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Open Pedagogies in South African University Libraries: A Systematic Literature Review
Abstract
Research indicates that open educational resources receive more attention than open pedagogies in university libraries. A significant reason, among others, is that librarians seldom view themselves as teachers. The sole focus on open educational practices aimed at academics overshadows the possibilities and opportunities of open pedagogies in library training and information literacy initiatives. The article aims to promote the understanding of open pedagogies as an aspect of open education among librarians. A systematic literature review, metaaggregative approach was adopted to identify, evaluate, and synthesize relevant research on open pedagogies internationally and locally. Data was analysed thematically using ATLAS.ti version 24.1.1.30813. The absence of librarians in open pedagogy discussions in South African higher education appears to be a result of centralised curriculum design structures, limiting participatory decision making, faculty perceptions of librarians as support staff rather than pedagogical partners, and librarians' hesitation to engage in pedagogical research and discussion. The article makes recommendations for university library policies and teaching and learning practices.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 4221
Country
South Africa
Region
Africa
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Date
2025-09
Author
ORCID
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Editor
Publisher
Commonwealth of Learning (COL)