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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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    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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    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.