapping and country contributions on emerging technologies and higher education libraries are presented.Research limitations/implicationsThis topic requires further exploration as academic librarians are fast becoming integrated into the teaching and learning agenda of institutions globally.Practical implicationsHigher education libraries and library schools to promote the teaching identity of academic librarians by helping them improve their pedagogical and digital skills for online teaching.Social implicationsLibrary and information science schools need to fast track the integration of emerging technologies into the curriculum. Higher education libraries should consider the training of staff in order to keep abreast of emerging technologies. Library management must frame their policies and strategies in order to promote the use of emerging technologies in higher education libraries.Originality/valueThe current study is novel in that it explores emerging technologies and higher education libraries using combined data from Scopus and Web of Science. The topic of emerging technologies and higher education libraries is still developing and therefore is in its infancy. The research is useful for researchers, library management and library schools in the higher education sector globally.
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    Integrating information literacy in the General Education Module at the Durban University Of Technology, South Africa
    (UNISA Press, 2016) Neerputh, Shirlene
    A university curriculum re-design process provides a promising opportunity for the Durban University of Technology (DUT) Library to become an active academic partner as it modifies its contribution to enhance teaching, learning and research in the twenty-first century information environment. This article provides a conceptual framework for the library to engage in the General Education Module (GEM) for first-year undergraduate students. The GEM at DUT emanated from a curriculum renewal strategy to enhance student-centred learning across all six faculties of the university. The GEM is underpinned by a humanistic educational university strategy. Constructivist theory underpins the compulsory credit-bearing information literacy (IL) programme in the GEM at DUT. The article shows how an academic library can become a cohesive instructional partner in contributing to academic success. The library, in addition to its traditional role as the gatekeeper of learning resources and information provision, offers an integrated credit bearing IL programme in the GEM. This also constitutes a paradigm shift for instructional design at DUT.