Abstract
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 technology-based 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.
Published Version
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