Digital Competencies of LIS Educators in Nigeria for Virtual Teaching and Learning in the Fourth Industrial Revolution (4IR)

Abstract

The study investigated the digital competencies of Library and Information Science (LIS) Educators in Nigeria for virtual teaching and learning based on two objectives. Two constructs from the Educators Pedagogic Competencies of the European Commission DigCompEdu framework were used to identify the digital competency progression level of LIS educators in Nigeria. This study adopted a quantitative research methodology. Data was collected using an online questionnaire shared on the WhatsApp group of the National Association of Library and Information Science Educators (NALISE), and 97 responses were received. The data collected was presented and descriptively analysed using frequency counts. The study found that LIS educators were at different digital competency levels in using digital technologies, from the Explorer to the Pioneer levels, but more so at the Explorer and Newcomer levels for assessing the teaching and learning process. The study recommended structured digital skills training for LIS educators, especially for evaluating teaching and learning. The study also recommended pedagogical support in the context of virtual teaching and learning.