However, Munyoro (2014) has complained that there is a gap in the studies that attempt to study the collaboration between Zimbabwean LIS schools and practitioners in shaping the professional identity of LIS professionals. Therefore, Munyoro (2014) suggests that there should be a study that will raise awareness about building collaborative synergies between LIS academics and practitioners. He also suggests that there should be a study that investigates how these mutual synergies can improve the quality of teaching and learning, research and community engagement, and allow equitable access to learning tools. The researcher has assumed that studying how the blended professional in academic librarianship creates, maintains and disrupts the theory-practice divide would be a fulfillment of Munyoro's (2014) recommendation. This is because blended librarianship as proposed by Bell and Shank (2007) has the ability to cut across the dimensions of the practitioner’s institutional work and that of the LIS schools through the combination of pedagogic skills, information technology and traditional librarianship.