PROBLEMS OF EDUCATION AND TRAINING OF LIBRARY AND INFORMATION SCIENCE STUDENTS IN EKITI STATE UNIVERSITY
- Project Research
- 1-5 Chapters
- Quantitative
- Simple Percentage
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Student Researchers
- NGN 3000
Background of the study
Education became necessary as soon as man evolved in a society of fellow beings. Many perspectives on the aim of education have been proposed by educators and educational philosophers, social reformers, and political trailblazers (Orji, 1982). Education is the most significant factor in achieving progress for a country (Kalisu, 2007). Many countries have attempted to link education to the needs of the child, his society, and his world since the early 1960s (Fafunwa, 1991). In Nigeria, there has been a growing commitment to improving the education delivery system. In order to get to the source of Nigeria's educational difficulties, the government has been looking for alternatives to the traditional system, which is constrained and limited in space, since 1977. As a result, the necessity to provide chances for those with some sort of formal education to update their knowledge and, as a result, improve their productive potential became clearer. Nigerians, according to Nkanu and Usang (2007), have complete faith in education as a catalyst for change and progress. The quality of education at all levels has been geared towards inculcating acceptable educational purposes to which the philosophy is related, thanks to the strength of Nigeria's education system's philosophy. The achievement of these educational goals can be viewed in a broader context, with the expectation that, in order for the Nigerian educational system to fully exploit available opportunities arising from the use of emerging technologies in the information age, economic strength, and general national progress; education and training must be prioritized for students at all levels as they graduate and are faced with real life challenges that require their cognitive ability. The students of library and information science (LIS) are not excluded from this need. While information and communication technology (ICT) is viewed as one of the most powerful tools for positively influencing education and all aspects of society. Information literacy skills, on the other hand, can help Library and Information Science workers use ICT-based technology to provide library and information services more effectively.
Statement of the problem
Due to differences in library and information systems, services, and infrastructure to cope with the changing needs and expectations of 21st century people, societies, communities, and institutions, the need for library and information science education and the acquisition of relevant knowledge, techniques, and skills for effective and efficient library and information work is now more than ever (Mohammed, 2003). The pursuit of knowledge, on the other hand, has been a key interest of man throughout history, and library services have been designed to aid in the retrieval of organized information as part of the drive for intellectual advancement (Ikegbune, 1997). The library, according to Ochai (2007), is a literacy-based facility, with the user's usage of its materials presuming literacy. Despite this, libraries are completely irrelevant to the majority of Nigerians. Since then, Nigerian LIS professionals have realized this truth and have gone on to produce essays about their revisionist approach to providing library services to the rural population. Most organizations in Nigeria have libraries that support the parent organizations' research operations while also keeping members up to date on latest advancements in their fields of specialization. According to Mamman (2000), the digital or electronic library is here to stay, hence Nigerian librarians must learn new information technologies if they are to remain relevant in society. These technologies have vast storage capacities, the ability to store and transfer information at breakneck speeds, are adaptable, and are not limited by geography. As a result, the training of LIS experts is important.
LIS students require education that will enable them to boldly display their competence and professional expertise to all in order to properly grasp and act in their responsibilities as information disseminators for the benefit of society. They require education that will pique their interest and keep them aware of their expected duties as information professionals in the growth of Nigerian society in all aspects (Akanni, 2008). The LIS profession has become a global concern as a result of improvements in ICT and library cooperation and collaboration through the inter-library lending system. ICT in libraries has broadened the scope of the library and information science profession and given libraries new functions. This has increased the need on LIS students' abilities to be well-educated and trained in the information era. This study will be based on this assumption and will look into the challenges of LIS students' education and training at Ekiti State University.
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