Vol. 14(4), pp. 254- -260 August, 2026. 

ISSN: 2360-7858

https://doi.org/10.14662/ijalis2026600

 

Full Length Research

 

Abstract

Academic libraries are undergoing a paradigm shift from passive repositories of information to dynamic, digitally empowered ecosystems that promote inclusive, interdisciplinary, and AI-enhanced learning. This study presents a comparative analysis of academic library transformation in Nigeria and the United States, focusing on policy frameworks, institutional practices, and librarians’ roles in advancing higher education. Drawing on Nigeria’s National Policy on Education (NPE) 2014 and U.S. higher education models, the research employs a mixed-methods approach—including policy analysis, institutional case studies, expert interviews, and user surveys—to evaluate the structural and pedagogical integration of libraries into digital learning environments. Findings reveal that while NPE 2014 articulates a progressive vision, Nigerian academic libraries face implementation challenges such as limited funding, lack of librarian-teacher collaboration frameworks, and insufficient AI integration. In contrast, U.S. institutions have institutionalized librarian-faculty partnerships, embedded digital literacy into curricula, and invested in AI-powered research tools. The study proposes actionable policy recommendations for Nigerian institutions, including formal recognition of librarians as educators, development of national digital literacy frameworks, and establishment of media verification centers within libraries. By bridging global best practices with local policy needs, this research contributes to the discourse on LIS education reform, digital equity, and interdisciplinary pedagogy. It positions academic libraries as central agents in the digital transformation of higher education and offers a roadmap for their evolution into inclusive, intelligent knowledge hubs.

 

Keywords: Academic libraries, AI-powered research tools, Digital equity, Digital literacy, Higher education policy, Interdisciplinary learning, Librarian-faculty collaboration, NPE 2014

 

	Cite This Article As: Columbus, OU., Usha, I (2026). Transforming Academic Libraries for Inclusive Higher Education: A Comparative Study of Policy, Practice, and Innovation in Nigeria and the United States of America. Inter. J. Acad. Lib. Info. Sci. 14(5): 261-269