Library schools and integration of a technology-driven curriculum: An investigative study

Abstract

This study investigated the perceptions of LIS educators on the integration of a technology-driven curriculum in library schools.  Specifically, the study sets out to determine the extent of ICT integration in courses offered in the LIS schools; ascertain the LIS educators‟ perceptions of a technology-driven curriculum; identify ICT facilities and equipment available in LIS schools; determine new emerging trends in ICT that needs integration in LIS curriculum; and identify the challenges of ICT integration in LIS curriculum. The study sample consisted of thirty-five (35) LIS educators in four (4) library schools in Kwara state namely- University of Ilorin; Kwara State University; Al-Hikmah University; and Islamic Institute of Legal Studies. To gather data needed to achieve the objectives of the study, the quantitative approach (close-ended questionnaire) and the qualitative approach (structured interview schedule) were adopted. Tables were used for data presentation and data analysis was done using the descriptive statistical method (simple percentage and frequency count).The findings of the study revealed that relevant ICT courses and components have been incorporated to varying degrees in the curriculum of the sampled library schools. More so, the LIS educators were overwhelmingly in support of the integration of emerging ICT trends like big data analytics, internet of things, virtual reality etc into the curriculum. This made the development of a national policy on ICT  implementation in library schools and the re-designing of the LIS curriculum in a bid to accommodate relevant emerging ICT trends to be major recommendations of the study.