Library and Information Science education in Tanzania : proposing a curriculum model for the digital age

Abstract

Library and Information Science (LISc) is undergoing rapid technological transformations. For LIS professionals to have a competitive edge in light of these technological advancements, they must be adequately trained to excel in the competitive digital workplace. This study explored LISc education in relation to the digital age needs in Tanzania. Punctuated equilibrium theory and curriculum development model concepts were used as conceptual underpinnings for this study. This study adopted the pragmatism paradigm and used mixed methods research employing a convergent research design that allowed concurrent collection of quantitative and qualitative data. A sample population of 779 individuals, including students, academic staff, employers and employees in the LIS sector, were the primary sources of data. The study employed non-probability purposive sampling and the census method on the study group, which had relatively few populations. The study’s response rate was 574 (71.83%), which was very good for concluding the findings. The study discovered a significant disparity between the competencies taught by Higher Learning Institutions (HLIs) and those required in the digital age job market. This indicates that the LISc programmes do not adequately equip graduates for the digital era. The study found that although most LISc curricula had some digital competency content, their focus remained primarily on traditional librarian skills. Furthermore, HLIs were found to have inadequate LISc academic staff with requisite expertise in digital content and in addition, ICT facilities were insufficient to support teaching and learning. Other challenges revealed by the study include the lack of involvement of professional boards/stakeholders, no/limited standard guidelines in developing LISc curricula, a gap between teaching and practical experience and obsolete national policies. This study’s recommendations primarily aim to revamp the curriculum to address emerging trends and provide need-based specialisations that align with the job market in the digital age. Strategies such as attracting diverse and competent LISc academic staff, consulting relevant stakeholders, enhancing teaching methodologies, establishing governing and professional accreditation boards, conducting regular curriculum reviews and focusing on practical competencies were found to be necessary to improve the LISc curriculum. A framework was proposed to guide the alignment of LISc curricula with the digital age’s needs.