THE CHALLENGES IN THE TRAINING AND EDUCATION OF

LIBRARY AND INFORMATION SCIENCE STUDENTS

ABSTRACT

The study of the challenges in the training and education of library and

information science students is psychological. It is against this that the

researcher sees the subject matter worthy of investigation to examine how the

challenges pose a threat on the effective training of students of library and

information science.
 CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Library and information science (LIS) training and education play a significant

role in the production of high quality LIS students who occupy a unique

position in national development. LIS students are gatekeepers and brokers of

information which is essential for knowledge acquisition, decision-making and

national development. The success of library, archives and information centre?s

in effectively meeting their obligation of information provision is hinged, in

part, on the development of skilled manpower.

Trained personnel, according to Korsah (1996) are a key requirement in library

and information work. In this respect, LIS education plays a vital role (Edegbo,

2011). Although early LIS students, particularly librarians did not undergo any

formal training (Wikipedia, nd.), the modern day challenges of library and

information work require that personnel should be well-trained and educated to

make for effectiveness.

Melvin Dewey, the famous proponent of the Dewey Decimal Classification

System was said to have established the first library school in the United States

in 1887 at Columbia University (Wikipedia, n.d.). In Europe, the library School

established in Barcelona in 1915 is reputed to be the oldest library school in that

continent. Many other library schools were said to have been established during
the Second World War. In Africa, however, South Africa is credited with the

longest history of LIS in the continent dating from 1938 (Ocholla, 2007).

In West Africa, the earliest formal training in librarianship consisted of short

courses organized by practicing librarians and these were aimed solely at

preparing the participants for the British Library Association examinations

(Ojo-Igbinoba, 1995) which then constituted the only gateway for aspiring

librarians (Aguolu and Aguolu, 2002). One of such courses took place in

Achimota College, Gold Coast (now Ghana) in 1944 and it drew participants

from various West African countries including Nigeria. This appears to be the

earliest evidence of the strong historical link between Ghana and Nigeria in the

education and training of LIS students. Hence this study tends to study the

challenges in the training and education of library and information science

students.

Formal education for librarianship in Nigeria commenced in October 1960

when the institute of librarianship was established at the university college,

Ibadan. Within the next three decades five additional library schools have

emerged. They were Ahmadu

Bellow University Zaria, Bayero University Kano, University of Maidugri, Imo

State University (now Abia State University Uturu) and University of Nigeria

Nsukka (Ita, 2005).

The history of library and information science education in Enugu State dates

back to the creation of the department of library and information science in

University of Nigeria, Nsukka in 1983 as a response to repeated calls for more

training opportunities for library and information professionals. Subsequent

changes in the name and degree nomenclature from B.A LIS/B.Sc L.S to B.Lis

were effected to reflect the current trends (UNN.Edu.NG, 2005).

In the year 2000, library and information science department was created to

include one of the departments in the faculty of education in Enugu state

University of science and technology Enugu. The department has been

graduating students since 2004 and equally has a National Association of

Library and Information Science Students (NALISS) of its own chapter.

In continuation, it was announced by the registrar of Institute of management

technology; Dr (Mrs.) Ijeoma Aneke that National Diploma programme in

library and information science has been approved in the institute as published

in the institute’s official website IMT.Edu.NG on 5th June, 2016 “that qualified

candidates will also be screened for 2016/2017 admission for a newly approved

national Diploma Programme in library and information science”.

In an attempt to define library and information science education Disco and

Njoku (2007) wrote that library and information science education can only be

meaningfully discussed within the context of education generally and vis-a-vis

the cultural milieu for which it is provided. Hornby (2005) defined education as

a process of teaching, training and learning especially in school or college to

improve knowledge and develop skills. Therefore library and information

science education can be defined as a process of teaching, training and learning

to improve knowledge and develop skills in librarianship.

The importance of library and information science education can never be over-

emphasized as Ita (2005) wrote that education for librarianship deals with the

professional qualification that the professional librarian needs and primarily

with the issue of educational foundations required for admission to train for that

basic qualification, since such foundation plays a major role in shaping the

attributes of library school graduates, outlook and attributes which in the final

analysis determine to a large extent his standing and performance as a

professional.

According to Singh (n.d) a librarian will have to act as a facilitator, adviser,

consultant, instructor, navigator, searcher, researcher, evaluator, organiser,

preserver, promoter, communicator, technical expert as well as manager, leader

and entrepreneur. And for the success of library and information centres as

effective communication system, the development of manpower to do such

work is vital.

Invariably, Anyanwu, Ossai-Onah and Amechi (2013) pointed out that library

and information science programme is designed to assist students in the both

library and media services that can lead to or enhance employment in the library

field and other related industries.

Expectations from library schools, therefore, are that library and information

science graduates should posses entrepreneurship skills in order to be relevant

in the new information arena within which to apply the entrepreneurial skills
(Anyanwu, Oduagwu, Ossai-Onah and Amechi, 2013). Moreover, Zakari

(2008) mentioned some competencies expected of a library and information

professional in the information/digital age which include expertise in

knowledge of management, mastery of ICT/multi-media applications in

data/information management, good knowledge of management theories and

practices.

Regrettably, there is a gap between the competencies that library and

information science education provides and those required by the Job market

today (Odongo, 2006). This was confirmed by Conant (2007) who observed that

there is a gap in the practical competence of many library school graduates that

is felt both by graduates and employers. That gap leaves employers dissatisfied

with the programs of the library schools.

Gombo (2011) shared the same view as he opined that fresh graduates lack

confidence and initiative resulting in incompetence when assigned professional

activities.

At this Juncture, it has become obvious that there have been many challenges

facing library and information science.

1.2 STATEMENT OF THE PROBLEM

The study of the challenges in the training and education of library and

information science students is psychological. It is against this that the

researcher sees the subject matter worthy of investigation to examine how the
challenges pose a threat on the effective training of students of library and

information science.

1.3 OBJECTIVES OF THE STUDY

1. To find out, if demonstration libraries and laboratories are available in the

library schools.

2. To find out, if skilled personnel are available in the library schools.

3. To find out, how relevant the curricula of library schools is to the

professional practice.

4. To find out, if ICT facilities are used in teaching and learning in the library

schools.

5. To find out, the likely solutions to the challenges facing library and

information science education

1.4 RESEARCH QUESTIONS

1. Are demonstration libraries and laboratories available in the library schools?

2. Are skilled personnel available in the library schools?

3. How relevant is the curricula of the library schools to the professional

practice?

4. Are ICT facilities used in teaching and learning in the library schools?
5. What are the likely solutions to the challenges facing library and information

science education?

1.5 SIGNIFICANCE OF THE STUDY

A critical study of various literatures reveals that efforts have been made in the

past to train and educate the library and information science students therefore,

this research is thus an improvement on earlier ones as it focuses on the

challenges in training and education of library and information science students.

However, this study will be of immense value to undergraduate students,

librarians and researchers in their research on challenges in training and

education of library and information science students.

1.6 SCOPE AND LIMITATION OF THE STUIDY

The project covers the challenges of training and education of library and

information science students using the department of library and information

science in Enugu state.

 CHAPTER TWO

REVIEW OF RELATED LITERATURE

The researcher reviewed some previous works related to library and information

science education under the following subheadings:

 Concept of library and information science.

 Library and information science education.

 Roles of library and information science in national development.

 Curriculum development VIS-A-VIS library and information science.

 Challenges facing library and information science

education.

 Possible solutions to the challenges facing library and information

science education.

 Related empirical studies.

  Summary of literature review.

The Concept of Library and Information Science

The word library was driven from Latin word ‘liber’ meaning ‘book’ which has

acquired several meanings to different people over the years. Thus, it is not an

easy task to identify a universally accepted definition of the term. Consequently

Ugwuanyi (2012) upholds that it is no less easy to agree on a common term or a

concept that has attracted the attention of many researchers. There upon,

Ugwuanyi is certain to have addressed the term ‘library’ as not possessing a

generally accepted definition.

This notwithstanding, a good number of authors tried to proffer some definitions

with regard to the term. Accordingly, Encyclopaedia of library and information

science (2003) defined library as an organisation or a system designed to

preserve and facilitate the use of graphic records. In addition, the Oxford Junior

Encyclopaedia (2005) looks at the library as a room in which both book

collections and other materials are kept. Thus, in its general terms, library has to
do with the collection of books and non-book materials organized and are

accessible to

prospective users.

Furthermore, Okeke (2002) in his writing tried to define library as a social

institution meant to collect, retrieve and disseminate information materials to

library patrons. Therefore, library is a place where books and other forms of

human records are professionally acquired, organized and made available for

use (Ogbonna, 2009). Hence, library forms a vital part of the world’s system of

communication and education (Ugwuanyi, Anyaogu and Obi, 2012). Indeed,

library science can also be seen as integration of the two fields, library science

and information science which are separated at one point. Today’s age is

defined by the intersection of information technology and human creativity.

However, library and information science are dedicated to understand the nature

of information and communication technology, the relationship between

information and knowledge.

Library and Information Science Education

According to Ahmed (2012) library and information science education like

other branches of knowledge is significant for social development; the

transformation from the industrial revolution to information revolution by most

part of the world is a testimony that information is essential for human,

economic, political, social and technological developments.

In view of this, institutions charged with the responsibility of producing skilled

manpower for library and information service become very imperative.

Ozioko and Nwabueze (2010) opined that library and information science is a

discipline concerned with the study of principle and skills required for

systematic collection, organization and use of society’s information resources in

libraries.

It is in the realisation of this significant role played by the information in the

development of a nation that library and information schools were set up. They

are expected to train and produce the needed manpower for the nations

information work (Udoh, 2000) .

Okello-Obura and Kigongo-Bukenya (2011) in their own view stressed that

education for library and information professionals should integrate both human

and technical aspects of information systems and exhibit a strong client

orientation in service delivery to library and information users as noted by

Lawal(2009) that there is a clear manifestation for the need to balance between

core skills and those which apply to specific work environment.

Roles of Library and Information Science Education in National

Development.
Information is a crucial factor in national development and the ability to use

information tool is considered a source of power (Bordbar, 2000). In the 21 st

century, government must recognize this need for information use and literacy

as a means of development (NORUZI, 2006). Librarians and information

experts play a key role in the said development. The co-operation and assistance

of librarians is a basis for any movement to gain development. By this co-

operation and the provision of useful information in economic, cultural, social,

political context, and development becomes possible. The essential role of the

librarians in providing access to information for development means that library

and information science department must provide dynamic educational systems.

This discusses the changes needed in library and information science education

and the necessity of basic changes in the curricula in this field as key factor in

national development.

Change and reform in library and information science education are always

popular topics in the literature. Ghanjian (2014), emphasized the importance of

library and information science and the need for intellectual and knowledgeable

graduates. Fattah (2002) reviews reforming library and information science

curriculum, looking at the quantity and quality of library and information

science teachers skills. Mortezaie (2001) did a comparative study that analyzed

library and information science training in different countries, whose outcome

can be used for designing a new program. It is necessary to reform library and

information science education, creating new interdisciplinary courses and

teaching new methods of providing information service with continuously

changing technology, the need for reformation is crucial. We need new

fundamental principles for library and information science education for

reaching the ideas of national development, curricula should be designed to

make students think about fundamental theories and concepts and think

creatively about the challenges and changes that are occurring and simply to use

tools better. There have been changes in recent years and all `have improved

library and information education and its impact on national development.

Library and information science is vitally important for development. Therefore,

librarians, libraries and library associations as well as information systems

together play the role of fostering creativity, innovation and dealing with

people’s needs and expectation. Library and information science can overcome

its problems and shortcomings and get adapted to rapid social changes.

Librarians should consider what is needed for national development and train

sophisticated professionals to deal with development issues. This requires

qualified library and information science teachers who have adequate

experiences to train the best students.

The process of advancement depends on knowledgeable, creative, responsible

and self confident people. Progress relies on the power of people. That includes;

librarians who are providing useful information for individuals and organization
that play crucial role in development. Libraries provide an environment where

every user can flourish (Nowkarzi, 2004). To play this role in development, the

librarian must receive the appropriate professional education. Changes to the

structure of higher education should be in harmony with ideas of national

development and rapid social change.

Curriculum Development Vis-A-Vis Library and Information Science

A curriculum is a fundamental part of any education or training programme

largely because it provides not only a list of course or modules offered in a

programme, but it also gives information on content, purpose, method,

time/duration, trainers and location or situation of a programme or course all of

which are essential in a successful dispensation of manpower training and

education.

From the above, there is need to look at the curricula of library and information

science globally. Oparah (2006) observed that there is no uniform or

harmonized curriculum for Nigerian library and information science schools.

Each operated its own curriculum. According to him, the newer library and

information schools appear to operate modified curricula of the older schools. A

review of the curricula of these schools shows that while some emphasize more

on library courses, others strike a balance between library science and

information science. Also, ICT application to library and information service

appears to be accorded appreciable emphasis. The library and information

science schools of Abia and Delta states are good examples.

However, learning experience at any level of formal education is primarily

determined by the content of relevant curriculum. Perhaps, this explains why

curriculum is seen as the means by which educational institution seeks to

translate the hope of the society into concrete reality.

It is inarguable that development in our society technologically or otherwise has

brought significant changes to library and information science education all over

the world. Among all the changes occurred in library and information science

education, the ones that are most visible and observable can be found in the

library and information science curricula.

However, diversity in library and information science education that is sufficient

to prepare library and information science students to be ready to design and

deliver inclusive service to diverse population in the information age is also a

very key issue in library and information science curriculum. That is, the

curriculum for the library and information science education usually mirrors

what is being offered to train librarians and information students knowledge and

skills to become qualified personnel in the field that also meet the challenges the

ever changing information society brings (Chu, 2006). Moreover, the provision

of opportunities to meet the basic learning needs of information students is a

first step towards preparing library and information science schools in Nigeria

for the emerging global society. Hence, the relevance and viability of library

and information science education in Nigeria requires looking at both the access
to and quality in new ways to enhancing the quality of product turned out from

the library schools into the labour market. More so, the survival of library and

information science education in Nigeria depends largely on the quality of

faculty and students.

So, with the many factors coming in terms of library and information science

curriculum, our curricula should be overhauled drastically if we want to retain

our identity in a rapidly developing information society.

Challenges Facing Library and Information Science

Lack of ICT (Information Communication Technology)

Infrastructure constitutes one of the major challenges as Zakari (2000) stated

that ensuring that large number of students acquires ICT skills requires that

students have access to appropriate hardware’s and software’s. This often

involves installing and maintaining many classroom workstations or networked

computers.

However, a peep into the library and information science schools show that a

good number of them do not have dedicated ICT laboratories as in the case of

university of Nigeria Nsukka, Delta State University and so on. In schools

where they are available they are inadequate in terms of space and ICT facilities

(Jenson, 2005)

In continuation, inadequate funding is equally a challenge facing library schools

in Nigeria as Manjanja (2006) noted that library schools in Nigeria are

constrained by poor funding for as long as funding does not improve

appreciably, the present unsatisfied situation in the library schools are unlikely

to change for better.

Brain drain is yet another challenge as Odongo (2006) emphasized that staff sent

overseas for training either do not return to their post or taken up by other

organization that are able to offer higher remuneration.

Finally, lack of uniformity among the curricula of library schools is equally one

of the challenges as Nwosu, Eyisi and Aghauche (2013) who took a critical look

at the undergraduate curricula of library schools run by UNN, NAU, ABSU,

IMSU and Madonna Universities found out that no two of the library schools

have identical curricula.

Possible Solutions to the Challenges Facing Library and Information Science

Education

The curricula of library schools should be reviewed and made more relevant for

practice. Entrepreneurship and self employment, innovation, creativity and

application of technologies in accordance with vision 20:2020 and global best

practice should be core to the revised curriculum. A holistic review of curricula

should be done every two to five years in collaboration with Nigeria library

association (NLA) and National Association of Library and Information Science

Educators (lrcn.gov.ng, 2015) Edegbo (2011) shared the same view as he

asserted that our curricula must be overhauled drastically if we want to retain

our identity in a rapidly developing information society. A good number of

posts of library and information professionals are already in the catch hold of

technological experts. Along with the development of library and information

science curricula the faculty should also be developed. The existing faculty

members should be trained to cope with new requirement of library and

information science schools.

In continuation, lecturers in library schools should be sent on ICT

training/workshops that will enable them to acquire the ICT skills that will

empower them to teach entrepreneurship effectively. They should equally be

sent on training in relation to entrepreneurship education as this will reposition

them to impart the entrepreneurship knowledge to the students (Anyanwu,

Oduagwu, Ossai-Onah, Amechi, 2013).

Government officials should make sure that there is adequate and constant

power supply to make ICT materials function, with enough classrooms provided

for students, adequate personnel provided, and proper funding made available

by the federal Government to be able to purchase teaching materials etc. more

so, the federal Government of Nigeria should pay attention to encouraging that

part of government that are involved in funding the school adequately to enable

the management acquire relevant source, encouraging the librarian lecturers to

attend refreshers courses, conferences and workshops to keep them abreast with

the current trends in the field (Agommuo, 2016).

Related Empirical Studies

The researcher reviewed some related empirical studies. One of them is the

research carried out by Nnebedum (2015) on challenges in the education and

training of library and information science students of Federal Polytechnic, Oko.

The main purpose of that study was to find out the challenges in the education

and training of library and information science students of Federal Polytechnic

Oko. The study was guided by survey design and the population of the study

consisted of all the HND 11 students of Library and Information Science

department of the said institution. The instrument for data collection was

questionnaire and from the analysis presented on number of findings were made

namely: There are problems militating against education and training of library

and information science students. The librarian registration council of Nigeria

has something to contribute to the growth of education and training of library

and information science students. The problems facing education and training of

library and information science students cause harm in performance. There are

possible solutions that can be adopted to enhance the education and training of

library and information science students.

Another research was conducted in Federal College of Education (Technical),

Umunze in 2014 by Obikili (2014) on the challenges of libraries and librarians

in the new information age. Survey design and four research questions guided

the study. The population of the study consisted of all the eight heads of

department in academic libraries. Questionnaire was the instrument for data

collection and from the analysis presented the following finding were made. The
academic libraries do not try to improve the libraries with modern media of

information

.There are things that hinder effective provision of modern information

technology in the library. The modern information technologies are

improvement to the libraries and its users. There are challenges facing the

libraries with modern information technology.

In continuation, Anyanwu, Oduegwu, Ossai-Onah and Amechi (2013) wrote

that most of Nigeria library schools lack functional workshops and laboratories.

A visit to these laboratories will reveal that Nigeria schools lack standing locus

to teach entrepreneurship when in actual sense the workshop that exist cannot

empower effective teaching of core courses like cataloguing and classification

how much more entrepreneurship education.

Moreover, findings show that even though students are aware of

entrepreneurship through media and general courses they offer, entrepreneurship

courses are not offered in the department. In essence the general courses in

entrepreneurship do not satisfy demands of library and information service

profession. This implies that students do not acquire the relevant skills that can

make them compatible with and accessible to the variety of entrepreneurship

opportunities in field of library and information science (Ugwu and Ezeani,

2012).
Summary of the Literature Review

The main aim of this study was to determine the challenges facing library and

information science education in tertiary institution in Enugu State.

Literature review showed that some related studies to the topic have been

undertaken in Enugu State.

It was identified that library schools do not have uniform curricula, ICT

facilities for teaching and learning, functional workshops and laboratories.

It was also identified that students of library schools do not acquire relevant

skills that can make them compatible with and accessible in the profession.

The reviews was equally done on the concept of library and information science,

library and information science education, roles of library and information

science education in national development curriculum development VIS-A-VIS

library and information science, possible solutions to the challenges facing

library and information science education and related empirical studies.

 CHAPTER THREE

RESEARCH METHODOLOGY

This chapter discussed the research procedure adopted by the researcher to

examine the challenges facing library and information science education in

tertiary institutions in Enugu state. This procedure is structured under the

following subheadings:

• The research design

• Area of the study

• Population of the Study

• Sample and Sampling Techniques

• Instrument for Data Collection

• Validation of Instrument

• Administration and collection of the instrument

• Method of Data Analysis

Research Design

Descriptive survey design was used to determine the challenges facing library

and information science education in tertiary institution in Enugu State.

This research method is supported by Nworgu (2006) when he maintained that

descriptive survey are those studies which aim at collecting data on and

describing in a systematic manner the characteristics or facts about a given

population.

Area of Study

This study was conducted in Enugu State. The state is located in south-east zone

of Nigeria. Enugu state has boundaries with Anambra state, Ebonyi state, Abia

state, Benue state and Kogi state.

Population of the Study

The population of the study is made up of the three tertiary institutions that offer

library and information science as a course in Enugu state.

Table 1: The total number of all the lecturers in the library schools of the

institutions under study.

S/N INSTITUTION NO OF LECTURES

1 University of Nigeria, Nsukka 24

2 Enugu State University of Science and 15

Technology

3 Institute of Management Technology 10

Total 49

(Source): Office of the heads of department of library and information science

in the respective institutions)

Sample and Sampling Techniques

The population of the study was small and the entire population became the

sample size.

Instrument for Data Collection

The instrument used for data collection in this study was questionnaire. The

questionnaire was made up of two (2) sections section A and B. Section A dealt

with the personal data of the respondents. Section B consist of twenty-three

questionnaire items based on the five research questions to be used for eliciting

information from the respondents.

The questionnaire is designed on the five point likert scale assigned to each as

follows.

Strongly Agree (SA) = 5 points

Agree (A) = 4 points

Undecided (UN) = 3 points

Disagree (D) = 2 points

Strongly Disagree (SD) = 1 point

Validation of Instrument

The initial draft of the questionnaire formulated was given to my supervisor and

two other experts from library and information science department and

measurement and evaluation for thorough corrections and validation.

Administration and Collection of the Instrument

The researcher distributed copies of the questionnaire items to the forty-nine

lecturers of library and information science in the three tertiary institutions that

offer the course in Enugu State.

However, the researcher employed the help of the presidents of (NALISS):

National Association of Library and Information Science students in the

respective institutions for distribution and collection. Out of the 49

questionnaire that were given out only 45 questionnaire were returned as such

92% return was achieved

Method of Data Analysis

The data gathered will be analyzed using mean.

The formula x

Where x = mean of the sample

∑ = Sum of all the nominal value items

F = Frequency of responses categories

X = Nominal value of the responses

N = Number of respondents to an item

To arrive at a decision rule using the scales therefore the average of the rating is

calculated as follows.

Sum of the number of scaling items.

Sum of nominal values

5 + 4+ 3 + 2 + 1

5
 Therefore, the cut-off point is determined by adding the interval scale of 0.5 to

the mean 3.0, which gives 3.50. Hence, any response with a mean of 3.50 and

above is accepted, while any item with a mean rating below 3.50 is rejected.

CHAPTER FOUR

PRESENTATION OF RESULT AND DATA ANALYSIS

In this chapter, the data collected was presented in tables and analysed using

mean. The presentation and analysis were done according to the research

questions.

Research Question 1: Are demonstration libraries and laboratories available in

the library schools?

Table II: Mean rating on the availability of demonstration libraries and

laboratories in the library school.

S/N QUESTIONNAIRE ITEM SA A UN D SD N X REMARK

1. The library schools have 2 28 11 4 0 45 3.6 Accepted

electronic libraries
2. The library schools have 5 23 2 12 1 45 3.4 Rejected

computer hardwares

3. The library schools have 0 3 1 11 30 45 1.5 Rejected

library softwares

4. The library schools have 0 3 28 2 12 45 2.4 Rejected

audio-visual equipment

5. The library schools have 4 26 13 2 0 45 3.7 Accepted

cataloguing and classification

tools

Grand Mean 2.9 Rejected

Table 2 above shows the mean scores on the availability of demonstration

libraries and laboratories in the library schools. The data in the table shows that

item numbers 1 and 5 with mean scores of 3.6 and 3.7 respectively which is

above the cut-off point of 3.50 were accepted showing that the items are

available in the library schools. While item numbers 2,3 and 4 with mean scores

of 3.4, 1.5 and 2.4 respectively were rejected indicating that computer

hardware’s, library software’s and audio-visual equipment are not available in

the library schools.

Research question 2: Are skilled personnel available in the library schools?

 Table III: Mean rating on the availability of skilled personnel in the library

schools.

S/N QUESTIONNAIRE ITEM SA A UN D SD N X REMARK

6. The personnel in the library 23 13 2 6 1 45 4.1 Accepted

schools have professional

qualification

7. The personnel in the library 15 22 2 3 3 45 3.9 Accepted

schools have relevant

professional

skills

8. The personnel in the library 16 23 5 0 1 45 4.1 Accepted

schools have relevant ICT

skills

9. The personnel in the library 26 12 3 4 0 45 4.3 Accepted

schools are not

entrepreneurial conscious

Grand Mean 4.1 Accepted

Table three above shows that item numbers 6,7,8 and 9 with mean scores of 4.1,

4.0, 4.2 and 4.3 respectively are above the cut-off point of 3.50 as such they

were all accepted by the respondents as skills possessed by the personnel in the

library schools.
 Research Question Three: How relevant is the curriculum of the library

schools to the professional practice?.

Table IV: Mean rating on the relevance the curricula of the library schools is to

professional practice.

S/N QUESTIONNAIRE ITEM SA A UN D SD N X REMARK

10 the curricula emphasize relevant 10 15 15 5 0 45 3.6 Accepted

ICT skills

11. The curricula incorporate 0 2 5 28 10 45 1.9 Rejected

entrepreneurship

12, The curricula emphasize 15 0 5 10 15 45 2.5 Rejected

communication skills

13. The library schools have a 0 5 10 15 15 45 2.0 Rejected

harmonised curricula

Grand Mean 2.5 Rejected

Table four above the mean scores on how relevant the curricula the library

schools are to professional practice. The data in the table shows that item

number 10 with mean score of 3.6 was accepted by the respondents as a way by

which the curricula is relevant to professional practice. While item numbers 11,

12 and
 13 which were rejected indicating that the curriculum does not incorporate

entrepreneurship, communication skills and that the library schools do not have

a harmonised curriculum.

Research Question Four: Are ICT facilities used in teaching and learning in

the library schools?

Table V: mean rating on the use of ICT facilities in teaching and learning in the

library schools.

S/N QUESTIONNAIRE ITEM SA A UN D SD N X REMARK

14. Library softwares are used in 2 4 0 26 13 45 2.0 Rejected

teaching and learning in the

library schools

15. Computer hardwares are used in 2 1 12 5 25 45 1.2 Rejected

teaching the library schools

16. Electronic libraries are used in 3 12 5 10 15 45 2.4 Rejected

teaching and learning in the

library schools

17. Audi visual equipment are used in 0 15 15 5 0 45 2.7 Rejected

teaching and

learning in the schools

18. Internet is used in teaching and 2 3 0 10 30 45 1.3 Rejected

learning in the library schools

Grand mean 1.92 Rejected

 Table five above shows the mean scores on the use of ICT facilities in teaching

and learning in the library school. The data in the table shows that item numbers

14,15,16,17 and 18 with mean scores of 2.0, 1.7,2.4, 2.7, and 1.3 respectively

which shows that the respondents rejected all the items as ICT facilities that are

used in teaching and learning in the library schools.

Research Question Five: What are the likely solutions to the challenges facing

library and information science education in the library schools?

Table Six: Mean ratings on the likely solutions to the challenges facing library

and information science education in tertiary school.

S/N QUESTIONNAIRE ITEM SA A UN D SD N X REMARK

19. The library school curriculum 27 3 10 3 2 45 4.1 Accepted

should be revised to emphasize

practical aspects of ICT as well as

entrepreneurship courses

20. The library school lecturers 25 11 5 4 0 45 4.2 Accepted

should be adequately and

frequently retrained in ICT for

teaching and leaning

21. There should be collaboration 15 30 0 0 0 45 4.3 Accepted

among library schools.

22. Students should be taken on 15 26 10 4 2 45 4.8 Accepted

study visits to standard libraries

and ICT centres regularly

23. Proper funding should be made 15 20 5 5 0 45 4.0 Accepted

available by the govt to enable

the schools to acquire relevant

ICT

material

Grand mean 4.28

The result in the table six above, item numbers 21, 22, 23, 24 and 25 with mean

scores of 4.1, 4.2, 4.3, 4.8 and 4.0 respectively show the mean responses of

lecturers on likely solution to be challenges facing library and information

science education in the library schools and were all accepted. This is because

the scores were above 3.50 which is the acceptance level.

It implies that revision of library schools curricula to emphasize practical aspect

of ICT as well as more entrepreneurship courses, retraining of library school

lecturers in ICT for teaching and learning, collaboration among library schools,

taking students on study visits to standard libraries and ICT centres regularly

and proper funding of the library schools to acquire ICT materials by the
government are likely solutions to the challenges facing library and information

science education in the library schools.

Summary of the Major Findings

Based on the analysis made above, the following findings were made on the

challenges facing library and information science education in tertiary

institution in Enugu state.

1. The researcher found out that, that demonstration libraries and

laboratories are not available in the library schools.

2. The personnel in the library schools are skilled. This is because they have

professional skills, relevant ICT skills and are not entrepreneurial

conscious.

3. The curricula of the library schools emphasize communication skills. On

the other hand, it does not incorporate entrepreneurship, communication

skills and it is not harmonised among the library schools.

4. The researcher also discovered that library software’s, computer

hardware’s, electronic libraries , audio-visual equipment and internet are

not used in teaching and

learning in the library schools.

5. The likely solutions to the challenges facing library and information

science education are reviewing the curriculum to emphasize practical

aspects of ICT as well as entrepreneurship, retraining library school

 lecturers adequately and frequently in ICT centres and proper funding of

the library schools by the government to enable them acquire relevant

ICT materials.

CHAPTER FIVE

Discussion of the Findings

In this chapter, the researcher discussed the following subheadings.

• Discussion of the findings

• Implication of the findings

• Recommendations

• Limitation of the study

• Suggestion for further study

• Conclusion

Discussion of the Findings

Research question one, with the grand mean of 2.92 which sought to find out if

demonstration libraries and laboratories are available in the library schools. The

responses of the respondents show that computer hardwares, library softwares

and audiovisual equipment were not available. This is in line with Chifwepa
(2006) who wrote that most library schools face the problem of facilities

shortage leading to inadequate access by students.

This inadequacy of facilities in many Nigerian library schools has led to library

and information science students being taught largely theoretically (Minishi-

Manjanja and Ocholla, 2006). This practice compromises the standard level of

competence among the graduates who have received such education and

training

(Ugwuoke, 2011) Research question two with grand mean of 4.1 sought to find

out if skilled personnel were available. The responses of the respondent

indicated that the personnel have professional qualification, relevant

professional skills, ICT skills and are entrepreneurial conscious. This is in

tandem with Okojie and Omatoso (2013) who wrote that library school lecturers

have been trained and equipped in the application of ICT to library services.

However, this is in contrast with the view shared by Ohakwe (2004) that library

school lecturers do not possess the basic computer or computer related skills.

Research question three with grand mean of 2.50 which studied the relevance of

the curricula to the professional practice. The responses of the respondents show

that the curricula do not incorporate entrepreneurship, communication skills and

that the curricula are not harmonized among the library schools. This is in

agreement with the view expressed by Oparah (2006) that library schools in

Nigeria do not operate uniform curricula since a review of the curricula shows

that while some emphasize more library science courses, other strike a balance

between library science and information science.

In addition Saleh (2011) stated that education for librarianship based on the

present curricula of library schools in Nigeria in not appropriate to professional

practice. Research question four, with grand mean of 2.02 which sought to find

out if ICT facilities are used in teaching and learning in the library schools. The

responses of the respondents show that library softwares, computer hardwares,

electronic libraries audiovisuals equipment and internet are not used in teaching

and learning in the library schools.

This is in line with the assertion of minish-manjaja and Ochalla (2006) who

wrote that all library schools in Nigeria have embraced the use of ICT but there

are major variations in terms of application. The authors went on to point out

that only a few library schools in Nigeria use ICT facilities to deliver lectures.

Research question five, with grand mean of 4.8 which sought to determine the

likely solutions to the challenges facing library and information science

education. The responses of the respondents show that revising the curricula,

retraining library school lecturers in ICT collaboration among library schools,

taking students on study visits to standard libraries and information centres, and

proper funding are likely solutions to the challenges facing library and

information science education. Invariably, Saleh (2011) stated that library

schools need to harmonise and revise their curricula to reflect current friends in

the information profession. In addition, Anyanwu, Ossai-Onah and Amechi

(2013) in their own opinion wrote that lecturers in library schools should be sent

on ICT trainings/ workshops that will enable them to acquire the basic skills that
will empower them to teach entrepreneurship effectively. They continued by

suggesting that various bodies, stakeholders in our educational system such as

National Universities Commission (NUC), National Board of Technical

Education (NBTE) should ensure that adequate funds are released to library

schools to enable them acquire relevant

ICT facilities.

Implication of the Study

Based on the findings of this study, the following implications were deduced.

The implications of the findings are as follows

• The implication of the study is that, if demonstration libraries and

laboratories are not available in the library schools, the practical aspect of

the courses will not be taught as such the students will be incompetent in

the library and information science profession upon graduation.

• The library schools should ensure that their personnel are skilled

otherwise, effective teaching and learning may not take place.

• The curricula of the library schools if not reviewed will continue to

impart knowledge that does not correspond appropriately to the

knowledge and skills required of the professional librarian.

• Non-use of ICT facilities in teaching and learning will make the students

not to acquire ICT skills and as such will not be able to engage in self-
 employment especially in the digital age where every sector of the human

endeavour is ICT driven.

• When the library schools revise their curricula, retrain lecturers in ICT,

collaborate with other library schools, take students on study visits and

acquire relevant ICT materials

they would be able to produce competent library and information

professionals.

Recommendations

Based on the findings of the study the under listed recommendations were made.

• Proper funding should be provided by the government

through the parent institution to enable the library schools to set up

demonstration libraries and laboratories.

• Library schools should test competence among other things before

employing personnel.

• The curriculum of the library schools should be revised in collaboration

with National Association for library and information science educators

(NALISE), National

Universities Commission (NUC) and National Board of Technical

Education (NBTE) to make the curricula relevant to professional practice.

• Practical teaching and learning should be emphasized in order to

encourage the use of ICT in teaching and learning in the library schools.
Limitation of the Study

The major limitation of this work is the scope of the study. The researcher

would have loved to expand the research by studying wide areas to include

perhaps tertiary institutions in south-East zone of Nigeria.

However, the researcher limited the work to tertiary institutions in Enugu State.

Suggestion for Further Studies

The researcher suggests that further research should be carried out on the

following topics:

 Factors affecting the relevance of the curricula of library and information

science schools in tertiary institutions in Enugu State.

 Strategies for implementing practical teaching and learning in library and

information science schools in tertiary institutions in Enugu State.

Conclusion

As earlier indicated, this research work was designed to identify the challenges

facing library and information science education in tertiary institutions in Enugu

State. This organized and designed process was indeed informed by different

circumstances in the educational system where certain hitches are encountered

in the course of teaching and learning of library and information science. The

study revealed that non-availability of demonstration libraries and laboratories,

irrelevance of curriculum to professional practice and non-use of ICT facilities

in teaching and learning are some of the challenges facing library and

information science education in tertiary institutions in Enugu State. Some

likely solutions to the challenges were equally revealed. In all, it is believed that

if the solutions are appropriately followed the challenges will be reduced to the

barest minimum.
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 Appendix 1

QUESTIONNAIRE

Dear Respondents,

I am an undergraduate student of the department of library and

information science of the above institution. I am carrying out a research work

on ‘The Challenges Facing Library and Information Science Education in

Tertiary Institutions in Enugu State. This research is in partial fulfilment of

the award of Bachelor of library and information science (B.Lis).

Please, I need your assistance to ensure the success of this study. The

answer you give will be kept highly confidential and will be used only for this

research.

Thank you for your time and co- operation.

Yours Faithfully,

(Researcher)
QUESTIONNAIRE

Challenges Facing Library and Information Science Education in Tertiary

Institutions in Enugu State

Part 1

Name of Institution:....................................................................

Sex: Male Female

Department:................................................................................

Qualification:B.Lis MLS P.HD Others Specify

Part 2

To facilitate your responses, a five point rating scale has been provided thus:

Strongly Agree = SA

Agree = A

Undecided = UD

Disagree = D

Strongly Disagree = SD

Please tick () in the column that best suits your opinion in the items given

below.
Section A

Are demonstration libraries and laboratories available in the library schools?

S/N ITEMS SA A UN D SD

1. The library schools have electronic

libraries

2. The library schools have computer hard

wares

3. The library schools have library soft wares

4. The library schools have audio visual

equipment.

5. The library schools have cataloguing and

classification tools.

Section B:

Are skilled personnel available in the library schools?

S/N ITEMS SA A UN D SD

6. The personnel in the library schools have

professional qualification
7 The personnel in the library schools have

relevant professional skills.

8 The personnel in the library schools have

relevant ICT skills.

9 The personnel in the library schools are

not entrepreneurial conscious.

Section C:

How relevant is the curricula of the library schools relevant to professional

practice?

S/N ITEMS SA A UN D SD

10 The curricula emphasize relevant ICT skills

11 The curricula incorporate entrepreneurship

12. The curricula emphasize communication skills

13 There is no harmonised curriculum for library

schools.

Section D:

Are ICT facilities used in teaching and learning in the library schools?
S/N ITEMS SA A UN D SD

14. Library soft wares are used in teaching and

learning in the library schools.

15 Computer hardwares are used in teaching

and learning in the library schools.

16 Electronic libraries are used in the teaching

and learning in the library schools.

17 Audio visual equipment is used in the

teaching and learning in the library schools.

18. Internet is used in teaching and learning in

the library schools.

Section E:

What are the likely solutions to the challenges facing library and information

science education?

S/N ITEMS SA A UN D SD

19 The library schools curricula should be revised

to emphasize practical aspects of ICT as well as

more entrepreneurship courses.

20 The library school lecturers should be adequately

and frequently retained in ICT for teaching and

learning.
 21 There should be collaboration among library

schools.

22. Students should be taken on study visits to

standard libraries and ICT centres regularly.

23 Proper funding should be made available by the

government to enable the schools to acquire

relevant ICT materials

Appendix II

Table 1: The total number of all the lecturers in the library schools of the

institutions under study.

S/N INSTITUTION NO OF LECTURES

1 University of Nigeria, Nsukka 24

2 Enugu State University of Science and 15

Technology

3 Institute of Management Technology 10

Total 49