Review
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Year 2021, , 57 - 67, 26.06.2021
https://doi.org/10.16918/jblu.932134

Abstract

References

  • Abubakar, B.M. (2015). Developing library and information science programmes for emerging market in Nigeria: The need for appropriate entrepreneurial skills. Middlebelt Journal of Library and Information Science, 13, 16-31.
  • Abubakar, B.M. (2019). Current trends in library and information science (LIS) education in Nigeria. A paper presented at the 21st Conference of the Nigerian Association of Library and Information Science Educators (NALISE) held at the Ignatius Ajuru University of Education, Port Harcourt, 9th 13th September, 2019.
  • Abubakar, B.M., & Auyo, M.A. (2019). Library and information science (LIS) education in universities in North-West Geo-Political Zone of Nigeria: Perspective and challenges. Journal of Library and Information Sciences, 7, (2), 62-72
  • Abubakar, B.M., & Farouk, B.L. (2018). Library and information science education in Nigeria: What has changed? Bayero Journal of Library and Information Science, 4(1), 6-16
  • Abubakar, B.M., & Harande. Y.I. (2016). Library and information science education in Nigeria. IFLA Set Bulletin. 178(1), 5-7.
  • Agim, N.C. (2020). Imperatives of entrepreneurship education amongst library and information science undergraduates in Nigeria: The case study of LIS undergraduates in South-East and South-South Geopolitical Zones of Nigeria. Library Philosophy and Practice (e-journal). 3907. https://digitalcommons.unl.edu/libphilprac/3907 (Accessed 02 March, 2021)
  • Assefa, S. & Wang, P, (2018). Chairs’ welcome. Proceedings of the Association for Library and Information Science Education (ALISE) annual conference 2018 held at Denver, Colorado. Available at: file:///C:/Users/COMPAQ/AppData/Local/Temp/2018ALISE_Proceedings_IDEALS-5.pdf(Accessed 09 August, 2019)
  • Association for Library and Information Science Education. (2000). Educating Library and Information Science Professionals for a New Century: The KALIPER Report: Executive Summary [online] (8pp.). Reston (Virginia): KALIPER Advisory Committee, Association for Library and Information Science Education (ALISE). Available at: http://durrance.people.si.umich.edu/TextDocs/KaliperFinalR.pdf (accessed 19 July 2019).
  • Bronstein, J. (2009). Current Trends in Library and Information Studies Curricular. Libri, 59 (2), 78-87
  • Chakrabarti, A. & Mandal, S. (2017). The iSchools: A study" (2017). Library Philosophy and Practice (e-journal. 1537 Available at: .http://digitalcommons.unl.edu/libphilprac/1537 (accessed 13 September 2020)
  • Diso, L.I. (2009). Emerging issues and challenges for LIS education in Nigeria. Global Review of Library and Information Science, 5, 62-74.
  • Diso, L.I. & Njoku, I.F. (2007). Library and information science education in Nigeria: Curricula contents versus cultural realities. International Information and Library Review, 39(2), 121-133.
  • Georgy, U. (2009). Library education in Europe and paradigm shift in curricula. ICAL 2009 Plenary session. Available at: https://www.wachum.com/dewey/000/liscur3pdf (accessed 20 February, 2021).
  • Hashim, L. & Wan Mokhtar, W.H. (2005). Trends and issues in preparing new era librarians and information professionals. A paper presented at the International Conference on Libraries held at Penang, Malaysia. pp. 1-10.
  • Hu, S. (2013). Technology impacts on curriculum of library and information science (LIS) –a United States (US) perspective. Available at: http://libres-ejournal.info/wp-content/uploads/2014/06/NTU-Sharon-Hu-Paper-for-LIBRES_-Final.pdf Accessed on 03 March 2021.
  • Kacunguzi, D.T. & Samuel, N. (2016). Assessment of of Nigerian and Ugandan LIS programs in meeting the demands of the digital age. Qualitative and Quantitative Methods in Libraries (QQML), 5 711-719.
  • Karisiddappa, C.R. (2004). Library and information science curriculum for the developing countries. A Paper Presented at IFLA General Conference and Council, Argentina. P. 3
  • Lawal, O.O. (2000). Professional education for librarianship: International perspectives. Calabar: University of Calabar Press. 168.
  • Lawal, O.O. (2009). Current status of library and information science programme in Nigeria. Nigerian Libraries, 42, 1-19.
  • Librarians Registration Council of Nigeria (LRCN) (2014). List of accredited library institutions. Available at: http//www.lrcn.gov.ng. Accessed on 19 March, 2019
  • Malik, A. & Ameen, K. (2020). The employment landscape and LIS education in Pakistan: challenges and prospects. Global Knowledge, Memory and Communication, DOI 10.1108/GKMC-11-2019-0146. Available at: https://www.emerald.com/insight/2514-9342.htm
  • Mole, A.J.C., Dim, C.L. & Horsfall, M.N. (2017). Re-engineering LIS education to meet industrial needs for knowledge societies. Journal of Librarianship and Information Science, 49(3) https://doi.org/10.1177/0961000616637907
  • NALISE (2020). Directory of NALISE members and list of library and information science schools in Nigeria/Compiled by Ochogwu, M. G., Nwokocha, U., Ekoja, I.I. & Aina, L.O. Lagos: Zeb Communications.
  • Narasappa, K.C. & Kumar, P.D. (2016). ICT skills for LIS professionals in the digital age. International Journal of Research in Library Science, 2(2), 55-58
  • National Universities Commission (2014). Benchmark Minimum Academic Standards for Undergraduate Programmes in Nigerian Universities Education. Abuja: NUC
  • Nonthacumjane, P. (2011). Key skills and competencies of a new generation of LIS professionals. IFLA Journal, 37(4), 280-288.
  • Ochogwu, M.G. & Nwokocha, U. (2014). Conference communiqué issued at the end of the 16th NALISE conference held at Abia State University, Uturu, April 28-May 1st 2014.
  • Okeji,C.C. & Mayowa-Adebara, O. (2020). An evaluation of digital library education in library and information science curriculum in Nigerian universities. Digital Library Perspectives, 2059-5816. DOI 10.1108/DLP-04-2020-0017.
  • Okello-Obura, C. & Kigongo-Bukenya, I.M.N. (2011). Library and information science education and training in Uganda: Trends, challenges, and the way forward. Education Research International, doi:10.1155/2011/705372.
  • Opara, G.C. (2007). Archival component of undergraduate curricula of the library and information science schools in Nigeria. Nigerian Libraries, 40, 41-53.
  • Paulley, F.G. (2019). Paradox of quality assurance in the management and administration of university education in Nigeria: National Universities’ Commission (NUC) in focus. International Journal of Academic Research in Business and Social Sciences, 9(3), 113-131.
  • PM News (2019). 56 newly approved institutions get operating licenses. Available at: https://www.pmnewsnigeria.com/2019/04/29/56-newly-approved-institutions-get-operating-licences/ (Accessed 07-09-2020).
  • Rehman, S. (2016). Accrediting LIS programs: Options and opportunities. Paper submitted to International Quality Assessment of LIS Education Programs 2016 IFLA Satellite Meeting Co-organized by the Section on Education and Training and Section on Library Theory and Research.
  • Saka, K. A. (2015). Trends in library and information science education in Nigeria in the 21st Century. A paper presented at the International Conference on 21st Century Education held at HCT Dubai Men’s College, UAE.
  • Saka, K.A., Garba, S.K. & Zarmai, M.M. (2018). Proliferation of library and information science schools in Nigeria: Issues at stake and quality control. International Journal of Library and Information Science, 10(9), 94-101
  • Saladyanant, T. (2014). Library and information science curriculum in Thai Universities compared with IFLA Guidelines for professional Library/Information Educational Programs. Procedia-Social and Behavioral Sciences, 147-120
  • Salawu, K.Y. & Igwe, K.N. (2018). Education for library and information science in Nigerian polytechnics: The case for information and knowledge management and innovative Higher National Diploma specializations. Ebonyi Journal of Library and Information Science, 5(2), 464 – 475
  • Tella, A., Akande, F.T. & Bamidele, S.S. (2018). ICT knowledge and skills required for recruitment of academic librarians in the digital age. Library Philosophy and Practice (e-journal). Available at: https://digitalcommons.unl.edu/libphilprac/1953 (Accessed 02 March, 2021)
  • Tonta, Y. (2016). Developments in education for information: Will “data” trigger the next wave of curriculum changes in LIS schools? Pakistan Journal of Information Management and Libraries, 17, 1-12.
  • Varalakshmi, R.S.R. (2010). Library and information science education in South India: Perspective and challenges. DESIDOC Journal of Library and Information Technology, 30(5), 19-31.
  • Virkus, S. (2015). Change and innovation in European library and information science education. TextosUniversitaris de Biblioteconomia I Documentacio, 35), 1-9.
  • Weech, T. (2019). Trends in accreditation: New definitions and distinctions, American Libraries Magazine, Available at: https://americanlibrariesmagazine.org/2019/05/20/trends-in-library-school-accreditation/ (Accessed 08-10-2020)
  • Wei, M., Chumg, H., Li, D. & Li, X. (2020). The current situation and a review of Chinese library and information science from the perspective of the teaching system. Journal of Education for Library and Information Science, 61(1), 25-47
  • Wiggins, A. & Sawyer, S. (2012). Intellectual diversity and the faculty composition of iSchools. Journal of the American Society for Information Science and Technology, 63(1), 8-21.
  • Xue, C., Wu, X., Zhu, L. & Chu, H. (2019). Challenges in LIS education in China and the United States. Journal of Education for Library and Information Science, 60(1), 35-61.
  • Yadav, A.K.S. & Gohain, R.R. (2016). Preparing Indian library and information science professionals for employment in the digital age. SRELS International Journal of Information Management, 53(5), 303-403

Library and Information Science (LIS) Education in Nigeria: Emerging Trends, Challenges and Expectations in the Digital Age

Year 2021, , 57 - 67, 26.06.2021
https://doi.org/10.16918/jblu.932134

Abstract

In Nigeria, formal university-based Library and Information Science (LIS) educational programme began in 1959 at the Institute of Librarianship,University College, Ibadan (as it was then called) now University of Ibadan Library School. Since then, LIS education in Nigeria has passed through certain developmental trends in its chequered history and has seen steady progression, notably in terms of expansion. Considering the recent transformations in all sectors which have resulted in globalization that is accompanied with massive radical changes in all spheres of human endeavor, LIS educational programmes globally are expected to be amenable to such radical changes. Therefore, changes in curriculum, teaching and learning methods as well as assessment systems are inevitable and desirable. This paper, based on relevant literature, examines LIS education in Nigeria, its emerging trends, challenges and expectations in the digital age. It provides a historical antecedent of LIS education in the country. The paper also discusses contemporary global trends and developments in LIS education and the responses of LIS education towards these changes. It examines the present Nigerian perspective in LIS education and stresses that total reformation is desirable through ensuring that curricula and teaching facilities are always up to date for meaningful training. The paper further explores the major challenges/constraints confronting LIS education in Nigeria that include among others; perennial failure of the government to fund education properly, and LIS education in particular, paucity of infrastructure and learning resources as well as the general deficit of faculty members especially those with PhD degrees. It then explores the expectations of LIS education in the digital age, and as well offers suggestions on how to mitigate the identified challenges, notably through developing impact-oriented operational strategies by the LIS schools and galvanizing support to attract more funds. The paper concludes by emphasizing that LIS education in Nigeria can be more significant in this digital age if curricula and relevant teaching aids/infrastructure are in line with the current emerging global trends and perspectives.

References

  • Abubakar, B.M. (2015). Developing library and information science programmes for emerging market in Nigeria: The need for appropriate entrepreneurial skills. Middlebelt Journal of Library and Information Science, 13, 16-31.
  • Abubakar, B.M. (2019). Current trends in library and information science (LIS) education in Nigeria. A paper presented at the 21st Conference of the Nigerian Association of Library and Information Science Educators (NALISE) held at the Ignatius Ajuru University of Education, Port Harcourt, 9th 13th September, 2019.
  • Abubakar, B.M., & Auyo, M.A. (2019). Library and information science (LIS) education in universities in North-West Geo-Political Zone of Nigeria: Perspective and challenges. Journal of Library and Information Sciences, 7, (2), 62-72
  • Abubakar, B.M., & Farouk, B.L. (2018). Library and information science education in Nigeria: What has changed? Bayero Journal of Library and Information Science, 4(1), 6-16
  • Abubakar, B.M., & Harande. Y.I. (2016). Library and information science education in Nigeria. IFLA Set Bulletin. 178(1), 5-7.
  • Agim, N.C. (2020). Imperatives of entrepreneurship education amongst library and information science undergraduates in Nigeria: The case study of LIS undergraduates in South-East and South-South Geopolitical Zones of Nigeria. Library Philosophy and Practice (e-journal). 3907. https://digitalcommons.unl.edu/libphilprac/3907 (Accessed 02 March, 2021)
  • Assefa, S. & Wang, P, (2018). Chairs’ welcome. Proceedings of the Association for Library and Information Science Education (ALISE) annual conference 2018 held at Denver, Colorado. Available at: file:///C:/Users/COMPAQ/AppData/Local/Temp/2018ALISE_Proceedings_IDEALS-5.pdf(Accessed 09 August, 2019)
  • Association for Library and Information Science Education. (2000). Educating Library and Information Science Professionals for a New Century: The KALIPER Report: Executive Summary [online] (8pp.). Reston (Virginia): KALIPER Advisory Committee, Association for Library and Information Science Education (ALISE). Available at: http://durrance.people.si.umich.edu/TextDocs/KaliperFinalR.pdf (accessed 19 July 2019).
  • Bronstein, J. (2009). Current Trends in Library and Information Studies Curricular. Libri, 59 (2), 78-87
  • Chakrabarti, A. & Mandal, S. (2017). The iSchools: A study" (2017). Library Philosophy and Practice (e-journal. 1537 Available at: .http://digitalcommons.unl.edu/libphilprac/1537 (accessed 13 September 2020)
  • Diso, L.I. (2009). Emerging issues and challenges for LIS education in Nigeria. Global Review of Library and Information Science, 5, 62-74.
  • Diso, L.I. & Njoku, I.F. (2007). Library and information science education in Nigeria: Curricula contents versus cultural realities. International Information and Library Review, 39(2), 121-133.
  • Georgy, U. (2009). Library education in Europe and paradigm shift in curricula. ICAL 2009 Plenary session. Available at: https://www.wachum.com/dewey/000/liscur3pdf (accessed 20 February, 2021).
  • Hashim, L. & Wan Mokhtar, W.H. (2005). Trends and issues in preparing new era librarians and information professionals. A paper presented at the International Conference on Libraries held at Penang, Malaysia. pp. 1-10.
  • Hu, S. (2013). Technology impacts on curriculum of library and information science (LIS) –a United States (US) perspective. Available at: http://libres-ejournal.info/wp-content/uploads/2014/06/NTU-Sharon-Hu-Paper-for-LIBRES_-Final.pdf Accessed on 03 March 2021.
  • Kacunguzi, D.T. & Samuel, N. (2016). Assessment of of Nigerian and Ugandan LIS programs in meeting the demands of the digital age. Qualitative and Quantitative Methods in Libraries (QQML), 5 711-719.
  • Karisiddappa, C.R. (2004). Library and information science curriculum for the developing countries. A Paper Presented at IFLA General Conference and Council, Argentina. P. 3
  • Lawal, O.O. (2000). Professional education for librarianship: International perspectives. Calabar: University of Calabar Press. 168.
  • Lawal, O.O. (2009). Current status of library and information science programme in Nigeria. Nigerian Libraries, 42, 1-19.
  • Librarians Registration Council of Nigeria (LRCN) (2014). List of accredited library institutions. Available at: http//www.lrcn.gov.ng. Accessed on 19 March, 2019
  • Malik, A. & Ameen, K. (2020). The employment landscape and LIS education in Pakistan: challenges and prospects. Global Knowledge, Memory and Communication, DOI 10.1108/GKMC-11-2019-0146. Available at: https://www.emerald.com/insight/2514-9342.htm
  • Mole, A.J.C., Dim, C.L. & Horsfall, M.N. (2017). Re-engineering LIS education to meet industrial needs for knowledge societies. Journal of Librarianship and Information Science, 49(3) https://doi.org/10.1177/0961000616637907
  • NALISE (2020). Directory of NALISE members and list of library and information science schools in Nigeria/Compiled by Ochogwu, M. G., Nwokocha, U., Ekoja, I.I. & Aina, L.O. Lagos: Zeb Communications.
  • Narasappa, K.C. & Kumar, P.D. (2016). ICT skills for LIS professionals in the digital age. International Journal of Research in Library Science, 2(2), 55-58
  • National Universities Commission (2014). Benchmark Minimum Academic Standards for Undergraduate Programmes in Nigerian Universities Education. Abuja: NUC
  • Nonthacumjane, P. (2011). Key skills and competencies of a new generation of LIS professionals. IFLA Journal, 37(4), 280-288.
  • Ochogwu, M.G. & Nwokocha, U. (2014). Conference communiqué issued at the end of the 16th NALISE conference held at Abia State University, Uturu, April 28-May 1st 2014.
  • Okeji,C.C. & Mayowa-Adebara, O. (2020). An evaluation of digital library education in library and information science curriculum in Nigerian universities. Digital Library Perspectives, 2059-5816. DOI 10.1108/DLP-04-2020-0017.
  • Okello-Obura, C. & Kigongo-Bukenya, I.M.N. (2011). Library and information science education and training in Uganda: Trends, challenges, and the way forward. Education Research International, doi:10.1155/2011/705372.
  • Opara, G.C. (2007). Archival component of undergraduate curricula of the library and information science schools in Nigeria. Nigerian Libraries, 40, 41-53.
  • Paulley, F.G. (2019). Paradox of quality assurance in the management and administration of university education in Nigeria: National Universities’ Commission (NUC) in focus. International Journal of Academic Research in Business and Social Sciences, 9(3), 113-131.
  • PM News (2019). 56 newly approved institutions get operating licenses. Available at: https://www.pmnewsnigeria.com/2019/04/29/56-newly-approved-institutions-get-operating-licences/ (Accessed 07-09-2020).
  • Rehman, S. (2016). Accrediting LIS programs: Options and opportunities. Paper submitted to International Quality Assessment of LIS Education Programs 2016 IFLA Satellite Meeting Co-organized by the Section on Education and Training and Section on Library Theory and Research.
  • Saka, K. A. (2015). Trends in library and information science education in Nigeria in the 21st Century. A paper presented at the International Conference on 21st Century Education held at HCT Dubai Men’s College, UAE.
  • Saka, K.A., Garba, S.K. & Zarmai, M.M. (2018). Proliferation of library and information science schools in Nigeria: Issues at stake and quality control. International Journal of Library and Information Science, 10(9), 94-101
  • Saladyanant, T. (2014). Library and information science curriculum in Thai Universities compared with IFLA Guidelines for professional Library/Information Educational Programs. Procedia-Social and Behavioral Sciences, 147-120
  • Salawu, K.Y. & Igwe, K.N. (2018). Education for library and information science in Nigerian polytechnics: The case for information and knowledge management and innovative Higher National Diploma specializations. Ebonyi Journal of Library and Information Science, 5(2), 464 – 475
  • Tella, A., Akande, F.T. & Bamidele, S.S. (2018). ICT knowledge and skills required for recruitment of academic librarians in the digital age. Library Philosophy and Practice (e-journal). Available at: https://digitalcommons.unl.edu/libphilprac/1953 (Accessed 02 March, 2021)
  • Tonta, Y. (2016). Developments in education for information: Will “data” trigger the next wave of curriculum changes in LIS schools? Pakistan Journal of Information Management and Libraries, 17, 1-12.
  • Varalakshmi, R.S.R. (2010). Library and information science education in South India: Perspective and challenges. DESIDOC Journal of Library and Information Technology, 30(5), 19-31.
  • Virkus, S. (2015). Change and innovation in European library and information science education. TextosUniversitaris de Biblioteconomia I Documentacio, 35), 1-9.
  • Weech, T. (2019). Trends in accreditation: New definitions and distinctions, American Libraries Magazine, Available at: https://americanlibrariesmagazine.org/2019/05/20/trends-in-library-school-accreditation/ (Accessed 08-10-2020)
  • Wei, M., Chumg, H., Li, D. & Li, X. (2020). The current situation and a review of Chinese library and information science from the perspective of the teaching system. Journal of Education for Library and Information Science, 61(1), 25-47
  • Wiggins, A. & Sawyer, S. (2012). Intellectual diversity and the faculty composition of iSchools. Journal of the American Society for Information Science and Technology, 63(1), 8-21.
  • Xue, C., Wu, X., Zhu, L. & Chu, H. (2019). Challenges in LIS education in China and the United States. Journal of Education for Library and Information Science, 60(1), 35-61.
  • Yadav, A.K.S. & Gohain, R.R. (2016). Preparing Indian library and information science professionals for employment in the digital age. SRELS International Journal of Information Management, 53(5), 303-403
There are 46 citations in total.

Details

Primary Language English
Subjects Library and Information Studies
Journal Section Review/Survey Papers
Authors

Bappah Magaji Abubakar

Publication Date June 26, 2021
Published in Issue Year 2021

Cite

APA Magaji Abubakar, B. (2021). Library and Information Science (LIS) Education in Nigeria: Emerging Trends, Challenges and Expectations in the Digital Age. Journal of Balkan Libraries Union, 8(1), 57-67. https://doi.org/10.16918/jblu.932134