Changing Roles of LIS Professionals: Exploring Library Schools’ Curricula and Perspectives of Students in Nigeria

The roles of Library and Information Science professionals are shaped by the digital revolution, expanding data-intensive practices, and the integration of emerging technologies into information services. These changes have intensified demands on LIS education to produce graduates with competencies that extend beyond traditional librarianship. This study investigates the extent to which LIS curricula in Nigerian universities align with evolving professional requirements and examines students’ perceived readiness for contemporary information practice through a competency-based lens. Adopting a cross-sectional research design, data were collected from LIS students and educators across selected Nigerian universities using structured questionnaires and curriculum document analysis. The findings indicate that although Nigerian LIS curricula retain strong coverage of foundational subjects, they provide limited integration of emerging competencies related to artificial intelligence, data management, and technology-enabled service delivery. Students report moderate confidence in traditional LIS roles but lower preparedness for digitally oriented and nontraditional professional functions. Educators similarly identify gaps between curriculum content, global workforce expectations, and available instructional infrastructure. Grounded in the Competency Based Education model, the study proposes a structured framework for curriculum reform that emphasizes defined professional competencies, experiential learning, stakeholder engagement, and continuous curriculum review. The study contributes empirical evidence to ongoing debates on LIS education reform and offers actionable insights for educators, accreditation bodies, and policymakers seeking to strengthen the relevance of LIS training in technology-driven information environments.