**4. Concluding remarks**

Lesson learned from this study is that, although all sectors and institutions of higher learning were affected by the pandemic, there is no one size fits all solution to respond to emergencies and to continue with quality teaching and learning. Some institutions are more vulnerable than the other, therefore schools and institutions of higher learning should learn from each other and create their tailor made programmes to suit their needs. Some may use high tech, low tech or no tech. The Library and Information Science schools should work collectively and share the costs of subscription and digitization of cataloguing standards to afford the students the opportunity to learn from home as previously suggested in this chapter. Concerning the challenges of ICT skills, LIS curriculum should include computer and ICT courses to afford students with skills. Instructors should also go through formal ICT trainings and exchange programmes with other institutions. Furthermore due to other challenges reported in this chapter, the cataloguing

#### *Approaches to Teach Cataloguing Modules during Emergencies DOI: http://dx.doi.org/10.5772/intechopen.104606*

instructors may create the podcast and video tutorials that should be accessed by students. Rural universities may also develop learning packages such as printed materials, videos, etcetera and send to students. Supplementary instruction (SI) model should also be imposed in cataloguing education. (SI) "is an academic support model developed by Deanna Martin at the University of Missouri–Kansas City (UMKC) in 1973 that uses peer-assisted study sessions to improve student retention and success within targeted historically difficult courses" ([45], p. 23). On the issue of assessment, different strategies such as portfolios should be imposed. Gaytan and McEwen [46] are of the view that effective assessment techniques associated with online instructions could include projects, portfolios, self-assessments, peer evaluations, and weekly assignments with immediate feedback. Instructors should design activities that promote student interactions and build a sense of community among students and faculty. Boyle et al. [47] opined that online assessment should include development of realistic scenarios for learning, alignment of learning objectives with realistic scenarios, use of software as soon as possible, availability of online mentors as well as SI and tutors. Although the above mentioned studies were carried out long ago, and were imposed in the planned online programs, emergency remote teaching may learn from them. Lau et al. [48] implemented concept mapping assessment in chemistry modules, indicating that concept mapping has a long history of application in science education and professional development. Cataloguing education may also use concept mapping assessment in the computer laboratory using "split lab" as suggested by [48] in order to curb the spread of the virus among the students, where students could practically generate online catalogues on the computer using Senayan Library Management System (SLiMS) a free and open source Library Management System or any other library system. With strong internet connections students can take the assessment remotely.
