The literature reviewed has established that the concept of blended librarianship is still in infancy amongst Zimbabwean academic librarians as there are tell-tale signs of its partial existence here and there, but it is not fully accepted and practised. Recent studies by Mbambo (2006), Chikonzo et al. (2013) and Pasipamire (2015: 64) have been identified as the studies that address the issue of blended librarianship. For instance Mbambo (2006: 184), has decried the lack of formal partnerships between academic libraries and faculties in Zimbabwe, giving an example of faculty librarianship which is not yet institutionally recongnised. Faculty librarianship has been defined by the ACRL Committee on the Status of Academic Librarians (2011) to include the professional responsibilities of librarians, the participation of academic librarians in college and university governance and the recognition of academic librarians with same reputation and status of academic staff.