A systematic review of academic writing services in low- and middle-income countries

Abstract

Libraries are the key research and scholarly communication centres of any university. The information literacy skills offered to library users enable scientific communication. As new roles for librarians emerge to meet changing user needs and match fluid technological trends, academic libraries must combine their rich resources with cutting-edge skills to further impact the scientific world. There is a need for a sound, evidence-based appreciation of the factors that influence or hinder the establishment of academic writing centres and academic writing services in Low- and Middle-income Countries (LMIC). This article aims to synthesise qualitative and mixed methods research on academic writing services in LMIC to inform policy and practice and identify areas for further research. The review can be used for decision-making as it offers a reliable foundation for assessing approaches to academic writing services. Relevant literature was identified from five electronic databases: SCOPUS, Education Resources Information Center (ERIC), Library, Information Science & Technology Abstracts (LISTA), Emerald, and Google Scholar. Inclusion criteria were: published peer-reviewed studies about academic writing services or academic writing centres in Low- and Middle-income Countries. Study quality was assessed using a standard grading scale. Relevant data, including findings and practice recommendations, were extracted and compared in a tabular format. Of the 215 articles initially identified, 22 were included in the qualitative synthesis. The review emphasises the necessity of academic writing services in low- and middle-income countries by pinpointing crucial areas for exploration within a research agenda. These include cultural aspects, technological aspects, institutional factors and individual barriers