Dabengwa, Israel MbekezeliRaju, JayaMatingwina, Thomas2025-09-242025-09-242018https://repository.ifla.org/handle/20.500.14598/6440Zimbabwean academic librarians have developed interpretive repertoires to identify as teachers because of growing engagement in instruction and training within their campuses. Interpretive repertoires explain the motives and qualities of individuals that is attitudes and perceptions. This paper undertook to delve into the role, identity, image and status of the Zimbabwean academic librarians, as these presented enough evidence to support interpretive repertoires. This paper describes, accounts of Zimbabwean academic librarians collected from a chosen sample of 79 academic librarians using a questionnaire, document research and the interview. The Bindura State University of Education, Chinhoyi University of Technology, Lupane State University, Midlands State University, the National University of Science and Technology, and PHSBL80 Library (which preferred to stay unidentified) took part in the study. The paper suggests that academic librarians should move on to set teaching into the courses taught by faculty. The paper recommends academic librarians to work more closely with academic staff to develop courses from the onset, planning the teaching and systems.engAttribution 4.0 Internationalhttps://creativecommons.org/licenses/by/4.0/Articlehttps://2018.ifla.org/satellite-meetingsopen accessBlended librarianshipAcademic librarianship in ZimbabweInformation Literacy Skills TrainingTeaching