ASSESSMENT OF KNOWLEDGE MANAGEMENT COMPETENCIES OF LIBRARY AND INFORMATION SCIENCE PROFESSIONALS IN NIGERIA

Knowledge  management  is  a  cross-disciplinary  domain  that  cuts  across  library  and  information science,  management  science,  cognitive  science,  computer  and  information  science.  Its multidisciplinary  attribute  is  what  is  responsible  for  its  different  perceptions  from  different disciplines  as  well  as  professionals  from  the  same  profession  of  which  library  and  information science  professionals  are  not  exempted.  Knowledge  management  had  since  been  introduced  in library  and  information  science  curriculum,  and  it  has  been  proven  in  the  literature  that  LIS professionals  already  possessed  some  competencies  needed  for  knowledge  management initiative.  However,  despite  the  relationship  between  library  practice  and  knowledge management,  it  is  still  not  clear  in  the  literature  the  position  of  LIS  professionals  in  knowledge management:  their  perception  on  it,  as  it  relates  to  librarianship;  their  level  of  proficiency  in handling  knowledge  management  programs;  opportunities  and  threats  to  the  profession  as  well as  implications  posed  for  library  and  information  science  education.  To  solve  these  ambiguities in  the  literature,  this  study  adopting  descriptive  survey  design  of  quantitative  research  method, which  fall  under  positivism  paradigm  of  inductive  research  strategy.  Certified  librarians  in Nigeria  (CLNs)  constitute  the  unit  of  analysis  and  their  population  stood  at  5,025  as  enlisted  in LRCN's  (2016)  list  of  certified  librarians  from  which  a  sample  size  of  3,000  certified  librarians with  active  and  functioning  email  were  drawn  using  clustered  random  sampling  technique, where  500  participants  were  drawn  from  the  six  (6)  geopolitical  zones  in  Nigeria  (North-East, North-West,  North-Central,  South-West,  South-East  and  South-South).  The  questionnaire  used for  data  collection  was  validated  by  five  (5)  research  experts  and  reliability  testing  of  test-retest calculation  of  Cronbach  alpha  was  0.978.  The  instrument  was  administered  on  a  web-based platform,  Proprofs survey  maker,  but  the  survey  recorded  low  responses  as  only  369  participants completed  the  survey.  The  study  reported  that  LIS  professionals  in  Nigeria  perceived  knowledge management  as  an  allied  field  of  study  that  expands  the  horizon  of  the  profession,  even  though some  still  perceived  it  as  another  name  for  information  management  or  librarianship  in  another cloth/case  of  old  wine  in  new  bottle.  It  also  indicated  that  LIS  professionals  were  an  important stakeholder  for  knowledge  management  practice  as  processes  involved  in  knowledge management  already  existed  in  what  LIS  professionals  are  known  to  be  doing  for  years.  LIS professionals  were  tested  to  limit  on  their  level  of  competencies  in  knowledge  management processes  and  they  were  not  found  wanting  as  they  were  found  to  be  highly  proficient  in  most processes  involved  in  knowledge  management.  It  was  revealed  that  knowledge  management posed  some  opportunities  as  well  as  some  threats  to  library  and  information  science  profession, which  subsequently  has  some  implications  on  library  and  information  science  education.  In order  to  embrace  the  opportunities  and  as  well  curb  the  threats  of  knowledge  management  to library  and  information  science  profession,  the  study  suggested  that  regulatory  bodies  and library  associations  should  educate  professionals  on  the  position  of  LIS  professionals  in knowledge  management  through  seminars,  research  report,  conference  proceedings, symposiums  and  any  other  means  that  is  available.  Library  and  information  science  schools should  often  revise  curriculum  to  accommodate  development  in  knowledge  management  and  as well  collaborate  with  other  providers  of  knowledge  management  education  in  curriculum  design and  training,  as  some  competencies  of  knowledge  management  are  better  taught  by  other professions.  LIS  professionals  should  be  ready  to  acquire  more  competencies  that  may  go beyond  narrow  traditional  library  practice  and  also  not  to  feel  reluctant  to  share  expertise knowledge  with  colleagues,  so  as  to  foster  knowledge  transfer  and  curb  against  total  loss  of knowledge  to employees'  turnover or retirement. 

TABLE OF CONTENT                                                                                                                              xii                                   CHAPTER ONE: INTRODUCTION 1.1  Background to the Study ----------------------------------------------------------------------- 1 1.2  Statement of Problem --------------------------------------------------------------------------- 8  1.3  Research Objectives ---------------------------------------------------------------------------- 10 1.4   Research Questions ----------------------------------------------------------------------------- 11 1.5  Significance of the Study ---------------------------------------------------------------------- 11 1.6  Scope of the Study ------------------------------------------------------------------------------ 12 1.7  Limitations of the Study ------------------------------------------------------------ ----------- 13 1.8  Operational Definition of Terms -------------------------------------------------------------- 13 1.9  Summary to Chapter One ---------------------------------------------------------------------- 14 

CHAPTER TWO: REVIEW OF RELATED LITERATURE 

2.0  Introduction -------------------------------------------------------------------------------------- 16   

2.1.1  Knowledge and Knowledge management ----------------------------------------------------17 

2.1.2  Relevance of Knowledge Management to Library Practice ------------------------------- 19 

2.1.3  Knowledge Management Process (KMP)   ---------------------------------------------------25 

2.1.4  Knowledge Management Competency of LIS Professionals -------------------------------36 

2.1.5  SWOT Analysis of Knowledge Management Practice in Librarianship ------------------40 

2.1.6  Knowledge Management Tools ----------------------------------------------------------------45 

2.1.7  Implications of Knowledge Management for Library Education ------------------------- 50 

2.2.1  Theoretical Framework: NGF’s Knowledge Management Process ---------------------- 52 

2.2.2  Theoretical Framework: Tasmin et al. Knowledge Management Process --------------- 56 

2.3  Conceptual Framework: Knowledge Management in Library Context Model ---------------- 58

 2.4.1  Empirical Studies on Perceptions’ of KM among LIS Professionals----------------------63 

2.4.2  Empirical Studies on Relevance of KM to Library Operation -----------------------------66 

2.4.3  Empirical Studies on Opportunities and Threats of KM for LIS Professionals----------68

 2.4.4  Empirical Studies on Implications of KM for LIS Education------------------------------70                                         2.5  Appraisal of Literature Reviewed -------------------------------------------------------------72

 CHAPTER THREE: METHODOLOGY 

3.0   Introduction ---------------------------------------------------------------------------------------75 

3.1  Research Design --------------------------------------------------------------------------------- 75 

3.2   Population of the Study ------------------------------------------------------------------------- 75 

3.3  Sampling Techniques and Sample Size ------------------------------------------------------- 76 

3.4       Instrument for Data Collection ---------------------------------------------------------------- 77 

3.5       Validity of Instrument ------------------------------------------------------------------------78 

3.6   Reliability of Instrument -------------------------------------------------------------------- 78  

3.7   Procedure for Administration of Instrument --------------------------------------------- 78 

3.8  Method of Data Analysis -------------------------------------------------------------------- 79 

3.9  Ethical Considerations ------------------------------------------------------------------------80 

3.10  Summary to Chapter Three -------------------------------------------------------------------80

 CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF FINDINGS 

4.0   Introduction ------------------------------------------------------------------------------------- 81 

4.1  Data Analysis and Interpretation of Result ------------------------------------------------- 81

 Table One: Demographic Information of Respondents---------------------------------------------81 

Table Two: Perception of Knowledge Management among LIS Professionals-----------------84 

Table Three: LIS Professionals’ Preferred Definition of KM-------------------------------------85 

Table Four: Relevance of Knowledge Management to Librarianship---------------------------86 

Proficiency of LIS Professionals in Knowledge Management: 

Table 5.1: Knowledge Auditing ---------------------------------------------------------------------88

 Table 5.2: Knowledge Creation ---------------------------------------------------------------------89 

Table 5.3: Knowledge Capturing -------------------------------------------------------------------90 

x |   P a g e Table 5.4: Knowledge Organization ---------------------------------------------------------------91 

Table 5.5: Knowledge Sharing and Application -------------------------------------------------92 

Table Six: Knowledge Management Tools ------------------------------------------------------94 

Table Seven: Important of Suggested KM Competencies--------------------------------------96 

Table Eight: Opportunities Posed by KM for LIS Professionals------------------------------96

 Table Nine: Threats Posed by KM for LIS Professionals-------------------------------------99 

Table Ten: Implications of KM for LIS Education--------------------------------------------100 

Table Eleven: Responsibilities of Library Schools for KM Education---------------------101 

Table Twelve: Worthiness of Inclusion of Some KM’s Themes and Concepts to  Curriculum Design-------------------------------------------------------------------------------- 102 

4.2.1  Discussion of Findings on Perception of KM among LIS Professionals---------- 103

 4.2.2  Discussion of Findings on Relevance of KM to Librarianship----------------------105 

4.2.3  Discussion of Findings on Proficiency of LIS Professionals in KM----------------106 

4.2.4  Discussion of Findings on Opportunities Posed by KM for LIS Professional-----108 

4.2.5  Discussion of Findings on Threats Posed by KM for LIS Professionals------------109 

4.2.6  Discussion of Findings on Implications of KM for LIS Education------------------109

Chapter 5

Appendix