Adoption of Collaborative Technologies in Library and Information Science Teaching: A Study of Tertiary Institutions in Rivers and Imo States, Nigeria

Mercy Ekenma Echem; Adaora Joy Udo-Anyanwu; Justice Chinonso Ujoumunna

doi:10.70112/ajist-2024.14.2.4248

Authors

Mercy Ekenma Echem Department of Library and Infomation Science, Rivers State University, Port Harcourt, Nigeria
Adaora Joy Udo-Anyanwu Department of Library and Information Science, Imo State University, Owerri, Nigeria
Justice Chinonso Ujoumunna Department of History, Liverpool University School Histories and Languages, University of Liverpool, United Kingdom

DOI:

https://doi.org/10.70112/ajist-2024.14.2.4248

Keywords:

Collaborative Technologies, Library and Information Science (LIS), Tertiary Institutions, Digital Literacy, ICT Resources

Abstract

This study examines lecturers’ adoption of collaborative technologies in teaching Library and Information Science (LIS) in tertiary institutions in Rivers and Imo States, Nigeria. The research employed a descriptive survey design. The study population consisted of forty-two (42) LIS lecturers from four tertiary institutions across the two states, which also served as the sample. Data were collected using an online questionnaire, validated by two senior lecturers from the Department of Library and Information Science at Niger Delta University, Bayelsa State, Nigeria. The instrument was not pilot-tested based on the assumption that a valid test is inherently reliable. A total of forty-two validated questionnaires were distributed, with thirty-seven (37) completed questionnaires retrieved and deemed usable for data analysis, yielding a response rate of 88.10%. Data were analyzed using weighted mean and standard deviation. Findings revealed that the extent of lecturers’ adoption of collaborative technologies in teaching LIS is low; they primarily utilize these technologies for tutorial sessions and delivering course materials. However, factors such as insufficient ICT facilities and funding, limited awareness of pedagogical collaborative technologies, unstable internet connectivity, and low digital literacy hinder the optimal use of these tools. Among other recommendations, the researchers suggested the provision of adequate ICT resources, stable internet connectivity, and web-based instructional training for lecturers by both the government and institutional management.

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