Academic librarian's transition to blended librarianship: a phenomenology of selected academic librarians in Zimbabwe

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dc.contributor.authorDabengwa, Israel Mbekezeli
dc.contributor.authorRaju, Jaya
dc.contributor.authorMatingwina, Thomas
dc.date.accessioned2020-10-29T08:12:19Z
dc.date.available2020-10-29T08:12:19Z
dc.date.issued2019-05-13
dc.description.abstractThis paper explores the shared experiences of practices of blended librarianship among Zimbabwean academic librarians to identify how adequately they comply with their dynamic roles and functions. The paper relies on the theoretical constructs from Bell and Shank's (2004, 2007) blended librarianship and Lave and Wenger's (1991) Legitimate Peripheral Participation (LPP) to understand how Zimbabwean academic librarians practice blended librarianship in the workplace through engagement in legitimate work tasks. The investigators used phenomenology to explore academic librarians' experiences of blended librarianship. They selected a sample of 101 academic librarians and delivered a semi-structured questionnaire to the sample, conducted document research and interviewed key informants from the sample. The researchers collected data from the Bindura University of Science Education, Chinhoyi University of Technology, Lupane State University, Midlands State University, the National University of Science and Technology, and PHSBL80 Library which chose to be undisclosed. Each institution adopted blended librarianship in its way. Four (4) different categories of blended librarianship emerged from the experiences; that is “transcending blended librarians”, “partially blended librarians”, “intermittent blended librarians” and “aspiring blended librarians”, displaying each institution's level of instructional technology and instructional design roles. The study proposes that the “Academic librarian's transition to blended librarianship” two-by-two matrix that developed was in this inquiry needs further refinement. Further enquiries may test the matrix within the same sites or other locales altogether to corroborate if the results are replicable.en_US
dc.identifier.apacitationDabengwa, I. M., Raju, J., & Matingwina, T. (2019). Academic librarian's transition to blended librarianship: a phenomenology of selected academic librarians in Zimbabwe. <i>The Journal of Academic Librarianship</i>, 45(4), 343-357. http://hdl.handle.net/11427/32337en_ZA
dc.identifier.chicagocitationDabengwa, Israel Mbekezeli, Jaya Raju, and Thomas Matingwina "Academic librarian's transition to blended librarianship: a phenomenology of selected academic librarians in Zimbabwe." <i>The Journal of Academic Librarianship</i> 45, 4. (2019): 343-357. http://hdl.handle.net/11427/32337en_ZA
dc.identifier.citationDabengwa, I.M., Raju, J. & Matingwina, T. 2019. Academic librarian's transition to blended librarianship: a phenomenology of selected academic librarians in Zimbabwe. <i>The Journal of Academic Librarianship.</i> 45(4):343-357. http://hdl.handle.net/11427/32337en_ZA
dc.identifier.issn0099-1333
dc.identifier.risTY - Journal Article AU - Dabengwa, Israel Mbekezeli AU - Raju, Jaya AU - Matingwina, Thomas AB - This paper explores the shared experiences of practices of blended librarianship among Zimbabwean academic librarians to identify how adequately they comply with their dynamic roles and functions. The paper relies on the theoretical constructs from Bell and Shank's (2004, 2007) blended librarianship and Lave and Wenger's (1991) Legitimate Peripheral Participation (LPP) to understand how Zimbabwean academic librarians practice blended librarianship in the workplace through engagement in legitimate work tasks. The investigators used phenomenology to explore academic librarians' experiences of blended librarianship. They selected a sample of 101 academic librarians and delivered a semi-structured questionnaire to the sample, conducted document research and interviewed key informants from the sample. The researchers collected data from the Bindura University of Science Education, Chinhoyi University of Technology, Lupane State University, Midlands State University, the National University of Science and Technology, and PHSBL80 Library which chose to be undisclosed. Each institution adopted blended librarianship in its way. Four (4) different categories of blended librarianship emerged from the experiences; that is “transcending blended librarians”, “partially blended librarians”, “intermittent blended librarians” and “aspiring blended librarians”, displaying each institution's level of instructional technology and instructional design roles. The study proposes that the “Academic librarian's transition to blended librarianship” two-by-two matrix that developed was in this inquiry needs further refinement. Further enquiries may test the matrix within the same sites or other locales altogether to corroborate if the results are replicable. DA - 2019-05-13 DB - OpenUCT DP - University of Cape Town IS - 4 J1 - The Journal of Academic Librarianship KW - Blended librarianship KW - Academic librarianship KW - Academic librarian's transition to blended librarianship KW - Blended learning KW - Embedded librarianship KW - Information literacy skills KW - Instructional design KW - Curriculum design KW - Pedagogy KW - Teaching KW - Competences KW - Phenomenology LK - https://open.uct.ac.za PY - 2019 SM - 0099-1333 T1 - Academic librarian's transition to blended librarianship: a phenomenology of selected academic librarians in Zimbabwe TI - Academic librarian's transition to blended librarianship: a phenomenology of selected academic librarians in Zimbabwe UR - http://hdl.handle.net/11427/32337 ER -en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/32337
dc.identifier.vancouvercitationDabengwa IM, Raju J, Matingwina T. Academic librarian's transition to blended librarianship: a phenomenology of selected academic librarians in Zimbabwe. The Journal of Academic Librarianship. 2019;45(4):343-357. http://hdl.handle.net/11427/32337.en_ZA
dc.language.isoenen_US
dc.publisher.departmentLibrary and Information Studies Centre (LISC)en_US
dc.publisher.facultyFaculty of Humanitiesen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en_US
dc.sourceThe Journal of Academic Librarianshipen_US
dc.source.journalissue4en_US
dc.source.journalvolume45en_US
dc.source.pagination343-357en_US
dc.source.urihttps://www.journals.elsevier.com/the-journal-of-academic-librarianship
dc.subjectBlended librarianshipen_US
dc.subjectAcademic librarianshipen_US
dc.subjectAcademic librarian's transition to blended librarianshipen_US
dc.subjectBlended learningen_US
dc.subjectEmbedded librarianshipen_US
dc.subjectInformation literacy skillsen_US
dc.subjectInstructional designen_US
dc.subjectCurriculum designen_US
dc.subjectPedagogyen_US
dc.subjectTeachingen_US
dc.subjectCompetencesen_US
dc.subjectPhenomenologyen_US
dc.titleAcademic librarian's transition to blended librarianship: a phenomenology of selected academic librarians in Zimbabween_US
dc.typeJournal Articleen_US
uct.embed.slidesharehttps://doi.org/10.1016/j.acalib.2019.04.008en_US
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