AI Summary & Key Takeaways
AI InsightThe 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.
📌 3 Key Takeaways
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.