Waliyah A. Uzamot and Jesubukade E. Ajakaye
Owing to the fact that input impacts output, the competence of library school graduates is
determined by the lessons taught in the classroom. LIS education in Nigeria has experienced a
number of developmental trends and has advanced steadily, especially in terms of expansion.
The field of Librarianship in the country is constantly evolving and has grown to be multifaceted
and now should integrate subjects like Data Science, Computer programming, Cybernetics,
Machine learning, Information Architecture, Human-Computer Interaction, Digital Humanities,
Content Management, and Artificial Intelligence among others. This fundamental revolution has
repercussions for the field and has caused LIS schools, particularly in developed nations, to offer
a variety of joint degrees, hire new faculty, change the curriculum and delivery methods, and
alter the job market for LIS graduates who now need new skills and competencies. Library
schools need to be future-focused considering the fact that the library is a growing organism.
Some research asserts that there are many new topics being presented in the LIS sector, which is
growing more interdisciplinary and diversified. Unfortunately, the present curriculum of library
schools does not cater to these not-so-newly infused fields, and the jobs that are available go to
qualified applicants who lack knowledge of librarianship. This paper discussed the need for
library schools to curate a more inclusive curriculum and further recommended that Library
Schools should reevaluate the curriculum to conform to global trends, provision of tools and
competent human resources as this will allow lecturers to give library school students practical
knowledge in a topic that cut cross these academic fields.