Institutional Support for Faculty Learning Communities’ Participation among LIS Educators in South West, Nigeria

Abstract

This study investigated institutional support for faculty learning communities’ participation among Library and Information Science educators in the South-West, Nigeria. The study adopted a descriptive research survey design. The population of the study was 225 LIS educators in library schools (universities and polytechnics) in the South West, Nigeria. The total enumeration sampling technique was employed for the study. The instrument of data collection was a structured questionnaire. Both descriptive and inferential statistics were used for data analysis. It was found that there are FLCs in the library schools. There is a high level of engagement in FLCs among the LIS educators. The types of institutional support available to the LIS educators in library schools in South-West Nigeria include library resources to support FLC activities, effective communication about FLC goals, and access to necessary IT facilities and assistance. The hypothesis tested revealed a positive influence of institutional support on FLC’s participation among the LIS educators. Meanwhile, interdisciplinary collaboration and continuous learning are vital in promoting FLCs.