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Creativity And Innovation In Library And Information Science Curriculum In Library School In Nigeria

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Abstract

This work deals with creativity and innovation in library and information science curriculum in library schools in Nigeria. The work highlighted the following areas; the concept of curriculum, creativity in library and information science such as entrepreneurship, skills necessary for entrepreneurship for Library Information Science (LIS) professionals, innovation in library and information science such as ICT, implication of creativity and innovation in library and information science curriculum and factors affecting the implementation of creativity and innovation in library and information science curriculum. The work concluded that if we must innovate and create avenues for successful change that will culminate in efficient library services delivery, we must embrace the wind of ICTs.

Introduction

Creativity is the act of turning new and imaginative ideas into reality. It is characterized by the ability to perceive the world in new ways, to find hidden patterns, to make connections between seemingly unrelated phenomena and to generate  solutions. According to Plucker, Beghetto and Dow, (2004) creativity has been identified as an important component in problem-solving and other cognitive abilities, as well as being a predictor for educational success and mental and social well-being.

However, innovation is the implementation of a new or significantly improved product, service or process that creates value for business, government or society. According to C. Lin (2006), the word innovation is originated from Latin word, innnovare, which means “to make something new”. Khazanchi, Lewis and Boyer (2007) also said that innovation is one of the major relevance for companies, as it can be the source of additional revenues from new products or services which can help to save costs or improve the quality of existing processes. In the view of Baregheh, Rowley and Sambrook (2009), innovation is the multi-stage process whereby organizations transform ideas into new/improved products, service or processes in order to advance, compete and differentiate themselves successfully in their marketplace. In Carlson and Wilmot (2006) definition, innovation is the process that turns an idea into value for the customer and results in sustainable profit for the enterprise.

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However, library and information science (LIS) is a profession that is concerned with the knowledge and skill by which the records of human communication are collected, organized and utilized. A curriculum is a fundamental part of any education or training programme largely because it provides not only a list of courses or modules offered in a programme or course al of which are essential in successful dispensation of manpower training and education (Ocholla,2003). Therefore, the curriculum for LIS education usually mirrors what is being offered to train librarians and information professionals to get knowledge and skills to become qualified personnel in the field. Curriculum for library and information science has improved as a result of creativity and innovation.

The focus of this research is to x-ray the creativity and innovation in Library and Information Science curriculum in library schools in Nigeria.

Curriculum is a fundamental part of any education or training programme largely it provides not only a list of courses offered in a programme, but it also gives information on content, purpose, method, time or duration (Ocholla, 2003). According to traditional point of view of curriculum, it is a body of subject matter prepared by the teacher for the students to learn and it was synonymous to the “course of study and syllable.

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However, progressive points of view of curriculum say that it is a list of school, subjects, syllabi, course of study and list of courses or specific discipline do not make a curriculum but it can only be called a curriculum if the written materials are actualized by the learner”. Broadly speaking, curriculum is defined as the total learning experience of the individual. Philosophical foundations of curriculum provide educators, teachers and curriculum makers with framework for planning, implementing and evaluating curriculum in schools. It helps in answering what school are for, what subjects are important, how students should learn and what materials and methods should be used. Learning experience at any level of formal education is primary determined by the contents of relevant curriculum. Perhaps this explains why curriculum is seen as the means by which education seeks to translate the hope of the society into concrete reality (Onwuka, 2000).

A curriculum according to Aina (2007), must be in tandem with the requirement of both the current and potential employers of library and information science trainees, and the curriculum must be relevant to the immediate environment and as well reflect international practices. Curriculum is the best barometer to reflect the challenges we face today (Virkus, 2012).

However, the library and information science curriculum, according to Uwa (2007), evolved through three epochs, namely, the pre-independence era, the post-independence era and the modern times. He sees the library and information science curriculum as being dynamic, that is, it is liable to change and may at any given time include more programmes to suit changes in the environment. Nwosu (2007) aptly pointed out that majority of the courses presently offered in our library schools are lecture-based. He argued that since librarianship is a service –oriented profession, the courses as well should be more practical oriented.

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According to Opeke (2007), he states that the whole world is now in an information and knowledge-based economy and for the library and information science profession to take its proper position in this economy, it must produce efficient information professionals who are able to respond proactively to the needs of this economy and hence drastic reforms are needed. The library studies curriculum as pointed out by Uwa (2007), was fashioned to fit into the manual or traditional method of library operations and services. Library and information science education in Nigeria according to Edegbo (2011), cannot be relevant without effective preparation of new generations of librarians to effectively use the new information and communication technologies in their professional practices.

The infusion of ICT into all human activities as observed by Aina (2007) has completely changed the practice of library service all over the world and the curriculum of library schools in Nigeria has not responded positively to the changes in the immediate environment. According to Karisimddapa (2004), the education and training programmes in library and information science must make provision to prepare for professionals to assume the pro-active role in coping with the technology and the information explosion.


Pages:  25

Category: Seminar

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo                                     

Material contains Table of Content, Abstract and References.

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