An investigation into information literacy education in library schools in Nigeria

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Monica Eberechukwu Eze Doris Emetarom Aduba

Abstract

The purpose of this paper is to evaluate information literacy (IL) education in library schools in Nigeria, to establish whether they are in line with international and national library and information science (LIS) standards (“library schools” here indicates departments offering LIS qualifications within higher education institutions). The study used document analysis and qualitative methods. First, departmental documents from heads of department and students’ handbooks containing the LIS curriculum were collected from thirty (30) library schools in Nigeria and analyzed. Secondly, lecturers in the department of LIS from the thirteen (13) library schools offering an IL course were engaged in an interview. The study revealed a significant improvement compared to previous studies as 13 out of the 30 Nigerian universities surveyed offered the course “information literacy” as a stand-alone course in the department of LIS. Unfortunately, the study found that majority of the LIS departments do not have IL laboratories for students to acquire practical skills. These findings will provide useful data for stakeholders in the university system such as supervising bodies, university management, heads of department, and library associations and regulatory bodies, assisting them in the creation of policies related to the integration of IL courses into the school system and in enforcing the implementation of these policies.

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How to Cite
EZE, Monica Eberechukwu; ADUBA, Doris Emetarom. An investigation into information literacy education in library schools in Nigeria. Journal of Information Literacy, [S.l.], v. 16, n. 1, p. 108-118, june 2022. ISSN 1750-5968. Available at: <https://ojs.lboro.ac.uk/JIL/article/view/PRJ-V16-I1-1>. Date accessed: 01 july 2022. doi: https://doi.org/10.11645/16.1.2948.
Section
Project reports