Training for Academic Librarians in Assistive Technologies (AT) Requires Higher Priority and Targeted Funding
DOI:
https://doi.org/10.18438/eblip30474Abstract
A Review of:
Munyoro, J., Machimbidza, T., & Mutula, S. (2021). Examining key strategies for building assistive technology (AT) competence of academic library personnel at university libraries in Midlands and Harare provinces in Zimbabwe. The Journal of Academic Librarianship, 47(4), Article 102364. https://doi.org/10.1016/j.acalib.2021.102364
Objective – To explore strategies for building up library worker abilities in assistive technology (AT) for inclusive implementation. The primary focuses of the study’s interviewing included the extent of existing training, the challenges of funding and executing this type of training, and any notable strategies for creating greater access to high-quality AT training.
Design – A qualitative exploratory study of library workers.
Setting – Three academic libraries in Zimbabwe.
Subjects – Thirty library workers comprised of Senior Library Assistants, Administrative Assistants, and Assistant Librarians.
Methods – The researchers conducted semi-structured interviews confidentially over WhatsApp and telephone. They then conducted thematic analysis on the results.
Main Results – Exposure to AT training for academic librarians in Zimbabwe is low. Of the 30 librarians interviewed, only 13 had been exposed to any formal AT training. Of those 13, 12 scored their AT training experience as “not very effective.” Primary challenges listed included lack of AT experts as trainers, not enough funding, and ignorance around disability issues.
Conclusion – To improve AT expertise in academic librarians, suggestions included integrating AT training into LIS professional education, and for those already in the profession to establish partnerships across academic departments to perhaps leverage more professional AT training across campus. There was also a noted suggestion that hands-on exposure is more beneficial than passive training.
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References
Glynn, L. (2006). A critical appraisal tool for library and information research. Library Hi Tech, 24(3), 387–399. https://doi.org/10.1108/07378830610692154 DOI: https://doi.org/10.1108/07378830610692154
Munyoro, J., Machimbidza, T., & Mutula, S. (2021). Examining key strategies for building assistive technology (AT) competence of academic library personnel at university libraries in Midlands and Harare provinces in Zimbabwe. The Journal of Academic Librarianship, 47(4), Article 102364. https://doi.org/10.1016/j.acalib.2021.102364 DOI: https://doi.org/10.1016/j.acalib.2021.102364
Munyoro, J., Machimbidza, T., & Mutula, S. (2023). Fostering assistive technology (AT) education and training of academic library professionals in Zimbabwe. The International Information & Library Review, 55(2), 105–119. https://doi.org/10.1080/10572317.2022.2076540 DOI: https://doi.org/10.1080/10572317.2022.2076540
World Health Organization, & The World Bank. (2011, December 14). World report on disability. World Health Organization. Available at https://www.who.int/publications/i/item/9789241564182/
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