CURRICULAR IMPLICATIONS OF KNOWLEDGE MANAGEMENT FOR LIBRARY AND INFORMATION SCIENCE EDUCATION IN NIGERIA
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Date
2021-04
Journal Title
Journal ISSN
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Publisher
Information Management & Computer Science
Abstract
The introduction of knowledge management into the library and information science curriculum comes with
some implications that bordered on how knowledge management is being taught and represented in the
curriculum design for LIS education. The investigation was carried out from the viewpoint of LIS community
in Nigeria using a web-based survey questionnaire and interview. Certified librarians in Nigeria constitute the
unit of analysis; their population stood at 6,504, and only 369 participants completed the survey, followed by
interviews with five professors from library schools in Nigeria. The result from findings indicated that from
the six variables raised on the implications of knowledge management on library and information science
education, only two variables score above the Mean Variable Score (X=3.98) benchmark, the need for KM
competencies to be fully integrated into the LIS curriculum score the highest mean score (X=4.46), followed
by the need for the LIS curriculum to keep changing to accommodate new development in KM. It also
manifested in the study that the current curriculum did not adequately equip LIS professionals for knowledge
management practice. More so, knowledge management can be treated as a separate course on its own and
as well be integrated into the existing library and information science courses. From the seven knowledge
management concepts and themes raised, only four variables score above the Mean Variable Score (X=4.32)
benchmark, interpersonal relationship leads the pact with a mean score (X=4.39), followed by research and
evaluation with a mean score (X=4.38), knowledge management tools, technics and technologies with a mean
score (X=4.36) and lastly leadership and managerial role with a mean score (X=4.35). Also from the four
variables raised on responsibilities of LIS schools, two of the variables score above the Mean Variable Score
(X=4.4) benchmark, need for LIS schools to train and retrain LIS educators score the highest mean score
(X=4.45) followed by the need for LIS schools to collaborate with other allied disciplines in the design and
training of LIS professionals for KM with a mean score (X=4.4). This implies that effective training and
education for KM calls for cooperation and collaboration among different academic units.
Description
Keywords
Knowledge Management, Librarianship, Library School, Curriculum, Library and Information Science Education, Certified Librarian of Nigeria
Citation
Toyese Oyedokuna, Medinat Dolapo Laarob, Zainab Olanihun Ambalic, Saidat Ranmilowo Komolafed (2021). Curricular Implications of Knowledge Management For Library And Information Science Education In Nigeria. Information Management & Computer Science, 4(1): 15-25.