Browsing by Author "Munyoro, J."

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    Building Assistive Technology (AT) competency in academic librarians: Perceptions of library personnel and students with visual impairments from three Zimbabwean universities
    (Library Philosophy and Practice (e-journal), 2021-12) Munyoro, J.; Machimbidza, T.; Mutula, S.
    This qualitative study reflects on the perceptions of library professionals and students living with visual impairments from three Zimbabwean universities about the need for and ways of creating Assistive Technology (AT) competency in academic librarians. Some of the measures that may be used to increase the AT competencies of academic librarians are discussed. Semi-structured interviews were used to collect data from 19 participants comprising 13 library personnel and six students living with visual impairments. The study highlights important types of AT for individuals living with visual impairments, emphasises the importance of competencies in AT for academic librarians and suggest appropriate measures for enhancing the AT skills of academic librarians in the context of participants’ views. It is hoped that the study’s recommendations will generate an urgent need to address AT competencies of academic librarians to drive effective adoption and usage of AT in the studied institutions of higher learning.
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    Fostering Assistive Technology (at) Education and Training of Academic Library Professionals in Zimbabwe
    (International Information & Library Review, 2022-05-19) Munyoro, J.; Machimbidza, T.; Mutula, S.
    The study examines the forms of structured Assistive Technology (AT) education and training available to library professionals in Zimbabwe, focusing on in-service training delivered within organizations, pre-service training offered in colleges/universities and technologybased training delivered by AT vendors/suppliers. The study employs a qualitative research design. Data were collected using interviews conducted with a sample of 13 academic library staff drawn from selected universities in Zimbabwe. The websites of institutions of interest also provided vital data to supplement interview data. The study draws attention to key intervention areas in the fostering of AT education and training of library professionals in Zimbabwe. It contributes to ongoing discussion on the improvement of AT provision in developing countries’ academic libraries.