Librarians’ competencies for implementing embedded librarianship in university libraries

Abstract

The present study examines the extent of academic librarians’ teaching, research, communication, and interpersonal skills; key competencies required for the successful implementation of embedded librarianship in Tanzania. A mixed research approach, integrating both qualitative and quantitative approaches, was deployed to guide the collection of data from 166 librarians and 6 directors. Whereas cross-section survey questionnaires were used to collect data from librarians from six university libraries. Semi-structured face-to-face interviews were used to collect data from directors. Regarding statistical analysis, descriptive statistics were performed to derive frequencies and percentages from quantitative data collected. The qualitative data were analyzed thematically and presented in narrative form. The findings suggest that librarians’ teaching skills and their knowledge of the research cycle are inadequate, while their communication and interpersonal skills are sufficient to allow them to effectively embed their services in their users’ (researchers, students, and teaching staff) activities. To effectively adopt embedded librarianship, the authors recommend the allocation of adequate funds to support diverse external and in-house training, the development of harmonized library and information science (LIS) curriculum, and the use of social media to interact with users.

The state of embedded librarianship in the university research processes in selected African academic libraries

“…They can also participate in scholarly journal evaluation, develop bibliometric indicators and methodologies and evaluate science and research policy (de Jager et al ., 2016; Onyancha, 2018). The librarian's embedding in the research process is at its infancy stage in Africa (Machimbidza et al ., 2022; Mushi et al ., 2020a, b). There are limited services provided for research profiling, systematic and scoping reviews and research profiling (Shin, 2021).…”

“…There are limited services provided for research profiling, systematic and scoping reviews and research profiling (Shin, 2021). Studies such as Mushi (2021), Mushi et al . (2022) revealed that there is low adoption of RDM services in Africa.…”

“…There is a challenge of feeling isolated among librarians who might be too embedded, and library directors should be proactive by keeping embedded librarians connected with central library operations. The low adoption of emerging and research-tailored services in African libraries could be attributed to a lack of technology, the legal environment (Machimbidza et al ., 2022) and skills and knowledge (Machimbidza et al ., 2022; Mushi et al ., 2020a, b; Mushi, 2021). There might be a problem with workload balancing and burnout among the library staff and a need for more skills to do the activities of embedded librarianship (Sharma et al ., 2014; Agboola et al ., 2018).…”

“…Although most participants indicated that their libraries do not provide research data management (43%), those that do offer RDM services offer services such as data repositories and publishing, data storage, managing operational data and preparing data management plans. The findings of this study share similar sentiments that many libraries in Africa still need to adopt RDM services in practice, which is not so common in developing countries (Machimbidza et al ., 2022; Mushi et al ., 2020a, b). The low adoption of research data management services in African libraries could be attributed to a lack of technology, the legal environment (Machimbidza et al ., 2022) and the skills and knowledge (Machimbidza et al ., 2022; Mushi et al ., 2020a, b; Mushi, 2021) required for the implementation of RDM.…”

“…The concept of “embedded librarianship” has been a focal point of discussion within the library context for over a decade now, and it is considered a feasible route for the future of the profession (Bonanni and Vogus, 2022; Mushi et al ., 2022; Luca, 2019; Rowland et al ., 2014; Knapp, 2012). The emphasis on “embedded librarianship” emanates from the advancement of information and communication technology, which has changed the mode of learning, information-seeking behaviour, the nature of scholarly communication, and publishing models that require new skill sets and competencies for the library user community (Mushi et al ., 2022; Chigwada, 2020). In addition, the demand for embedded librarianship in academic institutions is exalted because of the expectations for higher education institutions to produce students with transferable skills beyond the discipline competency (Burke and Tumbleson, 2016; Dewey, 2004; Ivey, 2003).…”