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Faculty of Accounting and Informatics

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Author: search.filters.author.Omarsaib, MousinHas files: No

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    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.
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    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.
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    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.