Adequacy of LIS Curriculum in Response to Global Trends: A Case Study of Tanzanian Universities

2.1 Global Trends in the LIS Profession

Numerous studies have been conducted to investigate the state of LIS curricula in various countries throughout the world. The study by Wyman and Imamverdiyev (2018) examined the current state of LIS education worldwide and identified a need for LIS programs to adapt to the changing needs of the workforce. The authors noted that advances in technology and the increasing digitization of information have transformed the role of librarians and information professionals, and that LIS programs must keep pace with these changes to remain relevant and meet the needs of students and employers. The study found that many LIS programs are already adapting to these changes by incorporating new technologies and expanding their curricula to include courses on topics such as data management, digital preservation, and user experience design. However, the authors also noted that there is a need for greater collaboration between LIS programs and employers to ensure that graduates are equipped with the skills and knowledge needed to succeed in the workforce. In addition, Shah, Pei, and Chen (2023) examined the state of LIS education in Pakistan. The study investigated the origins, development, obstacles, and potential of LIS education as well as how it affects employment chances in this area. One important conclusion from the study was that all of the libraries that were the subject of the analysis were determined to set aside specific areas within their buildings for LIS graduates to gain computer-related soft skills. These areas would function as real-world classrooms where students could gain practical experience and develop their abilities, better equipping them for the demands of the workforce.

Furthermore, Yew, Chiu, Nakamura, and Li (2022) conducted a quantitative review of LIS programs accredited by the American Library Association and the Chartered Institute of Library and Information Professionals to investigate how LIS programs are adapting to contemporary technological advancements. One of the findings of the study was that a majority of programs still preserve the keyword “Library” in their name, but not necessarily in the academic units offering them. The study noted that while the term “Library” is still commonly used in the names of LIS programs, many of these programs have expanded their focus beyond traditional library services to include areas such as digital curation, data science, and information management. This suggests that LIS programs are adapting to the changing needs of the field and the broader society. However, the authors also noted that there is a need for greater transparency in the naming of LIS programs, as some programs may still be perceived as solely focused on traditional library services. This could potentially limit the appeal of LIS programs to students who are interested in broader areas of information management and technology.

Likewise, the study by Shah et al. (2023) conducted a study on the emergence, evolution, challenges, and future prospects of LIS education and its impact on job opportunities in Pakistan. The study found that faculty members play a critical role in identifying and achieving the objectives of academic programs in LIS education. According to the study, faculty members are responsible for developing and delivering course materials that are relevant and up-to-date with current practices in the field. They also play a key role in conducting high-quality research that can contribute to the advancement of the field and inform curriculum development. The authors suggest that continued investment in faculty development and research can help overcome some of the challenges facing LIS education in Pakistan and other countries.

In addition, in the field of LIS education, having knowledgeable and dedicated faculty members is crucial, as demonstrated by the research conducted in 2023 by Zareef, Arif, and Jabeen. According to their findings, these faculty members are essential in ensuring that students obtain a top-notch education and are prepared for lucrative professions in the field of LIS. Besides, the study explores doctoral-level LIS research trends of the present and provides a thorough research agenda for the future. The purpose of this agenda is to direct and motivate aspiring LIS academics as they make contributions to the discipline (Zareef, Arif, & Jabeen, 2023).

2.2 Effectiveness of Curriculum in Preparing LIS Graduates

Chow, Shaw, Gwynn, Martensen, and Howard (2011) conducted a study on changing times and requirements: implications for LIS education. The study noted several key findings related to the changing landscape of LIS education. One of the key findings of the study was the tension between teaching traditional LIS curricula and the need to adapt to changing technological and societal trends. The authors note that LIS education programs must strike a balance between teaching technical skills and intellectual content, particularly in areas such as communications and customer service. The study also highlighted the continued importance and value of accreditation in LIS education. Accreditation provides a framework for ensuring that programs meet certain standards and prepares students for professional careers in the field.

Goodsett and Koziura’s (2016) survey titled “Are library science programs preparing new librarians? Creating a sustainable and vibrant librarian community” found out that there are significant gaps between the skills and knowledge that library science programs are providing to their graduates and the skills and knowledge that new librarians need to succeed in the current job market. The survey results indicated that while library science programs are generally effective in teaching traditional library skills such as cataloging and reference, there is a lack of emphasis on newer areas such as digital technologies, user experience design, and project management. This can leave new librarians unprepared for the types of tasks and responsibilities they may encounter in the workplace. The survey also found that there is a need for greater collaboration between library science programs and employers to ensure that graduates are learning the skills that are in demand in the job market. This includes the development of more practical and experiential learning opportunities such as internships and practicums.

The study conducted by Chaputula (2014) revealed a lack of career possibilities for LIS graduates in Malawi despite possessing sufficient abilities, suggests a significant need for acknowledgment and structural adjustments within the LIS sector. The absence of employment for qualified graduates indicates a mismatch between the abilities taught and those required by the job market. Addressing this issue requires advocacy efforts to raise awareness about the importance of the LIS profession, as well as collaborative initiatives between policymakers, educational institutions, and industries to create meaningful employment opportunities for graduates, ensuring their skills are effectively utilized in the job market.

From the studies reviewed, it is clear that the field of LIS education has been the subject of numerous studies in recent years. Researchers such as Chow et al. (2011), Goodsett and Koziura (2016), Shah et al. (2023), and Wyman and Imamverdiyev (2018) have emphasized the importance of the continual evolution and adaptation of LIS education programs to meet the changing needs of the field. This is particularly important given the rapid advances in technology, changing user needs, and the growing demand for professionals with diverse skill sets. The study carried out by Varalakshmi (2006) underlines the importance of creating LIS employees that is compatible with the demands of the modern information environment. It implies that LIS curricula need to be reviewed to make sure they are still relevant in the hybrid environment of the twenty-first century. In addition, the results of Kamba’s study from 2011 demonstrate how far the LIS curriculum in Nigeria has come. Kamba claims that significant progress has been made in integrating Information and Communication Technology competencies into the curriculum to produce graduates who are competitive in the labor market.

Despite of the initiatives in reviewing the LIS curriculum, the core values and principles of the profession must also be maintained, including the importance of user-centered services, ethical practice, and the dissemination of accurate and relevant information. To achieve these goals, LIS programs must embrace innovative teaching methods, forge closer relationships with employers, and develop curricula that provide a balance between technical and intellectual content, particularly in the areas of communication and customer service. For instance, the study by Subaveerapandiyan, Sunanthini, and Amees (2023) provides insight into the understanding and opinions of artificial intelligence (AI) among Zambian professionals working in libraries and information science. The study found obstacles to the use of AI technologies in Zambian libraries as well as worries that AI would eventually replace librarians in their professions. The study found a notable gap in the awareness of librarians: the current LIS curriculum does not incorporate themes related to AI. This highlights the urgent necessity to incorporate AI modules into LIS curricula to update the program in line with industry expectations and better serve graduates’ interests in postsecondary education. Finally, these studies suggest that the future success of the LIS profession depends on the ability of LIS education programs to evolve and adapt while maintaining the essential values and principles of the field.

Study Objective. The objective of this study was to examine the LIS curricula provided by UDSM and OUT equip students with the requisite expertise and abilities to adapt to the rapidly evolving global trends in the LIS profession, based on the previous studies reviewed. Specifically, the study aimed to:

1. Identify the Relevance of Global Trends in LIS Education Curriculum at UDSM and OUT

2. Evaluate the effectiveness of the current curriculum in preparing graduates from the UDSM and OUT for the rapidly evolving demands of the library profession in the global market.

3.1 Study Location

This study was conducted at two universities, namely, UDSM and OUT, which are operating under the umbrella of TCU and have been offering the LIS Programme for several years. These universities were selected due to their long-standing experience in running the course. UDSM started by offering doctoral and Masters LIS however, due to high demand of the program recently they have also stated offering bachelor degree program in LIS. However, OUT also offers LIS at the diploma and certificate levels in addition to doctorate, masters, and bachelor’s degree levels. Only LIS bachelor degree candidates were included in this study. The expansion of the LIS programs at UDSM and OUT led to the inclusion of bachelor’s degree holders in the study. The research can analyze the program’s success, identify any emerging difficulties or areas for improvement, and provide essential information to the program’s future development by gaining insights from students enrolled in the new bachelor’s degree program.

3.2 Research Approach

A quantitative research approach was employed, which involved a survey of LIS lecturers and current students from the two universities under study. This approach is preferred in research studies that aim to measure, quantify, or test relationships between variables (Kothari, 2004). In the case of the study on the effectiveness of the LIS curriculum at UDSM and OUT, the quantitative approach allows for the collection of numerical data from a large sample of participants, making it easier to generalize the findings to the wider population of LIS students and lecturers. The use of statistical analysis also enables the identification of relationships between variables, allowing for a more objective assessment of the effectiveness of the curriculum in preparing graduates for the demands of the profession.

3.3 Study Participants (n = 96)

Ninety-six individuals participated in this study, comprising 70 LIS students and 26 LIS lecturers. Each university had 35 LIS students and 13 LIS lecturers who completed the online questionnaire, making up the study sample. The participants were selected deliberately based on their familiarity with the LIS curriculum content, ensuring the accuracy of the data gathered for the study. The data collection method employed was an online survey, which was convenient for the participants and allowed for efficient data collection.

3.4 Selection of Participants

This study’s participants were specifically LIS bachelor’s degree students. The research purpose was to gain insights from students at this educational level, and hence, this specific sample was chosen. Purposive sampling was used to recruit individuals from the universities under investigation, UDSM and OUT.

3.5 Procedure

The data gathering process entailed administering a well-designed questionnaire to participants. The survey included four closed-ended questions about the current state of LIS education at UDSM and OUT. The participants were given clear instructions on how to complete the questionnaire, and they were given an acceptable period to submit their responses.

3.6 Validity and Reliability

To guarantee the accuracy and completeness of the data gathered by the questionnaire in this study, validity and reliability checks were conducted.

3.7 Content Validity

Several measures were performed to determine the content validity of the questionnaire. First and foremost, the questionnaire was painstakingly created to include questions that match with the research objectives, which focused on the state of LIS education at the UDSM and the OUT. This guaranteed that the questions were relevant and directly related to the aims of the study. In addition, before distributing the questionnaire to the primary participants, a pilot testing phase was carried out. During this pilot test, a small group of people completed the questionnaire, and their responses were carefully considered. This stage was critical in discovering any potential ambiguity or unanswered queries from responders. Based on input from pilot test participants, essential improvements and refinements were made to improve the clarity and usefulness of the questionnaire in collecting accurate and meaningful data.

3.8 Reliability

A test–retest approach was used to assess the reliability of the data collection procedure. Participants were asked to complete the questionnaire twice, and a subset of the participants went through this process. This test–retest was designed to assess the consistency and reliability of the questionnaire’s results. The approach entailed comparing the replies gathered from the two questionnaire administrations. The study was able to measure the reliability of the data collection instrument by analyzing the level of agreement between the original test results and the retest replies. High levels of agreement would imply that the questionnaire delivers consistent findings over time and, as a result, might be regarded dependable for gathering the information required for the study. In conclusion, the study carefully considered validity and reliability issues during the data collection method. By designing the questionnaire in accordance with the goals of the study and then fine-tuning it through pilot testing, validity was guaranteed. To ensure the consistency and dependability of the questionnaire’s results, reliability was evaluated using a test–retest process. These steps improve the overall caliber and dependability of the information gathered for the study on the state of LIS education at UDSM and OUT.

3.9 Data Collection Instrument and Analysis

To collect relevant data for the study, a well-designed questionnaire consisting of four closed-ended questions was used. The closed-ended questions were chosen to make data collecting and processing easier. Closed-ended questions give respondents specific response alternatives, making data collecting quick and efficient. The use of closed-ended questions also helps to ensure consistency in responses and simplifies data processing. The questionnaire was designed to gather data about the current state of LIS education in UDSM and OUT. The collected data from the survey were analyzed using the Statistical Product for Service Solutions (SPSS) version 20 computer program. The findings were presented in figures and tables, which made the interpretation and visualization of the results easier. The use of this methodology ensured the data collected were reliable, valid, and allowed for a comprehensive analysis of the current state of LIS education in these universities.

4.1 Relevance of Global Trends in LIS Education Curriculum at UDSM and OUT

The researcher requested the study participants to state the relevance of LIS Education Curriculum at UDSM and OUT. Findings from the analysis are presented in Table 1.

Scholarly communication and publishing, data management and curation, information literacy and instruction, open access and open science, and information ethics and privacy were cited by study participants as the relevance of global trends in LIS education curriculum, as detailed in the following subsections.

5.1 Digital Literacy and Emerging Technologies

A total of 69.2% of the lecturers noted that Digital Literacy and Emerging Technologies aligns very much with the LIS global curriculum with global trends in the library profession. Digital literacy and emerging technologies are increasingly important areas of expertise for information professionals, and they align well with the global trends in the library profession (Gasser & Cortesi, 2018). Digital literacy involves the ability to use and critically evaluate digital tools and resources, as well as the ability to create and share digital content. Emerging technologies, such as AI, machine learning, and blockchain, are transforming the ways in which information is accessed, organized, and used (International Federation of Library Associations and Institutions (IFLA), 2018).

5.2 User-centered Services

According to the analysis, 30.8% of study participants believe that user-centered services correspond with current LIS curriculum and global trends in the library profession. User-centered services are an important aspect of the LIS profession (IFLA, 2018). They focus on the needs and experiences of library users and aim to provide services and resources that are tailored to meet those needs. However, according to the analysis mentioned in the question, only 30.8% of the study participants believe that user-centered services correspond with current LIS curriculum and global trends in the library profession. Recent literature suggests that user-centered services are indeed a critical aspect of the LIS profession and align with current global trends. For example, the IFLA (IFLA, 2019; Lotts & Graves, 2022) Global Vision Report identifies user-centricity as a key trend, noting that libraries need to focus on user needs and work to provide services that meet those needs.

5.3 Diversity, Equity, and Inclusion (DEI)

Have gained significant importance in various fields, including the LIS curriculum. Based on the survey analysis, 30.8% of the lecturers believe that DEI is a current global trend in the LIS curriculum. This finding indicates that a significant portion of lecturers recognizes the importance of incorporating DEI principles into the LIS curriculum (Agosto & Liu, 2021). DEI principles emphasize the importance of recognizing and valuing diversity, promoting equity, and creating an inclusive environment. Incorporating DEI principles in the LIS curriculum can prepare future information professionals to work with diverse communities and serve them effectively. It can also promote social justice, reduce biases and discrimination, and enhance access to information and services.

5.4 Preservation and Conservation of Cultural Heritage Materials

Preservation and conservation of cultural heritage materials is a critical aspect of the LIS curriculum. According to the survey analysis, 11.5% of the lecturers identified it as one of the current global trends in LIS curriculum. This finding indicates that lecturers recognize the importance of preserving and conserving cultural heritage materials, which can include a wide range of physical and digital artifacts, such as books, manuscripts, photographs, and audiovisual materials. The act of preserving and looking after cultural heritage materials protects them from potential harm, deterioration, or loss, ensuring their long-term survival and accessibility for future generations (Awamleh & Hamad, 2022; Mubofu, Mambo, & Samzugi, 2020). Incorporating preservation and conservation principles into the LIS curriculum can equip information professionals with the knowledge, skills, and techniques necessary to care for cultural heritage materials (Mazzei & Zallocco, 2019). It can also promote awareness and understanding of the importance of preserving and conserving these materials, particularly in the context of cultural heritage and memory.

5.5 Collaboration and Partnerships with other Organizations

Collaboration and partnerships with other organizations have become increasingly important in the LIS field. According to the survey analysis, 34.6% of the lecturers noted that collaboration and partnerships with other organizations are very much a trend in the LIS curriculum. This finding indicates that lecturers recognize the value of collaboration and partnerships in advancing the LIS field’s goals and promoting community engagement. Collaboration can involve working with other institutions, agencies, and stakeholders to share resources, knowledge, and expertise. Partnerships can involve formal or informal agreements to work together on specific projects or initiatives, such as providing information services, developing digital repositories, or promoting open access (Hartel, 2017). Incorporating collaboration and partnerships principles into the LIS curriculum can help information professionals to develop the necessary skills and competencies to work effectively with other organizations. It can also promote innovation, efficiency, and sustainability in the delivery of information services and resources.

7.1 Technical Skills

It is important for any academic program, including LIS, to adapt to changing market demands and incorporate necessary technical skills into their curriculum. It is encouraging to hear that 60% of the students recognize the need for improvement in technical skills within the LIS curriculum. To meet these demands, the curriculum could include courses on emerging technologies, such as AI, data analytics, and digital preservation. In addition, courses that focus on information management systems, database design, and programming languages can also be incorporated to equip students with the necessary technical skills.

7.2 Soft Skills

It was found that 64.5% of the students agreed that the LIS curriculum has to be upgraded in this area to better meet the expectations of the global economy. Employers are increasingly looking for people with soft skills that enable them to collaborate well with varied teams, clients, and stakeholders in today’s globalized market. The fact that 64.5% of students believe that the LIS curriculum needs to be enhanced to better meet the demands of the global market underlines the importance of including soft skills training in the curriculum for aspiring professionals in this discipline. LIS professionals that have excellent soft skills will be better able to communicate with their clients, understand their needs, and create effective solutions that satisfy their expectations.

7.3 Emerging Technologies

It is clear from the analysis that a significant proportion of students (54.3%) believe that emerging technologies are important to LIS professionals. This suggests that there is a need for LIS professionals to be knowledgeable about and adept in the use of emerging technologies to effectively carry out their roles and responsibilities. Given the rapid pace of technological change and innovation, staying current with emerging technologies can be a challenging task. However, it is essential for LIS professionals to keep up with emerging technologies to provide the best possible service to their users and to remain relevant in the field.

7.4 Management and Leadership Skills

It was further noted by 35.7% of the students that management and leadership skills is an area that needs improvement in LIS profession. The fact that 35.7% of the students feel that management and leadership skills are an area that needs improvement in LIS profession is significant. It suggests that there may be a gap between the skills that are being taught in LIS programs and the skills that are necessary to succeed as a leader in the field. Management and leadership skills are critical for LIS professionals, as they are often responsible for managing teams, developing and implementing strategic plans, and overseeing day-to-day operations. Effective management and leadership require a combination of technical expertise, interpersonal skills, and strategic thinking.

7.5 Information Security and Privacy

It is alarming that 18.6% of students believe that the LIS profession has to make improvements in the area of information security and privacy. It implies that there can be a discrepancy between the instruction that LIS professionals receive in this area and the knowledge and abilities required to ensure the safety of sensitive information. Any organization handling sensitive information, including libraries and information centers, must take information security and privacy seriously. It is critical now more than ever for LIS workers to have a solid awareness of information security and privacy best practices due to the growing threat of cyberattacks and data breaches.

7.6 Data Management and Analysis

Data management and analysis are areas that, in the opinion of 22.9% of the students surveyed, need improvement. It is possible that there is a discrepancy between the training that LIS professionals receive in these areas and the skills and knowledge that are required for effective data management and analysis. Modern libraries and information centers need to have strong data management and analysis capabilities. Experts in the discipline of LIS must possess a thorough comprehension of the most effective methods for managing and analyzing data. This is necessary due to the growing amount of data being produced and the importance of making decisions based on data.

7.7 Collection Development and Management

It was found out that 40% of the study participants noted that collection development and management needs improvement. The fact that 40% of the study participants noted that collection development and management needs improvement in LIS profession suggests that there may be a gap between the skills and knowledge that are necessary for effective collection development and management and the training that LIS professionals receive in these areas. Collection development and management are critical components of library and information center services. With the increasing amount of information being produced and the diverse needs of library users, it is essential for LIS professionals to have a strong understanding of collection development and management best practices.

7.8 Marketing and Outreach

A total of 27.1% of the students said that marketing and outreach are crucial components of the LIS curriculum and need to be improved. The services offered by libraries and information centers must include marketing and outreach. LIS workers must possess a thorough awareness of marketing and outreach best practices due to the growing competition for users’ attention as well as the evolving requirements and expectations of library users. Offering courses and training in marketing and outreach together with giving students the chance to obtain experience in these fields through internships or other practical opportunities may be advantageous for LIS programs.

7.9 Digital Humanities and Scholarship

Forty percent of research participants agree that digital humanities and scholarship are areas in which the LIS profession can develop. With technology playing an expanding role in information science and research, it is critical for LIS workers to comprehend digital humanities and scholarship best practices. The fact that 40% of study participants believe that digital humanities and scholarship are areas in which the LIS profession needs to improve suggests that there may be a mismatch between the skills and knowledge required for effective engagement with digital humanities and scholarship and the training that LIS professionals receive in these areas.

7.10 Cultural Competencies and Sensitivity

The study found that 45.7% of the participants believed that cultural competencies and sensitivity need improvement in the LIS profession. This underscores the importance of diversity, equity, and inclusion in the LIS field. As LIS professionals serve diverse populations, it is crucial for them to have a comprehensive understanding of cultural competencies and sensitivity best practices. By doing so, they can effectively cater to the needs of their diverse user communities and create inclusive environments that foster learning and growth for all.

7.11 Accessibility and Universal Design

The finding that 50% of students believe there is space for improvement in the area of accessibility and universal design highlights the need of ensuring that library and information services are accessible to all users, regardless of their skills or disabilities. Accessibility and universal design entail creating and delivering library and information services that are useable by all people, including those with disabilities. This includes offering accessible digital materials, physical access to library locations, and assistive devices that can help users to access information.

8.1 Conclusion

The study highlights the importance of aligning LIS education curriculum with global trends in the library profession to ensure that graduates have the necessary skills and knowledge to meet the demands of the ever-evolving field. While the study shows that some areas are more aligned than others, it is essential for LIS lecturers to continually review and update their curriculum to ensure that graduates are well prepared to navigate the challenges and opportunities of the library and information field. By prioritizing digital literacy, emerging technologies, user-centered services, and diversity, equity, and inclusion in the LIS curriculum, we can produce graduates who are well equipped to make a positive impact in the library profession and beyond.

In adddition, the study concludes that while a significant percentage of LIS students feel that the curriculum is at least somewhat prepared to address current trends and challenges in the field, there is still room for improvement. Technical skills, soft skills, emerging technologies, and cultural competencies were identified as areas that require attention to better prepare graduates for the global job market. To stay relevant and meet the evolving needs of the industry, it is crucial for LIS programs to take into account these findings and make necessary updates to their curricula.

8.2 Recommendation

• Based on the findings of the study, it is recommended that LIS education programs prioritize the alignment of their curriculum with global trends in the library profession, particularly in areas such as digital literacy and emerging technologies.

• Furthermore, efforts should be made to strengthen the alignment of user-centered services and diversity, equity, and inclusion within the curriculum to better prepare graduates for the changing demands of the field. To achieve this, LIS programs should engage with practicing professionals and stay up-to-date with industry trends to ensure that their curriculum reflects the latest developments in the field.

• Moreover, it is recommended that LIS programs prioritize the development of technical skills, soft skills, emerging technologies, and cultural competencies in their curricula. This can be achieved through a variety of means, such as offering more hands-on training opportunities, incorporating real-world case studies, and partnering with industry leaders to ensure that students are exposed to the latest trends and practices in the field.

• In addition, LIS programs should consider integrating courses or modules that focus on information security and privacy, data management and analysis, collection development and management, marketing and outreach, digital humanities and scholarship, and accessibility and universal design. By taking these steps, LIS programs can better prepare their graduates for the global job market and ensure that they are equipped with the skills and knowledge necessary to succeed in their careers.