Project – Challenges in the training of library and information science professionals in a Nigerian university
CHAPTER ONE
INTRODUCTION
- Background to the Study
Training in Library and Information Science (LIS) faces several challenges, as the rapid evolution of technology and the information landscape constantly reshapes the skills required by professionals in the field. According to Kumar and Mishra (2018), one of the primary challenges in LIS education is the alignment between the skills taught in academic programs and the competencies required by the evolving job market. The constant advancement in digital technologies, such as the rise of artificial intelligence, big data, and cloud computing, has altered how information is managed, retrieved, and stored. As a result, there is often a gap between the theoretical knowledge imparted in academic settings and the practical, technical skills required in contemporary library and information management environments. This disconnect highlights the need for curricula to be more dynamic and responsive to industry needs.
Furthermore, the rapid pace of technological change poses challenges in keeping faculty up to date. As technology continuously transforms information management practices, faculty members in LIS programs must actively engage with emerging trends to ensure that their teaching remains relevant. According to Ezeani (2016), LIS educators face the difficulty of acquiring and maintaining expertise in new technologies, which is crucial to providing students with up-to-date knowledge. However, many LIS faculty members may lack the resources or time to pursue continuous professional development in these areas, which undermines the overall effectiveness of LIS education. In turn, this can result in graduates who are not fully equipped to handle the current demands of the profession.
Another critical issue lies in the lack of practical experience offered in many LIS training programs. While theoretical knowledge is crucial, hands-on training and internships are essential for students to gain the real-world skills needed to perform effectively as information professionals. However, according to Vassallo (2019), many LIS programs struggle to integrate sufficient practical training opportunities, especially in regions where there is limited access to modern library and information technology infrastructure. Without such opportunities, students may find themselves unprepared for the rapidly changing information environments in which they will work, leading to challenges in adjusting to professional roles after graduation.
The increasing emphasis on digital information management has also created a divide in LIS training programs. In particular, there is a growing discrepancy between the training of information professionals in developed and developing countries. LIS programs in developed nations often focus on advanced digital skills, such as data curation, information architecture, and web development, while programs in developing nations may struggle to provide similar training due to lack of resources or infrastructure (Badejo & Oyedemi, 2020). This divide has significant implications for global knowledge sharing and collaboration, as professionals in developing countries may be less equipped to navigate digital tools and platforms compared to their counterparts in more technologically advanced regions.
Moreover, the diversity of roles within the LIS profession itself presents challenges in training. LIS professionals are required to possess a broad skill set that includes information retrieval, archival management, reference services, data analytics, and information systems management (Nilsen & Durrance, 2017). As these roles evolve, LIS education must adapt to provide a more interdisciplinary approach that blends technical expertise with a strong foundation in communication and customer service skills. However, many LIS programs still emphasize traditional library functions, such as cataloging and reference services, without adequately addressing emerging demands for digital literacy and data management expertise. The breadth of skills required to work in the modern LIS field calls for curricula that are more flexible and capable of offering specialized tracks or concentrations to cater to diverse career paths.
Lastly, the financial constraints faced by many LIS programs represent a significant challenge in the training of future professionals. As noted by Hartel (2021), many LIS schools operate under tight budgets, limiting their ability to invest in cutting-edge technologies, up-to-date resources, and comprehensive student support services. This lack of funding further exacerbates the challenges faced by both faculty and students in staying current with technological trends and in providing the hands-on training that is so essential for professional development. Without adequate investment, LIS programs may continue to struggle in meeting the expectations of the information profession, hindering their ability to prepare students effectively for the demands of the modern workforce.
1.2. Statement of the Problem
The field of Library and Information Science (LIS) plays a crucial role in managing, organizing, and disseminating information across various contexts. However, the rapid evolution of technology and the shifting information landscape have introduced significant challenges in the training of LIS professionals. While LIS programs aim to equip students with the necessary skills and knowledge, there is a persistent gap between academic training and the practical demands of the profession. This gap results in graduates who may struggle to meet the technological and information management needs of modern library environments, highlighting a critical problem in aligning LIS education with industry requirements.
One of the core issues is the lag in curriculum development in LIS programs compared to the fast-paced technological advancements in the information sector. As libraries and information centers increasingly adopt digital technologies, including data analytics, artificial intelligence, and cloud-based systems, LIS programs often fail to incorporate these advancements into their curricula promptly. This delay leaves students inadequately prepared to handle emerging technologies, creating a disconnect between their academic training and professional roles. Consequently, LIS graduates may enter the workforce with outdated skills, affecting their ability to perform effectively and hindering the overall efficiency of information services in libraries and related settings.
Faculty competency in LIS programs also presents a significant challenge. Educators play a vital role in shaping the skills and knowledge of LIS students, yet many faculty members find it difficult to keep pace with rapid technological changes. Limited access to continuous professional development opportunities, insufficient funding for training, and heavy teaching workloads contribute to this issue. As Ezeani (2016) highlights, faculty members’ inability to stay updated with current technologies compromises the quality of education delivered, which directly impacts students’ readiness to meet industry expectations. This gap in faculty expertise undermines the efforts to modernize LIS education and poses a substantial barrier to effective professional training.
The lack of practical, hands-on training in LIS programs further exacerbates the problem. While theoretical knowledge is essential, the profession demands practical skills that can only be acquired through internships, fieldwork, and real-world projects. Many LIS programs, particularly in regions with limited resources, struggle to provide adequate practical experiences due to financial constraints or insufficient infrastructure. Vassallo (2019) notes that without these experiential learning opportunities, students may find it challenging to apply theoretical concepts in actual library settings, leading to a lack of confidence and competence when they transition into professional roles. This deficiency in practical training is a critical gap that LIS education must address to enhance student preparedness and professional capability.
Additionally, the diversity of roles within the LIS profession necessitates a broad and adaptable skill set, which current training programs often fail to deliver. LIS professionals today are expected to perform tasks ranging from traditional cataloging and reference services to advanced data management, digital archiving, and user experience design. However, many programs still focus predominantly on traditional library functions, neglecting the broader scope of information science roles. This narrow focus limits students’ exposure to specialized areas, reducing their competitiveness in the job market and affecting the profession’s ability to evolve with changing information needs, as discussed by Nilsen and Durrance (2017).
Financial constraints faced by LIS programs represent another significant challenge in addressing these issues. Limited funding affects the ability of LIS schools to invest in updated technology, expand faculty expertise, and enhance student learning resources. Hartel (2021) emphasizes that underfunded programs struggle to offer modern facilities, up-to-date software, and access to digital libraries, all of which are crucial for comprehensive LIS training. Without adequate financial support, LIS programs cannot effectively modernize their curricula or provide the necessary practical experiences, ultimately compromising the quality of LIS education and the preparedness of graduates. Addressing these financial challenges is essential for aligning LIS education with the evolving needs of the profession and ensuring that graduates can meet the demands of the modern information landscape.
1.3. Aim and Objectives of the Study
The aim of the study is to examine the Challenges in the training of library and information science professionals in a Nigerian university. The specific objectives are:
- Identify the specific challenges faced by library and information science professionals in a Nigerian university during their training.
- Analyze the impact of these challenges on the quality of education and training received by the professionals.
- Evaluate the existing training programs and curriculum in the university to determine their effectiveness in addressing these challenges.
- Propose recommendations and solutions to address the identified challenges and improve the training of library and information science professionals.
1.4. Research Questions
The research questions are buttressed below:
- What are the specific challenges faced by library and information science professionals in a Nigerian university during their training?
- How do these challenges impact the quality of education and training received by the professionals?
- How effective are the existing training programs and curriculum in the university in addressing these challenges?
- What recommendations and solutions can be proposed to address the identified challenges and improve the training of library and information science professionals?
1.5. Research Hypothesis
The hypothetical statement of the study is buttressed below:
Ho: The challenges faced by library and information science professionals will not affect Nigerian university during their training
H1: The challenges faced by library and information science professionals will affect Nigerian university during their training.
1.6. Significance of the Study
The training of Library and Information Science (LIS) professionals is crucial for the effective management and dissemination of information in academic, public, and special library settings. This study focuses on the challenges faced in the training of LIS professionals at Enugu State University of Science and Technology (ESUT), aiming to highlight critical gaps in the current educational framework. Given the pivotal role that LIS professionals play in information organization, retrieval, and user support, understanding and addressing these challenges is essential for ensuring that graduates are well-equipped to meet the demands of the evolving information landscape. By focusing on ESUT, this study provides insights specific to the Nigerian context, which can inform improvements in LIS education across the country.
One significant aspect of this study is its potential to enhance curriculum development in LIS programs at ESUT and other Nigerian universities. As the information profession continues to evolve with technological advancements, LIS curricula must be continuously updated to reflect new skills and competencies required by the industry. This study will assess whether the current ESUT LIS curriculum adequately prepares students for the technological and practical demands of modern library environments. The findings will offer recommendations for aligning academic content with industry needs, ensuring that graduates possess both theoretical knowledge and practical skills. Consequently, this research could lead to more dynamic and responsive LIS programs that produce professionals capable of effectively navigating the digital age.
The study also aims to address faculty development challenges within the LIS program at ESUT. Faculty members are integral to the success of any academic program, and their ability to deliver up-to-date content is essential for high-quality education. By examining the resources available for faculty training and professional development, this study will identify gaps that may hinder educators from keeping pace with technological changes. Recommendations from this research could support targeted interventions, such as faculty workshops, access to current technological tools, and industry partnerships, which would enhance teaching quality and, ultimately, student learning outcomes. Addressing faculty development challenges will strengthen the overall educational framework of the LIS program at ESUT.
Another significant contribution of this study is its focus on practical training and experiential learning opportunities for LIS students at ESUT. Practical experience is critical in bridging the gap between academic learning and professional application. The study will investigate the extent to which ESUT’s LIS program incorporates internships, fieldwork, and hands-on projects into its curriculum. Identifying barriers to effective practical training, such as limited access to modern library technologies or insufficient industry partnerships, will help the university enhance its experiential learning components. Improved practical training will ensure that graduates are confident and capable in their professional roles, contributing to the efficiency and quality of library services in Nigeria.
Furthermore, this study will explore the impact of financial constraints on LIS training at ESUT, a challenge commonly faced by educational institutions in Nigeria. Funding limitations affect various aspects of LIS education, including the acquisition of updated technologies, access to digital resources, and faculty development. By highlighting the specific financial challenges faced by the LIS program at ESUT, this research can inform policymakers and university administrators about the areas requiring increased investment. Enhanced funding could support infrastructure upgrades, faculty training, and improved student resources, ensuring that the LIS program at ESUT is equipped to deliver high-quality education that meets the profession’s current and future needs.
Finally, the findings from this study will have broader implications for LIS education in Nigeria. While the focus is on ESUT, the challenges identified are likely reflective of issues faced by other Nigerian universities offering LIS programs. This research could serve as a benchmark for other institutions, encouraging a nationwide review and reform of LIS curricula, faculty development programs, and practical training opportunities. By contributing to the body of knowledge on LIS education challenges in Nigeria, this study supports efforts to enhance the quality and relevance of LIS programs, ensuring that graduates are well-prepared to support the country’s information management needs in academic, public, and specialized library settings.
1.7. Scope of the Study
The study examines Challenges in the training of library and information science professionals in a Nigerian university (A case study of Enugu state university ESUT).
1.8. Operational Definition of Terms
Challenges: Challenges refer to difficulties or obstacles that hinder progress or achievement. In the context of this study, challenges are the specific issues or problems encountered in the training of Library and Information Science (LIS) professionals, such as outdated curricula, inadequate faculty expertise, limited practical training opportunities, and financial constraints.
Training: Training is the process of developing skills, knowledge, and competencies through education, practice, and instruction. For LIS professionals, training involves both theoretical coursework and practical experiences designed to equip students with the necessary skills to manage, organize, retrieve, and disseminate information effectively in various library and information environments.
Library and Information Science (LIS): Library and Information Science is an interdisciplinary field focused on the management, organization, preservation, and dissemination of information in libraries and other information centers. The discipline combines principles from information technology, archival science, knowledge management, and library studies to prepare professionals who can manage both physical and digital information resources in various contexts.
Professionals: Professionals are individuals who possess specialized knowledge, skills, and qualifications in a particular field, often supported by formal education and practical experience. In the LIS context, professionals are individuals trained to work in library and information centers, including roles such as librarians, information managers, archivists, and data specialists, who serve users by providing access to and management of information resources.
Nigerian University: A Nigerian university refers to an institution of higher education in Nigeria that offers undergraduate and postgraduate programs across various disciplines. These universities can be federal, state, or private institutions and are responsible for providing quality education and training to students in diverse academic fields, including Library and Information Science. The study focuses on Enugu State University of Science and Technology (ESUT) as a case study within this broader category.
Project – Challenges in the training of library and information science professionals in a Nigerian university