ICT competency framework for library and information science schools in Nigeria: The need for model curriculum

Abstract

All professions and disciplines stumble upon change internally and externally, and to move forward successfully in this information age, change and evolution are necessary and inevitable especially in the area of information and communication technology, as well as the digitization of information of all kinds. These Digital age scenarios have set the scene for changes in many spheres and in particular for Nigerian Library and Information Science schools. The influence of Information and Communication Technology (ICT) on every discourse of human knowledge is undisputed and is also considered all pervasive, this indicate the pressing need to educate and train the library and information manpower towards a sustainable ICT competence. The LIS curriculum development in Nigeria has shown considerable strides in infusing ICT competencies as most LIS schools have developed relevant ICT courses and also merged relevant ICT knowledge in traditional curriculum. However, most LIS schools teach these ICT courses theoretically because they have inadequate laboratories of computers and poor Internet access. The problems are to be found in the overall ICT policy and infrastructures both at national and institutional levels, as well as the lack of sustained funding, appropriate equipment, expertise and management in Nigeria and LIS schools in particular. This paper discusses the pros and cons of ICT competency and LIS Education Scenario in the Nigeria and stresses the need for ICT competency framework and model curriculum. Key words: ICT competency, framework, Library and information science, curriculum.