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Licensed Unlicensed Requires Authentication Published by De Gruyter Saur February 10, 2021

Digital Library Education in Tertiary Institutions: Roadmap to Revolutionizing Nigerian University Library Services

Ihuoma Babatope, Victor Oghuvwu and Rita Dumbiri

Abstract

The purpose of the paper is to bring to light the state of education in Digital Libraries (DLs) in tertiary institutions in Nigeria, and the readiness of library schools to produce future digital librarians in Nigeria. The study covered 31 universities offering Library and Information Science (LIS) approved by the National Universities Commission (NUC) of Nigeria. The main data collection method for the study was analysis of departmental documents containing the LIS curriculum. Second, six Library and Information Science educators in universities that are yet to integrate digital libraries course in their LIS curricula were interviewed. The study revealed that majority of the library schools offer a course in digital libraries or related areas as a core course in their curricula. However, only a few library schools have computer laboratories for students to enhance their digital library skills. Some LIS educators identified challenges such as lack of qualified ICT staff to handle the course and a lack of computer laboratories equipped with modern computers and stable Internet facilities in the LIS departments. Findings from the study will inform library educators on the need to redesign curricula to integrate digital libraries course, in order to produce future digital librarians in this digital era and thus overcome the frequently mentioned challenge of lack of ICT staff to manage digital libraries in Nigeria. The project will enable library schools in Nigeria to provide a world class library education that is in line with the standard recommended by international and national LIS professional bodies.


Corresponding author: Ihuoma Babatope, Ph.D LIS, Senior Librarian, Delta State College of Education Mosogar, Mosogar, Nigeria, E-mail:

Funding source: Tertiary Education Trust Fund

Award Identifier / Grant number: TETFUND/DESS/COE/MOSOGAR/IBR/2015/VOl.1

Funding source: Delta State College of Education Mosogar

Award Identifier / Grant number: TETFUND/DESS/COE/MOSOGAR/IBR/2015/VOl.1

Acknowledgment

This work was funded by Tertiary Education Trust Fund (TETFund), Abuja through Delta State College of Education Mosogar, Delta State, Nigeria. The authors sincerely appreciate the funding agency for their support.

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Published Online: 2021-02-10
Published in Print: 2021-02-26

© 2020 Walter de Gruyter GmbH, Berlin/Boston

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