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An evaluation of digital library education in library and information science curriculum in Nigerian universities

An evaluation of digital library education in library and information science curriculum in... The purpose of this study is to evaluate the library school’s curriculum in Nigeria with the aim of comparing it with international and national library and information science (LIS) guidelines regarding provision of “digital libraries” course.Design/methodology/approachThis study covered 31 universities offering LIS approved by the National Universities Commission (NUC). The main instrument for data collection for the study was analysis of departmental documents containing the LIS curriculum. Second, some library and information science educators from universities that were yet to integrate the course digital libraries in their LIS curriculum were interviewed.FindingsThis study revealed that majority of the library schools offer the course “digital libraries” or related areas as core course in their curricula. However, only few library schools have computer laboratories for students to enhance digital library skills. Some LIS educators in the library schools identified challenges such as lack of qualified information and communication technology (ICT) staff to handle the course coupled with lack of computer laboratories equipped with modern computers with stable internet facilities in the LIS departments in Nigeria.Practical implicationsThe findings from this study may inform curriculum revision and updating efforts to make it more relevant by incorporating a stand-alone course on “digital libraries” and provision of computer laboratories in the LIS departments to produce future ICT/digital librarians.Originality/valueIf university administrators, decision-making body in the departments and LIS educators understand the factors that are currently standing in the way of integrating a course on digital libraries, then those barriers can be removed or lowered. If the enabling factors are appreciated, then actions can be taken to stimulate the implementation of the Librarians’ Registration Council of Nigeria (LRCN)/NUC recommendations in all library schools in Nigerian universities. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Digital Library Perspectives Emerald Publishing

An evaluation of digital library education in library and information science curriculum in Nigerian universities

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References (53)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2059-5816
eISSN
2059-5816
DOI
10.1108/dlp-04-2020-0017
Publisher site
See Article on Publisher Site

Abstract

The purpose of this study is to evaluate the library school’s curriculum in Nigeria with the aim of comparing it with international and national library and information science (LIS) guidelines regarding provision of “digital libraries” course.Design/methodology/approachThis study covered 31 universities offering LIS approved by the National Universities Commission (NUC). The main instrument for data collection for the study was analysis of departmental documents containing the LIS curriculum. Second, some library and information science educators from universities that were yet to integrate the course digital libraries in their LIS curriculum were interviewed.FindingsThis study revealed that majority of the library schools offer the course “digital libraries” or related areas as core course in their curricula. However, only few library schools have computer laboratories for students to enhance digital library skills. Some LIS educators in the library schools identified challenges such as lack of qualified information and communication technology (ICT) staff to handle the course coupled with lack of computer laboratories equipped with modern computers with stable internet facilities in the LIS departments in Nigeria.Practical implicationsThe findings from this study may inform curriculum revision and updating efforts to make it more relevant by incorporating a stand-alone course on “digital libraries” and provision of computer laboratories in the LIS departments to produce future ICT/digital librarians.Originality/valueIf university administrators, decision-making body in the departments and LIS educators understand the factors that are currently standing in the way of integrating a course on digital libraries, then those barriers can be removed or lowered. If the enabling factors are appreciated, then actions can be taken to stimulate the implementation of the Librarians’ Registration Council of Nigeria (LRCN)/NUC recommendations in all library schools in Nigerian universities.

Journal

Digital Library Perspectives – Emerald Publishing

Published: May 21, 2021

Keywords: Nigeria; Undergraduate students; LIS curriculum; Digital library education; Digital literacy skills; Library schools

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