Library and information services’ reflections on emergency remote support and crisis-driven innovations during pandemic conditions

Abstract

Crisis-driven innovation is needed to manage a scarcity in resources. The recent COVID-19 crisis exacerbated the prevailing digital exclusion in the education sector in particular. Sudden changes in otherwise stable higher education environments necessitated immediate and decisive innovation, particularly where education support services were concerned. This study reports on an academic library and information service’s reflections on emergency strategies implemented during the COVID-19 pandemic. This study was conceptualised through the lenses of existing digital exclusion frameworks and information poverty frameworks. The findings from the qualitative data gathered via focus group interviews emphasise the importance of emergency remote library and information services. The pandemic conditions and sudden remote service delivery model highlighted the prevailing socio-economic and socio-technical inequalities and exclusions among students. The value of the study lies in the reflections made on the institution-wide crisis-driven innovation strategy implemented, and the realisation that library and information services must offer active academic support. The study offers a library and information services model to prepare for future eventualities.

Keywords

Crisis-driven innovation remote academic library and information services digital exclusion information poverty mobile library and information services

Introduction

Reportedly, 2020 was the year when emergency remote teaching became a sudden and unexpected reality in many higher education institutions (see Ibacache et al., 2021; Van Wyk et al., 2020). Library managers of academic support services and information specialists were confronted with unfamiliar challenges. Some libraries opted to close during this time, resulting in detrimental effects for students and academic staff, such as information poverty and academic failure. In other cases, information specialists were suddenly tasked with moving face-to-face services and resources to online services, where, inter alia, digital literacy became an aspect to be addressed. Similarly, not all information specialists were equipped to work from home. Conditions at home made the blending of work and home life complex and challenging. Furthermore, the disruption in the mode of learning severely impacted students affected by digital exclusion (Hopman et al., 2020). The self-isolation and interrupted learning also impacted students’ mental health and led to anxiety (Crawford et al., 2020). The resulting uncertainty caused dropouts, as many students felt overwhelmed and neglected due to a lack of support from teachers and peer-to-peer relationships (Ozili and Arun, 2020). These conditions compelled innovative measures. Crisis-driven innovation often stems from an urgent and sudden change in conditions or scarcity in resources. Providing academic libraries during periods of disruption and crises is not an unknown phenomenon, but often one that finds us ill-prepared. Crises, such as that brought on by the COVID-19 outbreak, require immediate and decisive action to minimise negative impacts, especially in South African higher education institutions. In the case under study, immediate innovation and emergency planning commenced on an institution-wide basis. The resulting strategy formed part of a broader institutional emergency project.

The concept of disruptive innovation originated in the commerce and business fields (Bessant et al., 2012), but it has also documented applications in library and information services and education (Temiz and Salelkar, 2020). Although 21st-century technology innovation and the proliferation of technology theoretically supported the sudden shift to remote learning, the preparedness of both students and library staff was unclear. Seen against the backdrop of an already unequal learning ecosystem, the exacerbation of the prevailing digital exclusion was an immediate concern to be addressed within the emergency remote teaching plans.

The South African higher education institution chosen for this study offers undergraduate and postgraduate programmes to around 50,000 students in the disciplines of education, law, commerce, engineering, social sciences and the humanities. This study followed soon after the implementation of the crisis-driven-innovation strategy plan, where an emergency remote teaching strategy was planned, approved and implemented within the span of one month. In compiling this strategy, a prior institution-wide project gathered quantitative data from 450 survey questionnaires that were sent out to lecturers, as well as library support staff (Van Wyk et al., 2020). The foregoing project aimed to implement interventions, which included resourcing, and training and monitoring academic and support staff to continue with their programmes remotely. Given that the mobile penetration in Africa is relatively high (see GMSA, 2021), the strategy explored the application of mobile technology in learning and support (Van Wyk et al., 2020). High-level negotiations with several providers and telecommunications companies commenced to provide students and staff with data and white-listed access. This study builds on the prior 2019 project at the case under study, which identified the need for further research, particularly where library support was concerned. The purpose of this article is to report on the second study, gauging the reactions, experience and perceived readiness of libraries to switch to emergency remote teaching and support.

Rationale

This study was conducted to explore information specialists’ experience of a crisis-driven- innovation plan implemented at a higher education institution in South Africa. The rationale for the study was to expand on the prior institution-wide project plan that informed the crisis-driven-innovation planning in 2019. As a follow-up study, 26 information specialists and their 6 managers were approached to explore their experiences, efficacy and reactions to the emergency remote teaching and strategy for the library sector as an academic support partner. The aim was to further improve on the implementation success of the strategy.

Conceptual lens

Studying and planning for rapid and innovative interventions during times of uncertainty must consider the transboundary nature of the ecosystem, as well as the socio-technical and socio-economic variables at play. A multi-theoretical approach was the best option for this study to underpin all the tangents and complexities in developing a best-practice model. Crisis innovation models, critical digital librarianship, digital exclusion frameworks and the exposure to information poverty frameworks informed this study. As such, the constructs of information poverty, mobile learning, digital literacy, creating microcontent and digital exclusion, as well as related concepts, were explored further.

Frameworks and models for studying information poverty have been addressed by Chatman (1996), Brits and Blignaut (2001) and Bronstein (2014). Most information poverty frameworks and models hinge on information-seeking behaviour around human needs and information needs. Studies report the prevalence of perceived secrecy, feared deception, risk-taking and situational relevance (Bronstein, 2014). Studies allude that the information poor may be silent or conceal or ignore their information needs. This avoidance behaviour rests on incorrect perceptions and anxieties around the anticipated negative consequences of seeking and sharing information. In an educational ecosystem, this behaviour can have detrimental consequences. The result is unfulfilled information needs and a greater possibility of failing.

In addition to information poverty frames, critical digital pedagogy and critical librarianship frames offered a deeper scope for praxis under crisis conditions in an educational landscape already marked by inequalities. Boczar and Jordan (2022) highlight that critical digital pedagogy is student-centred, where the student is at the centre of learning. Drabinski explains that critical librarianship acknowledges the existence of power relations in creating library spaces:

Rather than concerning itself with the radical, or root, of various problems, this critical stance looks at what is and tries to understand how it came to be that way, what various systems produce and reproduce in the world, what the stakes might be in accepting something as natural, and how we might imagine systems, structures, objects, and processes differently. (Drabinski, 2019: 51)

Critical librarianship sets out to address disrupting systems of inequality and exclusion (Jacobs and Murgu, 2017), and it is intrinsically connected to critical pedagogy. Some of the shared constructs between critical librarianship and critical pedagogy – digital exclusion, social injustice and information poverty, among others – are often observed during times of disruption. As such, critical librarianship links to critical digital pedagogy in the sense that it, inter alia, addresses social justice, power structures, access to information, openness, capacity, trust and inclusion issues. The concepts of critical librarianship and critical digital librarianship must be explored further in African higher education. It is pivotal for librarians and information specialists to understand and apply critical values to digital services so that the role of libraries in open pedagogy under emergency conditions can be realised.

Literature review

Higher education institutions in South Africa have implemented alternative strategies and crisis-driven innovations for remote teaching and learning during the disruption (Crawford et al., 2020). Crisis-driven innovation is explained as the emergency planning necessitated by sudden changes or a scarcity in resources (Bessant et al., 2012; Flavin and Quintero, 2018). Crisis-driven innovation may be a more familiar concept in business models than in higher education and libraries. During COVID-19, it was useful to apply this model also to higher education institutions (Van Wyk et al., 2020), where educational technology paved the way for emergency remote learning via technology-assisted education and information support. These temporary measures were rapid responses to sudden disruption, and not designed to replace face-to-face services permanently.

The institution under study already had online platforms and virtual classrooms in place for all services and programmes offered before the COVID-19 outbreak. This position assisted in the rapid response to the crisis. In this institution, embedded library support was in place for both asynchronous and synchronous instruction, facilitation, learning and teaching. Reportedly, the most popular online platforms were Blackboard, Zoom, Microsoft Teams and Google Classroom (Ting et al., 2020).

The foremost challenge was the prerequisite access to stable and affordable connectivity. The use of online platforms and resources furthermore required sufficient and affordable data. In the case under study, this infrastructure was offered free of charge to students on residential campuses but became a barrier to access during lockdowns. While many students in this institution do not have stable Internet connectivity, most have access to a mobile phone. The learning management system referred to in this case offers both offline and mobile access to learning content and information sources. Deserving students received sponsorship to purchase data for study purposes.

Disaster management and risk management

The crisis-driven innovation in this study had to consider existing disaster plans. Ezenyilimba et al. (2018) allude to the four components of a disaster management plan – namely, prevention, preparedness, response and recovery. Although most higher education institutions had disaster management and risk management strategies, these did not address the challenges faced during lockdowns, and many institutions struggled with this transition. The COVID-19 pandemic significantly differed from previous disasters (Dahlke et al., 2021). Most South African library and information services have disaster plans in place, though it is questionable whether these prepared them sufficiently and assisted them during the recent lockdowns. Ezenyilimba et al. (2018) describe disaster management as plans activated during unforeseen events to prevent harm to people and resources, and continue operating. However, the full impact of the emergency remote services was not anticipated or clearly mapped in existing policies.

Emergency remote teaching and library services

E-learning should not be confused with emergency remote teaching and learning, which attempts to provide emergency and temporary access to instruction and instructional supports in a manner that is quick to set up and reliably available during an emergency or crisis (Van Wyk et al., 2020). Emergency remote teaching and learning is a temporary shift to an alternative education delivery mode, which may return to normal once the crisis ends. E-learning refers to learning in which instruction and engagement with lessons, activities and assessment occur predominantly online, as is the case in this study.

The evolution in technology and its ubiquitous nature have changed all facets of society, including higher education and libraries. It has altered the way we live, how business activities are conducted, and how knowledge is shared. Considering the continuous evolution of technology and the emergence of the Fourth Industrial Revolution, technological skills have become an essential requirement to participate in the current digital era. Libraries have also witnessed this transformation, but there are still sectors in Africa and southern Africa that have not made this transition and rely on outdated practices and technologies. Nowadays, teaching and learning activities are being subjected to various technological innovations, offering flexibility for students and information specialists. The literature (including Matli and Ngoepe, 2020) has also shown that the effective use of technological resources, such as mobile library services, offers students ample access towards a high learning gain. Therefore, the lack of information and digital literacy and fluency will hamper students’ potential to succeed (Matli and Ngoepe, 2020).

Microlearning and mobile library services

Wang et al. (2021) suggest that microlearning has benefits during disruptive events. Microlearning is generally seen as offering learning content in smaller, episodic, manageable and easy-to-use segments, often with mobile technology as an access point. Wang et al. (2021) mention that the characteristics of microlearning can include shorter engagement periods, offering less content at any one time, coherency, and being media-rich. Microlearning as part of the learning strategy was considered in this case for the overall emergency remote teaching and learning strategy, as well as for library support. This is learning that focuses on a subsection of a topic at any one time. Sadeck (2016) distinguishes between e-learning, which is technology-assisted learning, and e-teaching, which is what the educator does in an online environment. He posits that ‘e-teaching’ should be the preferred term as this directly involves the educator. An argument for e-facilitation in libraries could be made. The emergency remote teaching and learning strategy for this study had to be cognisant of these differences.

Digital literacy and digital fluency

Due to the proliferation of digital technologies and educational technologies, digital literacy and digital fluency are requisite skills for information specialists, lecturers and students alike. Digital literacy entails individual awareness, attitude and cognitive thinking, and the ability to utilise technological tools and infrastructures appropriately (Matli and Ngoepe, 2020). It also entails locating, assessing, analysing and integrating digital resources to generate new insights in a specific context. Literacy exceeds the mere ability to read and write with meaning and understanding, and digital skills go beyond having mere technical skills. Student transition requires individual cognition of digital tools (Clarke, 2020). Students who lack technological skills are at a severe disadvantage. This socio-technical reality has compelled the need to improve digital literacy, which is a prerequisites to be a participant in a digital ecosystem (Nelson et al., 2011). The ubiquitous and pervasive nature of disruptive technologies has resulted in the reformation of society at large. Considering the continuous evolution of technology and the emergence of the Fourth Industrial Revolution, technological skills have become essential for participation in an online teaching and learning environment. Clearly, a lack of digital literacy will negatively impact students’ success, especially during times of crisis.

Literacy fluency exceeds the ability to read and write, and implies that sense-making and understanding will take place. Likewise, digital skills go beyond having technical skills (Clarke, 2020). Jacobson and Mackey (2013, 2016) allude that a narrow definition of digital literacy will not suffice in online teaching and learning as digital pedagogies and critical digital librarianship are important subsets to be considered. Lecturers need to inculcate a more comprehensive approach to metaliteracy in order to advance critical thinking and reflection in online learning communities.

Information poverty and protective information behaviour

Marcella and Chowdhury (2020) remind us that the information poverty and information deficit of the information rich and information poor has pervaded information services and information science for decades. Similarly, researchers in information behaviour have explored information as an empowering agent in terms of the ways in which access to and the use of information can assist individuals to overcome obstacles, take advantage of the opportunities available to them and improve their lives (Marcella and Chowdhury, 2020). One of the biggest challenges that higher education institutions face is the issue of a digital divide existing among students. A digital divide refers to the gap between individuals who have access to and the skills to use information and communications technology and those who do not (Soomro et al., 2020). It is important to note that South African higher education institutions are faced with complex and unequal socio-economic realities and equality gaps (Howard et al., 2020). Here, information poverty is a social condition that has been around for decades. IFLA (2018) describes information poverty as a condition where individuals, groups and communities lack the essential attributes, access and resources to find and apply quality information. Marcella and Chowdhury (2020) state that information poverty points to exclusion from access to information sources. Exclusion may be the result of sets of barriers that may include technological, educational and economic barriers, among others, and leads to an information deficit. The occurrence of emergency conditions will exacerbate these existing barriers and information poverty. Typically, information poverty and a poor information infrastructure and support go hand in hand (IFLA, 2018). Not having the required infrastructure, such as connectivity, data, devices and laptops, as well as digital fluency, is problematic. In addition, human agency is necessary to accommodate the dire need for human support among disadvantaged students. They must be able to rely on the continuous support of online and emergency remote library services. Mere access to technological resources does not guarantee better academic performance if students lack the technological skills to capitalise on such technologies for learning.

Human agency and collegiality in a changed online landscape

Generally, human agency is described as an individual’s will and capacity to make purposive decisions and consciously reflect and act on their environment. Bandura (2018) states that it is a metacognitive ability to reflect on one’s capabilities, actions and thoughts. The two questions are: How does human agency change in an online environment, and can agency be collegial and collective? Aitken and Hays (2021) state that online education requires human agency, while Bandura (2018) postulates that collective agency is just as important in sharing knowledge.

Research design

This study followed the implementation of a crisis-driven-innovation strategy at a higher education institution in South Africa. The broader institutional crisis-driven-innovation plan indicated the need for further research to prepare libraries to continue operations during the COVID-19 lockdowns. The purpose of this study was to explore the readiness of staff to switch to emergency remote teaching and information support. The study aimed to implement interventions on the further training and support required, and resource staff to cope with the sudden change and rapid response to that change. The study collected qualitative data during focus group interviews with information specialists and their managers. The non-probability sample was purposively selected and comprised information specialists of 26 campus libraries of the institution. The transcribed data was coded and thematically analysed. Focus groups in research studies can be described as a form of group interview in the presence of an interviewer or moderator (Bezuidenhout et al., 2014). In focus group studies, the interaction within the group is important to obtain the desired information on a specific research topic, and the collective views are more important than individual views. It is important to note that the focus group interviews were carried out after the results of the broader study were known, and initial training and orientation were already in place.

The qualitative data collected during the focus group interviews was analysed using thematic reflective analysis to codify the categories and main themes from the rich data gathered. In this case, in-depth socio-technical information and data were gathered. Qualitative content analysis and thematic analysis are classified as a descriptive qualitative research design, which aims to systematically describe a phenomenon, situation or population.

Thematic analysis is related to phenomenology and focuses on the participants’ perceptions, opinions, feelings and experiences subjectively (Noon, 2018). The focus group interviews were recorded and transcribed. Coding the rich data and certifying the transcripts as a true and accurate reflection added to the trustworthiness of the study. Researcher observations and field notes mapped the analytical process, uncovered the Researcher's (there was one researcher) perspectives and refined the data collection.

Data collection

The focus group interviews were conducted online, recorded and then transcribed. The transcriptions were audited and certified to be a true copy of the focus group discussions. During the focus group discussions, the participants shared their experiences, challenges and involvement in the institution’s emergency remote teaching and learning strategy. In addition, secondary data was considered from the literature review and the broader institutional quantitative study (see Van Wyk et al., 2020). The primary data obtained from the focus group interviews was analysed thematically. Guided by the chosen conceptual constructs, the group was prompted with questions around their observations, reactions and experiences regarding the implementation of the emergency remote teaching and learning strategy, the management of the crisis, and the socio-technical challenges among staff and students, such as access, inequalities, networking, and levels of digital literacy and fluency. There was a good synergy in the group and the discussions resulted in rich and useful data. The data that was collected included research observations and field notes. All research ethics were observed.

Data analysis

The primary data from the focus group interviews is outlined in Table 1. The secondary data obtained from the prior survey (Van Wyk et al., 2020) assisted in the preparation of the focus group interviews. The subsequent focus group interview transcriptions were analysed following the steps of thematic analysis explained by Clarke and Braun (2017): getting familiar with the data, generating initial codes, identifying themes, revision and generating a report. Thematic analysis is the process of identifying codes from which patterns and themes are derived (Vaismoradi et al., 2016).

Discussion of findings

Vaismoradi et al. (2016) state that qualitative research, as a group of approaches for the collection and analysis of data, aims to provide an in-depth, socio-contextual and detailed description and interpretation of the research topic. As such, the study has seven themes.

Response to the emergency remote teaching and learning strategy

The participants shared that although some managers wanted to close the libraries entirely, they eventually did form part of the emergency remote teaching and learning strategy. The critical importance of access to information during the sudden shift to remote learning was realised. The findings are that the information specialists found the emergency remote teaching and learning strategy useful but reported that, despite training, they were only partially prepared for the challenges they faced.

Networking

The participants reported that the transition was difficult, but the support and guidance received from national and regional library management teams assisted in transitioning from predominantly offering services in a physical setting. The librarians formed communities of practices to support each other remotely.

Perceived readiness for remote support

Library training and refresher courses offered the necessary exposure to digital and mobile library services. Electronic sources, tutorials and prescribed material were already embedded and accessible via the library website and the learning management system. The information specialists were provided with laptops and data to work from home.

Management and monitoring

The participants reported that they were involved in compiling daily action plans, and that they had to report on specific goals and outcomes. They felt supported by management.

Socio-technical aspects

The participants mentioned that, regrettably, affluent data and information providers were initially unapproachable in getting reasonable and discounted data packages for students. This had a negative effect on the prevalent information poverty during the crisis. They further shared that some students were overwhelmed and lacked motivation to study. The participants said that the collaboration between student-wellness divisions and libraries could have been better in assisting students.

Human needs, skills and capacity

The participants shared that many students confided that they felt isolated, anxious and overwhelmed. They reported that many students were struggling with social problems at home and often could not find a quiet place to study. They reported that a lack of student agency towards making self-reliant decisions pointed to the presence of information poverty and information avoidance behaviour. Furthermore, a lack of digital fluency among students and some lecturers was observed. To address these challenges, the library and information services assisted in the creation of annotated bibliographies for assignments and online classes to help with accessing the right information. Some of the participants admitted to their own lack of digital literacy and pedagogical knowledge, as well as online facilitation skills. They felt that they needed additional training.

Praxis and agency

The participants shared that they were in the process of developing improved online services for postgraduate students and online students but had to expedite the roll-out of these plans on a wide scale when the lockdowns were enforced. Students shared that they missed the opportunities that collaborative learning offered in physical library spaces.

General observations and comments

The participants’ general observations and comments included the following:

The change in assessment strategies to include more self-study and portfolios of evidence instead of summative assessments highlighted the need for students to be aware of the sources and services available to them;

The importance of honouring vendor agreements such as digital rights management was reaffirmed, as innovative interventions must still be legal;

The need for libraries to constantly update skills such as digital literacy was underpinned;

The role of libraries as academic partners and advocates for the eradication of information poverty was highlighted.

The seven themes and subthemes that resulted after the coding and data analysis are summarised in Table 1.

Table 1.

Themes and subthemes.

Themes	Subthemes
Responses to the emergency remote teaching and learning strategy	Planning, implementation and monitoring Including the library as an academic support partner
Outreach and networking initiatives	Collegiality User groups Support groups
Perceived readiness of library staff to continue online	Capacity Skills gaps Flexibility Resourcing
Management, monitoring, quality and support	Weekly reporting Contractual and legal considerations: revision of contractual agreement Research data management (RDM) Collaboration with other academic departments Time management, integration and productivity
Socio-technical constructs	Data costs, affordable connectivity and access Information poverty, information avoidance and protective behaviour Literacies, metaliteracy and fluencies Remote technical and information support
Human needs	Inclusivity/exclusion Motivation Anxiety Trust Collaboration Human agency Remote wellness support
Praxis, observed student agency	Critical digital pedagogy and online facilitation Observed changes in student agency Participation in hybrid online spaces Library online embeddedness and participation Literacies: information, digital and metaliteracies Microlearning and microcontent Mobile learning and mobile library services Instructional design, tutorials, facilitation

Ultimately, the most important observation is that the institution’s decision-makers and sectional managers at first considered closing the libraries and letting staff go on leave. This was opposed and the resulting response was praised and welcomed by both academics and students. The role of academic libraries as academic partners has often been underpinned in the literature (see Henderson, 2016). This was corroborated in this study, and the librarians were generally of the opinion that the disruption afforded the opportunity for libraries to be valued as worthy academic partners. As one of many examples, some information specialists relayed how they assisted lecturers with finding resources by creating annotated bibliographies to assist in document discovery.

Recommendations

It is during a disruption that inequalities are most visible. In Figure 1, a transboundary model is presented. The need to cement the library and information services as an academic partner that is capable of addressing inequalities and information poverty was established. The model takes into consideration that, in times of crisis, quality and legality should not be compromised, but socio-technical pressures, such as information poverty, must be seen as an ongoing reality. The model underpins the need for information specialists to be present, visible and proactive in higher education, and to embrace new developments. The model emphasises the importance of transboundary innovation and collaboration, both within the institution and with external parties such as vendors, services and systems. The model underpins the importance of critical digital librarianship, as well as critical digital pedagogy.

Figure 1.

Transboundary library and information service response model.

In explaining critical librarianship, Drabinski (2019) warns that in our efforts to make access to information seamless, the information specialist can become invisible. But the model in Figure 1 outlines four areas where the presence of a library is crucial in the transboundary working towards an innovative response to disruption. The areas include: adapted policies and strategies; the constant monitoring of responses and readiness to change; the importance of legal compliance; and a continuation of adapting and innovating towards a responsible, just and inclusive system to cope with disruption. The model can be used to reaffirm the positioning of academic library services in higher education.

Conclusion

The aim of this study was to gauge the responses of information specialists to the implemented emergency remote teaching and learning strategy. The most important finding is that the institution’s initial response was to close its libraries during the pandemic lockdowns. On the insistence of the library management, the libraries remained open and adapted their services in an online setting. While emergency remote teaching was a rapid response to the crisis situation, the exercise allowed for much introspection on how to improve on current praxis. The valuable lessons learnt not only assisted the libraries to improve their policies and procedures; they also highlighted the critical role that libraries play as academic partners in a still unequal educational ecosystem. The true impact of information poverty was realised and the renewed importance of a library and information service presence and embeddedness in teaching and learning towards improved inclusivity and social justice came to the fore. The value of this study lies in the institution-wide transboundary response that has been proposed as an intervention, which also serves as a blueprint for future eventualities. The findings emphasise the need for further research in library risk management, understanding the affordances of mobile library services, and the creation of microcontent to support teaching and learning. The rigorous research in a real-life setting, both on an institutional and also on a library and information service level, allows for libraries to capitalise on disruptive circumstances and establishes the pivotal role of libraries as academic partners in higher education.

Footnotes

Declaration of conflicting interests

The author declared no potential conflicts of interest with respect to the research, authorship and/or publication of this article.

Funding

The author received no financial support for the research, authorship and/or publication of this article.

ORCID iD

Brenda van Wyk

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