Teaching 

Digital Skills in Library

Schools: Equipping LIS Students for a
Dynamic Job Market
BY

Uzamot, Waliyah Adeola

Federal Polytechnic Ayede

Ajakaye, Jesubukade Emmanuel

Federal Polytechnic Ayede

Paper presented at LISCON 2022 held at Ibadan on 21st - 24th Nov., 2022.
 INTRODUCTION
• The increase in the technological tools available and the
emerging information needs of individuals have
necessitated the need for a digital inclusive training for
librarians and information professionals in-training to
efficiently connect patrons with the information they need.

Several studies has shown that LIS graduates lack the essential
competencies required in the 21st century workplace, owing
primarily to the deficient curricula utilised to instruct this
generation of young Library professionals.

Hence, The need for library schools to review their curriculum

is more pressing than ever.
INTRODUCTION
• LIS curriculum cannot be significantly changed
without proper consideration of the shifting trends in
the profession.

• There is need for library associations and teachers to

examine the shift in job role requirements in the
information industry as it has grown to further
include/demand skills that are taught in library
schools.

• Therefore, there is a need for LIS curriculum to

effectively capture the Job roles to the introduction
of general and specialized course areas that with
cater for the interest of each individual.
 LIS Curriculum and Emerging Technologies
• The delivery of library and information services has
been altered by emerging technology in the present
job market.

• Library school must incorporate the appropriate use

of digital technologies and the processing of
information products to impart training in the
management, retrieval, and organisation of
information.

• The LIS curriculum should give students the

opportunity to develop knowledge and technological
skills.
 LIS Curriculum and Emerging Technologies
• Technological skills have become pertinent requirements for graduates to survive in the
ever-changing information environment.

• Previous studies have emphasised the need of incorporating ICT courses into LIS
curricula. However, it is time to look beyond integration and gear towards alignment.

• In addition to the traditional elements, knowledge

and information are critical inputs in all spheres of
existence.
• As a result, the job market for LIS professionals is
growing. Although there are more opportunities
available, the total market demand for LIS specialists
is now far more than the entire output.
 LIS Curriculum and Emerging Technologies
• Library Schools in Nigeria need to expand the research areas through the curriculum
being taught at the library schools which should include:
• Programming
• Human-Computer Interactions
• Computational Social Science
• Big Data Analytics
• Subsets of Artificial Intelligence among others.
 Challenges of embracing Technological Skills in LIS
Curriculum
• Despite the efforts of stakeholders to restructure the curriculum, it is often face with
numerous challenges. Library school experience some challenges which are due to factors
such as:
• lack of sufficient resources to teach
• inadequate manpower to teach this new area
• some LIS teachers are not actively open to the acceptance of technology application in
classes
• academic system frustrating the interest of LIS students
• underutilization of ICT Laboratories in Library schools others.
 Recommendations
• It is essential that the NUC, LRCN, NLA and the Library Schools across the country should
to come together to create a technology embracing curriculum of learning library schools in
the country.

• Adequate provision of human and

technological resources.

• Library school needs to conform with global

trends.

• Collaboration

• Students, graduates and fellows should engage

in self-education across the profession
 Conclusion
• Library and Information Science Curriculum must
fulfill the requirement of developing necessary skills,
in LIS students to identify, locate, evaluate, interact
and provide the required information efficiently.

• The goal of the LIS curriculum should now focus on

developing the interpersonal, interdisciplinary skills
as well as adopting relevant technological skills that
are needed in the profession