Closing the Gaps Between Theory and Practice: The Case of Polytechnic Attachés in Selected Library and Information Centres in Harare

Abstract

The integration of theoretical knowledge with practical application remains a persistent challenge in Library and Information Science (LIS) education globally. This study examines the theory-practice gap experienced by polytechnic attachés in library and information centres in Harare, Zimbabwe through a convergent parallel mixed-methods approach. Using a mixedmethods approach, the research surveyed 120 polytechnic students on attachment and conducted in-depth interviews with 25 stakeholders, including students, supervisors and academic staff. The study employed Schön's reflective practice theory and Kolb's experiential learning model as theoretical frameworks. Findings reveal significant disconnections between classroom instruction and workplace realities, with 78% of the attachés reporting inadequate preparation for practical tasks. The key gaps identified include outdated curriculum content, limited exposure to modern information technologies, insufficient practical skills development and poor coordination between academic institutions and host organisations. The study proposes a comprehensive framework for bridging these gaps through curriculum reform, enhanced industry partnerships, structured mentorship programmes and continuous professional development. Recommendations include establishing Communities of Practice (CoPs), implementing competency-based assessment and developing industry-aligned learning outcomes. This research contributes to understanding theory-practice integration challenges in LIS education in developing countries and provides actionable strategies for educational institutions, library professionals and policymakers.