Abstract
Library and Information Science (LIS) Education in South-West, Nigeria is under increasing
pressure to adopt learner-centred and technology-enhanced pedagogies that reflect global
trends. Collaborative research networks (CRNs) offer a pathway to innovation by enabling LIS
educators to share expertise and co-create modern teaching approaches. However, the extent
to which participation in CRNs translates into pedagogical reform remains unclear. This study
examined the relationship between CRNs participation and the development of innovative
pedagogies by LIS educators in LIS schools across the South-Western region. Guided by a
descriptive survey design of the correlational type, the study targeted all 114 LIS educators in
13 accredited LIS schools in South-West, Nigeria. Using purposive sampling, 50 LIS educators
from six LIS schools were selected. Data were collected through a structured questionnaire and
analysed using descriptive statistics and Pearson product–moment correlation at the 0.05
significance level. Findings revealed high levels of LIS educators' participation in CRNs, yet
adoption of innovative pedagogies was limited, with portfolio-based assessment being the most
widely used. Traditional teaching culture and inadequate funding emerged as major barriers to
innovation. Notably, the results showed a significant negative relationship (r = –.374; p < 0.05)
between CRNs participation and pedagogical development. The study concludes that systemic
and institutional challenges hinder the pedagogical benefits of CRNs and recommends stronger
policies, capacity building, and resource support to bridge this gap.
Keywords: Innovative Pedagogy, Collaborative Research Network, Library School, Library and
Information Science Educators.
Publication Date: 2026-05-03