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F. Ssekitto & F. Mukiibi
International Journal of Knowledge Content Development & Technology
Data Aspects in Library and Information Science CurriculA in
Selected African Universities
Francis Ssekitto*, Fester Mukiibi**
1
A R T I C L E IN F O
A B S T R A C T
Article history:
Online First 31 January 2023
Purpose - The purpose of this study was to investigate data aspects
in Library and Information Science curricula at all levels in selected
African Universities.
Design/methodology/approach - A review of existing literature on data
aspects and LIS Curricula. Secondly, the study juxtaposed web-based
courses for fourteen LIS schools to establish data aspects incorporated
into their curricula.
Findings - The study’s findings found that although many LIS schools
have some form of data aspects in curricula, coverage is still very limited
and basic.
Keywords:
Data aspects,
Data skills,
LIS curriculum,
LIS competencies
1. Introduction
Data aspects have emerged as important areas within Library and Information Science (LIS) at
all levels. However, as with any new domain, creating suitable curricula for the discipline has necessitated
a lot of work (Karbasian & Johri, 2020). Arguably, many scholars assert that various African Universities
are still in the early stages to introduce data studies programmes in their LIS curricula (Enakrire,
2020; Okeja, 2021). Interestingly, the present literature gives credence to some Universities and
LIS academics for the exponential inclusion of data aspects. Chiware (2020b) identified various
data considerations that have paved their way into LIS curricula, for instance, research data management,
data science, big data, data privacy and protection, data librarianship, and curation. Consequently,
the roles of LIS professionals are changing in various ways too, hence, emanating new roles such
as data curators, research data managers research consultation and guidance services, and data librarians
(Ashiq & Warraich, 2022; Amini, Vakilimofra, & Saberi, 2021; Okeji & Mayowa-Adebara, 2020;
Ohaji, Chawner, & Yoong, 2019; Kiconco, 2018).
As the growth of data-based products and services increases, the demand for qualified professionals
is ever-growing (Gurcan, 2019). Given this trend, there is an increasing demand for African Universities
to keep up with not only data aspects but also emerging competencies and data skills. Essentially,
* Assistant Lecturer, Department of Records and Archives Management, College of Computing and Information
Sciences, Makerere University (francis.ssekitto@mak.ac.ug) (First author)
** Research Officer, Violetta Editorial Services Limited (mukiibifester@gmail.com) (Co-author)
International Journal of Knowledge Content Development & Technology
F. Ssekitto & F. Mukiibi
International Journal of Knowledge Content Development & Technology
Chiware (2020a), Enakrire (2020) and Kiconco (2018) saw the need to update the LIS curriculum
in African Universities to adapt to the changing roles and requirements. LIS core competencies
have thus changed and now graduates require data skills at different levels. Amini, Vakilimofra,
and Saberi (2021) observed the changes in core competencies in the LIS curricula. According to
Edegbo (2011), the LIS education curriculum typically reflects what is being offered to train LIS
professionals to not only become qualified individuals with the right competencies but can also
encounter the challenges that the constantly evolving information society brings, which have rendered
LIS traditional competencies and skills obsolete. Hence, it is irrefutable that the influx of data
aspects in our society has brought significant changes to LIS education in Africa. Therefore, it
was imperative to investigate data aspects inclusion in the LIS curricula of selected African Universities.
2. Literature Review
The emergent debut of data aspects has been observed in recent LIS literature, predominantly
in developed countries. This section describes prior studies on LIS education in selected African
Universities, knowledge-based competencies to data aspects inclusion in LIS curricula, the significance
of the inclusion of data aspects, and hindrances to the inclusion of data aspects in the LIS curricula.
2.1 LIS Education in Selected African Universities
LIS education in African Universities has come a long way, with improvements in competencies,
skills, and curricula, that have been seen in the library and information profession in particular.
Foundational to this, Otike (2017) in his examination of the origins of LIS education in African
nations asserts that LIS education programmes in South Africa began as early as 1933. In 1938,
the South African Library Association started a librarianship course, which resulted in the formation
of the Department of Librarianship at the University of Pretoria, which was primarily offering a
diploma program (Otike, 2017). The footstep was advanced by the University of Cape Town. In
1939, the University of South Africa (UNISA) commenced offering undergraduate and graduate
programmes in librarianship based on the English system, which also formed part of its distance
learning programmes by 1952.
With help from the British Council to develop regional programmes for Ghana, Nigeria, and
Sierra Leone, librarianship training got underway at Achimota College in Ghana in 1945. The college
offered an Associateship of Library Association (ALA) which lasted for two years., Some Universities
at that time provided a qualification that was equivalent to a University diploma. Adegboye and
Abubakar (2021) and Enakrire (2020) concur that the seminars organised by UNESCO in 1953
and funded by Carnegie corporation resulted in the creation of the Ibadan Library School in 1959.
Otike (2017) adds that in 1960, the school started offering postgraduate diploma programmes to
students from English-speaking states. In the same year, Ghana inaugurated its school affiliated
with the University College of Ghana.
In East Africa, LIS education programmes started in the 1960s. In 1963, the East African School
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International Journal of Knowledge Content Development & Technology
of Librarianship (EASL) started to serve Uganda, Kenya, Tanganyika, Mauritius, and Zanzibar offering
a certificate program in librarianship for six months and in 1965, holders with a certificate in librarianship
or an advanced level school certificate were enrolled for a diploma program lasting for two academic
years (Otike, 2017). EASL latterly transformed into the East African School of Library and Information
Science (EASLIS) (Okello-Obura & Kigongo-Bukenya, 2011). In its initial inauguration, “the school
was manned by the heads of national public library networks and University libraries in East Africa
under the Council for Library Training in East Africa (CLTEA) and Makerere University”, which
acted as a think tank for the school. The need for LIS education in East Africa stemmed from
schools, colleges, and Universities (Otike, 2017). Subsequently, Okello-Obura, and Kigongo-Bukenya
(2011) opine that in 1989, Makerere University started awarding bachelor’s degrees in LIS education.
It is also worth noting that there are now numerous Universities offering similar programmes, for
instance in Uganda; Uganda Christian University, Kabale University, and Ndejje University, in Kenya;
Moi University, Nairobi University, and Kenyatta University, in Tanzania; University of Dar-Es-Salaam,
Tumaini University, and Library School at Bagamoyo (Okello-Obura & Kigongo-Bukenya, 2011;
Otike, 2017).
Currently, LIS education in Universities’ curricula has changed. These changes have sprung due
to the need for updating the curriculum to stay abreast with the novel roles and expectations.
Okello-Obura and Kigongo-Bukenya (2011) observed changes in LIS departments through a combina-
tion of other disciplines, for instance, the information and communication studies department at
the University of Namibia and the University of Johannesburg changed to information and knowledge
management, and the EASL to EASLIS at Makerere University. For a long time, all these African
Universities have been providing programmes for all LIS professionals i.e., PhD in Information
Science, Master of Science in information science, Postgraduate Diploma in Librarianship, Bachelor
of Library and Information Science, undergraduate Diploma in Library and Information Studies
with undergraduate certificate programmes being phased out.
2.2 Knowledge-Based Competencies Encapsulated in LIS Curricula
Competence refers to the well-articulated, persistent incorporation of one’s skills and innate knowl-
edge necessary to assure efficient, safe, and ethical work practices (Essien, Lu, & Zu, 2020).
Competencies are of significant value to LIS professions and this is the reason why its studies
are manifested multifarious times in LIS literature. According to Okeji and Mayowa-Adebara (2020),
an examination of the digital literacy skills and knowledge-based competencies among librarians
found two groups of competencies. The competencies include; professional competencies and core
competencies. The scholars described core competencies as “anchoring the professional and personal
competencies essential for every information professional”. While Lester (2017) described professional
competencies as the practitioner’s ability to use knowledge and skills as a foundation for rendering
effective services at a fully-qualified level in the occupation, the ever-changing nature of jobs and
technology inclines LIS professionals to deal with knowledge and skills about work (Farooq et
al., 2016).
Obura-Okello and Kigongo (2011) argue that LIS practitioners imbue more time and attention
F. Ssekitto & F. Mukiibi
International Journal of Knowledge Content Development & Technology
to the theoretical knowledge in the curricula than developing a practical knowledge base of the
field. Nevertheless, for LIS professionals to effectively render services at any point of request requires
adequate knowledge and skills for effective service delivery (Adegboye & Abubakar, 2021). Yadav
(2021) elucidates on the notion of LIS professionals. He draws that they possess specialised education,
and their knowledge and skills are used in the service of others and to improve the literacy of
people. He further noted that possessing technological expertise is not adequate; professionals require
interpersonal skills, managerial, emotional intelligence, and research skills through a well-developed
curriculum and training. The curriculum comprehends academic prerequisite competencies required
by students during training at the University. Essien, Lu, and Zu (2020) and Pedzisai (2014) concur
that the curriculum should be a well-developed integration of competencies required for effective
service delivery by all practitioners in the LIS profession. For LIS graduates and professionals
to effectively render their professional services, they must possess an array of LIS core competencies
(Essien, Lu, & Zu, 2020). Multifarious studies have been conducted in various Universities to investigate
the prerequisite competencies for LIS graduates (Yadav, 2021).
Fraser-Arnott (2017) enumerated five categories under his research on competencies for information
specialists in emerging roles: records, information and knowledge management; program and service
delivery; organisational understanding and strategic alignment; collaboration, client service, and
communication. In a study that assessed LIS education and training in Zimbabwe under the context
of paradigm change, Pedzisai (2014) revealed eighteen major competencies, including foundational
or core competencies; technological skills; managerial skills; communication and community service
skills; workplace competencies and interpersonal skills; legal framework for practice and research,
among others. In some studies, the generic key competencies for LIS students in the twenty-first
century were recognised as English language proficiency, computer literacy, and computer program-
ming (Chaka, 2020; Geraei & Heidari, 2015). The proliferation of ICTs and the repetitive needs
of the job market have found their way into the LIS curriculum and new topics have been included
in core competencies. However, the results revealed that contrary to what was advised in the competency
framework published by IFLA, data aspects were not included as components of LIS education
and training programmes in African Universities (Fernández-Molina et al., 2022; Sonzini, 2022).
2.3 Data aspects inclusion in the LIS Curriculum
Present literature demonstrates an exponential rise in LIS programmes in different Universities,
and voluminous survey studies have been carried out to identify data aspects inclusions in LIS curricula.
However, researchers opine that there is inadequate awareness of data aspects or studies in African
Universities with no proper repository for research data management, low competencies in academics
and inadequate technological tools for data (Chiware, 2020a; Enakrire, 2020). Nevertheless, Okeji,
and Mayowa-Adebara (2020) recommend the integration of data aspects into LIS curricula. Deja
et al. (2021) argued that LIS academics should leverage data literacy skills to develop learning
programmes that can be integrated with the curricula.
The analysis of Chiware (2020b) revealed that there were three South African Universities offering
programmes that relate to data aspects. One institution offered data curation in a Post-Graduate
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International Journal of Knowledge Content Development & Technology
Diploma (PGD) in LIS. Research data management was included in a Master of philosophy in
digital curation. The second institution offered courses in data structures and algorithms and database
systems and programming languages in a bachelor of information science specialising in multimedia
and information science. The third institution offered data curatorship as a research area. A recent
study by Yadav (2021) identified data visualisation and data mining as areas considered important
by LIS alumni.
Khan and Parveen (2020) revealed that data analysis, text mining and visualisation skills were
offered to LIS scholars in Pakistan Universities. The University of London offers a master’s program
in LIS teaching courses in data librarianship. Essien, Lu, and Zu (2020) and Sonzini (2022) singled
out digital data management as a data aspect in LIS curricula in the twenty-first century. Other
studies reported programming languages i.e., R, python, structured query language and NoSQL as
technologies that have maintained their dominance in data management in information science (Chiware,
2020a; Okeji & Mayowa-Adebara, 2020). Other Universities i.e., the University of Sheffield and
the University of Toronto also offer PGD courses in data librarianship. Different studies explored
the field of data revealing that data science was an interdisciplinary field (Chang et al., 2019; Wang,
2018; (Chiware, 2020a; Virkus & Garoufallou, 2019). ). The authors posit that the field encompasses
knowledge and skills from mathematics, computer and information science.
With the belief that LIS may have a substantial impact on the field of data science, Wang (2018)
advocated for the integration of data science with information science to develop field ambidexterity.
Due to the rapid developments in technology in libraries and information centres, it is now more
important than ever to pay attention to the data and information available in libraries and information
centres and to provide it to visitors (Amini, Vakilimofra, & Saberi, 2021). Da Sylva (2017) investigated
how LIS specialists gear themselves to handle various types of data. She proposed three components
which include, types of data, an introduction to tools required to process the types and an understanding
of the impact that each type will have on information science as a discipline and the practice
of information professionals. Chiware (2020a) opines that LIS schools are reskilling librarians to
manage data and the talent acquisition of newly trained graduates with data handling skills is emerging
as some of the recommendations for the adoption of data aspects. An experimental course at Harvard
Library aimed at getting librarians ready for the growing data needs of their communities. The
course covered the research data lifecycle and provided hands-on experience using cutting-edge
data management systems and tools (Virkus & Garoufallou, 2020). The role of the LIS profession
in the discipline of data aspects movement was examined in several papers.
Virkus and Garoufallou (2020) posit that data management work in research libraries is still
in its infancy. The significance of academic librarians in data management was subsequently established.
In a study conducted at the University of Florida, Maxwell, Norton and Wu (2018) reported results
of a survey which indicated an increasing need for education in analytical tools and technology.
The authors postulate that one of the pivotal opportunities for academic LIS practitioners may be
data-driven research and discovery. Koltay (2017) articulated the roles that academic LIS practitioners
have to comprehend in response to the demands of data-intensive research. He recognises the theoretical
considerations as well as practical knowledge-based research data management that should be offered
to scholars. He also observes that data-intensive researchers require support in the planning, organ-
F. Ssekitto & F. Mukiibi
International Journal of Knowledge Content Development & Technology
isation, documentation, and dissemination of data sets for deposit, preservation, copyright, licensing,
and intellectual property issues. Koltay (2017) asserts that libraries need to work closely with researchers
and other support service providers to address all of these challenges. There are similarities between
the responsibilities and competencies of data-related professions i.e., data librarians, data scientists,
and records professionals. However, data librarians are not data scientists; their work environments,
culture and scope of duties differ. Other responsibilities mentioned included: providing scientific
data navigation services; developing integrated retrieval systems; conducting research on data cura-
tion-related issues such as data mining, digital publishing, and visual data analysis; and promoting
open access and sharing of scientific data to facilitate scholarly communication.
2.4 Significance of inclusion of data studies in the LIS Curriculum
Considering the relevance of data literacy, data-driven decision-making and big data, LIS pro-
fessionals must comprehend these concepts and know how to apply them to their daily work (Kiconco,
2018). The integration of data literacy studies in LIS education will give LIS students a competitive
edge in the labour market as well as fuel their competency in the job market. In Yadav’s (2021)
study investigating the competencies of LIS professionals in the digital age, it was revealed that
data management skills enable data librarians to analyse, explore, model and draw conclusions
and provide inputs for the decision-making process. Supporting the development of critical data
literacies in higher education, a study by Raffaghelli et al. (2020) urges Universities to establish
hubs’ stakeholders to engage in substantial actions and research in areas of data usage, transforming
data into information. The researchers evaluate results that of how tutors determine future pedagogical
practices, understand students’ needs and make adjustments; supporting students’ data literacy and
pedagogical data literacy.
2.5 Hindrances to the Inclusion of Data Studies
Latterly, a study by Ashiq and Warraich (2022) in Pakistan investigated the perceptions of LIS
professionals on data librarianship. The emerging challenges were limited training opportunities
for data librarianship roles, and limitations to acquiring advanced technical data-driven skills. These
later impeded the inclusion of data aspects in the LIS curricula. Inadequate academic staff was
another challenge fronted by Essien, Lu, and Zu (2020) who revealeds that LIS schools in Ghana
battled with this challenge due to continuing education and retirement. The authors add that competent
staff in LIS quit for better salaries in the information technology (IT) field. Okello-Obura and
Kigongo-Bukenya (2011) assert that this technological challenge has continued to pose a challenge
to the LIS field.
The study of Essien, Lu, and Zu (2020) showed that LIS schools in Ghana are still threatened
with challenges, particularly budgetary limitations and inadequacy of modern equipment. A recent
study by Chiware (2020b) identified challenges of unstable internet platforms, absence of data centres,
unreliable electric power supply, and low-performance centres. Kiconco (2018) studied the implications
of big data on the role of libraries in the realisation of Sustainable Development Goals (SDGs).
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International Journal of Knowledge Content Development & Technology
She revealed the absence of motivation and drive in LIS practitioners, issues with open data, science
policies, and guidelines. Given the emergent research data management, Abankwa and Yuan (2019)
and Chigwada, Chiparausha, and Kasiroori, (2017) report the absence of institutional support and
leadership in African Universities and the paucity of synergy between librarians and researchers
in Ghana and Zimbabwe respectively. McBurney and Kubas (2022) identified hindrances to library
data support in South Africa and the United States of America. The challenges relate to limited
documentation, data privacy and protection, inadequate data curation, and technology resources limi-
tation like security and access. Recently, Huang, Cox, and Sbaffi (2021) conducted a study on
research data management policy and practices in Chinese academic libraries. They identified data
sharing reluctance, data scalability and the LIS practitioner’s reluctance to accept the research data
management role.
With all these imminent challenges, LIS schools, especially in African Universities are not able
to fulfil the mandate of producing graduates equipped with technical data-driven competencies to
manage the emerging new roles (Chiware, 2020a).
3. Methodology
The research methodology adopted for the study juxtaposed LIS curricula from selected African
Universities with those with and without data aspects in their curricula and an investigative study
in which LIS programmes at all levels in Universities have been explored by navigating websites
of various LIS departments to find out data studies inclusion in their curricula. Most of the data
was gathered from LIS schools’ websites and web pages. For every program, the study analysed
the required information that was available in the course contents and course description. In every
program, the researchers searched for content related to data studies or any data-related courses.
However, different methodological impediments were incurred. Some African Universities’ websites
were not fully updated and were not navigable to curate the required data.
4. Results
The study analysed fourteen Universities as a sample. The study found five LIS schools that
had no course, or subject with data-related content or studies: University of Nairobi in Kenya,
University of Johannesburg in South Africa, Obafemi Awolowo University in Nigeria, and University
of Dar-es-Salaam in Tanzania. These Universities offer LIS programmes at all levels with courses
related to information and digital literacy, but their course content does not show any term “data”.
It could be that these subject contents are not yet included in the curricula or the websites are
not updated. The table shows all Universities analysed that offer courses related data totalled nine,
dedicated specifically to data studies inclusion in their curricula. The four Universities show no
data-related subjects in their programmes and course contents. However, they offer other courses
in research methods, digital literacy and information literacy.
F. Ssekitto & F. Mukiibi
International Journal of Knowledge Content Development & Technology
S/n
Country
University
Department
Programmes
Courses
Website
1
Uganda
Makerere
University
Department of
LIS
Bachelor of Library &
information science
Database management
and information
retrieval, introduction to
data management, Data
storage and security,
Advanced data
information
management.
https://courses.mak.ac.u
g/
Master of information
X
Table 2. Overview of African Universities’ Data Courses
4.1 Institutions offering data-related courses in their LIS Curricula
The table shows African Universities and different LIS departments that incorporated data studies
into their curricula. The examined offer courses such as database management systems, health data
and welfare information services, and data and research management. The study also revealed that
Universities offer these courses for both undergraduates and graduates.
University
Course title
Makerere University
Database management and information retrieval, introduction to data
management, Data storage and security, Advanced data information
management.
Uganda Christian University
Database management systems
Kabale University
Database management systems
Moi University
Data structures and Algorithms, Database Construction & management
Kenyatta University
Database management systems, Health Data and Welfare information
Services
University of Pretoria
Data management, Research data management
University of South Africa
Database systems
University of Nigeria
Computers and Data Processing
University of Botswana
Computer and Data studies, Database systems
Table 1. Courses dedicated to data studies
4.2 Courses partially related to data studies
With the recent literature on challenges that impede the inclusion of data courses in the existing
LIS curriculum, it’s evident that Nairobi University, Kabale University and Uganda Christian
University LIS are not prepared yet to take the lead in incorporating data studies in the school
curriculum. Results from Table I show that only a few LIS in Africa such as Makerere University,
South Africa and Kenya have taken a step by integrating data aspects as standalone courses in
their curricula.
F. Ssekitto & F. Mukiibi
International Journal of Knowledge Content Development & Technology
S/n
Country
University
Department
Programmes
Courses
Website
Science
PhD in information
Science
X
Uganda
Christian
University
Department of
LIS
Bachelor of Library &
information science
Database management
systems
https://ucu.ac.ug/bachel
or-of-library-and-inform
ation-science/
Kabale
University
Department of
LIS
Diploma in Library and
Information Science
X
https://www.kab.ac.ug/
University_unit/faculty-
of-computing-library-an
d-information-science/
Bachelor of Library &
information Science
Database management
systems
Master of information
Science
X
2
Kenya
Moi University
Department of
LIS
BSc information
Sciences
Data structures and
Algorithms
https://is.mu.ac.ke/index
.php/undergraduate/bsc-
in-information-sciences
Database Construction
& management
Master of Library
&information Studies
X
PhD in Library
&information Studies
X
Nairobi
University
Department of
LIS
Bachelor of information
science
X
Master of information
Science
X
PhD in information
Science
X
Kenyatta
University
Department of
LIS
Bachelor of Library
&information science
Database Management
Systems
Health Data and Welfare
information Services
Master of information
Science
X
PhD in information
Science
X
3
South
Africa
University of
Pretoria
Department of
information
Science
BIS (HON) information
Science
Data management
https://www.up.ac.za/inf
ormation-science
Masters of ICT in
information Science
Research data
management
Data, information and
knowledge management
Master in Library
Science
Research data
management
Data, information and
knowledge management
PhD in Information
Science
X
PhD in Library Science
X
UNISA
Department of
LIS
Advanced Diploma in
information resource
management
Database systems IV
https://www.unisa.ac.za/s
ites/corporate/default/Reg
ister-to-study-through-U
NISA/Undergraduate-&-
honours-qualifications/
X
X
University of
Johannesburg
Department of
LIS
X
X
X
F. Ssekitto & F. Mukiibi
International Journal of Knowledge Content Development & Technology
S/n
Country
University
Department
Programmes
Courses
Website
4
Nigeria
University of
Nigeria
Department of
LIS
Bachelor of Library
&information science
Computers and Data
Processing
https://www.unn.edu.ng/
department-of-library-in
formation-science/
Obafemi
Awolowo
University
Nigeria
Department of
LIS
X
X
X
5
Ghana
University
College of
Ghana
Department of
Information &
Communication
studies
Bachelor Information
Studies
Data & information
management
https://www.admission,
ug.edu.gh/
6
Botswana
University of
Botswana
Information
Bachelor of Information
& Knowledge
Management (LIS)
Computer and Data
studies, Database
systems
Information
Master in Library and
Information Studies
Computer and
Information, Database
systems
PhD in Information
Studies
X
7
Tanzania
University of
Dar-Es-Salaam
Department of
LIS
Bachelor of Library and
Information Studies
X
https://www.udsm.ac.tz/
web/index.php/institutes
/libraInformationrmatio
n-studies
Masters of Library and
Information Studies
X
No Available
X
5. Discussion
From the fourteen African Universities offering LIS education reviewed, the study established
that five LIS schools lacked data-related content in their LIS curricula despite offering LIS programmes
at all levels with courses related to information and digital literacy. The other nine had data-related
content in their LIS curricula with topics such as database management, database systems and data
structures.
To a large extent, there was a limited inclusion of data aspects in the LIS curricula with the
results showing that data-related content was only offered at the Bachelor level. These findings
are consistent with what previous scholars have established. Enakrire (2020) and Okeja (2021)
reported that the inclusion of data-related courses in most LIS schools in Africa was still at its
early stage. This stage seems to be taking longer than LIS Schools in other continents. This is
still persistent despite the changing role of the LIS profession emanating new roles that require
data competencies. The studies of Amini, Vakilimofra, and Saberi (2021), Okeji and Mayowa-Adebara
(2020), Ohaji, Chawner, and Yoong (2019) and Kiconco (2018) assert that some of the new roles
in the LIS profession include data curation, data librarianship and research data management. This
assertion shows how indispensable data aspects are to the LIS profession today and necessitate
the need to include them in the LIS curricula. They also elucidate on the changing field of the
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International Journal of Knowledge Content Development & Technology
LIS profession requiring new sets of skills to offer efficient and effective services. Kiconco (2018)
notes that LIS professionals need to have a general understanding data concepts and their application
in work. With limited exposure to data aspects, LIS professions are at risk of failing to meet job
demands and expectations. Therefore, LIS professionals ought to increase their competency in data
aspects. LIS schools in African Universities should also incorporate data-related courses in their
LIS curricula.
6. Conclusion
In conclusion, this study provides insights about data aspects inclusion in the selected African
Universities. This study shows that very few Universities offer data-inclusive courses at undergraduate
and graduate levels.
The study also revealed a gap in LIS schools which have failed to incorporate data studies in
their curriculum and skill LIS scholars. However, it is expected that all LIS schools, especially
in East Africa and West Africa review their curricula to include data courses to produce highly
competent. The study explores the significance of data inclusion in the LIS curricula emergent
roles i.e., data librarianship, curatorship and research data management. Data studies are the routes
to participating and competing in this data-driven society. It contributes to student’s skills and knowledge
base which indoctrinates continuous learning which is a prerequisite for innovation and prob-
lem-solving. Overall, LIS professionals with data skills can play a vital role in helping libraries
and information centres navigate the data-rich environment, and provide valuable services to patrons,
researchers and organisations.
Conflict of Interest
All authors declare that they have no conflict of interest to declare
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[ About the authors ]
Francis Ssekitto holds a Master of Information Technology from the University of Pretoria, South
Africa. He is currently writing his PhD in Information Management at the University of Johannesburg,
South Africa. He teaches in the Department of Records and Archives Management in the College
of Computing and Information Sciences, at Makerere University. At Makerere Unversity, he also
coordinates e-learning adoption in Library and Information Science courses. His research interests
are in health information behaviour, and information policy.
Fester Mukiibi holds a Bachelor of Records and Archives Management from Makerere University,
Uganda. He is currently working as a Research Assistant with Violetta Editorial Services. He assists
graduate researchers in the process of field work and data analysis. He is also a database solutions
developer.
