Research article · 2026
LIBRARY AND INFORMATION SCIENCE EDUCATORS AS KNOWLEDGE PILLARS: EXPLORING BEST PRACTICES
Abstract
Purpose: This paper examined the role of LIS educators as knowledge pillars in advancing the profession. Specifically, it sought to identify best practices in curriculum design, pedagogy and mentorship that strengthen the capacity of educators to prepare graduates for the evolving knowledge economy.
Design/Methodology/Approach: The study employed a multi-site research design. The population for the study comprised 14 universities with accredited LIS programmes in federal, state and private institutions in the South-West. Total enumeration sampling technique was used to include all 14 universities within each site; simple random sampling was applied to select 117 participants, which constituted the sample size. A total of 70 valid responses were retrieved, representing an 81.9 % response rate. Questionnaire was used as the instrument for data collection, and the data collected were analysed using descriptive statistics of mean, frequency and percentage.
Findings: It was revealed that LIS educators in South-West Nigeria have implemented the CCMAS to a large extent starting from the 2024/2025 session; use of ICT tools, mentorship, and practical/fieldwork exposure are the best practices adopted by LIS educators; the pedagogy employed by LIS educators is online lectures and blended learning, and LIS educators face challenges such as limited resources and facilities, limited access to technology, heavy workload and lack of research funding that hinder their effectiveness in fulfilling their roles as knowledge pillars.
Practical Implications: The findings of this study have revealed the relevance of LIS educators in advancing Library and Information Science education through the effective implementation of the national curriculum reforms as stated in CCMAS. This implies that LIS students across the country will now possess the same foundational knowledge to respond to the rapid changes in the knowledge economy, making the labour market competitive.
Originality/Value: The value of this work lies in assessing the extent to which library educators conform to the implementation of national curriculum reforms. Its originality lies in the fact that it has not been published elsewhere.
Keywords: Library and Information Science Educators, Curriculum Innovation, Core Curriculum Minimum Academic Standards (CCMAS)
Keywords
Library and Information Science Educators, Curriculum Innovation, Core Curriculum Minimum Academic Standards (CCMAS)
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