Embedded Librarianship for Enhancing Information Literacy in Zimbabwean Theological Institutions

Embedded librarianship represents a strategic approach to integrating library services within academic environments, enhancing information literacy and educational support. This study intends to explore how embedded librarianship practices can enhance information literacy provision in theological institutions in Zimbabwe. Despite the acknowledged benefits of embedded librarianship in higher education, its specific applications and effectiveness in theological institutions in Zimbabwe remain understudied. Grounded in Vygotsky’s sociocultural theory, which emphasizes the role of social interaction and contextual learning in cognitive development, this study posits that information literacy is best cultivated through collaborative, embedded pedagogical practices. This research adopts a qualitative methodology to explore participants’ perspectives, current practices, and potential strategies for enhancing information literacy skills. Data was collected through semi-structured online interviews and focus group discussions with librarians, students, and faculty members purposely selected from various member institutions of the Association of Colleges for Theological Education in Zimbabwe (ACTEZ). Although there has been increasing recognition of the importance of information literacy, many theological institutions have yet to formalize its instruction or understand the strategic role embedded librarianship can play in improving students' academic outcomes. This study seeks to address this gap by examining how embedded librarians can collaborate closely with faculty and students to foster robust information literacy competencies, thereby strengthening academic success and research output in theological education.