Purpose The purpose of this paper is to identify and present a global perspective of digital pedagogies in relation to technology and academic librarians. Design/methodology/approach The preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology was used in this study. Findings Based on the data, academic librarians must develop a foundational understanding of 21st century pedagogies and digital skills to teach in an online environment. Originality/value This review paper considers the emergent teaching role of the academic librarian within the digital environment. The themes in the findings highlight the importance of digital pedagogical knowledge and digital fluency of academic librarians as a teacher within the digital environment in higher education.

Globally, the role of academic librarians as online teachers at higher education institutions is experiencing a tsunami of change. This is due to the Fourth Industrial Revolution and the influence of technology on pedagogy. The 21st-century academic librarian is challenged to adopt innovative teaching methods using technology in a digital environment. The purpose of this study was to explore the pedagogical and technological preparedness of academic librarians at University of Technologies in South Africa for online teaching. The technology pedagogy content knowledge framework guided the methodology in exploring the pedagogical and technological preparedness of academic librarians. A pragmatic approach using quantitative techniques was used in the data collection process. The data collected from the findings were analyzed and validated resulting in emerging themes. The results show a lack of pedagogical and technological skills among academic librarians at UOT in South Africa.

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Globally, the Fourth Industrial Revolution has disrupted teaching philosophies at higher education institutions. This disruption beyond physical walls into virtual spaces has allowed academic librarians to explore teaching roles as online mediators and facilitators in the digital environment. However, historically, literature has challenged the pedagogical competencies of academic librarians when teaching in a face-to-face environment. In recent years, the ability to integrate suitable technologies with teaching methods in a digital environment has further questioned the competencies of academic librarians. Therefore, worldwide, the online teaching role of academic librarians is under the microscope. Thus, the objectives of this study were to ascertain, explore and establish the emerging role of academic librarians in relation to digital pedagogy and the online environment at UoTs in South Africa. Digital pedagogy can be defined as a process to effectively connect relevant pedagogical and technological knowledge to enhance teaching in multimodal environments. The Community of Inquiry (COI) and Technological Pedagogical Content Knowledge (TPACK) frameworks was used to probe the pedagogical and technological knowledge of academic librarians as teachers in the digital environment. A sequential explanatory mixed method design framed the research approach. During the quantitative first phase, a webbased exploratory survey was administered to academic librarians at UoTs in South Africa. The emerging themes from the web-based exploratory survey was used to design the interview schedule for the second qualitative phase. The results from both phases were analysed and interpreted to present the findings. The results from data collected were then triangulated with the theoretical frameworks and reviewed literature. The overall findings revealed academic librarians at UoTs in South Africa lacked in digital pedagogies juxtapose digital environment. Consequently, academic librarians need to acquire pedagogical and digital skills when teaching in a digital environment. The study recommends system, methods, and processes that the Library and Information Science sector can implement to ensure academic librarians gain the necessary expertise to teach in a digital environment. Ultimately, the study proposes a design of an online training model on digital pedagogies for academic librarians at UoTs in South Africa.

Indigenous knowledge is an emerging theme in humanistic scholarly conversations. Therefore, the purpose of this study was to present a global perspective of teaching practices related to indigenous knowledge in the Library and Information Science (LIS) field as it lends itself to a humanistic approach. The aim was to identify how indigenous knowledge is integrated into the LIS curriculum. Preferred Reporting Items for Systematic Reviews and Meta-Analyses methodology was used to review the literature. Key findings revealed that integrated teaching practices and indigenous knowledge are still emerging topics at LIS schools. The study recommends academics from LIS schools earnestly contribute to global literature by sharing their knowledge on teaching practices 'vis-a-vis' indigenous knowledge. Globally, this would ensure LIS academics tread common ground in integrating indigenous knowledge into the curriculum by using appropriate teaching practices. Ultimately, developing future LIS graduates as custodians of indigenous knowledge in industry.