CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Human history suggests that successful information storage, display, and

transmission technologies may have once existed. People communicated using a variety
of tools and techniques. For storing and transmitting information from one location to
another and to the next generation, they may be using rocks and stones, papyrus, palm
leaves, animal leather, and exquisitely crafted and illuminated manuscripts, as stated by
Menon (2000), cited by Oyelude and Tiamiyu (2019). "The invention of printing made it
possible for information to be widely disseminated globally, leading to a more equitable
level of access to knowledge."

These days, power may be derived from knowledge, which can be thought of as
information. For its efficacy and equitable access, information may incorporate and
depend on the use of recently developed technologies, sometimes known as emerging
technologies. Emerging technologies have the potential to expand knowledge beyond
existing limitations and offer pertinent information when needed.

The explosion of information that has led to "computer technology (software)

extending the mental ability" (Adebayo & Ogunmodede, 2019) may be the cause of
emerging technologies. Thus, computers and their associated high-tech, low-touch
technologies may be considered emergent technologies. According to Anyaoku (2019),
these are the products that are leaving the lab and finding their way into the educational
community. They include multimedia applications, wireless communications, the
information highway, asynchronous mode integrated services digital networks (ISDN),
personal digital assistants, artificial intelligence, and virtual reality. These technologies,

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which rely on computer technology for their efficacy and enhanced capacities, would be
huge in brain yet compact in bulk. In a similar vein, Eirirmiokhale (2019) talked about
emerging technologies that are "currently incorporating into the lecturing learning
environment (process)" and included interactive video, CD-ROM, compact video disc,
Internet, WWW, teleconferencing, computers, satellites, and e-mail.

Before a technology is widely used, it might need to go through several phases of

development. A technology is more likely to be embraced and entrenched as normal
practice the more promise it possesses. As a result, many technologies are products of
their historical periods. While print and graphic aids were formerly important in
education, computers and associated technology may now have a similar place. Every
new technology may have advantages and a purpose, depending on which factors
influence its adoption. Thus, "Emerging Technologies" might be used to describe
emerging technologies that have potential but aren't yet completely utilized by the society
or educational system.

Emerging technologies might not always imply completely new technology.

According to Anyaoku (2019), a technology is considered emergent if it fits into one of
the following two categories: (1) "The majority of educational systems have not made use
of this technology since it is so new. The business [educational system] has not properly
utilized this quite well-established technology.

In the first category, which contains extremely new technologies, many library
schools are still unsure of how to best utilize them or even if they even want their
students to. Artificial intelligence and virtual reality are two of these truly innovative
technologies. Multimedia technologies are used in the second case. While many library
schools use multimedia, not all of them are making the most of its capabilities. This is
especially true with multimedia that adds graphics and audio effects to presentations. The

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reason these technologies are referred to as emerging is that their full potential must yet
be realized by the educational system as a whole.

Thus, Oni et al. (2020) described these as futuristic technologies. They claimed
that some of these technologies are items or procedures that the educational community
has not used much of in any way, despite their enormous potential, and that they suddenly
become important in order to influence and encourage interaction during the lecture-
learning process.

Technology use in library schools varies based on resources and needs. As a

result, not everyone can utilize all technologies equally and simultaneously. It can take
some time for everyone to get equal access to it. A technology can be utilized and used
repeatedly to become established or standard. The fact that many technologies that have
become standard and well-established in developed countries are still emerging in
emerging countries like Nigeria is explained by Obialo et al. (2021) as emerging
technology " a technology that is fairly well established, but educational system have not
fully exploited it." Thus, computer-related technologies that take a while to establish
themselves and aren't properly utilized by library educators, especially in emerging
nations, might be categorized as emerging technology. These include computers, Internet
and World Wide Web, teleconferencing and educational television.

Emerging technologies have an impact on all facets of human endeavor and could
be developed useful in the field of education and training to make library science
lecturers more creative only if they are aware of it (Omolewa, 2017). The use of new
technologies in the lecture-based learning process seems to be gaining significant
traction. Information technologies appear to facilitate and encourage lecturers' access to
information, as well as their ability to find and interact with facts and exchange
experiences and information in order to facilitate effective remote learning and lecturing.

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 How lecturers utilize this new technology to teach in their classes has a big impact
on how they use them themselves. There is a great deal of untapped potential in emerging
technology gadgets to improve student learning. But for the educator to fully tap into that
potential, awareness, comprehension, and utilization are prerequisites. To meet the
functional demands of their students, library and information science teachers must be
aware of and educate themselves on the complete spectrum of emerging technologies'
potential in diverse contexts. According to Basiru and Okwilagwe (2018), this will assist
them in giving students equal access to the curriculum and opportunities. It goes without
saying that this degree of "information as awareness" is essential to the final decision
about which device to employ. Due to the significance of this understanding, a number of
western nations use public awareness campaigns, workshops, and seminars to raise
awareness among their lecturers. The option to compare selected devices based on
performance, price, and dependability will help lecturers to work more efficiently and
quickly. The information will also be helpful in securing and making use of funds,
resources for training and evaluation, and details on upkeep and repairs.

Lecturers that are knowledgeable about new technologies will be better able to
advise students and request that the right technologies be purchased for their library
schools. It is imperative for lecturers to possess knowledge regarding the availability and
locations of various devices, as well as the ability to choose suitable emerging
technologies based on their own. The question of new technology availability in library
schools is closely tied to this. Unfortunately, most schools' resources and infrastructure
are outdated, making it impossible to use them.

It's possible that lecturers are unable to use emerging technology in the library
schools due to other issues. This is due to the fact that lecturers who have received
training in teaching may not simply forbid using technology in the library schools.

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Lecturers must possess a great deal of expertise in the selection and application of
technology for various interventions in order to use the technologies effectively.

The proficiency of the lecturers in utilizing the equipment throughout their

lectures is closely associated with this matter. emerging technology is incorporated into
lecturer training programs in many American and British countries so that lecturers and
educators graduate with the awareness, knowledge, and abilities necessary to use
emerging technologies properly but not the same in selected public library school in
South West, Nigeria. Falola et al. (2020) state that operational, functional, and strategic
competency are among the competencies that lecturers are taught to develop.

Operational competence: These are the abilities lecturers require to use a specific
emerging technology equipment. These could be complex abilities like typing on a
computer keyboard, or they could be simple skills like understanding how to operate a
single switch or button. Operational competence may encompass not just the ability to
use the device but also the ability to use other ways, like screen readers and voice
recognition. The abilities that come to mind first when discussing how lecturers should
utilise emerging technologies are operational ones.

Functional competence enables lecturers to understand how to use emerging

technology devices. With this ability, lecturers are liberated from the presumption that
students will be able to accomplish tasks just because they have access to a new
technology. This new technology also makes it easier for lecturers to anticipate how their
students will use the emerging technologies.

Strategic competence refers to the ability to use a device in practical scenarios.

This involves knowing when to employ a specific emerging technology device for a
given task rather than another. The course material in nations where emerging technology
is incorporated specifies the competences that students must master in order to graduate.
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For instance, it is generally believed that cities schools have greater access to social
utilities like electricity and better monitoring of their lecturers than do rural schools. In
addition, the majority of emerging technology require power to operate, which rural
communities might not have access to.

There's also the idea that library schools in cities have better resources than those
in rural places. It is unknown, though, if this holds true for the availability and application
of cutting-edge technologies by these lecturers.

Regarding lecturers’ employment of emerging technologies, another interesting

point to consider is their qualifications. Numerous lecturers at educational institutions
hold degrees ranging from master's to doctoral degrees from various academic
institutions. Their exposure to emerging technology will vary depending on the
institutions from which they graduated; hence, it is expected that their proficiency with
emerging technology devices will range depending on their exposure. Employers,
especially those in the library school, typically favor hiring master's and doctoral degree
holders as teachers. The government has also instituted a policy requiring a master's
degree as the minimal qualification for lecturing in higher education institutions, and only
those lecturers should be assigned to teach library school courses to students of higher
learning. There is also a need for this study because research has not demonstrated that
lecturers qualifications influence their proficiency with emerging technologies.

When job openings for lecturers’ positions are announced in Nigeria, it is

common for certain businesses to favor hiring male lecturers over female lecturers, and
numerous explanations have been offered. However, it is believed that many lecturers
may not like to use these devices because some of them are quite large to carry, some
demand online knowledge about the newest technology, and some are even stigmatizing.
It follows that some of them may be heavy for female lecturers to carry to the library

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schools, or they may not know enough about the newest trends. However, others believe
that female lecturers are more effective because they are superior to their male
counterparts in the library schools. They have offered a variety of arguments to back up
their claims, such as the fact that some think female lecturers are more empathetic and
others that they are more dedicated to their jobs. However, these attributes might or might
not be translated into proficiency in teaching or in the efficient use of emerging
technologies. The researcher does not currently know of any studies that have been done
to demonstrate that female lecturers are more adept than male lecturers at using new
technology. Since technology is used in the library schools and as a tool for instruction,
lecturers must be able to show that they are aware of its use and have the necessary skills.
In other words, it is imperative that lecturers demonstrate their awareness of and
proficiency with evolving technologies in order to provide students.

The use of emerging technologies by library and information science (LIS) lecturers

teaching and research is increasingly important in modern education. These

technologies can enhance both the learning experience for students and the efficiency

of research activitieswith an effective and meaningful education in this technological

age. The rapid pace of technological advancements is transforming how information is

accessed, organized, and disseminated. Emerging technologies such as artificial

intelligence, machine learning, blockchain, and augmented reality are increasingly

relevant to the field of LIS. In the context of higher education, including LIS programs,

there is a growing need to prepare students for careers where proficiency with

emerging technologies is becoming essential. This necessitates an exploration of how

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educators themselves are integrating these technologies into their teaching methods

and scholarly activities. Understanding how LIS lecturers engage with emerging

technologies is crucial for assessing their readiness to teach these topics effectively.

This includes examining their attitudes, skills, training needs, and barriers they face in

adopting new technologieies ( Anyaoku, 2019).

Emerging technologies also influence research methodologies and scholarly

communication within LIS. For instance, new tools and platforms for data visualization,
digital curation, and collaborative research have implications for how research is
conducted and disseminated. Identifying gaps in the existing literature related to the
adoption and use of emerging technologies by LIS educators. This may involve noting
limited empirical studies, specific technologies that have received less attention, or
geographic disparities in adoption rates.Discussing the potential contributions of the
study to the field of LIS education and research. This could include practical implications
for curriculum development, recommendations for professional development programs,
and theoretical advancements in understanding technology integration in educational
settings.

In light of this, the purpose of this study is to ascertain the degree of lecturers'
awareness of and utilization of emerging technologies, as well as the amount to which
they employ these tools when lecturing students in the South Western Zone of Nigeria.

1.2 Statement of the Problem

The world is changing very quickly, and the education industry is no different.
The need of integrating emerging technology into teaching and learning has grown
critical as the need for a trained labour force grows. Nonetheless, there have been

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questions raised about the use and awareness of these tools by lecturers in South-West
Nigerian schools. This study aims to solve the issue of lecturers in selected libraries
schools in southwest Nigeria not being sufficiently informed of or utilizing current
technologies.

Despite the rapid evolution and potential benefits of emerging technologies such
as artificial intelligence, machine learning, and augmented reality, there remains a gap in
understanding how effectively library and information science (LIS) lecturers integrate
and use these technologies into their teaching methodologies and research practices. This
study aims to investigate the usage, current adoption levels, challenges faced, and
opportunities for enhancing the integration of emerging technologies among LIS
educators. By identifying barriers to effective implementation and exploring strategies for
enhancing their utilization, this research seeks to provide insights that can inform
curriculum development, instructional design, and institutional policies aimed at fostering
more effective integration of emerging technologies in teaching and research across
diverse academic settings.

Many lecturers in selected libraries in southwest Nigeria are still not sufficiently
aware of the potential benefits of emerging technologies, despite government efforts to
provide access to and promote its usage in education. Due to a lack of knowledge, these
technologies are not being used to their full potential, which lowers educational quality
and restricts students' access to innovative teaching strategies. The adoption of these
technologies in the library schools may be hampered by certain lecturers' resistance to
change and preference for more conventional teaching techniques.

1.3 Objectives of the Study

To assess the level of awareness among lecturers in selected library schools in

Southwest Nigeria regarding emerging technologies.
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 To investigate the extent to which lecturers in library schools in Southwest
Nigeria are utilizing emerging technologies in teaching and research.

To identify the barriers and challenges faced by lecturers in integrating emerging

technologies into their lecturing methods.

To come up with recommendations that will enhance the use of emerging

technologies in teaching and research.

1.4 Research Questions

What is the level of awareness among lecturers in selected library schools in

Southwest Nigeria regarding emerging technologies?

How are lecturers in library schools in Southwest Nigeria using emerging

technologies in teaching and research?

What are the main barriers and challenges faced by lecturers in integrating
emerging technologies into their lecturing methods?

What recommendations can be developed to enhance the effective integration and

utilization of emerging technologies?

1.5 Significance of the Study

The academic world now relies heavily on research, and researchers are always
looking for ways to make their lectures more effective. The employment of emerging
technologies in library schools and its effects on student learning have garnered
increasing attention in recent years. However, lecturers in Southwest Nigerian libraries
schools have not received much attention about their awareness of or use of these tools.

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 It is impossible to overstate the significance of researching how lecturers at
selected library schools in Southwest Nigeria are utilizing and being aware of emerging
technologies. The goal of this study is to give a thorough overview of the lecturers' level
of familiarity with and use of emerging technologies at these library schools. It will also
highlight the difficulties lecturers encounter when integrating these tools into their
teaching strategies.

By The impact of technology on education and its rapid growth are two of the
main reasons this subject is essential. Traditional lecture techniques are insufficient in the
digital age to maintain students' interest and motivation. The use of emerging
technologies such as virtual and augmented reality, artificial intelligence, learning
analytics, learning management system, internet of things, blockchain, gamification, data
and analytics, on-demand video learning, online learning, cloud computing can greatly
improve the learning experience for students. As a result, it is imperative that lecturers in
library schools understand these technologies and their potential advantages.

Furthermore, this study is important in tackling the digital divide in educational

institutions as well. Some lecturers might be adept at employing emerging technology,
but others might lack the knowledge or abilities to use them in their lectures. It is possible
to close this knowledge gap and guarantee that all lecturers have the skills needed to
improve student learning by assessing the degree of familiarity with and use of these
technologies.

Moreover, the results of this study may have a practical influence on Southwest
Nigerian library schools' curricula. It is crucial that these institutions provide their
lecturers with the knowledge and abilities to use emerging technology, given the growing
demand for graduates who are tech-savvy. The study's findings might shed light on areas
that require development and guide the creation of lecturer training programs.

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 In addition, the study's importance extends to the general advancement of
Nigeria's education system. This study can add to the ongoing conversation about
modernizing and raising the standard of education in the nation by examining lecturers'
awareness of and usage of contemporary technology. Additionally, legislators can use it
as a guide when emerging plans to incorporate cutting-edge technologies into the
educational system.

Lastly, this study contributes significantly to the corpus of knowledge already

available on the awareness and use of emerging technologies in education. Although
studies on this subject have been done elsewhere in the world, Southwest Nigeria has
seen relatively little research on the subject. Thus, this research can close this knowledge
gap and advance lecturers’ awareness, understanding and use of new emerging
technologies in Nigeria.

1.6 Scope of the Study

The scope of this study is limited to selected library schools in the southwest region of
Nigeria. These schools were selected based on their reputation and accreditation. The
study will focus on the lecturers' awareness of emerging technologies, their perception of
the usefulness of these technologies, and their current usage in their lecturing methods

1.7 Definition of Terms

Awareness of Emerging Technologies: It refers to the level of knowledge and

understanding that lecturers in library schools possess regarding emerging technologies.

Emerging Technologies: These are innovative technological advancements that are in

the early stages of adoption and development within the field of library and information
science. Examples include but are not limited to artificial intelligence (AI), machine
learning, blockchain, virtual reality (VR), augmented reality (AR), and big data analytics.
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Lecturers: Educators and lecturers who are responsible for teaching courses, conducting
research, and providing guidance and support to students in library schools in Southwest
Nigeria.

Library Schools: Institutions of higher education that offer programs and courses related
to library and information science.

Use of Emerging Technologies: The extent to which lecturers actively integrate

emerging technologies into their teaching methodologies and scholarly activities in
library schools.

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 CHAPTER TWO

LITERATURE REVIEW

2.0 INTRODUCTION

This chapter consists of the review of related literature to the study. The review is
discussed under the following sub-heading:

2.1 Concept of Emerging Technologies

2.2 Awareness of Emerging Technologies by Lecturers in Library Schools

2.3. Utilization of Emerging Technologies by Lecturers in Library Schools

2.4 Types of Emerging Technologies used by Lecturers in Library Schools

2.5 Impact of Emerging Technologies in Teaching and Learning in Library Schools

2.6 Emerging Technologies and Research by Lecturers in Library Schools

2.7. Challenges in using Emerging Technologies among Lecturers in Library Schools

2.1 Concept of Emerging Technologies

Technology has become an integral part of modern society, influencing various

aspects of human life. Technology has revolutionized education by enhancing learning
experiences and accessibility. According to UNESCO, digital technologies enable
personalized learning approaches (UNESCO, 2021). Online platforms and educational
apps facilitate remote learning, making education more inclusive and flexible (Smith,
2020).

Emerging technologies refer to innovations that are currently developing or have

the potential to significantly impact various sectors such as healthcare, finance,
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education, and beyond. They often involve cutting-edge advancements in fields like
artificial intelligence (AI), biotechnology, nanotechnology, and renewable energy.
UNESCO (2012) describes emerging technologies as "technologies which are expected to
have significant impact on societies in the near future, often characterized by rapid
development, broad applicability, and the potential for transformational change.

Wikipedia (2019) describes emerging technologies as technologies whose

development, practical applications, or both are still largely unrealized. These
technologies are generally new but also include older technologies finding new
applications. Emerging technologies are often perceived as capable of changing the status
quo. Scholars have offered various definitions of emerging technologies based on their
characteristics and potential impacts. According to Borrás and Edquist (2013), emerging
technologies are "new scientific knowledge and its technological applications" that are
not fully developed but show potential for significant impact. This definition underscores
the dynamic nature and uncertain outcomes associated with emerging technologies

Emerging technologies are characterized by radical novelty (in application even if

not in origins), relatively fast growth, coherence, prominent impact, and uncertainty and
ambiguity. In other words, an emerging technology can be defined as "a radically novel
and relatively fast growing technology characterised by a certain degree of coherence
persisting over time and with the potential to exert a considerable impact on the socio-
economic domain(s) which is observed in terms of the composition of actors, institutions
and patterns of interactions among those, along with the associated knowledge production
processes. Its most prominent impact, however, lies in the future and so in the emergence
phase is still somewhat uncertain and ambiguous (Doudna, J. A. 2023).

Emerging technologies include a variety of technologies such as educational

technology, information technology, nanotechnology, biotechnology, robotics, and

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artificial intelligence. New technological fields may result from the technological
convergence of different systems evolving towards similar goals. Convergence brings
previously separate technologies such as voice (and telephony features), data (and
productivity applications) and video together so that they share resources and interact
with each other, creating new efficiencies (Sherman, W. R., & Craig, A. B., 2018).

Emerging technologies are those technical innovations which represent

progressive developments within a field for competitive advantage; converging
technologies represent previously distinct fields which are in some way moving towards
stronger inter-connection and similar goals. However, the opinion on the degree of the
impact, status and economic viability of several emerging and converging technologies
varies. Emerging technologies support educational transformation by providing
immersive learning experiences through virtual reality (VR) and augmented reality (AR)
(Dede, 2019). Such technologies enhance engagement and improve learning outcomes.

In the history of technology, emerging technologies are contemporary advances

and innovation in various fields of technology. Over centuries innovative methods and
new technologies have been developed and opened up. Some of these technologies are
due to theoretical research, and others from commercial research and development.
Technological growth includes incremental developments and disruptive technologies.
An example of the former was the gradual roll-out of DVD (digital video disc) as a
development intended to follow on from the previous optical technology compact disc.
By contrast, disruptive technologies are those where a new method replaces the previous
technology and makes it redundant, for example, the replacement of horse-drawn
carriages by automobiles and other vehicles (Alharby, M., & Almalki, F. A. 2020).

One of the primary challenges of not adopting emerging technologies in education

is exacerbating the digital divide. According to UNESCO, disparities in access to digital

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technologies hinder equitable learning opportunities for students from underserved
communities (UNESCO, 2021). Without adequate access to devices, high-speed internet,
and digital learning resources, students may struggle to participate fully in modern
educational experiences (Common Sense Education, 2020).This results to poor teaching,
failure of students and lack of concentration in students creates the need for lecturers in
library school to be aware of emerging technologies and it’s effective usage in teaching,
learning and research.

2.2 Awareness of Emerging Technologies by Lecturers in Library Schools

This unexpecteded shift to online learning brings to bare the awareness of

lecturers in the use of emerging technologies. Awareness demands recognising or
acknowledging the existence of these emerging by lecturers, while it is also being
aware of practical exhibition of necessary skills by lecturers in creating, accessing,
manipulating, organizing, and sharing information using emerging technologies. The
New International Websters Dictionary of English Language’s (2013) defines awareness
as possessing knowledge of some fact or action; a state of being conscious or aware; or
being cognizant. According to Akpojotor (2016), awareness refers to knowledge or
perception of a situation, facts, consciousness, recognition, realization, grasp and
acknowledgement, concern about, and well-informed interest. Abba and Adamu (2019)
add that awareness entails lecturers’ ability to know about Internet services and other
technological tools that can be used in carrying out academic activities, and also to be
aware of the ability or skills possessed by lecturers in operating or using Internet
services and other technological resources for their activities.

Saad and Sankaran (2020) assert that technological proficiency is the teachers’ or
lecturers’ ability to integrate technology into instruction in order to improve learning and
productivity. Awareness of emerging technologies is often defined as the extent to which

17
individuals or organizations possess knowledge and understanding of new and potentially
disruptive technologies (Rogers, 2023). It encompasses not only awareness of the
existence of these technologies but also their potential applications, benefits, and
implications (Smith, J. 2022)

In the rapidly evolving landscape of technology, the awareness of emerging

technologies among lecturers plays a crucial role in shaping adoption, innovation, and
societal impact particularly to education. Smith, J. (2022) describes awareness of
emerging technologies in education as lecturers knowledge and understanding of new
tools, platforms, and methodologies that can enhance instructional delivery and student
engagement. It encompasses awareness of both the existence and potential educational
benefits of these technologies.

Understanding the factors that influence lecturers' awareness of emerging

technologies is essential for effective technology integration in educational settings.
Ertmer 2005 explains that professional development programs significantly impact
teachers' awareness of emerging technologies. Effective training sessions provide
lecturers with the knowledge and skills necessary to adopt new technologies. Lecturers'
perceptions of the benefits of using emerging technologies influence their awareness.
Technologies perceived to enhance teaching effectiveness, student engagement, and
learning outcomes are more likely to attract lecturers' attention (Davis, 2022).
Collaboration and peer influence within professional communities can enhance
awareness. Discussions, sharing of experiences, and peer recommendations contribute to
lecturers' awareness of emerging technologies (Penuel et al., 2020). Individual factors
such as technological proficiency, innovativeness, and adaptability also influence
lecturers' awareness and readiness to adopt emerging technologies (Fishbein & Ajzen,
2019).

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 The alignment of emerging technologies with pedagogical practices influences
teachers' awareness and adoption. Technologies that align well with instructional goals
and teaching methods are more likely to be recognized and integrated by lecturers
(Mishra & Koehler, 2024). Hattie (2019) stressed that lecturers' awareness of emerging
technologies can also be influenced by student feedback and engagement. Technologies
that resonate with students' interests and learning preferences may garner more attention
from teachers seeking to enhance student motivation and learning outcomes. Desimone et
al. (2020) further explains that participation in professional learning communities (PLCs)
focused on technology integration fosters collaboration, sharing of best practices, and
collective problem-solving, will thereby enhancing lecturers' awareness and competence
with emerging technologies. Comparative studies across different countries and cultures
provide insights into how educational contexts and cultural factors influence teachers'
awareness and adoption of emerging technologies, highlighting the need for context-
specific strategies (Sandoval-Hernández & García-Peñalvo, 2019).

The awareness of emerging technologies among lecturers plays a pivotal role in

modern educational practices. Lecturers' awareness of emerging technologies offers
multifaceted benefits that extend beyond traditional classroom boundaries. As technology
continues to evolve, educators who are informed and proficient in utilizing these
innovations can enhance student engagement, learning outcomes, and overall classroom
dynamics. Lecturers who are aware of emerging technologies can leverage these tools to
create more engaging and interactive learning experiences. For instance, interactive
whiteboards, virtual reality (VR), and educational apps allow educators to present
complex concepts in visually stimulating ways, catering to diverse learning styles (Hew
& Brush, 2007; Chai et al., 2023).

Lecturers aware of emerging technologies can cultivate essential 21st-century

skills such as digital literacy, critical thinking, collaboration, and problem-solving.
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Integration of tools like coding platforms, digital storytelling tools, and online
collaboration suites prepares students for future workforce demands (Partnership for 21st
Century Skills, 2009; Voogt et al., 2013). Awareness of emerging technologies equips
teachers to educate students about responsible digital citizenship, online safety, and
ethical use of information. Lecturers serve as role models in guiding students' digital
behavior and promoting internet literacy (Ribble, 2015; Lindsay, 2016)

Lecturers' awareness of emerging technologies in Library and Information

Science is fundamental for advancing education, research, and professional practice in
the digital age. The awareness of emerging technologies among lecturers is crucial for
transforming educational practices. Lecturers' awareness of emerging technologies
informs the development of relevant and responsive LIS curricula. Integrating topics such
as digital libraries, information retrieval systems, data management, and digital
preservation prepares students to address contemporary challenges and opportunities in
information management (Chowdhury & Chowdhury, 2010; Borgman, 2017). Knowledge
of emerging technologies enables lecturers to employ innovative teaching strategies that
engage students and foster critical thinking. Interactive technologies, virtual learning
environments, and multimedia tools enrich instructional delivery, promoting active
learning and knowledge application (Borgman, 2023; Lankes, 2023).

Awareness of emerging technologies equips lecturers to nurture technological

proficiency and digital literacy among students. Proficiency in digital curation, metadata
standards, information visualization, and database management empowers graduates to
excel in diverse roles within libraries, archives, and information centers (Chowdhury,
2017; Giaretta, 2017). Lecturers aware of technological trends can introduce cutting-edge
tools and methodologies into LIS education. Topics such as artificial intelligence,
machine learning, blockchain technology, and augmented reality prepare students to

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leverage innovations that redefine information access, retrieval, and dissemination
(Rogers, 2020; Bawden & Robinson, 2022).

Awareness of emerging technologies stimulates research and scholarship in LIS.

Lecturers can encourage students to explore emerging trends through research projects,
case studies, and collaborative endeavors, advancing knowledge and contributing to the
evolution of information science (Tenopir et al., 2017; Casey & Stephens, 2007).
Continued awareness and engagement with emerging technologies support lecturers'
professional development. Participation in conferences, workshops, and professional
networks enables lecturers to stay abreast of technological advancements, refine teaching
practices, and share best practices with peers (Markey, 2010; Breeding, 2019).
Understanding the ethical and social implications of emerging technologies is essential
for lecturers in LIS. Discussions on privacy, intellectual property rights, digital
citizenship, and information ethics prepare students to navigate ethical dilemmas and
advocate for responsible information practices in digital environments (Library of
Congress, 2010; Luo, 2016).

The awareness of emerging technologies among male and female lecturers,

addresses potential gender differences and implications for LIS education and practice.
Research by Becker (2010) suggests that male lecturers often demonstrate higher
proficiency and comfort with latest technology, including emerging tools and platforms,
compared to their female counterparts. This difference can influence teaching approaches
and integration of technology in LIS curricula. Gender disparities in technology
awareness can stem from perceived barriers and challenges unique to male and female
lecturers. Research highlights concerns such as confidence levels in using new
technologies, access to training and professional development opportunities, and
institutional support for integrating emerging technologies into curricula (Luo, 2016;
Markey, 2010). Studies emphasize the importance of tailored training programs and
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mentorship opportunities to support both male and female lecturers in being aware,
acquiring and applying emerging technologies effectively in LIS education (Breeding,
2019; Lankes, 2023).

Studies indicate significant differences in the adoption and awareness of emerging

technologies based on lecturers' age groups. Younger lecturers, often classified as digital
natives, tend to demonstrate higher proficiency and comfort with technology, including
social media, mobile applications, and collaborative tools (Prensky, 2021). In contrast,
older lecturers may exhibit varying degrees of familiarity and readiness in integrating
new technologies into teaching and professional practice and sometimes red-hear
awareness to latest emerging technologies (Jenkins et al., 2023). Age-related differences
in technological awareness influence teaching methodologies and instructional practices
in LIS education. Younger lecturers are more likely to leverage interactive technologies,
multimedia resources, and online platforms to enhance student engagement and learning
outcomes (Oblinger & Oblinger, 2023). Older lecturers may adopt a more traditional
approach, incorporating technology cautiously or relying on established teaching methods
(Jenkins et al., 2024).

2.3. Utilization of Emerging Technologies by Lecturers in Library School

Utilization as defined by uhegbu (2007) as the putting into use of

acquired technologies and information. The advent of emerging technologies has
significantly influenced teaching practices, offering new opportunities for educators to
enhance learning experiences and engage students in innovative ways. Emerging
technologies has indeed transformed teaching practices, opening up new avenues for
educators to enrich learning experiences and foster engagement through innovative
approaches (Siemens, G., & Long, P. 2021).gies in order to provide students.

22
 In recent years, the rapid advancement of emerging technologies has
revolutionized various facets of education, profoundly impacting teaching methodologies,
learning environments, and student engagement. Educators worldwide are increasingly
integrating these technologies into their pedagogical practices to enhance learning
outcomes and prepare students for the complexities of the modern world.Emerging
technologies encompass a broad spectrum of innovations, including but not limited to
artificial intelligence (AI), augmented reality (AR), virtual reality (VR), blockchain,
Internet of Things (IoT), and advanced data analytics.

These technologies offer educators unprecedented opportunities to personalize

learning experiences, promote collaborative learning environments, and cater to diverse
learning styles (Crompton, 2017; Johnson, Adams Becker, Estrada, & Freeman, 2015).
These technologies also offer educators unprecedented opportunities to tailor
instructional strategies to individual student needs, foster collaborative learning
environments, and engage learners in interactive and immersive educational experiences
(UNESCO, 2020; Johnson et al., 2015; Dede, 2010). For instance, AI-driven adaptive
learning systems can dynamically adjust instructional content based on individual student
performance, fostering personalized learning pathways (D'Mello, 2019).

The utilization of emerging technologies by lecturers in library and information

science (LIS) is at the forefront of transforming how information professionals engage
with and deliver knowledge in modern educational environments. For instance, AI and
machine learning algorithms are revolutionizing information retrieval and metadata
management processes within library education enabling more efficient cataloging,
classification, and personalized recommendation training (Joho et al., 2018; Lu & Liu,
2018). augmented reality and virtual reality technologies are being utilized to create
immersive learning experiences, where students can engage with digital collections,
explore virtual libraries, and simulate archival processes in a hands-on manner (Hussain
23
& Welch, 2020; Yang & Guo, 2018). Liao (2016) stressed that despite the transformative
potential of these technologies, their effective integration into LIS education requires
addressing several challenges. These include concerns related to digital literacy among
students and educators, privacy and ethical implications of data management,
infrastructure readiness, and the need for continuous professional development to keep
pace with technological advancements (Koltay, 2016; Liao, 2019; Veer et al., 2017).

Smith, J. (2022) further explains the benefits of utilizing emerging technologies

such as artificial intelligence (AI) and machine learning (ML) empowering lectures to
personalize learning experiences based on individual student needs, preferences, and
learning styles. AI-driven adaptive learning platforms analyze student data in real-time to
provide personalized recommendations, feedback, and content delivery, thereby catering
to diverse learning paces and abilities (Liao & Gong, 2021; Smith, J. 2022). These
technologies enable lecturers to differentiate instruction effectively, foster student
engagement, and optimize learning outcomes in both traditional and online learning
environments. Mishra and Yadv (2018) further emphasize on the need for digital
collaboration tools and platforms to facilitate seamless communication and collaboration
among teachers, students, and peers across geographic boundaries. Cloud-based
technologies enable real-time sharing of resources, collaborative editing of documents,
and synchronous interactions through video conferencing and virtual classrooms (Mishra
& Yadav, 2018). Lecturers leverage social media platforms and online discussion forums
to promote peer-to-peer learning, knowledge sharing, and community building among
students, enhancing collaborative problem-solving skills and digital citizenship (Junco,
Heiberger, & Loken, 2011).

The integration of emerging technologies fosters continuous professional

development and lifelong learning among lecturers. Online learning management systems
offer access to professional development courses, webinars, and digital resources that
24
support teacher growth and innovation (Herring, 2018). Teachers engage in self-paced
learning experiences, participate in virtual communities of practice, and explore emerging
pedagogical trends and technologies to enhance their instructional repertoire and adapt to
evolving educational landscapes (Owston, Lupshenyuk, & Wideman, 2011). Emerging
technologies streamline the assessment process and provide timely feedback to students,
enhancing formative and summative evaluation practices. AI-powered assessment tools
analyze student responses, identify patterns of learning, and generate insights into
individual and group performance (Al-Rahmi, Othman, & Yusuf, 2018). Teachers can use
predictive analytics to anticipate student needs, intervene proactively, and tailor
instructional strategies to address learning gaps effectively. Automated grading systems
and digital portfolios enable teachers to focus more on pedagogical interactions and
student support, rather than administrative tasks (Ustuner & Caputlu, 2018).

According to Rieh and Hilligoss (2008), digital literacy encompasses the ability to
locate, evaluate, and ethically use information from diverse sources, a skill set crucial for
educators to impart to future LIS professionals. The rapid evolution of technologies such
as artificial intelligence (AI), machine learning, and blockchain necessitates continuous
updates to digital literacy frameworks (Lazonder & Harmsen, 2016). Effective
pedagogical strategies are essential for integrating emerging technologies into LIS
curricula. Wang and Wu (2019) emphasize the importance of active learning approaches,
collaborative projects, and experiential learning opportunities supported by technologies
like virtual reality (VR) and augmented reality (AR). These strategies not only engage
students but also foster critical thinking and problem-solving skills necessary for
navigating complex information environments (Raman & Yap, 2019). Despite the
transformative potential of emerging technologies, educators face several challenges in
their integration into LIS education. Inadequate faculty training, resistance to change, and
concerns over privacy and data security are frequently cited barriers (Huvila, 2015; Hirsh,

25
2018). However, these challenges also present opportunities for research and innovation
in pedagogical practices and curriculum development (Lau, 2020). Looking ahead, the
future of technology-enhanced learning in LIS education promises continued innovation
and adaptation. Emerging trends such as the Internet of Things (IoT) and big data
analytics are expected to further reshape information services and educational practices
(Bawden & Robinson, 2016). Educators must remain proactive in exploring these
technologies to prepare students for careers in an increasingly digital and interconnected
world.

Emerging technologies is constantly evolving, with new discoveries and

technologies being produced regularly, lecturers need to stay informed about the latest
trends to adopt best available solutions. (Rizzo, et Bawden 2021). Usage of these
emerging technologies is crucial to lecturers. A study by Oladokun, I.O. and Afolabi,
I.T. (2019) assessed the adoption level and factors influencing lecturer’s decision to adopt
emerging technologies in library and information science in Nigeria. The study found
that the adoption of emerging technologies is an important parameters and components
for improvement in teaching, learning and research, especially in developing countries.
Oladokun and Afolabi's study provides insights into the varying levels of adoption of
emerging technologies among lecturers. It highlights that while some lecturers embrace
new technologies to enhance teaching methodologies and library services, others exhibit
hesitation or resistance due to factors such as limited resources, lack of training, and
institutional support (Oladokun & Afolabi, 2019). Supportive institutional policies and
leadership commitment to integrating technologies into the curriculum are essential
enablers of utilization. Institutional barriers, such as bureaucratic processes and limited
funding, can impede technology adoption initiatives (Oladokun & Afolabi, 2019).

2.4. Types of Emerging Technologies used by Lecturers in Library Schools

26
 Academic and professional journals serve as primary sources of information on
emerging technologies in LIS. Publications such as the Journal of Education for Library
and Information Science and the Journal of Information Science provide educators with
scholarly articles, research findings, and case studies on innovative technologies,
including artificial intelligence (AI), machine learning, and blockchain applications.etc
(Bawden & Robinson, 2016; Hirsh, 2018). Lau, (2020) explains that online communities
and social media platforms serve as informal yet influential sources of information on
emerging technologies in LIS. Platforms such as Twitter, LinkedIn groups, and
specialized forums enable educators to connect with peers, share resources, and
participate in discussions on technological trends, challenges, and innovations in library
and information services.

Examples of emerging technologies are gamification, blockchain, augmented

reality, virtual reality, artificial intelligence, cloud computing, mobile learning, machine
learning, internet of things, robotics, wearables technology, simulation 3D printing,
digital libraries .etc.( Wikipedia 2020). These emerging technologies are useful to
lecturers in LIS discipline. Digital libraries have transformed access to information,
providing extensive collections of resources in digital formats. Borgman (2020) discusses
how digital libraries facilitate efficient information retrieval and management, essential
for teaching courses on information organization and access in LIS. Roman-Gonzalez et
al. (2019) highlight AI's role in enhancing information retrieval, personalizing user
experiences, and automating routine tasks in library settings, influencing how lecturers
prepare students for evolving roles in information services. Chen et al. (2018) discuss the
application of data mining and analytics in collection development, user engagement
strategies, and decision-making processes within LIS education, guiding lecturers in
evidence-based teaching practices

27
 Virtual reality and Augumented reality technologies offer immersive experiences
that enrich teaching and learning in LIS. Li and Luo (2021) explore VR's potential in
creating interactive simulations for teaching information literacy skills and showcasing
library environments virtually, providing lecturers with innovative tools to engage
students in hands-on learning experiences. Blockchain technology ensures secure and
transparent management of digital assets, impacting information governance and archival
practices in LIS. Veis and Papadakis (2020) discuss blockchain's application in ensuring
data integrity, authenticity, and decentralized access to digital archives, relevant for
lecturers teaching courses on digital preservation and information security. Mobile
technologies facilitate anytime, anywhere access to library resources and support
collaborative learning in LIS. McLean (2019) reviews the role of mobile apps in
enhancing student engagement, accessing e-books, and participating in virtual
discussions, assisting lecturers in integrating mobile learning strategies into their teaching
methodologies. Bogost (2021) critiques gamification while highlighting its potential in
motivating learners to develop critical thinking skills, navigate information resources
effectively, and participate actively in learning activities within LIS programs.
Gamification techniques and educational games are increasingly used in LIS education to
enhance student motivation, engagement, and learning outcomes. By incorporating game-
design elements such as points, badges, leaderboards, and storytelling into instructional
activities, educators can create immersive learning experiences that encourage active
participation and knowledge retention (Stewart & Bederson, 2018). Gamification in LIS
education can be applied to teach information literacy skills, library management
concepts, and user experience design principles, fostering a competitive yet collaborative
learning environment among students.

Smith (2022) presents a case study of implementing AI-powered virtual assistants

in teaching, learning and research s. The study demonstrates how AI enhances

28
interactions, provides personalized assistance, and optimizes service delivery, influencing
how lecturers prepare students for AI-driven library environments. Johnson et al. (2023)
describe using VR technology to teach research methods in LIS. The case study
illustrates how VR simulations simulate research environments, facilitate hands-on
learning experiences, and enhance student understanding and application of research
methodologies. Brown and Green (2021) examine a project integrating blockchain
technology for managing digital archives. The case study highlights blockchain's role in
ensuring data authenticity, traceability, and long-term preservation of digital assets,
guiding lecturers in teaching principles of digital archives management and information
governance.

2.5. Impact of Emerging Technologies to Lecturers in Teaching and Learning in

Library Schools

Technology enables lecturers to employ diverse teaching strategies beyond

traditional methods. For instance, interactive whiteboards facilitate dynamic presentations
(Smith, J. 2022). This versatility caters to various learning styles, enhancing engagement
and understanding among students. Technology provides lecturers with access to vast
digital resources such as online libraries, databases, and educational websites. This access
expands the breadth and depth of content available for teaching, allowing instructors to
incorporate current research and diverse perspectives into their lectures (Bates, 2022).
Technology facilitates global collaboration among lecturers and researchers through
platforms like video conferencing, collaborative tools, and social media (Smith, J. 2022).
Lecturers can collaborate on research projects, share teaching practices, and engage in
professional discourse with colleagues worldwide, enriching their professional
development.

29
 Emerging technologies have significantly reshaped teaching and learning in
library and information science (LIS) education, influencing student perceptions,
engagement levels, and learning outcomes. Studies have shown that gamification
techniques, such as incorporating game-like elements into educational activities, increase
student motivation and engagement. For example, Deterding et al. (2021) highlight how
gamified learning environments encourage active participation and persistence among
students by leveraging rewards, competition, and achievement systems. Research
indicates that gamification enhances student participation by integrating game-like
elements such as rewards, challenges, and leaderboards into educational activities
(Hamari et al., 2014). This approach encourages active participation and fosters a sense
of achievement among students, thereby increasing their overall engagement levels.
Research by Li et al. (2014) demonstrates that gamified learning environments not only
enhance engagement but also promote learning outcomes by making educational tasks
more enjoyable and challenging. According to Sailer et al. (2017), gamified learning
environments promote active participation, competition, and enjoyment among students,
leading to higher levels of engagement and sustained interest in learning tasks.

Studies by Ke (2016) and Li et al. (2020) demonstrate that virtual reality and
augmented reality technologies improve student understanding and retention of complex
concepts by providing interactive and experiential learning environments. Lecturers in
library and information science use virtual and augmented reality in enhancing the modes
of teaching and it helps in scholarly research. It creates immersive learning experiences
that capture students' interest and increase engagement. Li and Tsai's study underscores
the transformative potential of virtual reality in education as follows (1) VR transforms
teaching from passive to active, allowing LIS lecturers to create dynamic, interactive, and
personalized learning environments. (2) VR captivates students' attention and motivates
them to explore and interact with content in new ways. This increased engagement fosters

30
curiosity and a deeper interest in learning. (3) VR facilitates the integration of
multidisciplinary content by providing a platform for cross-curricular exploration and
collaboration. (4) Continued research and development in VR technologies enhance their
usability, affordability, and educational efficacy, paving the way for broader adoption in
educational institutions worldwide. (5) VR can address challenges in traditional
education, such as limited resources, access to real-world experiences, and maintaining
student interest. It bridges the gap between theoretical knowledge and practical
application. (6) By enhancing engagement and understanding, VR contributes to
improved learning outcomes. Students retain knowledge better when they are actively
involved in the learning process through immersive experiences. (7) VR represents a
cutting-edge technology that transforms how educators deliver content and engage
students. It offers a unique opportunity to create immersive learning experiences that
cater to diverse learning styles and preferences. (Li and Tsai, 2013).

Augmented reality fosters innovation in educational practices by encouraging

lecturers to develop creative and engaging instructional materials. It encourages
collaboration, experimentation, and the integration of multimedia content into curriculum
design. Augmented reality redefines pedagogical approaches by integrating digital
content seamlessly into physical environments. It enables lecturers to deliver
personalized and differentiated instruction that caters to individual learning styles and
preferences (Wu et al. 2023).

Artificial Intelligence (AI) has increasingly influenced various facets of

education, including teaching, learning, and research in Library and Information Science
(LIS). The integration of AI in education supports lecturers in delivering engaging and
effective lessons, as highlighted in research by Veletsianos and Houlden (2020). Cloud
computing enables lecturers to access teaching materials, course content, and educational

31
resources from any location with internet access. This flexibility enhances instructional
delivery and supports remote teaching scenarios.

According to Armbrust et al. (2023), cloud computing provides scalable access to

computing resources, allowing educators to deploy applications and access data
seamlessly. Cloud computing reduces the need for costly on-premises IT infrastructure in
educational institutions. Lecturers can leverage cloud services for storage, computing
power, and software applications without significant upfront investments.

The cost-effectiveness of cloud computing in education is highlighted in studies

such as that by Armbrust et al. (2023), which discusses the economic benefits of cloud-
based services for lecturers. As noted by Mell and Grance (2011), cloud computing's
scalability enhances the agility of educational institutions in responding to changing
student needs and technological advancements. Machine learning (ML) and mobile
learning (m-learning) have significantly impacted lecturers in teaching by enhancing
instructional strategies, personalizing learning experiences, and facilitating access to
educational resources. Research by Sharples et al. (2024) discusses how mobile
technologies enhance student engagement and interaction in educational settings,
supporting active learning and knowledge sharing. Cook et al. (2024), highlights the
benefits of machine and mobile learning to lecturers. Machine learning enables lecturers
to analyze large datasets to gain insights into student learning patterns, identify at-risk
students, and optimize teaching strategies. Predictive analytics and learning analytics
tools help lecturers make data-driven decisions to improve instructional outcomes.

Lecturers in LIS also make use internet of things for attendance tracking,
managing classroom resources, and optimizing learning environments. According to Gao
et al. (2019), Internet of things technologies enhance classroom management by
providing lecturers with data-driven insights into student engagement and behavior.

32
Internet of things enables interactive learning environments where lecturers can integrate
smart devices and applications to deliver personalized learning experiences. Smart
classrooms equipped with internet of things devices support adaptive learning paths and
personalized feedback. Research by Chao et al. (2017) discusses how internet of things
fosters interactive learning experiences through the integration of smart technologies and
educational applications. Internet of things provides researchers with opportunities for
collecting real-time data from internet of things-enabled devices and sensors. This data
can be analyzed to study educational trends, conduct experiments, and explore emerging
technologies in teaching and learning by lecturers. Research by López-Morteo et al.
(2020) discusses the use of internet of things for data-driven research in educational
contexts, emphasizing its role in advancing educational research methodologies by
lecturers.

The flipped classroom model utilizes technology to deliver instructional content

online, outside of class time, while using face-to-face class time for interactive activities
and discussions (Bergmann & Sams, 2012). Lecturers can create pre-recorded lectures,
tutorials, and quizzes, freeing up class time for deeper engagement and application of
concepts. Adaptive learning systems is also an example of emerging technologies that is
useful to lecturers in LIS in their teaching, for lecturers, these systems provide insights
into each student's strengths, weaknesses, and learning pace. This allows them to
personalize their teaching strategies, recommend targeted resources, and intervene when
students struggle, thereby improving overall learning outcomes (Kulik, 2016). From the
various research conducted over the years, it can be concluded without any argument that
emerging technologies is crucial to the needs of lecturers in library school and its benefits
to education is second to none.

2.6. Emerging Technologies in Research by Lecturers in Library Schools

33
 The rapid advancement of technology has significantly influenced various fields
of academia, leading to transformative changes in research, and interdisciplinary
collaboration. According to Zhang et al. (2023) Big data and analytics are increasingly
being utilized in educational research to identify trends, predict outcomes, and
personalize learning.

One of the primary needs for emerging technologies in research is the efficient
management and analysis of vast amounts of data. Traditional methods of data collection
and analysis are often inadequate in handling the volume, variety, and velocity of data
generated today. Technologies such as Big Data analytics and cloud computing are
essential for overcoming these limitations. According to Bowers and Patel (2024), the
ability to analyze large datasets using machine learning algorithms helps researchers
uncover patterns and insights that would be difficult to discern. The proliferation of data
in research necessitates advanced tools for efficient management and analysis. Big Data
analytics tools enable researchers to process and analyze large datasets, uncovering
patterns and insights that would be impossible to detect using traditional methods.
According to Kumar et al. (2024), these tools allow researchers to perform complex
statistical analyses and predictive modeling, thus enhancing the quality and scope of
research findings (Kumar, R., Sharma, P., & Singh, V. 2024).

Cloud computing further supports data management by providing scalable storage

solutions and computational power. Researchers can access and process data remotely,
collaborate in real-time, and leverage powerful computing resources without the need for
extensive local infrastructure (Lee & Chang, 2023). This flexibility is crucial for handling
large-scale experiments and longitudinal studies that generate significant amounts of data.

Emerging technologies are also crucial for improving the accuracy and reliability
of research results. For instance, advancements in machine learning and AI are being

34
applied to enhance data precision and reduce human error. Machine learning algorithms
can automatically detect anomalies, refine predictive models, and improve the accuracy
of data interpretation (Garcia et al., 2023). the realm of academic research, Lee et al.
(2024) examine how blockchain can be used to secure and validate academic credentials.
Their findings suggest that blockchain can provide a decentralized and tamper-proof
system for managing academic records, which could address issues of academic fraud
and verification (Lee et al., 2024). This application of blockchain represents a significant
advancement in how educational credentials are managed and verified.

Lecturers in library schools play a vital role in bridging the gap between
theoretical knowledge and practical application. Research by Johnson and Miller (2023)
emphasizes that continuous academic inquiry into emerging technologies ensures that
libraries can adopt new innovations effectively and stay relevant in a rapidly changing
environment. As technology evolves, so must the skills of library science educators.
Research by Patel and Evans (2024) highlights the need for continuous professional
development in emerging technologies. Educators who engage in research and
professional development are better equipped to teach new technologies effectively and
integrate them into their courses. This ongoing learning helps educators stay current with
technological advancements and improves their ability to teach these concepts to
students. Also, Research by Taylor and Martin (2024) highlights that educators who
engage in research on emerging technologies can drive curriculum changes that
incorporate new tools and methodologies. For instance, incorporating cloud computing,
semantic web technologies, and advanced data management systems into coursework
helps students develop skills that align with current industry practices. Research into
emerging technologies helps educators address the ethical and social implications
associated with their use. Studies by Lee and Smith (2024) highlight the importance of

35
incorporating discussions on data privacy, digital equity, and ethical AI use into the
curriculum.

Research on emerging technologies significantly impacts library science teaching

by fostering critical thinking, promoting interdisciplinary and global perspectives,
enhancing collaboration, and supporting lifelong learning. Additionally, it helps educators
address diverse learning styles, creating a more inclusive and effective educational
environment. As technology continues to evolve, ongoing research by library science
educators remains essential for adapting teaching practices and preparing students for
future challenges in the field (Roberts, M., & Liu, H. 2023).

2.7 Challenges of Using Emerging Technologies among Lecturers in Library

Schools

Despite the vast amount of emerging technologies that have been generated
through research in the world, the impact of such technologies is yet to be felt in Nigeria
particularly the southwestern part of the country. Empirical studies conducted by various
researchers identified various constraints which impede lecturers in using emerging
technologies. Grainger & Bolitho, (2004) noted that not all lecturers may possess the
necessary technological literacy or skills required to effectively integrate emerging
technologies into their teaching practices. This lack of proficiency can hinder their ability
to leverage tools such as virtual reality, data analytics, or artificial intelligence for
instructional purposes. Inadequate infrastructure, including outdated hardware, limited
internet bandwidth, or insufficient technical support, can impede lecturers from utilizing
emerging technologies effectively (Bawden & Robinson, 2016). Uneven access to

36
technology among students may exacerbate disparities in learning experiences and digital
literacy. Acquiring and maintaining emerging technologies often involves substantial
costs, including software licenses, hardware upgrades, and training for lecturers (Gordon,
2003). Limited budget allocations or competing priorities within educational institutions
may restrict the availability of necessary resources for integrating new technologies into
library school curricula.

Resistance from lecturers, students, or institutional stakeholders accustomed to

traditional teaching methods can pose a barrier to adopting and embracing emerging
technologies in library schools (Grainger & Bolitho, 2004). Overcoming resistance
requires effective communication, professional development opportunities, and evidence
of technology's benefits for teaching and learning . The adoption of emerging
technologies can challenge traditional educational practices and beliefs about teaching
and learning (Grainger & Bolitho, 2004). Lecturers may encounter resistance from
colleagues or institutional norms that prioritize traditional instructional methods over
innovative technological approaches.

In another vein, Bawden & Robinson 2016 also points that lecturers may
encounter challenges in determining how to best incorporate technologies like augmented
reality or blockchain into library and information science (LIS) curricula while ensuring
relevance and educational value. Assessing the effectiveness of emerging technologies in
enhancing learning outcomes can be challenging (Bawden & Robinson, 2016). Lecturers
may face difficulties in evaluating whether the adoption of a specific technology
improves students' understanding, engagement, or retention of course content. Faculty
resistance to adopting new technologies can hinder their integration into library school
curricula (Grainger & Bolitho, 2004). Lecturers may face skepticism, reluctance to
change, or concerns about the impact of technology on workload and job security.
Implementing and maintaining emerging technologies in library schools requires robust
37
technical support infrastructure. Lecturers may encounter challenges related to
troubleshooting technical issues, updating software and hardware, and ensuring the
reliability and security of technology-enhanced learning environments (Bawden &
Robinson, 2016).

CHAPTER THREE

RESEARCH METHODOLOGY

3.1. Introduction

This chapter deals with the methodology and procedures used in collecting the data
for the study. It focuses on the research design, population and sampling procedure for
data collection instrumentation, validity and reliability of the instrument and data analysis
technique.

3.2. Research Design

The research design used for this study is descriptive survey method. The
descriptive was used to obtain data from a sample population to provide answer to
38
research questions. The descriptive survey method is viewed as the most appropriate for
this study since it is designed to seek information from the respondents who were drawn
from six library schools which include public and private institutions in Southwest,
Nigeria.

3.3. Population and Sampling Procedure

Population of the study comprises of both universities and polytechnic of private

and public library schools in Southwest Nigeria. The target population is 100 lecturers
evenly distributed among 10 library schools.

Selected Library Schools in Southwest Total

1 University of Ibadan 20

2. Lead City University 10

Tai Solarin University of Education 6

4. Federal Polytechnic Ilaro 10

Lagos State University of Education, Ijanikin. 10

6. Lagos State University 10

7. National Open University of Nigeria, Lagos 10

8. Osun State University 10

9. Ekiti State University 7

10 Adekunle Ajasin University, Ondo 7

39
 Total 100

3.4. Research Instrument

The main research instrument to be employed for this study will be self-structure
questionnaire which comprises of two sections (A and B).

SECTION A will be designed in order to elicit the demographic data of the respondents
while SECTION B will be sought information on issues relating to the research
questions.

3.5 Validity of Instrument

The instrument to be used will undergo a content and face validity. This will ensure
that the instrument is made with right formalities. The questions will be drafted and
satirized by the project supervisor in order to ensure that all items pertaining to the study
are included and irrelevant ones are removed.

3.6. Reliability of Instrument

Reliability is the degree of consistency of an instrument over a period of time.

Therefore, the result to be obtained through the instrument used is expected to be
constant. To ascertain the reliability of the instrument, a test-retest method will be
employed. Also direct observation was adopted to ensure reliability of the instrument.

3.7. Methods of Data Analysis

40
 The data collected for the purpose of this study were subjected statistical analysis.
Simple percentage were used to show the distribution of the respondent based on the item
on the questionnaire and distribution of respondents by the selected private and public
library school in Southwest, Nigeria. Summary tables were prepared and used to show
the classification of respondents used

CHAPTER 4

RESULTS AND DISCUSSION

4.0 Introduction:

41
 This chapter presents findings based on the research question using respondents
opinion and some secondary data. Summary of respondents as well as findings in each
research question are explained in the subsequent section.

Table 1: Distribution of the sample of the study.

Name of School Frequency Percentage

University of Ibadan 20 20.0

Lead City University 10 10.0

Tai Solarin University of Education 6 6.0

Federal Polytechnic Ilaro 10 10.0

Lagos State University of Education, Ijanikin 10 10.0

Lagos State University 10 10.0

National Open University of Nigeria 10 10.0

Osun State University 10 10.0

Ekiti State University 7 7.0

Adekunle Ajasin University, Ondo 7 7.0

Total 100 100%

Source: Field Survey

42
 The table Indicates that each of the school selected were administered variably. Out of
ten (10) Schools Selected for the study, University of Ibadan is the most populated with
20 lecturers. The least populated school is Tai Solarin University of Education with 6
lecturers administered to.

Table 2: Summary of Response

Frequency Percentage

Response 100 100.0

Non-Response - 0.0

Total 100 100.0

Source: Field Survey

All the questionnaire administered were certified fit for the study, which makes a
response rate of 100%. The response rate makes analysis to some extent valid.

Table 3: Demographic information of Respondents

AGE FREQUENC
Y

Below 35years 29

Between 35 and 50 years 52

Above 50 years 19

43
TOTAL 100

SEX FREQUENC
Y

Male 43

Female 57

TOTAL 100

MARITAL STATUS FREQUENC

Y

Single 19

Married 81

TOTAL 100

HIGHEST EDUCATIONAL QUALIFICATION FREQUENC

Y

Ph.d 41

Masters 53

B.sc 6

TOTAL 100

ACADEMIC RANK FREQUENC

Y

Professor 8
44
Associate Professor/Reader 4

Senior Lecturer 29

Lecturer 1 11

Lecturer 11 27

Assistant Lecturer 15

Graduate Assistant 6

TOTAL 100

LEVEL OF TEACHING EXPERIENCE FREQUENC

Y

0 - 5 years 23

6 - 10 years 31

11 - 15 years 18

16 - 25 years 15

26 - 40 years 10

40 years and above 3

TOTAL 100
45
Source: Field Survey

From the table above, majority of the respondents are between the age brackets of
35 and 50 years with about 52%, followed by people below the age of 35years with about
29% while 19% of the respondents are above 50years.

The table also showed that majority of the respondents are female with 57% while
the male respondents are 43%. 81% of the respondents are married while 19% of them
are single

It also showed that 94 of the respondents have master’s degree,with 53% currently
with master’s degree while 41% have obtained their Ph.d. 6% of the respondents have
B.sc.

29% of the respondents are Senior Lecturers, closely followed by 27% who are
Lecturer 11. 15% of the respondents are Assistant Lecturers, 11% are Lecturer 1 while
8%, 6% and 4% are Professors, Associate Professors/Reader and Graduate Assistants
respectively.

The table also showed that majority of the respondents have 6-10years experience
with about 31%. Closely followed are people with 0-5years experience, with about 23%.
The least is the respondents with the level of teaching experience of 40years and above
with about 3%.

Table 4: Level of awareness of emerging technologies among lecturers

S/N Not Fairly Aware Very

Aware Aware Aware

46
Artificial Intelligence 1 4 39 56

Machine Learning 12 53 21 14

Data Analytics 9 28 45 15

Virtual Reality 16 42 32 10

Augmented Reality 11 49 25 15

Blockchain Technology 8 52 26 14

Internet of Things 8 32 42 18

Gamification 10 49 28 13

Cloud Computing 4 31 51 14

Mobile Learning 2 30 48 22

Robotics 1 18 51 30

Wearable Technology 19 38 32 11

Simulation 15 41 40 4

Digital Libraries - 1 37 62

3D Printing 18 29 42 11

Adaptive Learning 7 31 50 12

Live Streaming 4 12 53 31

Immersive Classroom 15 32 42 11

47
 Mean% 9.2 30.5 40.3 20.1

Source: Field Survey

The research shows that 9.2% of the respondents agree that they are not aware of
emerging technologies. Whereas 30.5% of the respondents opined that they are fairly
aware of emerging technologies. Majority of the respondents with about 40.3% are aware
of the emerging technologies while 20.1% are very aware of the emerging technologies.
62% and 56% of the respondents are very aware of digital libraries and artificial
intelligence.

Table 5: How do you typically stay informed about new technologies relevant to
your field?

S/N Frequency Mean%

Professional journals 92 30.3

Online courses 30 9.9

Social media 75 24.8

Conference and workshops 78 25.7

Webinars 28 9.2

Total 100 100%

Source: Field Survey

The research shows that majority of the respondents typically stay informed about
new technologies through professional journals with a simple majority of 30.3%, closely
followed by conference and workshops with about 25.7% and social media with about
48
24.8%. 9.9% stay informed of emerging technologies through online courses and 9.2%
stay informed through webinars.

Table 6: The use of emerging technologies (emerging technologies used currently in

teaching?).

S/N Frequency Mean%

Artificial Intelligence 88 16.5

Machine Learning 12 2.2

Data Analytics 31 5.7

Virtual Reality 34 6.2

Augmented Reality 4 0.7

Blockchain Technology 5 0.9

Internet of Things 32 5.8

Gamification 3 0.5

Cloud Computing 15 2.7

Mobile Learning 51 9.5

Robotics 1 0.2

Wearable Technology 34 6.2

Simulation 2 0.4

Digital Libraries 97 17.7

49
 3D Printing 11 2.0

Adaptive Learning 37 6.8

Live Streaming 51 9.3

Immersive Classroom 39 7.1

Total 100 100%

Source: Field Survey

The research shows that digital libraries with 17.7% and artificial intelligence with
16.5% are the emerging technologies that are currently used by lecturers in library and
information science in their teaching. Closely followed are mobile learning with 9.5%,
live streaming with 9.3% and Immersive classroom with 7.1%. Some are adaptive
learning with 6.8%, wearable technology with 6.2%, virtual reality with 6.2% and
Internet of things with 5.8% of use.

Table 8: Effectiveness and level of using of emerging technologies in teaching,

learning and research.

Utilization SD D A SA

Have emerging technologies impacted your assessment 6 22 45 27

methods?

Have emerging technologies impacted your teaching 9 21 32 38

effectiveness

Do you enjoy using emerging technologies in your 10 32 36 22

50
research?

There are measurable benefits in using emerging 14 15 41 31

technologies in research

Do you enjoy using emerging technologies in your 4 10 42 44

teaching?

With emerging technologies, learning outcome are 5 28 45 22

enhanced

I often use emerging technologies in teaching and 8 5 49 38

research

Emerging technologies enhances students engagement 10 11 43 36

in classes

Emerging technologies can be integrated into course 4 12 45 39

design and delivery

I have a positive attitude in adopting emerging 1 8 32 59

technologies in teaching and research.

Do you feel motivated to adopt new emerging 2 4 38 56

technologies?

I have a formal training of using emerging technology 9 31 36 24

My Institution supports the use of emerging 12 29 39 22

technologies

My Institution is well equipped with new emerging 22 36 31 11

51
 technologies

Emerging technologies makes me lazy in teaching and 34 30 22 14

research

Mean% 10% 19% 38% 32.

9%

Source: Field Survey

This research shows that majority of the respondents finds emerging technologies
very effective and useful in teaching, in learning and in research with about 38% agree
and 32.9% strongly agree to the effectiveness of emerging technologies respectively. 45%
and 27% agree and strongly agree respectively that emerging technologies have impacted
their assessment methods. Also, 49% and 38% agree and strongly agree respectively that
they often use emerging technologies in teaching and research. 45% and 39% of the
respondents agree and strongly agree that emerging technologies can be integrated into
course design and delivery.

This research also shows that 34% and 30% of respondents strongly disagree and
disagree respectively that emerging technologies makes them lazy in teaching and
research. 59% also strongly agree that they have a positive attitude in adopting emerging
technologies while 56% strongly agree that they are motivated to adopt new emerging
technologies.

Table 9: Challenges Facing the use of emerging technologies

Challenges Frequency Mean%

52
 Inadequate Infrastructure 97 11.2

Lack of literacy skills 32 3.7

Limited Internet bandwidth 24 2.8

Insufficient technical support 31 3.6

Uneven access to technology among student 52 6.0

Hardware and software upgrades 19 2.2

Limited budget allocations 86 10.0

Resistance to change 62 7.2

Skepticism 41 4.8

Troubleshooting technical issues 72 8.4

Epileptic power supply 64 7.4

Poor internet connectivity 76 8.8

Lack of funding 82 9.9

Inadequate professional development 71 8.2

Availability and accessibility issues 49 5.7

Total 100%

Source: Field Survey

The research shows that there are lots of challenges associated with the awareness and
use of emerging technologies, some among which are limited budget allocations,
53
Inadequate Infrastructure, Inadequate professional development .e.t.c. The respondents
believe that Inadequate Infrastructure is the chief challenge facing the awareness and use
of emerging technologies by lecturers in library and information science in southwestern
part of Nigeria.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

This chapter summarizes the result obtained from the administration of questionnaire
to the selected schools. It concludes and recommend appropriately to government,
lecturers, administrators, researchers and other stakeholders.

5.1. Summary
54
 This study is expected to help educators in library schools to make effective use of
emerging technologies in their teaching, learning and research. This study aims to bridge
the gap between the educators and emerging technologies by making them aware of the
emerging technologies that are useful in educational practices. It emphasizes the
transformative impact of emerging technologies on LIS education and the need for
strategic approaches to address the challenges associated with their integration so that
LIS educators can effectively prepare students for the evolving demands of the
profession.

This study underscores the importance of staying current with technological

advancements to enhance educational practices and outcomes in the field of Library and
Information Science. Lecturers must be prepared to incorporate these innovations into
their teaching methodologies. Educators in library and information science programs are
engaging with and implementing new technologies into their teaching practices. This
project focuses on understanding the current level of awareness among educators
regarding emerging technologies and how these technologies are being utilized to
enhance library education.

The project highlights the growing awareness and varied use of emerging
technologies among educators in library schools. While there is enthusiasm for
integrating these tools into education, significant barriers need to be addressed. Many
educators are aware of emerging technologies such as Artificial Intelligence (AI), Digital
Libraries, Virtual and Augmented reality. e.t.c. This awareness is often driven by
professional development opportunities, technological trends in the field, and personal
interest. Some lecturers typically stay informed about new emerging technologies through
professional journals, conferences and workshops, social media. e.t.c. which keeps them
abreast of new technologies they could integrate in their teaching, learning and research
practices.
55
 While awareness is high, understanding of how these technologies can be
practically applied in LIS education varies. Some educators have a deep understanding
and are experimenting with these technologies, while others have a more superficial
grasp. Some have a formal training in various technologies while some lack the training
needed to operate new technology. When lecturers are aware of emerging technologies
but can't use it effectively in their educational practices, it brings the transfer of
knowledge in LIS discipline to a rather traditional teaching approach but when lecturers
have the knowledge of the usage of emerging technologies or trys to remove skepticism
or resistance to change and adopt the technologies, this will enhance learning outcomes in
library schools and help the educators themselves in their teaching and research.

Though some educators or lecturers in the selected schools currently makes use of
emerging technologies in their teaching and research, more advocacy, orientation and
training need to be done by professional bodies in library schools to equip their members
on the utilization of these technologies. Thereafter, institutions should support their
library schools by providing well equipped emerging technologies making it available
and accessible. They should also support the use of it among the educational circus.

Some library schools have successfully integrated these technologies which are
mostly used by private higher institutions where every tool needed for academic
enhancement are adequately bought. Despite these successes, many of these institutions
face barriers to widespread adoption. These include outdated infrastructure, lack of
training, and limited resources. e.t.c. Consequently, only a fraction of educators actively
incorporates these technologies into their curricula.

5.2. Conclusion

The study concluded that:

56
1. Lecturers in library schools in Southwest are aware of emerging technologies used in
teaching, learning and research

2. Lecturers in library schools in Southwest are currently utilising emerging

technologies effectively into their teaching, learning and research practices.

3. There are a lot of challenges bedeviling the awareness and utilisation of emerging
technologies in Nigeria, among which are Inadequate Infrastructure, Inadequate
professional development, limited budget allocations. e.t.c.

4. Implementing ongoing training and professional development programs for lecturers,

institutional support of emerging technologies with budget allocations and adequate
infrastructure are some of the ways to overcome the challenges of awareness and
effective use of emerging technologies by lecturers in library schools.

5.3 RECOMMENDATIONS

Given the above findings, it became imperative to recommend that every library
school in southwest must begin to fully utilise emerging technologies in their teaching,
learning and research practices.

The following are the recommendations.

1. Curriculum Development: Integrate emerging technologies into the LIS curriculum

through dedicated courses, modules, or projects. Ensure that students gain hands-on
experience with these technologies to understand their practical applications.

2. Collaboration and Partnerships: Establish partnerships with technology providers,

industry experts, and other educational institutions. Collaborations can provide access to
resources, expertise, and updated technology.

57
 3. Professional Development Programs: Implement ongoing training and professional
development programs for lecturers and educators to keep them abreast of technological
advancements. Encourage participation in workshops, conferences, and online courses.

4. Pilot Projects and Research: Conduct pilot projects to test and evaluate new
technologies in educational settings. Engage in research to assess the effectiveness of
these technologies and their impact on learning outcomes.

5. Resource Allocation: Advocate for increased funding and resources to support the
acquisition and maintenance of emerging technologies in educational institutions. This
will help overcome budgetary constraints and ensure that lecturers and students have
access to the necessary tools.

6. Address Resistance to Change: Engage in change management practices to address

resistance to adopting new technologies. Provide support and clear communication to
help educators and students embrace technological advancements.

By implementing these recommendations, LIS educators and lecturers can better

integrate emerging technologies into their teaching practices, ultimately enhancing the
educational experience and preparing students for a rapidly evolving future.

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institutions. Journal of Emerging Technology Research, 10(2), 30–45.

QUESTIONNAIRE

TAI SOLARIN UNIVERSITY OF EDUCATION, IJAGUN, OGUN STATE

DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE

RESEARCH TOPIC: AWARENESS AND USE OF EMERGING

TECHNOLOGIES BY LECTURERS IN SELECTED LIBRARY SCHOOLS IN
SOUTH-WEST, NIGERIA.

64
Dear Sir/Ma,

We are final year student of library and Information Science department at Tai
Solarin University of Education, Ijagun, Ijebu Ode, Ogun State. We are carrying out a
research on the above-mentioned research topic. Kindly complete this questionnaire as
honest as possible to enable the success of this research. Your response will be
confidentially treated. Thanks in advance for your cooperation.

Ajayi Kolade Adesola

Adepoju Kehinde Racheal

SECTION A: PERSONAL DATA OF THE RESPONDENTS

1. Sex: ( ) Male ( ) Female

2. Marital Status: ( ) Single ( ) Married

3. Age: ( ) Below 35years ( ) Between 35-50 ( ) above 50years

4. Highest Educational Qualification: ( ) Bachelor’s degree ( ) Master’s degree ( ) PhD

5. Academic Rank: ( ) Graduate Assistant ( ) Assistant Lecturer ( ) Lecturer 11 ( )

Lecturer 1 ( ) Senior Lecturer ( ) Associate Professor ( ) Professor

6. Years of Teaching Experience in Library Schools: ( ) 0-5years ( ) 6-10 years ( ) 11-

15years ( ) 15-25 years ( ) 26-40 years ( ) 40 years and above

SECTION B

Awareness of Emerging Technologies

65
1. How aware are you with the following emerging technologies used in library
and information science education? Kindly indicate ( ) the level of your awareness
of emerging technologies

S/N Not Aware Fairly Aware Very Aware

Aware

Artificial Intelligence

Machine Learning

Data Analytics

Virtual Reality

Augmented Reality

Blockchain Technology

Internet of Things

Gamification

Cloud Computing

Mobile Learning

Robotics

Wearable Technology

66
 Simulation

Digital Libraries

3D Printing

Adaptive Learning

Live Streaming

Immersive Classroom

2. How do you typically stay informed about new technologies relevant to your
field? (Check all that apply and indicate with ( )

Professional journals ( )

Conferences and workshops ( )

Online courses ( )

Webinars ( )

Social media ( )

Other (please specify): ___________________________

3. Use of Emerging Technologies in Teaching

Which of the following emerging technologies do you currently use in your

teaching? (Check all that apply( )

Artificial Intelligence ( )
67
Machine Learning ( )

Data Analytics ( )

Virtual Reality ( )

Augmented Reality ( )

Blockchain Technology ( )

Internet of Things (IoT) ( )

Gamification ( )

Cloud Computing ( )

Mobile Learning ( )

Robotics ( )

Wearable Technology ( )

Simulation ( )

Digital Libraries ( )

3D Printing ( )

Adaptive Learning ( )

Live Streaming ( )

Immersive Classroom ( )

68
4. Your effectiveness in using emerging technologies in your teaching, learning
and research. Check all that apply with ( ).

Note: SD= STRONGLY DISAGREE D= DISAGREE A= AGREE SA= STRONGLY

AGREE

Utilization SD D A SA

Have emerging technologies impacted your assessment

methods?

Have emerging technologies impacted your teaching

effectiveness

Do you enjoy using emerging technologies in your

research?

There are measurable benefits in using emerging

technologies in research

Do you enjoy using emerging technologies in your

teaching?

With emerging technologies, learning outcome are

enhanced

I often use emerging technologies in teaching and

research

Emerging technologies enhances students engagement

in classes

69
 Emerging technologies can be integrated into course
design and delivery

I have a positive attitude in adopting emerging

technologies in teaching and research.

Do you feel motivated to adopt new emerging

technologies?

I have a formal training of using emerging technology

My Institution supports the use of emerging

technologies

My Institution is well equipped with new emerging

technologies

Emerging technologies makes me lazy in teaching and

research

5. Kindly indicate the main challenges you encounter in adopting or integrating

emerging technologies into your teaching practices?

1. Inadequate infrastructure ( )

2. Lack of literacy skills ( )

3. Limited internet bandwidth ( )

4. Insufficient technical support ( )

70
5. Uneven access to technology among student ( )

6. Hardware and software upgrades ( )

7. Limited budget allocations ( )

8. Resistance to change ( )

9. Skepticism ( )

71