Repositioning library and information science curriculum for enhanced oral tradition knowledge management education in Nigeria: Nnamdi Azikiwe University, Awka-DLIS experience

Abstract

Traditional knowledge (TK) variously termed indigenous knowledge (IK), cultural heritage or oral tradition have been applied in our daily activities to make positive socioeconomic contributions in agriculture, healthcare, medicine, food preservation , recreation, technology, culture in rural and urban communities. The burden of loss of traditional knowledge stored in the memory of elders as they die is high while LIS training is inadequate to handle this challenge. It has become critical to initiate Oral History Research (OHR) perspective for TK management in the LIS curriculum education of librarians. OHR is deemed the most effective tool for collecting, preserving and transmitting past experiences. This paper reviews LIS curriculum for integrating OHR techniques to enable LIS learners in HEIs share experiences and best practices in cultural heritage management in Nigeria. The paper is a case study which adopted a qualitative research methodology. Participant observation and document analysis of curricular and students’ projects were data collection instruments. A major finding was the absence of OHR in the LIS curriculum. Educators are aware of the responsibility to incorporate a range of learning experiences that equip the professionals with skills that are in line with international best practices. Suggested undergraduate curriculum- based course for OHR should include: introduction to OHR, methodology, types of OHR projects, selection and use of equipment, interview and recording of programmes .The paper concludes that teaching of OHR as a unit of the existing oral tradition course or as a stand-alone credit earning course in training prospective workforce is crucial for enhanced development, execution, and promotion of TK management in the era of pervasive mobile and digital technological influences in librarianship.