Repository logo
 

Research Publications (Accounting and Informatics)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/212

Browse

Author: search.filters.author.Omarsaib, Mousin

Search Results

Now showing 1 - 5 of 5
  • No Thumbnail Available
    Item
    Integration of indigenous knowledge into library and information science teaching practices : a systematic review of the global literature
    (2023-08-03) Omarsaib, Mousin; Naicker, Nalindren; Rajkoomar, Mogiveny
    Indigenous knowledge is an emerging theme in humanistic scholarly conversations. Therefore, thepurpose of this study was to present a global perspective of teaching practices related to indigenous knowledge in the Library and Information Science (LIS) field as it lends itself to a humanistic approach. The aim was to identify how indigenous knowledge is integrated into the LIS curriculum. Preferred Reporting Items for Systematic Reviews and Meta-Analyses methodology was used to review the literature. Key findings revealed that integrated teaching practices and indigenous knowledge are still emerging topics at LIS schools. The study recommends academics from LIS schools earnestly contribute to global literature by sharing their knowledge on teaching practices 'vis-a-vis' indigenous knowledge. Globally, this would ensure LIS academics tread common ground in integrating indigenous knowledge into the curriculum by using appropriate teaching practices. Ultimately, developing future LIS graduates as custodians of indigenous knowledge in industry.
  • No Thumbnail Available
    Item
    Digital pedagogies of academic librarians in the fourth industrial revolution
    (IGI Global, 2022-06-24) Omarsaib, Mousin; Rajkoomar, Mogiveny; Naicker, Nalindren
    Globally, the role of academic librarians as online teachers at higher education institutions is experiencing a tsunami of change. This is due to the Fourth Industrial Revolution and the influence of technology on pedagogy. The 21st-century academic librarian is challenged to adopt innovative teaching methods using technology in a digital environment. The purpose of this study was to explore the pedagogical and technological preparedness of academic librarians at University of Technologies in South Africa for online teaching. The technology pedagogy content knowledge framework guided the methodology in exploring the pedagogical and technological preparedness of academic librarians. A pragmatic approach using quantitative techniques was used in the data collection process. The data collected from the findings were analyzed and validated resulting in emerging themes. The results show a lack of pedagogical and technological skills among academic librarians at UOT in South Africa.
  • Thumbnail Image
    Item
    Digital pedagogies for librarians in higher education : a systematic review of the literature
    (Emerald, 2022-01) Omarsaib, Mousin; Rajkoomar, Mogiveny; Naicker, Nalindren; Olugbara, Cecilia Temilola
    Abstract Purpose – The purpose of this paper is to identify and present a global perspective of digital pedagogies in relation to technology and academic librarians. Design/methodology/approach – The preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology was used in this study. Findings – Based on the data, academic librarians must develop a foundational understanding of 21st century pedagogies and digital skills to teach in an online environment. Originality/value – This review paper considers the emergent teaching role of the academic librarian within the digital environment. The themes in the findings highlight the importance of digital pedagogical knowledge and digital fluency of academic librarians as a teacher within the digital environment in higher education.
  • Thumbnail Image
    Item
    Exploring first-year engineering student perceptions of the engineering librarian as an IL instructor in multimodal teaching and learning environments
    (Emerald, 2023-12-08) Omarsaib, Mousin
    This study aims to explore first-year engineering students’ perceptions of the engineering librarian as an instructor in multimodal environments related to Information Literacy (IL) topics, teaching strategy, content evaluation, organising, planning and support. Design/methodology/approach A quantitative approach was used through a survey instrument based on an online questionnaire. Questions were adopted and modified from a lecturer evaluation survey. A simple random sampling technique was used to collect data from first-year cohorts of engineering students in 2020 and 2022. Findings Respondents perception of the engineering librarian as an instructor in multimodal learning environment was good. Findings revealed students’ learning experiences were aligned with IL instruction even though the environment changed from blended to online. However, an emerging theme that continuously appeared was a lack of access to technology. Practical implications These findings may help in developing and strengthening the teaching identity of academic librarians as instructors in multimodal learning environments. Originality/value To the best of the author’s knowledge, this study is novel in that it evaluates the teaching abilities of an academic librarian in multimodal environments through the lens of students.
  • No Thumbnail Available
    Item
    Bridging the digital divide with changing information literacy methods in post-apartheid South Africa
    (Springer International Publishing, 2013) Naidoo, Segarani; Omarsaib, Mousin
    This paper reports on a study done at the Durban University of Technology (DUT). The aim of the study was to identify innovative teaching and learning methods that would accommodate the diverse student population in the IL classroom and to recommend guidelines for teaching and learning of IL. The digital divide is defined as the gap or divide between those with access to and skills in information and communication technologies (ICTs) and those without such access or skills. Qualitative and quantitative methods were used. Self-administered questionnaires were administered to 227 students from the Faculty of Health who were engaged in the IL module, Subject Librarians (SL) teaching IL and the Co-ordinator of the IL module from the Centre of Excellence in Learning and Teaching (CELT) at the Durban University of Technology were interviewed. The findings of this study could be applied globally.