Suitability of the current Kenyan LIS curriculum for the digital ag

Abstract

Over the years, the Library and Information Science (LIS) profession has continued to evolve both in theory and practice. Now, the “custodian librarian” has grown into a “knowledge manager” and a “digital librarian.” Therefore, there has been an increasing need to revamp the LIS curriculum to respond to the changing roles of the LIS professions. This study aimed to assess the suitability of the current Kenyan LIS curriculum for the digital age. In carrying out the investigation, a descriptive survey design was used. The study sample population included 7 heads of LIS departments from 7 of the oldest universities offering LIS degrees and 58 university librarians. Semi-structured questionnaires were used to collect data. Varying responses were given by respondents concerning satisfaction with the current LIS curriculum, its alignment with emerging technologies in the LIS field, and how prepared the LIS graduates were for the roles of librarianship. The responses revealed a skill mismatch, and therefore respondents suggested the inclusion of more ICT-related courses in the LIS curriculum. It was further reported that the LIS curriculum does not sufficiently address current job market requirements. Curriculum review and changing the learning objectives to take into account new emerging trends that translate into best practices are paramount. The study therefore recommended collaborative reviewing of the LIS curriculum, standardization, and harmonizing the LIS curriculum across institutions to ensure students graduate with similar competencies. This, therefore, calls for LIS educators to assess the LIS curriculum to ensure it is aligned to current market needs.