Paper Title
Ezinwa, Hulda C.

The falling standard of Nigeria educational system has become a stigma in the nation’s relationship with other developing and developed countries. This might have occurred as a result of seemingly workable but non-functional pedagogy which characterizes the nation’s educational system at all levels. Today, however, rapid increases in technological growth and information dissemination calls for sudden shift from traditional method of teaching and learning of arts and science subjects in schools to constructivist teaching and learning. Constructivist teaching is a new pedagogy that emphasizes on teaching and learning being constructive rather than being theoretical and abstract (rote-learning) among learners of different categories. Regrettably enough, about 90% of teachers cum lecturers have not been exposed to this method. This paper delves into constructivist teaching of library and information science for functional education in the 21st century. It highlights, history of constructivist teaching, definition of library and information science, characteristic of constructivist teaching and learning, contrast between traditional teaching methods and constructivist teaching, rationale for constructivist teaching of library and information science in schools, potencies of constructivist teaching in fostering mastery of concepts by students were reviewed. Based on the issues raised the writer made conclusions and recommendations.


Constructivist Teaching, Library and Information, Functional Education, Pedagogy


Education has remained a social process in capacity building and maintenance of society for decades. It is a weapon for acquiring skills, knowledge and habits for surviving in the changing world. Indeed, education continues to be the instrument for achieving economically, socially, scientific and technological growth and development of any Nation. Having seen education as the only global channel through which the country relates with other developed nations in terms of scientific and technological growth, its functionality therefore must constitute the optimal concern in the mind of any average intellectual mind. Almost all the world at large is aware that Nigerian educational system has fallen below the standard required for nation’s survival and development.  Our educational systems at every level are faced with tough choices about which programmes to eliminate, where to cut spending and how to stretch the already thin resources. Yet, decay is evident at all levels (primary, secondary and tertiary), “Expo” lobbying  for marks, corruption and joblessness rates high in educational bureau of this nation and many people are anchoring on education as a recipe for future employment and life long survival.

In Nigeria today, there is still need for adult citizens who should be trained and qualify to fill the unemployment gap in information science and technology. The lack of scientific knowledge and the breakdown of communication between scientists and the rest of the population lead to a cry for better teaching of arts and science subjects in our schools. Too often, though, those who make this cry imagine the problem too narrowly as a literacy issues rather than content problem.

There are also substantial short-comings in skill acquisitions and competence among learners as a result of dysfunctional education system. In other to address this, we must clearly modify the content of arts and science in the curriculum to develop learners for educational growth and development. This modification is geared towards shifting from the traditional teaching method to a new teaching pedagogy – constructivist teaching.


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