Trends in Library and Information Science Education in Nigeria in the 21st Century

Abstract

The 21st century has permeated every facet of human life (agriculture, health, information, aviation, politics, education, etc) with developments. This paper highlighted the remarkable development and the challenges to library and information science education in Nigeria in the 21st century. Information was obtained or gathered through documentary sources and correspondence with professionals in library and information science field in Nigeria. Remarkable development realised in LIS Education in 21st Century Nigeria include, establishment of more library schools in Nigerian specialized universities. Addressed by this paper also include: review, modification and restructure of LIS curriculum to incorporate ICT and entrepreneurship components; accreditation of LIS programmes in Nigerian universities by National Universities Commission and the Librarians’ Registration Council of Nigeria; fields of specialization at Postgraduate level in the areas of library and information science, archival and records management, health information management, information science and library management as well as continuous professional development of LIS Educators. Despite these remarkable developments, challenges exist, thus include: divergent nature of LIS curriculum, location and nomenclature of LIS departments and degree awarded respectively; staff strength at professorial cadre; proliferation of LIS programmes, indifference of library educators towards continuous professional development, inadequate facilities and infrastructure resulting to low level of skills. The paper recommends that; the National Universities Commission (NUC) in conjunction with Librarians’ Registration Council of Nigeria (LRCN) in Nigeria should bring into completion the new developed-uniform curriculum for universities offering library and information science programmes. The above parastatals should equally work towards having a uniform faculty/school where LIS department can be located as well as uniformity in the nomenclature of the degree awarded. Lecturers on professorial ranks be attracted/recruited or offered employment in library schools. There should attitudinal change on the part of institutional authorities/ teaching staff towards continuous professional development respectively.