Use and Acceptance of Open Educational Resources in Library and Information Science Departments in South African Higher Education Institutions




open educational resources (OERs), LIS staff members, LIS departments


Technology advancement has caused various changes in education, a phenomenon which demands academics to keep up with these changes. Covid-19 caused multiple educational challenges, as online teaching had to be adopted and implemented quickly. The scarcity of online teaching and learning resources has been one of the major problems in South African education. The establishment of open educational resources (OERs) came with some solutions during the trying times of the pandemic, where direct contact with other people was significantly reduced. OERs are educational materials in the public domain introduced with an open licence, such as digital textbooks, research papers, lecture notes, assignments, tests, projects, audios, videos, and animations. It emerged in this study that library and information science (LIS) departments have some awareness of OER. LIS staff employ OERs in their work. However, LIS students rarely utilise them in their studies. It was discovered that LIS departments experience challenges regarding the awareness of copyright, technological problems, quality assurance, and a lack of understanding OER. It can be concluded, based on the findings, that LIS departments were not fully prepared for the changes (moving to online learning) implemented in response to the pandemic. Thus, the study recommends that there should be improved OER awareness, academic staff training, workshops, adequate ICT infrastructure, and improvement of technical skills to increase the utilisation of these resources in LIS departments. This paper depicts an overview of OER and the involvement and opportunity it holds for library and LIS professionals.


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How to Cite

Sibiya, Sihle Duncan, and Neil Davies Evans. 2024. “Use and Acceptance of Open Educational Resources in Library and Information Science Departments in South African Higher Education Institutions”. Mousaion: South African Journal of Information Studies 42 (1):22 pages .
Received 2023-08-11
Accepted 2024-01-10
Published 2024-02-07