Purpose

The purpose of this study is to evaluate the library school’s curriculum in Nigeria with the aim of comparing it with international and national library and information science (LIS) guidelines regarding provision of “digital libraries” course.

Design/methodology/approach

This study covered 31 universities offering LIS approved by the National Universities Commission (NUC). The main instrument for data collection for the study was analysis of departmental documents containing the LIS curriculum. Second, some library and information science educators from universities that were yet to integrate the course digital libraries in their LIS curriculum were interviewed.

Findings

This study revealed that majority of the library schools offer the course “digital libraries” or related areas as core course in their curricula. However, only few library schools have computer laboratories for students to enhance digital library skills. Some LIS educators in the library schools identified challenges such as lack of qualified information and communication technology (ICT) staff to handle the course coupled with lack of computer laboratories equipped with modern computers with stable internet facilities in the LIS departments in Nigeria.

Practical implications

The findings from this study may inform curriculum revision and updating efforts to make it more relevant by incorporating a stand-alone course on “digital libraries” and provision of computer laboratories in the LIS departments to produce future ICT/digital librarians.

Originality/value

If university administrators, decision-making body in the departments and LIS educators understand the factors that are currently standing in the way of integrating a course on digital libraries, then those barriers can be removed or lowered. If the enabling factors are appreciated, then actions can be taken to stimulate the implementation of the Librarians’ Registration Council of Nigeria (LRCN)/NUC recommendations in all library schools in Nigerian universities.

中文翻译：

---

对尼日利亚大学图书馆和信息科学课程中数字图书馆教育的评估

目的

本研究的目的是评估尼日利亚的图书馆学校课程，并将其与有关提供“数字图书馆”课程的国际和国家图书馆与信息科学（LIS）指南进行比较。

设计/方法/方法

这项研究涵盖了31所获得美国国家大学委员会（NUC）批准的LIS的大学。用于研究的数据收集的主要工具是分析包含LIS课程的部门文档。其次，对一些尚未将数字图书馆纳入其LIS课程的大学图书馆和信息科学教育工作者进行了采访。

发现

这项研究表明，大多数图书馆学校都将“数字图书馆”或相关领域课程作为其课程的核心课程。但是，只有极少数的图书馆学校设有用于学生的计算机实验室，以提高数字图书馆的技能。图书馆学校中的一些LIS教育工作者发现了挑战，例如缺乏专业的信息和通信技术（ICT）人员来处理课程，再加上尼日利亚LIS部门缺少配备现代化计算机和稳定互联网设施的计算机实验室。

实际影响

这项研究的结果可能会通过结合关于“数字图书馆”的独立课程并在LIS部门提供计算机实验室来培养未来的ICT /数字图书馆员，从而为课程修订和更新工作提供参考。

创意/价值

如果大学管理人员，部门中的决策机构和LIS教育人员了解当前集成数字图书馆课程的障碍，那么可以消除或降低这些障碍。如果理解了促成因素，则可以采取措施来刺激尼日利亚大学的所有图书馆学校中尼日利亚图书馆员注册理事会（LRCN）/ NUC建议的实施。