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Author: search.filters.author.Rajkoomar, MogivenyHas files: Yes

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    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.
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    Factors contributing to the successful development and use of mobile digital libraries : a systematic literature review
    (Emerald, 2023-03-21) Khomo, Musawenkosi Phumelela; Naicker, Nalindren; Chisita, Collence Takaingenhamo; Rajkoomar, Mogiveny
    The purpose of this paper is to review the literature on factors that contribute to the successful development and use of the mobile digital library (DL). This aim will be achieved by reviewing selected journal articles on mobile DLs' successful development and use. This paper argues that the concept of DLs is evolving because of the dynamic nature of knowledge and technological developments in the infosphere. Design/methodology/approach A systematic literature search of journal article factors that contribute to the successful development and use of the mobile DL was accomplished by searching the following databases: Emerald insight, Science directory and Google Scholar. The systematic review was conducted following the preferred reporting items for systematic reviews and meta-analyses guidelines. This study applied Rogers's (1965) Diffusion of innovation theory to unpack the attributes of innovation to unpack contextual factors shaping African conceptions of mobile libraries (m-libraries). The studies reviewed were published from 2016 to 2021. This paper is based on a systematic literature review. This paper uses publicly available literature on the theme of DLs concerning m-libraries. Among the search terms used for the study were: “digital libraries”, “Africa and digital libraries”, “electronic libraries”, “information communication technologies”, “access to information” and “mobile digital libraries”. Findings Reviewed literature indicates that myriad factors can contribute positively or negatively to the successful development and use of the mobile DL. These factors include the degree of staff awareness and understanding of the potential of mobile technologies in enhancing the provision of library services, the availability of relevant digital content, library staff and users’ level of digital and information literacy competencies to navigate digital platforms, user friendliness of DL platforms, material and financial support to access m-libraries, power supply and access to internet connectivity. Practical implications The results from this study will generate knowledge and insight into the factors that affect the development and optimal use of mobile DLs to enhance and widen access to scholarly databases irrespective of time and space. This study will make recommendations that will enable South African policymakers to make informed decisions relating to the factors affecting the development and usage of mobile DLs for enhanced learning, teaching and education. Originality/value Given the growing number of scholarly publications on mobile DLs, this study seeks to discover how such technologies can help enhance learning, teaching and research in higher education. This study’s findings will provide a scientific basis for policymakers and researchers with evidence-based knowledge that raises the value of mobile DLs. It was discovered that if the identified factors are handled well, users can easily access tools, such as databases, electronic journals and online reference tools, and this could improve the quality of teaching and learning.
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    A meta-analysis of the economic impact of carbon emissions in Africa
    (LLC CPC Business Perspectives, 2022-11-09) Rajkoomar, Mogiveny; Marimuthu, Ferina; Naicker, Nalindren; Damascene Mvunabandi, Jean
    The economic impact of carbon emissions in Africa is gaining traction in the extant literature. This study adopted Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) to concomitantly track data on carbon emissions versus economic growth in Africa from 2018 to 2022 providing evidence from a meta-analysis. Through database searches, 591 publications were identified. A machine learning algorithm called Latent Dirichlet Allocation (LDA) was used as a visualization technique for reporting trends in the eleven papers selected for the analysis. Identifying, evaluating, and summarizing the findings of all relevant individual studies conducted in Africa on the impact of economic growth on carbon emissions contributes to the existing body of knowledge. This study fills a critical gap by surveying the studies conducted in Africa in the last five years, implying that economic growth negatively and significantly triggers CO2 emissions in Africa. The debate on the economic impact of CO2 emissions in Africa, the most vulnerable continent to climate change, is elucidated. The findings tracked sources of data for carbon emissions in Africa. The results showed that although some studies reported a positive correlation (and some a negative correlation) between economic growth and carbon emissions, most studies concur that the economic impact of carbon emissions over a timeline can be explained by the Environmental Kuznets Curve (EKC) hypothesis. Therefore, there is a dire need for African countries to strengthen economic growth without deteriorating their environment or having ecological footprint. Future research must assess whether this trend on the economic impact of carbon emissions in Africa continues. AcknowledgmentThe authors express their appreciation to the Durban University of Technology for providing the resources to conduct this study.
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    The development of a framework for blended learning in the delivery of Library and Information Science curricula at South African universities
    (2015) Rajkoomar, Mogiveny; Raju, Jayarani
    The core interest in blended learning lies in the need to provide more engaged learning experiences while recognizing the potential of ICTs which has a profound impact on all aspects of life including the Library and Information Service (LIS) field. This doctoral study was undertaken with the objective of exploring the educational and pedagogical issues in blended learning for the development of a framework for designing and implementing blended learning in the delivery of LIS curricula in South African universities. The target populations for this study included, LIS educators from higher education institutions in South Africa offering LIS education, LIS students from these institutions exposed to blended learning interventions and facilitators of blended learning (individuals in institutional teaching and learning units) from the various institutions offering LIS education and using blended learning. The study adopted a mixed method research approach using a fully mixed dominant status design to explore and understand the phenomenon of blended learning at a more detailed level by using qualitative follow-up data (for example, interviews with LIS educators and institutional facilitators of blended learning and focus group discussions with LIS students) to explain and explore the results of a largely quantitative Web survey. The theoretical framework that underpinned the study involved various learning theories, learning styles as well as blended learning models relating to the higher education environment. The key findings of the study reveal that blended learning remains a complex concept with no clear consensus on the key components that need to be blended, how much of each component to blend and the criteria that are needed for the interventions to be regarded as blended learning. This flexibility, to an extent, allows for institutions to tailor the concept and maximise the potential of blended learning while still being responsive to the diverse student populations at South African higher institutions. The framework for blended learning in the delivery of LIS curricula at South African universities proposed by this study is generated from the theories informing this study; the literature reviewed; existing frameworks for blended learning such as Khan’s octagonal framework and the Community of Inquiry (CoI) framework; the findings of this study; the researcher’s own educational experiences; and, is grounded in the larger field of higher education. The use of blended learning has the potential to transform LIS education and training by encouraging LIS educators to reflect on their teaching and learning practices and to use the proposed framework as a guideline to design and implement pedagogically sound blended learning interventions for LIS education and training.