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Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln

Summer 12-19-2020

Embedding Computer Literacy Practical as Stand-alone Course in

the Curriculum of Library and Information Science in Nigeria.
Lovet Esievo
Ahmadu Bello University Zaria, [email protected]

Stella Ejitagha Mrs

Principal Librarian Delta State Polytechnic Otefe-Oghara, Delta State., [email protected]

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Esievo, Lovet and Ejitagha, Stella Mrs, "Embedding Computer Literacy Practical as Stand-alone Course in
the Curriculum of Library and Information Science in Nigeria." (2020). Library Philosophy and Practice (e-
journal). 4815.
https://digitalcommons.unl.edu/libphilprac/4815
 Embedding Computer Literacy Practical as Stand-alone Course in the
Curriculum of Library and Information Science in Nigeria.

Abstract
The purpose of the study is to evaluate library schools’ curricula in Nigeria with the
aim of identifying a practical course on computer literacy to solve the problem of
lack of ICT staff as noted by several studies conducted on the African continent.
The study covered 30 universities offering Library and Information Science. The
main instrument for data collection was analysis of departmental documents
containing the LIS curriculum. Some library and information science educators and
students were also interviewed on the availability of computer laboratories in the
LIS department for students to acquire computer skills. The study revealed that
majority of the library schools offer the course “computer literacy”, or related areas
as core course in their curricula and not as general study courses. However, only few
library schools have computer laboratories for students to acquire computer skills.
Findings from the study will inform LIS educators to see the need to review their
curriculum to incorporate a stand-alone course on “computer literacy” in the
curriculum and ICT laboratories in the LIS department in compliance with the
Librarian’s Registration Council of Nigerian (LRCN) directive to be able to produce
future ICT/Digital librarians with employers needed ICT skills.
Keywords: Computer literacy, LIS Curriculum, ICT Skills, undergraduate students,
library schools, Nigeria.

Introduction
The ability to use a computer effectively for various tasks has become a skill that is
increasingly lauded as an essential part of everyone’s education. Computer literacy
is knowing what a computer can and cannot do. Many issues have confronted the
profession of librarianship, not the least of which has been the embedding of the
Internet and other digital technologies and all they bring with them into the daily
lives of many of our communities. Embarking on ICT-related training and support
programmes becomes essential in order to demonstrate the required knowledge and
skills for the use of ICTs in library practices. IFLA (2012) recommended that
elements of LIS core curriculum should include areas such as Applications of

1
Information and Communication Technologies to all facets of Library and
Information Products and Services. In this information technology driven age, every
one requires computer competences/skills to survive including LIS (Library and
Information Science) graduates. This is necessary because a wide range of activities
in organizations (including the library) require the use of computers to perform them.
In today’s world, nobody would trust a librarian or LIS graduate whose profession
is about information and knowledge who did not know how to master a computer.

Studies have reported that academic librarians in Nigeria and other developing
countries acquire computer related skills mostly from other avenues other than
library schools (Baro, Idiodi & Godfrey, 2013; Emiri, 2015; Baro, Obaro & Aduba,
2019). The question is – what role are LIS schools’ curricula playing to develop
students’ IT/ ICT skills in this competitive digital environment? Are they only
passing theoretical knowledge to students? For example, the study by Baro, Ikolo
and Atanda (2015) asked LIS students the means through which they learnt the skills
to use Web 2.0 tools. The study revealed that students of LIS in Delta State
University acquire the skills to use Web 2.0 tools mainly through self-practice and
through friends. Acquiring the skills from library schools was the least indicated by
the students. Therefore, Baro, Ikolo and Atanda recommended LIS curriculum
update to incorporate ICT courses, otherwise, LIS schools will fail to provide
students with the appropriate skills. The education and training of LIS professionals
has to be such that it empowers them to unleash their potential as they endeavour to
offer relevant and efficient services within the current levels of technological
sophistication.

A significant problem with continuing the transformation of libraries in countries

similar to Nigeria in terms of economic status is that they have been challenged by
the lack of suitably qualified staff. Hence, improving the quality of the human
resource is the main priority of Librarian’s Registration Council of Nigeria (LRCN)
and National Universities Commission (NUC) in Nigeria. Some researchers have
reported that the outdated library and information science (LIS) curriculum,
inadequate IT infrastructure, and training are some of the potential challenges for
producing digital librarians (Malik & Ameen, 2017). Malik and Ameen, (2017)
reported that Pakistan offered LIS education in 11 universities with outdated
curriculum emphasizing more of management rather than information and
communication technology (ICT). Several studies conducted in Africa have reported
that there is shortage of qualified ICT staff and educators in the LIS profession, and
the library schools are not producing enough graduates with the necessary levels of

2
expertise (Baro, 2010; Edegbo, 2011; Chikonzo, et al. 2014; Emiri, 2015; Baro,
Obaro & Aduba, 2019).

The information profession has been witnessing an increasing range and diversity of
employment opportunities since the past couple of decades (Malik & Ameen, 2020).
In a traditional library context, a significant portion of LIS graduates are employed
in new information roles such as digital librarians, metadata professionals or web
content managers, (Wise, et al 2011). The changing employment landscape has led
to new information roles and responsibilities in public and private sectors across the
globe. The broadening employment landscape has implications for preparing future
information professionals (IPs) (Ocholla & Shongwe, 2013). Warraich (2019)
explored the expectations of library employers with regards to ICT competencies of
LIS graduates in Pakistan in order that they may enhance their employment
outcomes. This study provides an understanding of needed ICT competencies among
LIS graduates in the job market. The study found that library employers expected
that LIS graduates should have core ICT competencies such as being well-versed
with the basic tools of Microsoft Office, searching skills, social media awareness,
knowledge of integrated library systems and familiarity with the user oriented smart
phone use for entry level jobs.

It is expected that professional associations within the LIS in different countries will
also have educational policy statements that LIS schools need to adhere to,
particularly for accreditation purposes. In light of this, The Librarians’ Registration
Council of Nigeria (LRCN), the council with the responsibility to regulate and
standardize the activities of Library and Information Science sector in Nigeria
recommended in 2017 that every LIS school in Nigeria should have ICT courses to
equip LIS graduates with relevant skills. Unfortunately, many students join the
university without any computer skills (Ukachi, 2015) hence much time need to be
taken to make them computer literate. This paper therefore, seeks to investigate the
level of inclusion of computer literacy course in the curriculum of library schools in
Nigeria. To achieve this, the following research questions were raised to guide the
study.

Research questions

RQ1. Which of the library schools offer the course “Computer Literacy Practical”?
3
RQ2. At what level is the course taught to the undergraduates?
RQ3. What is the content of the course “Computer literacy Practical”?
RQ4. Are there computer laboratories for practical skills acquisition in the LIS
department?

Literature review

The need for computer literacy course in LIS curriculum

LIS education and training is becoming highly dependent on modern computer
hardware and software, efficient internet access and connectivity, computer literate
and highly skilled IT staff and well equipped computer laboratories. Unfortunately,
funding of LIS schools does not meet these requirements in most LIS schools in
Nigeria (Emiri, 2015). Well-trained information professionals are essential in any
country, both in the developed and in the developing world. They are employed in
libraries of all kinds (school, public, special, academic), in information centers
(private, public, government), as consultants to big business, as information
managers, and so on. A consistent demand for our graduates, would translate into a
demand for our programmes to be updated to include courses that will equip our
graduates with needed skills.

With the ever-changing media technology, there will always be costs of continued
upgrading of the digital infrastructure. There is need to maintain parallel
conventional and digital system due to the uncertain nature of information and
communication technology infrastructure in Africa (Tidd & Bessant, 2018; Ash,
Kitchin & Leszczynski, 2018). The development of digital libraries clearly shows
that institutions and research communities across Africa are no longer stagnant and
strictly local but have steadily started going global. The proliferation of library
schools has caused the problem of meeting up with the adequate facilities and
resources. Saka, Garba and Zarmai (2018) laments that infrastructure/facilities like
classroom, lecture theatre, library, computer laboratory, cataloguing and
classification workshops are grossly inadequate in Nigerian university library
schools. They added that facilities of other departments such as computers, computer
laboratories, internet and institution libraries are being borrowed or loaned for use
meaning that they are not available. The application of computer technology and
qualitative dialogue on different topics increases students’ learning in academics,
medical and other fields in solving the complex issues (Gibson et al 2018).

The LIS curriculum need to consolidate ICT concepts, knowledge, skills and
proficiency into core competencies, and LIS schools need to provide adequate
content and practice that will enable LIS graduates to adapt and use ICTs effectively
4
in the present digital age. The study by Malik and Ameen (2017) revealed that the
retarded library and information science (LIS) curriculum, inadequate IT
infrastructure, and training are some of the potential challenges for university
libraries. According to Malik and Ameen, Pakistan offered LIS education in 11
universities with outdated curriculum, emphasizing management rather than
information and communication technology and leadership. They added that the
degree programs offered by institutes such as the University of Karachi, University
of the Punjab, Sind University of Jamshoro, and Islamic University Bahawalpur are
lower than market value. Furthermore, lack of technical comfort, administrative
negligence and the digital skills of library professionals are also ineffective (Malik
& Ameen, 2017). Considering the risk of disseminating information through
electronic media, modern research suggests students improving their learning skills
through media literacy (Harshman, 2018).

Some studies have identified lack of facilities, outdated curriculum, and absence of
skilled personnel as challenges of acquiring digital library education in developing
countries. For example, Baro (2010), in his study of the current state of digital library
education in African library schools found that there are no qualified personnel to
teach the course “digital libraries.” Therefore, the author recommended that there is
a need for employment of qualified ICT personnel to teach courses related to digital
libraries in Africa, and equip the LIS computer laboratories with the necessary
modern systems with internet connectivity. In the same vein, Batool and Ameen
(2010), conducted a study on librarians at Punjab University, Pakistan. They
discovered that while all librarians had word-processing skills, the lack of coverage
in the curriculum, lack of updated courses and lack of training workshops were major
constraints in learning technology. All these are the result of the weak LIS
curriculum that does not include digital library education to equip graduates with
digital library skills. Rafi, JianMing and Ahmad (2019), concluded that library
technological involvement significantly improves student technology-based
learning skills.

The study by Warraich, (2019) found that the major challenges faced by libraries to
find competent LIS professionals were the dearth of skilled professionals followed
by a low level of motivation. It is significant for LIS schools to be aware of the
expectations of employers to train their graduates accordingly. They have to plan,
develop and implement market oriented courses in order to gain better employment
outcomes for their graduates. While appreciating that the major reason for this
problem is the inadequacy of facilities, it is easy to see that such education and
5
training compromises the standard/level of competency among the graduates. To
overcome the challenge, LIS schools can arrange/organize practical attachment for
students to work in particularly ICT-rich environments that can reinforce the
theoretical knowledge. The study by Warraich (2019) reported that library
employers expected that LIS graduates should have core ICT competencies such as
being well-versed with the basic tools of Microsoft Office, searching skills, social
media awareness, knowledge of integrated library systems and familiarity with the
user oriented smart phone use for entry level jobs.
Now, along with the traditional job market, there are new job avenues available for
LIS graduates. Potnis et al (2016) argued the need for skills among LIS graduates to
manage and implement mobile apps in the libraries. The authors identified the core
competencies needed for LIS graduates to serve as mobile technology consultants in
libraries. They opined that LIS students should be competent enough to select,
acquire, design, develop, organize, and maintain mobile apps to better serve their
patrons. Even though some consultation is usually taken by LIS schools when they
review their curriculum, it is often difficult for employers to clearly visualize how
their needs can be translated into the curriculum and vice versa. Producing job-
specific graduates is a “tall order” considering the diversity of employers. LIS
schools, in trying to provide for everybody, often end up providing for none.

IT/ICT course contents in LIS

Most LIS schools, worldwide, formulate titles based on what they either understand
or come across in their geo-academic environment. However, it is good to note that
there is better agreement regarding the basic competencies that a LIS graduate needs.
Some of the notable ones include an understanding of basic computer-information
science convergence; understanding connectivity; knowing the Internet; installing,
configuring and using a browser; evaluating networks, software and hardware; etc
(Baro, 2010). Current LIS graduates should also be capable in handling a myriad of
ICT-based processes such as creating charts, importing graphics, establishing FAQs,
conducting chat reference sessions, participate in collaborative reference work,
creating databases, and so on (Baro, Obaro & Aduba, 2019).

6
A recent study by Warraich (2019) reported that Pakistani LIS schools’ curricula are
ICT driven and following global trends. Nevertheless, ICT’s contents in the
curriculum of LIS schools has not been fully incorporated due to lack of expertise
and infrastructure. The author noted that faculty development programs are
significant for proper implementation of curricula. Tahir (2019) measured the gap
between the perceptions of LIS graduates’ technological competencies and the
expectations of senior LIS professionals through a questionnaire survey. The study
found that there is a gap between the perception of LIS graduates and the expectation
of their employers. Senior professionals in that study expected LIS graduates to have
an understanding and effectively use Microsoft Office, computer hardware and
operating system, institutional repository and online and electronic database
searching techniques for scholarly literature. Among the constraints cited by
respondents in Minishi-Majanja (2007)’s study were the issues of (a) re-skilling
lecturing staff so as to improve their ICT competency, (b) lack of systems
manager/support staff and/or ICT experts, and (c) low levels of students’
epistemological access.

Enakrire, (2019) investigated ICT-related training and support programmes for

information professionals, staff members in university libraries in Africa. This
becomes essential due to multifarious tasks that require adequate ICT skills,
knowledge and application in a dynamic context to function better. Findings
revealed that ICT-related training and support programmes offered to information
professionals helped to improve current practices of library operations and service
delivery to users. The author added that the exposure, experience, knowledge and
skills acquired serve as defense for information professionals in the application and
use of ICT-related tools of hardware and software, irrespective of the context.
According to Saka, Garba and Zarmai (2018) inadequate facilities and resources can
lead to the use of sub-standard facilities which result to not only inadequate training
but also producing graduates without adequate ICT skills.

Practical versus theoretical learning

A balance between theory and practice can be considered the best approach because
it enables the curriculum to respond to the need for extensive knowledge in
information systems and technology, while at the same time addressing market needs
for practical skills (Enakrire, 2019). LIS schools need to ensure that there is hands-
on practice when teaching ICT courses and/or to increase the amount of this practical
component. It is an understatement to state that LIS education in sub-Saharan Africa
faces challenging curricula issues. Achieving a balance between traditional and
modern LIS content, and between theoretical vs. practical training of ICT-based
competencies, have to be resolved amid inadequate ICT resources. Rafi, JianMing
7
and Ahmad (2019) studied technology integration for students’ information and
digital literacy education in academic libraries in Pakistan. The study revealed that
university students are not provided training on ICT, and there are no regular training
instructors on digital literacy education for new inductees. The available training is
formal in terms of standardization, with no literacy instructions on access to database
resources and searching online information.

Respondents in Warraich (2019)’s study pointed to the importance of LIS schools’

curricula to develop ICT competencies among LIS graduates. They opined that the
curricula should place more emphasis on practice rather than theory, standardization
among schools, regular content up-date with outcome based learning.
Mohammadyari and Singh, (2015) emphasized that effective digital literacy
instructions, requires the cooperative efforts of trained mentors, latest courses,
technological roadmap, mutual respect and trust between teachers and students. The
study by Rafi, JianMing and Ahmad (2019) proved that the practical approach of
libraries using technology for skill development strengthens the students’ interaction
and decisions making related to their needs. Also, students’ digital exposure
encourages them to learn using technology to remove the existing deficiencies to
meet the rising needs of the twenty-first century.
Owing to the inadequacy of facilities in many of the African LIS schools, students
are taught largely theoretically. IFLA therefore recommended that LIS curriculum
shall consist of a unified series of courses and other educational experiences based
on the programme's goals and objectives. That it should provide students with
opportunities to gain and demonstrate professional competencies as part of the
educational programme. Malik and Ameen, (2020) explored the current and future
employment opportunities for library and information science (LIS) graduates in
Pakistan. Findings indicated the emergence of a non-traditional job market in the
country. New job titles and functions relevant to the emerging job sector other than
libraries in the information environment were noted.
The best arrangement for LIS training according to Minishi-Majanja, (2007) should
be decentralized or departmental LIS laboratories, so as to ensure that LIS students
have equal and relevant access to computers. In a centralized system (i.e. computer
laboratories open to all students) means heightened competition in accessing the
facilities, especially since the number of PCs are unlikely to be adequate for the
entire population of students (Minishi-Majanja, 2007). Koltay (2011) stated that in
front of emerging ideas students required digital skills and web information
searching capabilities. Therefore, the technology experts Nazir and Aslam (2010)

8
suggest that students need training in electronic resource utilization, browsing and
sharing information and developing information for achieving better academic
objectives. Using the Internet, information browsing from various sources require
search skills to enhance student higher academic research (Salmeron et al., 2018).
The study by Rafi, JianMing and Ahmad (2019) revealed a strong association
between students’ technological skill with using digital tools, utilization of database
resources and browsing networked information on the Web. The authors added that
students using digital tools and technological competencies are capable of
maintaining a better working relationship to achieve the academic objectives.

Kamba (2011) reported that the LIS curriculum development in Nigeria has shown
considerable strides in infusing ICT competencies as most LIS schools have
developed relevant ICT courses and also merged relevant ICT knowledge in
traditional curriculum. However, most LIS schools teach these ICT courses
theoretically because they have inadequate computer laboratories and poor Internet
access. The author added that the problems are to be found in the overall ICT policy
and infrastructures both at national and institutional levels, as well as the lack of
sustained funding, appropriate equipment, expertise and management in Nigeria and
LIS schools in particular. To this end, Rafi, JianMing & Ahmad, (2019) concluded
by calling for the use of technology and the involvement of students by library
professionals in a practical way so as to prevent the gap from widening.

Saka, Garba and Zarmai (2018) discussed key issues at stake by the proliferation of
Library and Information Science schools in Nigeria without due regard to the
established standards. In terms of physical infrastructure, location, staffing issues,
curriculum, laboratories and programme(s). The study pointed out the use of other
departmental facilities, building, over-relying on institutions’ library staff and part-
time lecturers from other library schools. They found that, the newly established
library schools are either located in institutions ‘libraries, under consultancy services
unit or as a unit of a department with their curriculum produced from the
harmonization of older library schools. Other key issues at stake include: inadequate
or absence of laboratories, workshops and the use of university librarians or outgoing
university librarians as the heads of library schools. The implications according to
the authors includes: provision of inadequate training and acquisition of the low level
of skills, over utilization of other departments’ facilities leading to failure in resource
evaluation and accreditation. The LIS schools in Nigerian universities run divergent
curriculum such that some have few ICT courses while others have more than
necessary courses which are not in line with NUC (2018) benchmark as this is
evident in researches carried out by Eyo et al. (2014) and Saka (2015).

9
Katuli-Munyoro and Mutula (2019) assessed Library and Information Science (LIS)
curricula in Zimbabwean universities and polytechnic colleges in the context of
perceived skills gaps and from employers’ perspectives on what is required from
graduate professionals in entry-level jobs. The study identified gaps in knowledge
as well as in functional and generic employability training in LIS curricula. These
are attributed to the transitory environment in which LIS departments operate, dated
educational models, shortage of well-developed multi-stakeholder mutual
partnerships and alliances, a lack of shared understanding and responsibility, an
expanding labour environment and the absence of continuous professional
development programmes. Alison (2014) notes that LIS employers demand
leadership, administrative know-how, and information and communication
technology (ICT) competencies.

Methodology
The study adopted document analysis method. In order to investigate the state of
computer literacy education in library schools in Nigeria, the researchers analyzed
the current courses of library schools in Nigeria that are explicitly on computer
literacy or related areas. Only the core LIS courses and not the elective courses were
analyzed to see if there is a departmental course on computer literacy or related area.
In Nigeria, the number of LIS schools has significantly increased. Presently, there
are about 35 library schools approved by National Universities Commission (NUC)
(NUC, 2019). The researchers collected departmental documents from 30 library
schools, the remaining 5 library schools could not be reached to collect their
departmental documents.

The data collection was in three parts. First, the researchers collected students’
handbooks of the department of LIS from 30 library schools containing the
curriculum for undergraduate programme. Secondly, some students of the LIS
departments in the various universities offering computer science course were
interviewed. The interview questions were:
1. is there a departmental computer laboratory for practical skills acquisition in
the LIS department?
2. Whether they have been taken to the LIS departmental computer laboratories?
Thirdly, some LIS lecturers from the universities offering “computer literacy” or
related areas were also interviewed. The interview questions for the lecturers are:
1. Is there a computer laboratory equipped with computers for students to
acquire computer skills? If ‘No’.
2. What could be the challenge of not having a computer laboratory in the LIS
department?
10
 The interview questions for the LIS students and lecturers were designed to answer
research question 4. The interview responses from the students and lecturers were
tape-recorded. The responses were group into two broad category: Yes or No. For
those who answer available were grouped as ‘Yes’ While those who mentioned not
available were grouped as ‘No’ and the responses incorporated into the discussion
section.

Results and Discussions

Universities offering the course computer literacy in their library school

curriculum
From June through October, 2020, the researchers collected and examined the LIS
curriculum of library schools in Nigeria to ascertain the availability of computer
literacy course or related courses offered.

Table 1: Universities that responded

s/n University Department Course Course Level
Code
1 Rivers State University, Port- Library & - - 100
Harcourt information Science
2 University of Port-Harcourt, Port-
Library and Computer appreciation LIS 112 100
Harcourt. Information Science to library (Basic
Computer skills)
3 Modibbo Adama University of Library and Introduction to LIS 211 200
Technology, Yola Information Science computers
4 Ahmadu Bello University, Zaria Library and Computers in LIB 217 200
Information Science information work.
5 University of Jos. Library and Introduction to LIS 106 100
Information Science computers
6 University of Abuja. Library and - - -
Information Science
7 Delta State University, Abraka. Library and Computer and data LIS 112 100
Information Science processing
8 Ajayi Crowther University, Oyo, Library and Computers and data LIS 100
Oyo State. Information Science processing 1202

9 Tai Solarin University of Library and Computer system and LIS 126 100
Education, Information Science data processing
10 University of Nigeria, Nsukka Library and Computers and data LIS 252 200
Information Science processing

11
11 Madonna University, Okija. Library and Introduction to LIS 233 200
Information Science computer/data
processing
12 Umaru Musa Yar’adua Library and Computers in LIS 200
University, Katsina. Information Science information work 2213
13 Abia State University, Uturu. Library and Basic computer IFS 106 100
Information Science operations
14 Ignatus Ajuru University of Library and Use of computers in LIS 223 200
Education. Port-Harcourt. Information Science library practice and
library automation
15 Ambrose Alli University, Library and Computer Literacy I LIS 106 100
Ekpoma. Information Science
16 Federal University of Library and - - -
Technology, Minna. Information
Technology.
17 University of Calabar, Calabar. Library and - - -
Cross River State. Information Science
18 Michael Okpara University of Library and IT tools and computerLIS 217 200
Education of Agriculture, Information Science applications
Umudike.
19 Bayero University Kano, Kano Library and Computer Practice I & LIS 200
State. Information Sciences II 2210

20 Nnamdi Azikiwe University, Library and Computer and LIS 210 200
Awka, Anambra State. Information Science data/Information
processing
21 Abubaka Tafawa Balewa Library and - - -
University, Bauchi, Bauchi State. Information Science
22 Imo State University, Owerri Library and Introduction to LBS 200
Information Science computers 230
23 Odumegwe Ojukwu University, Library and Introduction to LIS 210 200
Anambra State. Information Science computer and data/
information processing
24 Benue State University, Makudi Library and Computer Practice I &II LIS 210 200
Benue State. Information Science
25 University of Benin, Benin-City Library and Computers and Data LIS 220 200
Information Science processing
26 University of Ibadan, Ibadan Library Archival and Introduction to LIS 103 100
Information Studies information technology
27 Babcock University, Illishan Department of Introduction to IRMA 300
Remo. Information information technology 317
Resources
Management
28 University of Ilorin, Ilorin Library and - - -
Information Science

12
29 Enugu State University of Science Library and Computer and Data LIS 226 200
Technology. Information Science processing
30 University of Uyo Library and - - -
information science

Out of the 30 library schools investigated in Nigeria, 23 (77 percent) library schools
offered the course “computer literacy”, or related areas such as “introduction to
computers”, “introduction to information technology”, “computer and data
processing” as a core course in their curricula as the course codes indicate and not
as general study courses. But three universities specifically have the course titled
‘computer literacy’ as core course in the LIS department. They are: Ambrose Alli
University, Ekpoma, Edo State, Bayero University Kano, Kano State, and Benue
State University (Table 1). As the wind of change blow to our direction, change has
become inevitable; with ICTs development it has become necessary for LIS schools
in Nigeria to integrate these technologies in their course curricula and made it
necessary for the faculty staff, practitioners and students to have certain
competencies in the use of such technologies.

So many universities in Nigeria offer the course computer science as a general

course, For example, at the Modibbo Adama University of Technology, Yola,
“introduction to computing I” with course code CSC (Computer Science Course)
101, and Introduction to IT” and “computing with course code IMT (Information
Management Technology) 101”. At the university of Jos, they also have a general
course “introduction to computer applications – CS (Computer Science) 102” taken
from computer science department. All these are general courses with large
population of students in attendance. Students in these courses only read to pass the
exam and not to acquire computer skills. Therefore, it has become imperative for
LIS educators to periodically engage in curriculum review and updating in-line with
current employers’ needs. This may be why, IFLA (2012) recommended that the LIS
programme should include an ongoing review of policies and procedures in light of
anticipated changes in the library/information field and in the larger society. Faculty,
staff, and students should be involved in the planning and evaluation activities.
Employers and practitioners should be consulted as well. The aim of the IFLA’s
Guidelines is to provide library and information studies/science (LIS) schools
around the world with a set of guiding principles of preferred practice to use when
establishing and running their educational programmes.
Level of computer literacy education.
13
Results in Table 1 shows that the computer literacy course or related areas intended
to equip students with computer skills is mostly taught at the second year in 14
(58.3%) library schools. This may be why, Bulger et al., (2014) reported that
students get familiarity using technology when they are promoted to the next class.
The authors believe that the knowledge of digital literacy depends mainly on
academic experience rather than technical skills. It is a fact that Information and
digital literacy skills influence the search for information on the Internet (Coklar et
al 2017).

The study also revealed that 9 (37.5%) library schools teach the course to students
as first year course. Not surprising, some students become computer literate for the
first time at university and hence, many LIS schools have this as one of the
mandatory courses during the first year of undergraduate study. Ikoja-Odongo
(2006) observes that many students join the university without any computer skills
and hence much time is taken trying to make them computer literate.

Computer literacy course contents

At the Bayero University, Kano, and Benue State University, they have the course
titled Computer Practical I: offered at 200 and 400 levels (second and final year).
The course content: Basic knowledge about how to operate a computer, input data,
out-put data, and conduct searches on databases; application software; emphasis on
Ms word; spread sheet excel; uses of computers in libraries, library automation;
challenges facing the use of computers (the Nigerian situation).

At the Ignatus Ajuru University of Education, Port-Harcourt, they have the course
titled “Use of computer in library practices and library automation. The course
contents cover areas such as: types and functions of the computer; practical on use
of computers in the library; types of computer softwares used in the library; use of
computers in indexing and abstracting.

At the Imo State University, Owerri, they have a course in the LIS department titled
“introduction to computers”. The course contents cover areas such as: introduction
to the operations of the computer; types and generations of the computer; brief
history and parts of the computer; introduction to software; input and output devices;
operations of Microsoft word; starting the computer; operating the menu; creating
of file; and practical session on computer operations.

At University Nigeria Nsukka, they have a course titled “Computers and Data
Processing” practical course intended to equip students with computer skills. The

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course contents: basic computer skills and the fundamentals of data processing in
the library context; demonstration and practice using application programmes, e.g.
MS Word, Excel, Power Point, library software.

At the University of Ibadan, they have a course titled “Introduction to information

technology” The course contents cover areas such as: management and operations
of different multimedia formats; practical exercise in word processing; software
packages; internet surfing and downloading information; practical exercises on CD-
ROM technology; practical hands-on; overhead projector, graphics, power point
presentations; development and use of database systems; and introduction to
spreadsheet.

The course contents analyzed in the present study shows that the ‘computer literacy’
course contents of the various universities are in-line with the LRCN/NUC
recommendations for library schools in Nigeria. Technological diversity is needed
in our curricula to prepare graduates according to employers’ need. By providing
students with appropriate and regular training on computer skills, researchers believe
that the challenge of lack of IT/ICT skilled personnel in the African region can be
eliminated. In the fourth industrial revolution, information professionals’ (IPs) task
has become much broader, requiring adequate knowledge and skills to address
specific and general work operations in the library environment. Therefore, having
ICT-related training and support programmes in these trends would help LIS
graduates to not only work better, but also to expand their horizons in the library
environment.

Experience indicates that most computer-oriented problems are minor, and can be
resolved by users who know basic computer trouble shooting skills. Do (2014) and
Nguyen (2017) identified a gap between theory and practice in the Library and
Information Management field in Vietnam, in other words between what is taught
in universities and what is required in practice. In particular, most graduates lack
sufficient knowledge of technology (Nguyen, 2017) and according to one educator,
only 51.8 per cent of librarians are competent in using computers (Do, 2014).
Nguyen (2017) noted that only 30 per cent of librarians in Vietnam are equipped
with the competencies required to meet the needs of its libraries.

In South Africa, some universities have gone ahead to include a course on computer
troubleshooting skills. For example, Ocholla and Shongwe (2013) reported that at
the University of Zululand, the BA information science programme offered a course
on computer trouble-shooting to equip students with skills for basic computer repairs
enabling the un-interrupted use of computers. Interestingly, the authors added that
15
students from this qualification programme use this skill to earn a living. The
Canadian Library School established a computer center, to train professionals abroad
in developing library databases embedding technology into library information
science (LIS) courses and designing a policy to support digital literacy education
(Rafi, JianMing & Ahmad, 2019). In the same manner, Rahman, et al (2015)
recommended an integrated ICT program for students in achieving digital literacy
goals via skills development. According to Rafi, JianMing & Ahmad, (2019)
digitally embedded education system enhanced digital citizenship and extended
students’ cognitive skills beyond the classroom.

Availability of computer laboratories in the LIS department.

On provision of instructional resources and facilities, IFLA (2012)’s guidelines for
LIS programmes recommended in 2012 that, computer hardware and software and
multimedia resources should be available for students and staff and be sufficient for
the level of use required for coursework and faculty research, also adequate Internet
access and availability is required for faculty and students. For this reason, the
LRCN/NUC in Nigeria recommended that every LIS school in Nigeria should have
an ICT Laboratory equipped with
- Ratio of one computer to five (5) students in the LIS school
- Computers networked with internet connectivity.
- Mutimedia (Digital Cameras, Digital Projectors, Cable TV).
- Printers, Photocopiers and scanners
- Students’ personal laptops/tablets (LRCN - 2017).
Having this in mine, some students and lecturers in the LIS department were
interviewed to know whether there is a computer laboratory in the department.
Among 15 students interviewed across different library schools in Nigeria, it was
found that 10 (66.7%) out of the 15 mentioned that they do not have computer
laboratories in their department. One student mentioned – we do not have computer
laboratory in our department – 300 level student. A 400 level student mentioned -
no computer laboratory in our department. Another student mentioned – yes, we
have computer laboratory equipped with modern computers in our department – 200
level student. Among the students that responded that they have computer laboratory
in their department were asked further whether they have been taken to the
laboratory once for practice. This is what one 300 level student have to say – we
have not been taken to the computer laboratory once.

16
Out of 10 lecturers contacted from the library schools that offer the course computer
literacy or related areas, 7 (70%) confirmed that there is no computer laboratory in
the department. One lecturer mentioned – actually at departmental level we don’t
have computer laboratory. Another lecturer said – the department is not given fund
to acquire computers neither was the department provided with computers for such
laboratory. When asked further, he added that – even when request is made for
provision of computers, management does not respond. This shows that most of the
library schools that offer the course ‘computer literacy’ or the related areas with
contents such as practical session on computer operation for students to acquire
practical skills do not have computer laboratories. Responses from the interview
with LIS lecturers and students revealed that there are no computer laboratories for
the students to practice and acquire skills. This shows that majority of the library
schools do not comply with the LRCN/NUC directive. Only, few library schools
have computer laboratories for students to acquire practical skills. This trend does
not augur well for developing countries like Nigeria trying to produce ICT skilled
personnel to overcome the challenge of lack of ICT personnel in the region as
reported in previous studies (Ikoja-Odongo, 2006; Baro, 2010; Malik & Ameen,
2017; Baro, Obaro & Aduba, 2019).

The library schools in different developing countries like Nigeria can achieve
academic excellence which can further revolutionize the social, political, economic
and technological developments if adequate infrastructural facilities are provided.
How can a library school function effectively when there is no computer laboratory?
The survival or sustainability of library schools depends on adequate provision of
ICT facilities with Internet connectivity (Baro & Asaba, 2010). Students or products
of library schools can be prone to many job prospects if the computer laboratories
are made to function well.

Conclusion
The study revealed that majority of the library schools offer the course “computer
literacy”, or related areas as core course in their curriculum and not general study
courses. However, only few library schools have computer laboratories for students
practice to acquire computer skills. This show that the emphasis is mainly theoretical
and not practical, consequences of which leads to shortage of IT/ICT skilled
personnel in the region.

For the library schools in developing countries to face the challenge of the 21st
century, the they should emphasize information technology both in the theory and

17
practice. The new breed information worker needs to be well informed about the
tools for practicing his or her profession. The onus of accomplishing this task lies
with our library and information science schools. Furthermore, the teachers handling
the training of the students in library schools in developing countries like Nigeria
need to be re-trained in modern theory and practice of information technologies.

Recommendations
• Library schools in developing countries like Nigeria should continually
review their curricula and innovatively infuse a stronger ICT component.
Apart from the established procedures of curriculum review, heads of LIS
schools need to network and keep in contact with colleagues in other LIS
schools through correspondence, email or conference attendance so as to pick
up new ideas.
• LIS schools should begin to meet on a regular basis to discuss issues relating
to LIS education and training.
• For constant functioning of computers in the computer laboratories, a standby
generator or installation of solar energy should be provided since the supply
of power in countries like Nigeria is still erratic.
• Curricula should have more emphasis on practice rather than theory,
standardization among schools, collaboration among different stakeholders
and regular content upgradation with outcome based learning.
• The LRCN in collaboration with the NUC should curb the incessant
establishment of library schools in Nigeria and where necessary disaccredit
certain library schools that are not meeting the standards.

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