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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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    Development of a training model on digital pedagogies for academic librarians at Universities of Technology in South Africa
    (2023-03-21) Omarsaib, Mousin; Rajkoomar, Mogiveny; Naicker, Nalindren
    Globally, the Fourth Industrial Revolution has disrupted teaching philosophies at higher education institutions. This disruption beyond physical walls into virtual spaces has allowed academic librarians to explore teaching roles as online mediators and facilitators in the digital environment. However, historically, literature has challenged the pedagogical competencies of academic librarians when teaching in a face-to-face environment. In recent years, the ability to integrate suitable technologies with teaching methods in a digital environment has further questioned the competencies of academic librarians. Therefore, worldwide, the online teaching role of academic librarians is under the microscope. Thus, the objectives of this study were to ascertain, explore and establish the emerging role of academic librarians in relation to digital pedagogy and the online environment at UoTs in South Africa. Digital pedagogy can be defined as a process to effectively connect relevant pedagogical and technological knowledge to enhance teaching in multimodal environments. The Community of Inquiry (COI) and Technological Pedagogical Content Knowledge (TPACK) frameworks was used to probe the pedagogical and technological knowledge of academic librarians as teachers in the digital environment. A sequential explanatory mixed method design framed the research approach. During the quantitative first phase, a webbased exploratory survey was administered to academic librarians at UoTs in South Africa. The emerging themes from the web-based exploratory survey was used to design the interview schedule for the second qualitative phase. The results from both phases were analysed and interpreted to present the findings. The results from data collected were then triangulated with the theoretical frameworks and reviewed literature. The overall findings revealed academic librarians at UoTs in South Africa lacked in digital pedagogies juxtapose digital environment. Consequently, academic librarians need to acquire pedagogical and digital skills when teaching in a digital environment. The study recommends system, methods, and processes that the Library and Information Science sector can implement to ensure academic librarians gain the necessary expertise to teach in a digital environment. Ultimately, the study proposes a design of an online training model on digital pedagogies for academic librarians at UoTs in South Africa.
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    Continuing Professional Development opportunities in Information and Communication Technology for academic librarians at the Durban University of Technology
    (Stellenbosch University, 2018) Moonasar, Anushie; Underwood, Peter G.
    Continuing Professional Development (CPD) is a vital tool for maintaining the skills and expertise of staff, especially with regard to the use of Information and Communication Technology (ICT). There is little information available about the involvement of librarians in South Africa with CPD: this study focused on academic librarians at the Durban University of Technology (DUT) Library, seeking their attitudes towards CPD and its provision. It employed a qualitative approach in its research design. Questionnaires were utilised to collect information from twenty-five academic librarians. Follow-up interviews were conducted with five respondents. The overall study indicated that, although the respondents were aware of the importance of CPD and the impact of ICT on library resources and services, not all of them kept abreast of CPD activities within their field. The respondents believed that the institutions and the professional body, the Library and Information Association of South Africa (LIASA), should work together to encourage and promote CPD activities. By encouraging CPD activities within the Library and Information Science (LIS) sector, the quality of librarianship and service delivery within the LIS would improve. Half of the respondents agreed about the importance of CPD becoming compulsory within the LIS profession and 55% of respondents considered that LIASA had a potentially important role to play in promoting CPD. However, in separate interviews, several respondents expressed doubt about the capacity of LIASA to fulfil this role.