Modifying Wenger’s communities of practice theory for resource-constrained Nigerian Library and Information Science workspaces

Abstract

In resource-constrained academic environments like Nigeria, early-career library and information science professionals navigate limited infrastructure, policy gaps and minimal formal training. Traditional models of professional learning explain development through shared practice but do not address the emotional and psychological pressures in such settings. This article presents an extended model that integrates emotional labour and resilience-building to better capture library and information science professionals’ growth in African universities. Based on phenomenological interviews, focus groups and reflective journals, the findings show that informal networks such as WhatsApp groups, peer mentoring and collaborative improvisation serve as both knowledge-sharing platforms and emotional support systems. The participants describe managing institutional neglect, professional invisibility and ethical dilemmas using emotional labour and adaptive resilience. These experiences expand the understanding of professional communities, framing them as sites of learning, survival and transformation. The model offers guidance for curriculum design, policy and professional support, highlighting the intersection of knowledge, identity and well-being in Nigerian Library and Information Science practice.