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
Toyese tunde, O. & Oyedokun, T (2019). ASSESSMENT OF KNOWLEDGE MANAGEMENT COMPETENCIES OF LIBRARY AND INFORMATION SCIENCE PROFESSIONALS IN NIGERIA. Afribary. Retrieved from https://tracking.afribary.com/works/assessment-of-knowledge-management-competencies-of-library-and-information-science-professionals-in-nigeria
Toyese tunde, OYEDOKUN, and Tunde Oyedokun "ASSESSMENT OF KNOWLEDGE MANAGEMENT COMPETENCIES OF LIBRARY AND INFORMATION SCIENCE PROFESSIONALS IN NIGERIA" Afribary. Afribary, 17 Jul. 2019, https://tracking.afribary.com/works/assessment-of-knowledge-management-competencies-of-library-and-information-science-professionals-in-nigeria. Accessed 22 Nov. 2024.
Toyese tunde, OYEDOKUN, and Tunde Oyedokun . "ASSESSMENT OF KNOWLEDGE MANAGEMENT COMPETENCIES OF LIBRARY AND INFORMATION SCIENCE PROFESSIONALS IN NIGERIA". Afribary, Afribary, 17 Jul. 2019. Web. 22 Nov. 2024. < https://tracking.afribary.com/works/assessment-of-knowledge-management-competencies-of-library-and-information-science-professionals-in-nigeria >.
Toyese tunde, OYEDOKUN and Oyedokun, Tunde . "ASSESSMENT OF KNOWLEDGE MANAGEMENT COMPETENCIES OF LIBRARY AND INFORMATION SCIENCE PROFESSIONALS IN NIGERIA" Afribary (2019). Accessed November 22, 2024. https://tracking.afribary.com/works/assessment-of-knowledge-management-competencies-of-library-and-information-science-professionals-in-nigeria