Adoption of Collaborative Technologies in Library and Information Science Teaching: A Study of Tertiary Institutions in Rivers and Imo States, Nigeria

This study examines lecturers’ adoption of collaborative technologies in teaching Library and Information Science (LIS) in tertiary institutions in Rivers and Imo States, Nigeria. The research employed a descriptive survey design. The study population consisted of forty-two (42) LIS lecturers from four tertiary institutions across the two states, which also served as the sample. Data were collected using an online questionnaire, validated by two senior lecturers from the Department of Library and Information Science at Niger Delta University, Bayelsa State, Nigeria. The instrument was not pilot-tested based on the assumption that a valid test is inherently reliable. A total of forty-two validated questionnaires were distributed, with thirty-seven (37) completed questionnaires retrieved and deemed usable for data analysis, yielding a response rate of 88.10%. Data were analyzed using weighted mean and standard deviation. Findings revealed that the extent of lecturers’ adoption of collaborative technologies in teaching LIS is low; they primarily utilize these technologies for tutorial sessions and delivering course materials. However, factors such as insufficient ICT facilities and funding, limited awareness of pedagogical collaborative technologies, unstable internet connectivity, and low digital literacy hinder the optimal use of these tools. Among other recommendations, the researchers suggested the provision of adequate ICT resources, stable internet connectivity, and web-based instructional training for lecturers by both the government and institutional management.