ASSESSMENT OF INFORMATION AND COMMUNICATION TECHNOLOGY CONTENT IN LIBRARY AND INFORMATION SCIENCE CURRICULUM OF UNIVERSITIES IN SOUTH EAST NIGERIA

ABSTRACT

The study was an assessment of Information and communication technology (ICT) content in the library and information science (LIS) curriculum of universities in the South East, Nigeria. The state and federal university based library schools investigated were Abia State University; Imo State University; Enugu State University of Science and Technology; University of Nigeria Nsukka and Nnamdi Azikiwe University. The ICT content of the LIS curriculum was assessed using the Benchmark Minimum Academic Standard (BMAS) of NUC for LIS undergraduate programme. Seven research questions and four null hypotheses guided the study. Descriptive survey design was used for the study. The population of the study comprised the entire 138 librarians in these Universities. A structured questionnaire titled Assessment of ICT content in LIS curriculum of universities in the South-East Nigeria questionnaire (AICTCLISC) was used to elicit data from the librarians. The researcher with the help of research assistants distributed and retrieved the questionnaire from the respondents. Observation checklist was used to find out the availability of ICT facilities used for teaching and learning. Interview guide was also used to elicit data from the Heads of Department of library schools studied. Documents were used to identify the ICT content infused in the LIS curriculum. The instruments were face validated by three experts, one from the senior member of the Department of Library and Information Science and two from the Measurement and Evaluation all from the University of Nigeria Nsukka. The instrument was trial tested using twenty librarians in the University of Uyo, Akwa-Ibom State. To test the reliability of the questionnaire, the calculated internal consistency coefficient of the questionnaire instrument was as follows: .73, .69, .93, .51, .55 and .81 representing sections (B-G). Frequencies and percentages were used to analyse data on the bio-data of the respondents. Mean scores, standard deviation were used to analyse data on research questions 2-7 from the questionnaire, while data from observation checklist and document were analysed quantitatively. Data from rthe oral interview was analysed qualitatively. The hypotheses were tested for significance at 0.05 level. Major findings showed that some library schools in the South East Nigeria have started infusing ICT content in their programmes though inadequate and this varies from school to school.  ICT facilities were available although inadequate and as such were not actually used for teaching and learning in almost all the schools. Traditional method of teaching (theory based) is only practiced in almost all the schools studied (even in the teaching of ICT based courses), practical hands-on teaching is not practiced in almost all the schools. The study showed some of the problems associated with the teaching of ICT content, the major ones were epileptic supply of electricity and non-provision of alternative power in some library schools, inadequate manpower in ICT and inadequate ICT facilities and finance. Based on the findings, the following major recommendations were made which include revision and harmonization of LIS curriculum towards technology, both young and old librarian to embrace ICT so as to tap from its relevancies, provision of adequate ICT facilities/resources, hybrid method of teaching and learning to be adopted, adequate provision of fund, steady supply of electricity and provision of alternative power and high powered internet connectivity to all library schools. They are all good strategies to be adopted for enhancing teaching and learning in library schools in South East Nigeria.