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COCLIN Journal of Library and Information Science, Vol. 6 Nos. 1 & 2, Dec., 2013

COCLINJOURNAL OF LIBRARY

ANDINFORMATION SCIENCE

(ISSN: 11180307)

JOURNAL OF THE COMMITTEE OF COLLEGE LIBRARIANS IN NIGERIA

Volume 6, Numbers 1 & 2, December 2013

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COCLIN JOURNAL OF LIBRARY AND INFORMATION SCIENCEJournal of the Committee of College Librarians in Nigeria

EDITORIAL BOARDEditor-in-ChiefRAZAQ FEMI QUADRI Ph.DCollege Librarian,Federal College of Education (Technical),P. M. B. 11, Omoku.E-Mail: [email protected]

EDITORS:Dr. E. G. Okeh - Federal College of Education, AbeokutaDr. A. Ugwuanyi - Fed. College of Education, Eha-Amufu, Anambra StateDr. (Mrs.) E. S. Ndeh - Akwa-Ibom State College of Education, Afaha NsitMaduagwu, D. K. - Federal College of Education (Tech), Asaba, Delta State

CONSULTING EDITORS Dr. A. A. Ajayi - Federal College of Education, AbeokutaA. T. Agboola - Federal Uni. of Agriculture, AbeokutaDr. K. I. N. Nwalo - University of Ibadan, IbadanProf. I. I. Ekoja - University of Abuja, Abuja

COCLIN Journal is published once a year (December) by the Committee of College Librarians in Nigeria.

Annual Subscription Rates:Individuals (Nigeria) N1,000.00 Individuals (other countries) $20.00.Institutions (Nigeria) N2,000.00 Institutions (other countries) $50.00.

All editorial and general communication should be sent to:The Editorial-in-ChiefDr. R. F. QuadriCollege Librarian,Federal College of Education (Technica),Omoku, Rivers States.

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e-mail: [email protected]

EDITORIAL This edition of the Committee of College Librarians in Nigeria Journal

(COCLINl) is very unique because it focused on diverse areas of library activities. This issue contains nineteen incisive, scholarly and well written articles covering as usual a wide variety of topics in the librarianship profession and related areas. Our editorial policy of encouraging peer review has in no doubt contributed to the quality of the journal.

It is hope that this issue will meet the yearnings and aspirations of librarians and information professionals in and outside Nigeria. It is therefore our hope that the journal will be of benefit to all our potential and existing readers in and outside the profession.

We welcome reviews, position papers, research reports and comments that will further lead to the publication of subsequent issues.

Dr. R. F. QuadriEditor-in-Chief

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COCLIN JOURNAL OF LIBRARY AND INFORMATION SCIENCE

OBJECTIVE AND SCOPECOCLIN Journal of Library and Information Science is a forum for dissemination of empirical findings, expository discourse, sharing of knowledge, information, best practices by Librarians and Information specialists. However, manuscripts of high quality of information related fields and issues other than empirical research are expected from contributors. The Journal shall be referred by distinguished scholars.

NOTES TO CONTRIBUTORSThe Editorial board of the journal will consider for publication:(a) Reports of empirical studies(b) Technical/Methodological reports(c) Theoretical and philosophical papers(d) Book Reviews

Contributors should submit three copies of their manuscripts typed double-spaced on one side of A4 size paper including a Compact Disk (CD) or Flash Drive in Microsoft Word Format. The first page of the manuscript should contain the title of the article, author’s name, position, place of work, address as well as the informative abstract of not more than 150 words.

Manuscripts should not exceed 15 pages, reference inclusive. Contributors should note that only articles that have not been published elsewhere would be considered.

We adopt the American Psychological Association (APA) style of referencing. Manuscripts must be accompanied with One Thousand Naira (N1,000.00) only assessment fee made payable to the Editor-in-Chief. Authors should send their manuscripts to the

Editor-in-Chief:Dr. R. F. QUADRI,Federal College of Education (Technical),

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P. M. B. 11, Omoku, Rivers State Port-HarcourtPhone Nos: 08033865414 – 08027638455 – 08056457540

TABLE OF CONTENTS

1) An Appraisal of the School Library Services and Implication for the Future in Abeokuta South and Odeda Local Government Areas of Ogun State, Nigeria – Olaotan, C. E., Ogunleye, M. M.

B. & Soyele, E. K.1

2) Library Use and Reading Habits of Students and Teachers in Ijebu Ode Local Government Area of Ogun State – Quadri, Razaq Femi, Ph.D & Quadri, Ketim, Ph.D11

3) Mentoring in Academic Libraries: Prospects and Possibilities – Maduagwu, D. K. & Adebayo, O. A.22

4) In Service Training and Effective Utilization of Information and Communication Technology by Librarians in Rivers State – Egesimba, N. M. 40

5) Techniques for Developing the Reading Culture of Nigeria Children – Olaotan, Catherine. E. & Ogunleye, M. M. B.46

6) The Future of Academic Libraries in Nigeria: Imperatives of Hybrid Library Services – Ibrahim M. M. Furfuri

7) Use of Children’s Literature in Rivers State Library in Port Harcourt – Felix Ahamefule Nwanwko55

8) Library Use by Part Time Students of the Federal College of Education (Technical), Omoku, Rivers State – Ezebuike Mills, N.68

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9) Repositioning Academic Libraries in Nigeria through InformationCommunication Technology (ICT): Challenges and Opportunities – Iwuagwu, O. O. & Uko, V. B. 74

10) Strategies and Techniques for Managing Change in Academic Information Services – Egunjobi, R A, Ph.D, Awoyemi R.

Akinade & Akerele, J. A. 94

11) Work Motivation, Job Satisfaction, Knowledge Sharing and Team-Oriented Commitment of Library Personnel in Some Academic and Research Libraries in South West, Nigeria – Olaniyi Esther Temitope108

12) Users’ Satisfaction With Public Libraries Services In Akwa Ibom State – Eme Samuel Ndeh Ph.D & Eme Uwem Esiere119

13) Changing Role of Librarians: Trends in Developing Future Academic Library Managers as Learning Facilitator - Imran, A. A. & Adeleke, K.W126

14) Public Library Service in Nigeria: Challenges and Prospect: A Literature Review – Dutse, Lami. I. & Aliyu. A. Bege134

15) Information and Communication Technologies (ICT): A Panacea for the Future Academic Libraries in Nigeria – Chaka, John

Gyang 141

16) Integration of Library Softwares into Academic Libraries and Information Centers – Haruna Abdulmuminu Maru & Husaini

Musa 149

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17) Library and Quality Education – Dimkpa, Thankgod Ndudi156

18) An Assessment of the Information Dissemination Channels used by the Zimbabwe Women’s Resource Centre and Network in the Provision of HIV/AIDS Information to Women – Nancy Nhendodzashe163

19) Managing Change: Libraries and Information Services in the Digital Age– Fijabi, N. M. 178

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AN APPRAISAL OF THE SCHOOL LIBRARY SERVICES AND IMPLICATION FOR THE FUTURE IN ABEOKUTA

SOUTH AND ODEDA LOCAL GOVERNMENT AREAS OF OGUN STATE, NIGERIA

OLAOTAN, C. E.OGUNLEYE, M. M. B.

&SOYELE, E. K.Gani Belo Library,

Federal College of Education Abeokuta, Ogun State, [email protected] and [email protected]

08033699292

AbstractThis study examines the extent of provision and development of school library services in secondary schools in Abeokuta South and Odeda Local Governments of Ogun State. 10 secondary schools were selected from the two local governments using simple random sampling technique. School teachers/teacher-librarians and students were the respondents. Data were gathered through the use of well structured questionnaire and observation techniques. It was found that not much has been accomplished by governments in the provision of adequate library, current and useful library resources as deplorable state of school libraries still prevails even if they exist at all despite the recognition of the importance of school libraries and policy statements pronounced and programmes enunciated for them by successive governments over the years in Nigeria. As parts of the recommendations, adequate provisions should be made for school library development in the annual budgets of the Federal State and Local Governments; Ministry of education should be empowered to monitor such provision and development in addition to the creation of School library

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mailto:[email protected]



implementation/supervision units at both Federal and State levels, qualified librarians and information professionals should manage the school libraries.

IntroductionA library is a collection of books and non-book materials, housed,

organized interpreted and disseminated to meet the broad and varying needs of people for information, knowledge, recreation and intellectual enjoyment. A school library is a library that operates in primary, junior or senior secondary school.

The National Policy of Education (FRN, 2004) identifies library as one of the most important educational services that government should provide for its citizens. The policy urges government to provide funds for the establishment and management of libraries in all schools and to train teachers/school librarians, library assistant/clerks for effective management of the school libraries. In addition, governments (federal, states and local) are to ensure that the school libraries are properly equipped and managed to promote sound effective teaching and learning.

The acquisition of books for the school libraries is centrally done in addition to the purchase made by the school management through funds generated locally from the Parent-Teacher-Association (P.T.A). However in recent times, the development of school libraries in the public schools have been left to the individual efforts of the school administrators. Interestingly, library resources are indispensable social tools for personal educational development. The developed countries of the world view library resources as a good investment for national development because it is expected to provide the individual the necessary tool for qualitative development thereby producing qualitative human resources for national development.

Secondary education is meant for children between the age 11 and 16 years in Nigeria. This level of education started in Nigeria as far back in 1859 with the founding of Church Missionary Society (CMS) Grammar School in Lagos and establishment of secondary schools in other parts of the federation including Abeokuta, Calabar, Ibadan, Ijebu-Ode and Ondo (Taiwo, 1986). School libraries have evolved in our secondary schools in recent times in order to meet up with the requirement of the modern philosophy of education which stresses the need for individualized instruction aided by multimedia resources available in the school library (Olaotan, 2003).

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Statement of the ProblemThe provision of a functional school library resource centre and the

utilization of the information resources available is of immense value to the student as they would be able to learn on their own, improve on whatever was taught in class and use this information in solving various problems making them self reliant in life (Olaotan, 2006). This study has identified the fact that no matter the amount of money invested into the education sector, if the greater attention is not given to the provision and utilization of school library media resources to supplement the teachers’ effort in the classroom, academic performance of students will be low. This then calls for an appraisal of the school library services and the problems associated with the provision and utilization of a functional school library and the implication for the future in selected secondary schools in Odeda and Abeokuta South Local Governments of Ogun State.

Research QuestionsThe importance of libraries as a support facility in nation-building

and particularly in teaching, learning and research is well acknowledged but often neglected by bureaucrats or administrators when implementing education programmes and policies. Hence, this study seeks to provide answers to the following research questions: What are the library resources available in secondary schools

within the study area? How adequate are these library resources in secondary schools

within the study area? How are the available library resources being utilized by the

students in secondary schools within the study area? What is the place given to school libraries in the present

educational system in terms of curriculum provision and time allotment?

What is the perception of students about the library resources?

Review of Related LiteratureSchool libraries represent a vital support facility of education.

Libraries are believed to be the heartbeat of any educational system and the nation in general. Just as the classroom, laboratories and playgrounds are necessary in every school environment, the library is even more important for it enhances the implementation of the school curriculum and brings the teachers and the pupils/students in contact

An Appraisal of School Library Services and Implication for the Future… – Olaotan, C.E., Ogunleye, M.M.B & Soyele, E. K.

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with the world through the provision of information resources (Okwueze and Lawal, 2010).Baird, (2009) noted that a school needs a library because libraries support the school’s work of literacy and education. According to him a school library is useful in literacy work from the earliest stage because it encourages good reading habits to be formed when children are young. Hence, all teachers should aim to stimulate children’s curiosity about books and to encourage students to start loving the written word. One of the best ways of doing this, according to Baird (2009), is to set up a school library with a wide variety of information and fiction books. The vocabulary range of these books should suit all skill levels, so that even reluctant students will be able to read what they want, when they want for their studies.

A library should also have stock that is fun to read. When students discover that soccer yearbooks, novels and magazines are also in the library they may start to spend some of their leisure time reading. The more students read, the faster their English will improve. This will help them in their studies and when they leave school. Therefore, the school library should supports the student’s studies by having in its stock, collection that will have information that can improve students’ understanding of the subject they learn at school, and increase their knowledge of the world. However, Adeniran (2002), noted that, despite recognition of the importance of school libraries, they are generally non-existent in many schools and where they exist, they are poorly stocked and generally neglected. This is corroborated by Alabi (2007) who also agreed that school library system was in a state of decay and that most schools have libraries which in real sense were not functional. To drive home this point, Banjo (1986), noted that only lip service has always been paid to the provision of school library services in the country. Though, through their educational policies, it can be seen that each successive government had shown some level of interest in the provision and development of school libraries in the country, however, literature revealed and buttressed the fact that school libraries have been neglected by successive governments over the years in Nigeria despite the great importance attached to it and policy statements pronounced and programmes enunciated for them. According to Lawal (2010).while writing on primary and secondary schools visited by researchers disclosed that libraries were found to be non-existent in primary schools while few secondary schools have what could be referred to as reading rooms. This, according to them, is because information sources in such libraries are not properly

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organized, scanty and very old. Similarly, Adetoro (2005), in Okwueze and Lawal (2010) found that school library information resources were inadequate in both public and private secondary schools in Remo and Ijebu areas of Ogun State.

A school library allows students to develop skills of searching for information on their own as well as providing access to information. This will help to develop a problem-solving and active approach to learning. Pupils or students who regularly look up information in books will improve both their form work and their reading skills. Libraries are also very useful for teachers. All staff, whether maths, woodwork, home economics, science, arts or social science teachers, can improve their teaching by using stock from the library. Expectedly, a functional school library therefore requires a good collection of information resources in a variety of formats, dealing with different subjects reflected in the school curriculum and extra curricular subjects, and the use of qualified librarians to manage the school libraries. Writing on the qualification of school library personnel, Elaturoti (2001) supported the recommendation of the Nigerian School Library Association (NSLA) that the position of a school librarian should be appropriately designated for professional, paraprofessional and teacher-librarians appointed to run the Nigerian School Libraries and that a minimum of diploma in library studies is good for school librarians in primary schools while a bachelors degree should be appointed to run the school libraries in secondary schools. Also important is the school library building, the issue of library building has always been mostly neglected. Hence, Fayose (1995) advocated for a building, centrally located within the school premises but devoid of noise and distractions. Hacker (2011) Hacker (2011), corroborated this through their definitions of physical facilities as the school buildings, classrooms, furniture, school library buildings, laboratories, recreational equipments and other infrastructural aids which they believed are essential materials that must be put in place for the objectives of the school system to be accomplished. They stressed further that the availability of these facilities determine the quality of instruction especially that of the school library to the overall performance of the students in the school.

MethodologyThe study uses a descriptive survey research. It investigates the

provision and utilization of school library resources by students and teachers of selected secondary schools within Odeda and Abeokuta


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South Local Government Areas of Ogun State. 10 Secondary Schools were selected from the two local governments using simple random sampling technique while 10 teachers and/or teacher-librarian and 10 students of the sampled schools constitute the respondents. Data gathering was by both questionnaire and observation methods through physical inspection. Data analysis was done using descriptive statistics such as frequency counts and simple percentage.

Data AnalysisThe data was analyzed under six basic requirements of services

appraisal as discussed in the literature.

Table 1: Distribution of respondents by qualificationQualification Area of

specializationFrequency Percentage

(%)NCE Library studies

Others0

140

14HND Library studies

Others04

04

BSC Library studiesOthers

031

031

Bed Library studiesOthers

028

028

PGDE Library studiesOthers

011

011

Masters Library studiesOthers

011

011

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PhD Library studiesOthers

01

01

The table above shows BSC holder to be on the higher side with 31%, followed by Bed with 28% and PhD holder 1%. Based on this analysis, it could be seen that none of the respondents hold a bachelor degree or professional qualification in the area of librarianship. This does not augur well for the development of library services in the schools.

Table II: Availability of library services in the schoolSA A SD D

1. Availability of a school library in the school 5454%

4343%

00%

33%

2. Students are taught how to use the library 1111%

1212%

4849%

2929%

3. Availability of a good library accommodation

1212%

1616%

4444%

2828%

4. Qualified teacher/librarian in the school 77%

99%

4545%

3939%

Table II above reveals availability of library services in must of the schools with 54% strongly agreed with this while only 3% disagreed. On whether the respondents were taught how to use the school library, 49% of the total respondents strongly disagreed while only 12% strongly agreed. This implied that majority of the respondents were not taught how to use the library. The table also shows that majority of the schools were not provided with a good library accommodation which accounts for 44%. As regards qualified teacher/librarian, 45% of the respondents strongly disagreed while only 7% strongly agreed, implying that government needed to ensure quality and well qualified librarians to manage the libraries.

Table III: Availability of library materials in the school librarySA A SD D

1. Relevant textbooks to support teaching/learning in the school

88%

66%

4444%

4242%


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2. Availability of current textbooks/encyclopedias/ dictionaries in the school library

1212%

1313%

4242%

3333%

3. Availability of story books, news papers and magazines

1414%

1919%

4040%

2726%

4. Relevance of information resources to enhance teaching/learning process

77%

1111%

4444%

3838%

One could draw inference from table III above as implying that there were not enough relevant textbooks to support teaching/learning in the school library as 44% of the total respondents indicated strong disagreement as to currency and availability of story books, newspapers, magazines encyclopedias, dictionaries to enhance teaching/learning, majority of the respondent strongly disagreed with 42%; 40% and 44% respectively.

Table IV: Students Utilization of the school library resources SA A SD D1. Use of the library for

relaxation/recreation only6

6%8

8%44

44%42

42%2. Use of the library for class assignments

only19

19%39

39%22

22%20

20%3. Use of the library for reading only 25

25%38

38%10

10%27

27%4. Use of the library during free periods 34

34%46

46%12

12%8

8%5. Rarely use the library 6

6%20

20%36

36%38

38%Table above shows a higher percentage of respondents (i.e 38%,

46%) agreed that they used the library regularly for various reasons ranging from using the library for reading, recreation, for assignment etc.

Table V: Inclusion of library hours on the Teaching Time-TableSA A SD D

1. Library hours on the school time-table

1111%

1818%

4343%

2828%

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2. Library instructions/orientation included in the school curriculum

2020%

2222%

3232%

2626%

From table V, 43% strongly disagreed that library hours was on the school time-table while 32% also was of the opinion that library instruction/orientation was not included in the school curriculum. Here, the governments should ensure that library hours are placed on the school teaching time-table and at the same time include library instructions and orientation on the school curriculum so that students can be taught the use of library and its resources.

Table VI: Students perception of library services in the schools.SA A SD D

1. Library is a place w here you can acquire skills and knowledge

6262%

3434 %

11%

33%

2. The school library supports quality teaching/learning process

4848

4243%

44%

66%

3 The schools library encourages good reading habits.

5454%

3939%

33%

44%

From this table, one could se that the importance and relevance of the school library to and in enhancing teaching/learning is acknowledged; as majority of the respondents (i.e 62%, 48% and 54% respectively were of that opinion. Hence, governments at both state and federal levels need to do a lot here by ensuring that the current library development at the secondary schools level are improved upon to better the reading skills of students in those schools.

Discussion of the FindingsFrom the above findings, one can deduce a consistent deplorable

state of school libraries in the areas of study. Most importantly, the study was carried out in the urban settings of the state of course, the situation in the rural areas would be hard to contemplate. This implies that government is only paying lip service to the development of school libraries in its policies and programmes always being formulated since findings indicated that nothing much has been accomplished. As noted by Okwueze and Lawal, 2010, the school library is the heart of any educational institution if such is developed managed very well according laid down specifications and standards. Expectedly therefore, governments should rekindle effects to propose effective policies which if implemented are expected to yield good results. For

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now, the situation is very bleak because the resources are grossly inadequate and poor. The school library even where they exist at all are in ramshackle conditions with deplorable furnishings. Moreover, personnel in terms of qualified professionals in librarianship are not there to administer and manage the school libraries. In this information age and global community, library development with current, relevant land adequate resources couple with well equipped and furnished buildings ought not to be delayed any longer. The society stands to benefit from efficient library services in both primary and secondary schools.

ConclusionFrom the ongoing, the acclaimed falling standard of education in

the country is due to the poor implementation of government policies. When policies are enunciated, such neither prudently implemented or financed, even when implemented or financed, another impediment is maintenance culture on the part of policy makers. Evidently, the school library which enhances the realization of the school objective should not be neglected, otherwise, the nation would continue lag behind among the comity of nations which might ultimately bring about poor results and unemployable graduates.

Recommendations Good, reliable and effective policies should be formulated and

strictly implemented by the governments. Funding is very crucial to the survival and implementation of any

policy so formulated as no entity or institution can survive without adequate funding. Therefore, adequate provision should be made for school library development in annual budgets of the State Ministry of Education.

Government should set up a unit for monitoring of school library facilities in tandem with policy’s goal and objectives.

Parent/Teacher Association should also rise up to the challenge by supporting the development of school library through finances, donations and gift of books in relevant subjects.

Qualified personnel and professionals in librarianship should be employed to manage school libraries. The school librarian should also be supported by library officers and assistants


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ReferencesAdeniran, T. (2002), Speech Delivered by the Honourable Minister of

Education at the Opening Ceremony of the 16th Annual Conference of the Nigerian School Library Association, Held at the University of Nigeria, Nsukka, 23-26 October.

Adetoro (2005). A comparative Analysis of School Development and Use in Selected Public and Private Secondary Schools in Ijebu and Remo Geopolitical Zones of Ogun State. Lagos Journal of Library and Information Science, 3(1): 7-15.

Alabi, A.O (2007). Empowering Literacy from childhood: A survey of activities of Teachers and Librarians Higher Institution’s Staff School in Lagos State, Nigeria. Nigerian Libraries, 40:54-70.

Baird, (2009). Setting up and Running a School Library. Oxford: Heinemann. Pp7-8.

Banjo, A. (1986). Banjo Commission: Report of the Commission Appointed to Review the Education System of Eastern Nigeria. Ibadan: Government Printers.

Elaturoti, D.F (2001) Learning Resources and Development for Nigerian School Libraries. Abadina Media Resources Centre, University of Ibadan, Nigerian School Library Journal, 4 (2): 50-54.

Fayose, P.O (1995). School Library Resources Centre for Educational Excellence. Ibadan: AENC Edu, Pub, pp 15-18.

Federal Republic of Nigeria (2004). National Policy on Education. P 52.Hacker, Violain, (2011). “Building Media Industry White Promoting

Community of Values in Globalization” Politicke Vedy, Journal of International Affairs, Policy and Security 2/2011. htt://www.fpvmv.umb.sk/politicke vedy.

Lawal, O.O (2010). Library Information Practice and Education in Nigeria: Current Trends and Issues. Calabari: University of Calabar Press. Pp 10-15

Okwueze E.U and Lawal, O.O (2010). Performance Evaluation of School Libraries in Response to the National Policy on Education and Implementation of the Universal Basic Education (UBE) in Calabar Municipality Gateway Library Journal 13 (2): 1-15.

Olaotan, C.E (2006). Effective management of school libraries: The Role of the Teacher Librarian. Being a paper Presented during a 2-day Workshop Organized for Teacher Librarians of Junior and Senior

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Secondary Schools in Ogun State at the South-West Resource Centre, Abeokuta, 27th-28th April.

Olaotan, C.E (2003). Readership Promotion and the School Library. Being a Paper Presented at a Workshop on Citizenship Education Organized for Secondary School Student in Abeokuta Ogun State by the Niger Youth Foundation (NGO) at the Centenary Hall Ake, Abeokuta, 13th June.

Taiwo, C.O. (1986). The Nigerian Education System. Lagos: Nelson, p.3.

LIBRARY USE AND READING HABITS OF STUDENTS AND TEACHERS IN IJEBU ODE LOCAL GOVERNMENT

AREA OF OGUN STATE

QUADRI, RAZAQ FEMI Ph.DCollege Librarian

Federal College of Education [Technical], Omoku, Rivers State&

QUADRI, KETIM Ph.DDept of Educational Foundations

Federal College of Education [Special], Oyo

IntroductionReading plays a significant role in the daily lives of individuals. It

provides the key to all kinds of information. Besides reading for academic purpose, in the classroom and on the job, people read books, magazines and other printed materials for personal information and recreation. Many other people read to learn more about their special interests. According to Karim and Hassan (2006) they opine that reading is a crucial form of communication through which people get most of the information required in teaching and learning situation in ones every day life.

Libraries generally play a dynamic role in school curriculum just as science laboratory or language laboratories do. According to Adebayo (2009) one of the major avenues for acquiring information is reading

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and reading to her is the foundation upon which other skills are built. For Akanda,Hog and Hassan (2013) opined that reading is an art which provides a human being with the foundation upon which to erect his or her understanding of life as the elements with which to build his or her worldview.

On the other hand reading and reading habits are two sides or aspects of the same coin that have received increasing attention in recent times. According to Akanda, Hog, and Hassan (2013) in the evolving knowledge society reading is considered crucial for gaining the necessary information and insights, which prepare a person to face the diverse challenges of modern times. The school library therefore provides both the students and their teachers the necessary resources (print and non-print) and facilities to cater for and promote good reading habits.

Statement of the ProblemAn appraisal of the importance of the school libraries and reading

habits in the educational planning and implementation reveals an understanding and acceptance of the philosophy and purpose of the school library service. But adequate attention has not been given to the effective use of the resources of these libraries by the students and teachers. This study therefore investigates library use and reading habits among secondary school students and their teachers in Ijebu-Ode Local Government of Ogun State.

Objectives of the StudyThe general objectives of this study is to assess the reading habits,

reading problems and the use of library among teachers and students of selected secondary schools in Ijebu-Ode Local Government Area of Ogun State, Nigeria

The specific objectives of the study are:1. To determine the availability of secondary school libraries in Ijebu-

Ode Local Government Area of Ogun State.2. To identify the factors affecting provision of libraries in schools.3. To examine the provision of library resources and facilities in

learning and the various programmes designed by the school library to enhance effective use of the library.

4. To examine the extent to which the school libraries are used.

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5. To determine the reading habits among secondary school students and their teachers.

Research QuestionsThis study tried to provide answers to the following research

questions,1. Are there secondary school libraries in Ijebu-Ode Local Government

Area of Ogun State?2. What are the factors affecting the provision of school libraries in

the Local Government?3. What library resources and facilities are provided by the libraries?4. To what extent are the school libraries used in the Local

Government Area?5. What are the reading habits of secondary school students and their

teachers in the Local Government Area of study?

Data Presentation, Analysis and InterpretationTable 1: Distribution of Respondents By School

Schools Freq.

% S % T % L %

Adeola Odutola College 24 23.79 16 23.2 6 22.22

2 40.0

Our Ladies of Apostles 30 29.7 20 28.9 8 29.6 2 40.0Ijebu-Ode Grammar School

28 27.7 17 24.7 10 37.0 1 20.0

Anglican Girls Grammar School

19 28.3 16 23.2 3 11.18

- -

Total 101 100.0 69 100.0

27 100.0

5 100.0

Table 1 show that 16 (23.2%) respondents are students, 6 (22.22%) are teachers, and 2(40%) are librarian at Adeola Odutola College. 70 (28.9%) are students, 8 (29.6%) are teachers and 2 (40%) are librarians at Our Ladies of Apostle. 17 (24.7%) are students, 10 (37%) are teachers and 1(120%) is a librarian at Ijebu-Ode Grammar School while 16 (23.3%) are students, 3 (11.18%) are teachers at Anglican Girls Grammar School.

Library Use and Reading Habits of Students and Teachers in… – Quadri, R. F. Ph.D & Quadri, K. Ph.D

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Table 4.2: Distribution of Respondents by AgeSex Frequency %

Male 66 65.3Female 35 34.7Total 101 100.0

Table 2 shows that 66 respondents which represent 65.3% of the total study sample were male and 35 respondents which represent 34.7% are Female.

Table 3: Distribution of respondents by AgeAge Group Studen

ts% Teach

er% Libr

.%

12yrs – 15yrs

22 18.8 - - - -

16yrs 19yrs 34 49.3 - - - -20yrs – 23yrs

13 31.9 11 4.0 3 60.0

24yrs -27yrs - - 10 37.8 2 40.028yrs – 31yrs

- - 6 22.2 - -

Total 69 100.0 27 100.0

5 100.0

Table 3 shows that 22 (18.8%) are between the ages of 12yrs to 15yrs, 34 (49.3%) are between 16yrs to 19yrs and 13 (31.9%) are between 20yrs to 23yrs are students. Respondents who are teachers 11 (40%) are between 20yrs to 23yrs, 10 (37.8%) are between 24yrs - 27yrs and 6 (22.2%) are between 25yrs - 31yrs while 3 (60%) are between 20yrs - 27yrs and 2 (40%) are between 24yrs – 27yrs are librarians.

Table 4: Use of libraryResponse Students % Teacher %

Yes 41 59.5 24 88.9No 3 4.3 - -Once a while 25 36.2 3 11.1Total 69 100.0 27 100.0

Table 4 shows that 41 (59.5%) students admitted that they visit the library, 3 (4.3%) admitted not using the library and 25 (36.2%)

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others uses the library once in a while 24 (88.9%) teachers uses the library, 3 (11.!%) teachers uses library occasionally.

Table 5: Advantage of Using the LibraryResponse Student

s% Teacher %

Assignment purpose 14 20.3 1 3.7Education enhance 10 14.5 14 51.9Pleasure reading 44 63.8 9 33.3To relax 1 1.4 - -To prepare lesson note

- - 3 11.1

Total 69 100.0 27 100.0Table 5 shows that 14 (20.3%) students uses the library for

assignment, 10 (14.5%) students uses library for educational enhancement, 44 (63.8%) students uses library for pleasure reading and 1 (1.4%) students relax in the library while 1 (3.7%) teacher uses library for assignment purpose, 14 (51.9%) uses the library for pleasure reading while 3 (11.1%) uses library to write their lesson notes.

Table 6: Rating of schools library statementsResponse Studen

ts% Teach

er% Libr. %

Adequate 49 71.0 14 51.9 5 100.0Fairly Adequate

10 14.5 10 37.0 - -

Undecided - - - - - -Not adequate 10 14.5 3 11.1 - -Total 69 100.0 27 100.0 5 100.0

Table 4.6 shows that 49 (71%) students admitted that the materials in school library is adequate, 10 (14.5%) students opined that the materials are fairly adequate and 10 (14.5%) claimed that it is not adequate, 14 (51.9%) teachers claimed that the materials is adequate, 10 (37%) admitted that it is fairly adequate while 3 (11.1%) claimed that it is not adequate. While 5 librarians claimed that the library is adequate

Table 7: Frequency of use of libraryResponse Students % Teacher %


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Daily 25 36.2 6 22.2Once in a week - - 9 33.3Occasionally 24 34.8 12 44.5Never before 20 29.0 - -To prepare lesson note

69 100.0 27 100.0

Total 69 100.0 27 100.0Table 7 shows that 25 (36.2%) students visit library daily, 24

(34.8%) students visit the library occasionally and 20 (29%) students never visited the library once a week and 12 (44.5%) visit the library occasionally.

Table 8: Preference for Library ResourcesResponse Studen

ts% Teache

r%

Recommended Text book

15 21.7 6 22.2

Maps & Atlases 14 20.3 - -Storybooks 4 5.8 5 18.6Reference books 20 29.0 4 14.8Others 4 5.8 - -All of the above 12 17.4 12 44.4Total 69 100.0 27 100.0

Table 8 shows that 15 (21.7%) students prefers recommended text books, 14 (20.3%) students uses maps and Atlases, 4 (5.8%) students prefers story books, 20 (29%) students prefers reference books, 4 (5.8%) prefers other materials and 12 (17.4%) preferred all the mention materials, while 6 (22.2%) teachers prefers recommended books, 4 (14.8%) prefers reference book and 12 (44.4%) other teachers prefers all the mentioned materials.

Table 9: Putting off reading for other taskRespons

eStuden

ts% Teache

r% Libr. %

Always 29 42.0 3 11.1 - -Sometimes

21 30.4 11 40.7 3 60.0

Rarely 8 11.6 5 18.5 - -Never 11 16.0 8 29.6 2 40.0

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Total 69 100.0 27 100.0 5 100.0Table 9 shows that 29(42%) students, 3(11.1%) teachers put of

reading always, 21(30.4%), 11(40.7%) teacher and 3(60%) librarians sometimes put reading off for other task. 8(11.6%) students, 5(18.5%) teachers rarely put off reading for other task while 11(16%) students, 8(29.6%) teachers and 2(40%) librarians never put off reading for another task.

Table 10: Reading speed of respondentsRespon

seStuden

ts% Teache

r% Libr. %

Always 23 33.3 10 37.1 3 60.0Sometimes

31 44.9 12 44.5 2 40.0

Rarely 8 11.7 4 14.8 - -Never 7 10.1 1 14.8 - -Total 69 100.0 27 100.0 5 100.0

Table 10 shows that 23(33.3%) students, 10(37%) teachers, and 3(60%) librarian’s reading always depending on what they are reading. 31(44.9%) students, 12(14.8%) teachers and 2(40%) librarian reading speed sometimes varies while 8(11.7%) students, 4(14.8%) rarely while 7(10.1%) students and 1(3.7%) teachers reading speed never varies irrespective of what they are reading.

Table 11: reading when T.V or Radio is onRespon

seStuden

ts% Teache

r% Libr. %

Always 11 15.0 1 3.8 - -Sometimes

20 30.0 10 37.0 3 60.0

Rarely 9 13.0 9 33.3 1 20.0Never 29 42.0 7 25.9 1 20.0Total 69 100.0 27 100.0 5 100.0

Table 11 shows that 11(15.9%) students, 1(3.7%), teachers always like reading when the television or radio is on, 20(30%) students, 11(37%) students and 3 (60%) librarians sometimes read when TV and Radio are on, 9 (13%) students, 9(33.3%) teachers and 1(20%) librarian rarely put on TV and Radio when reading while 29(42%)

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students, 7(25.9%) teachers and 1(20%) librarian never liked putting on TV and Radio during studying time.

Table 12: Enjoy ReadingRespon

seStuden

ts% Teache

r% Libr. %

Always 43 62.3 19 70.4 5 100.0Sometimes

25 36.2 3 11.1 - -

Rarely 1 1.5 5 18.5 - -Never - - - - - -Total 69 100.0 27 100.0 5 100.0

Table 12 shows that 43(62.3%) students, 19(70.4%) teachers and 5(100%) librarians always enjoy reading. 25(36.2%) students and 5(18.5%) teachers rarely enjoy reading.

Table 13: Suggestion for library improvementResponse Students % Teacher %

Acquisition of materials

39 56.5 17 63.0

Educational programme

5 7.3 10 37.0

Buying chairs & table 25 36.2 - -Total 69 100.0 27 100.0

Table 13 shows that 39(56.5%) students, and 17(63%) teachers suggested that acquisition of materials will improve the library, 5(7.3%) students and 10(37%) teachers suggested implementation of educational programmes while 25(36.2%) students suggested buying of chairs and tables in to the library.

Table 14: Acquisition ProcedureResponse Librarian %

Purchase - -Grant from Government

- -

All of the above 5 100.0Interlibrary loan - -Total 5 100.0


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Table 14 shows that 5 respondents which represent 100% of the total study sample admitted that the library acquire library materials through all the above listed way

Table 15: Charging and discharging of booksResponse Librarian %

Yes 5 100.0No - -Occasionally - -Total 5 100.0

Table 15 shows that 5 respondents which represent 100% of the study sample admitted that the library always charge and discharge library materials to users

Conclusion and RecommendationFrom the objectives above, one can easily see that library use and

reading habits go together, any student who knows how to use the library very well must have a reading habit, that is without a good reading habit cannot enjoy using the library from the objective also, one will be expecting any school with library to at least achieve 50% of the objectives but reverse was the case on getting to the field. The acquisition of a good library use and reading habits of students in both primary and secondary schools depends on the availability of library and the right type of necessary materials.

Unfortunately, there is lack of proper library space and materials in these schools. It was expected that the private school will have standard library but the private school used had what can not be referred to as library. Out of the public school used, only one which is a school for also the ‘special people; had what can be called a library, only has library happen to have a qualified library assistant as its directors. This library has a Diploma in library studies, other schools librarians had no knowledge of library studies for they only had school certificate.The library in question had a standard space (building), good personnel but materials there are too small to meet the needs of the students, while other school are referred to as :stone room: because there is no reading space and all other things that has to be in a library.

The library materials of some schools were arranged section-by section, subject by subject while others arrange their own according to their principal instructions, not even the Dewey classification scheme

20


which is the simplest, was used in some schools the materials are for the uses of only the teacher for the students are even ignorant of library use. They are not aware that they have some right to direct and guide them do not do so.

Since most students cannot link the library with their reading skills or reading habits they could not realize that library use can help and develop good reading habits in them regardless of their age. School and interest, At the same time it is wisely revealed in this research that the family background and education of parents contributed greatly to the pupils’ reading habits and library use since most homes do not have libraries and time to see what their children were using their leisure time for, neither are the good examples for their children because children learn most from what they see than what they are taught.

Many developed the attitude of reading because they have been used to their parents act of reading and making the greater use of their leisure.From the findings some of the teachers given questionnaires identified that they had eye problem that they cannot read properly because of their eye problem. Such a teacher can no more enjoy reading and therefore cannot progress in acquiring knowledge. Their students will likely be affected in some areas, since current information will not be passed to them.

RecommendationsIn the light of the foregoing problem of reading habits and library

use of students in the rural area and in Ijebu-Ode Local Government Area in particular can be tackled through the following.1. Reading habit and library use should be promoted and encouraged

by teachers and like school authority by including library periods in the school time-table at least twice in a week.

2. Librarians should be involved in making decisions and should take art in management of the school library. The librarian just is sociable and approachable to attract more users and make friends with those who did not have interest.

3. Loaning of books should be encouraged by the librarians.


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4. Teachers should refer students to the library for library resources by way of assignment requiring them to make use of the materials available in the library.

5. Readers Clubs should be organized and formed by the school librarian and the interested teacher in the school must be selected as the coordinator, where lectures and seminar may be arranged for the whole school.

6. The government should ensure an adequate library and library materials needed most especially in the rural area. They should open Local Government Libraries.

7. Total support and encouragement should be given to the expansion of the printing industry to increase book production at cheaper rate.

8. Library should be seen as path to improving reading habits and skills of the students, therefore there should be an ample funding for the library development in all schools.

ReferencesAbe, E.A. (1999). “Functional Reading: A focus on JSS in Literacy and

Reading in Nigerian Lagos”. Nigerian Educational Research Development Council (NERDC) (5); 227.

Aboyade, O.B. (2001). “Encouraging Children to Read”. Nigeria Libraries (12) No 1.

Adigun, O.M. and Oyelude, A. A. (2007); Libraries as Tools for Development: A Surveys of Users of Oyo State Library Board Public Library, Nigeria Libraries (37) No 2; 76-83.

Augolu, G.C. (1989). “The School Library as an Investment of Education”. Nigeria International Library Review.

Augolu, G.C. (2001). “Libraries as Agencies of Research and Scholarships with Special Reference to Borno State“. Annuals of Borno (1); 21-22.

Alemna, A.A. (1983). “The Development of School Libraries in Ghana”. International Library Review.

Antiwi, I. K. (2002). “The Reading Habits and Interest of Secondary School Students in Bauchi Metropolis”. Nigeria Libraries (20); 50.

Banjo, A.O. (1961). Review of Educational System in Western Nigeria Banjo Commissions. Ibadan: Government printer, 72-74.

Daniel (2006). “Information Agenda for School Library in Nigeria in the New Millennium; A Paper Preserved at the Annual National

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Conference and Annual General Meeting of the Nigeria Library Association, Abuja, June 25th – 30th 2006; 8.

Doiron, R. (2003). “Motivating the Lifelong Reading Habit through a Balanced used Children Information Book. IASL: School Libraries Worldwide http://www.lastloo.org/s/wjan03html.

Elaturoti, D.F. (2000). “Survey of Secondary School Libraries in Oyo, Ondo and Ogun State”. Nigeria Journal of Library and Information Studies (1); 52 – 65

Elaturoti (2202). “Strategies of School Library Practice in the New Millennium”. Texts of Paper Presented at the 2003 NLA Annual Conference Abuja 25th – 30th June No 49;5

Fayose, O. (1995). “Teaching Libraries Skills and the Effective Use of Books and Libraries”. The Teachers Librarian (49);5

Fayose, O. (1995); “The School Library and its Librarian”. West African Journal of Education; 21.

Fayose, O. “Factor Militating Against the Development of the Reading Habits of some Nigeria Children”. Nigeria Library and Information Science Review (7); 7

Fayose, O. (2001). School Library Resource Center for Educational Excellence. Ibadan; AENC Educational Publishers.

Federal Ministry of Education and Youth Development (1992). Minimum Standard for School Libraries in Nigeria Lagos; 7. Federal Ministry of Education Minimum Standard for School, Libraries in Nigeria, Lagos 1992; 19 24.

Federal Republic of Nigeria (1983). National Policy on Education. Revised Edition Lagos: Federal Ministry of Information; 7.

Federal Republic of Nigeria (1981); “National Policy on Education, Lagos: Federal Government Press, 1981 Section 10, Subject 849;43.

Labrant, T. (1999). “The Reading Interest” Journal of Documentation (15); Vol. 1 March.

Nwadinigwe, A.S. (2000); “Fundamental of Research Method and Statistics; 38 -39

Obajemu,A.S. (2002); “Assessment of School Library Service in a Local Government Area of Lagos State, Nigeria: A Case Study, African Journal of Library Archivers and Information Science (1); 65.

Odusanya, O.K. and Amusa, O.J. (2002). “ A Survey of Secondary School Libraries in Ogun State, Journal of the Nigeria Library Association (36); No 1.

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http://www.lastloo.org/s/wjan03html


Ogunrombi, S.A. and Adio, G. (1997). “Factors Affecting Reading Habits: A Case Study of Some Selected Secondary Schools in Oyo State”. Library Review.

Onadiran, G. and Onadiran, W. (1980). “Current Problem in School Library and Development Nation”. The School Librarian.

Onwubiko, M.C. (1985). ”A Comparative Reading Interest of Library Educator and Practicing Librarian at the University of Ibadan. Unpublished MLS dissertation. U.I Ibadan; 6

Oxford Advance Learners Dictionary of Current English (1976) London: Oxford University Press.

Rosenberg, O. (2003). “Everyday of Books in Libraries”. Proceeding of the Pan-African Conference on the Preservation and Conservation of Library and Archival Materials Hague, IFLA, 77 – 79

The New Webster’s Dictionary of the English Language International Edition 1972; 846

Unoh, S.O. (1990); “Reading Problems in Secondary School, Some Preservation and Research Findings”. Journal of language Arts and Communication (1); 81-83, (5) 55 -64.


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MENTORING IN ACADEMIC LIBRARIES: PROSPECTS AND POSSIBILITIES

MADUAGWU, D. K.College Librarian,

Federal College of Education (Technical), AsabaEmail: [email protected], [email protected].

Phone: 08035721950&

ADEBAYO, O. A.Librarian,

Federal College of Education (Special), OyoEmail: [email protected],

08034774265

AbstractThe idea of this paper was conceived on the premise that an ideal profession is expected to be underpinned by a body of knowledge. Such organization must not only ensure that members do not commit professional misconduct against the public but also ensures the professional growth of its member and the profession as a whole. However, it should be noted that mentoring relationship within a profession remains the only best bet of achieving this professional feat. As it is an established fact that mentoring is a mutual relationship with an intentional agenda designed to convey specific content with life wisdom from one individual to another. It is also an intense work relationship between senior and junior organizational members. The mentor has the experience and power in the organization and personally advices, counsels, coaches and promotes career development of the protégé, as mentor is believed to be a trusted teacher who sees the future before one does. Therefore, the focus of this paper is to examine the prospects and possibilities of mentoring in academic libraries. In the light of this, issues relating to

25





mentoring activities were fully discussed, ranging from conditions for effective mentoring in librarianship; benefits and challenges of mentoring; forms of mentoring, to the types of mentoring and qualities of a good mentor and mentee

IntroductionMentoring is an intervention that has proven highly effective and

has become especially popular in recent year. Historically, mentoring has its roots in Greek Mythology and it has much in common with the apprenticeship as practiced before the Industrial Revolution.

Mentoring happens in all organizations whether it is fostered as a development strategy; allowed or encouraged as an informal process; or is an activity that occurs below the consciousness of individuals. People are learning from others, adopting modelled behaviours and attitudes and absorbing the culture and perceived values of the organization through their personal interactions with co-workers.

The business world has adopted the tradition of an older and wiser person fostering the growth and development of the younger generation. This has sometimes resulted in perpetuation of old ways at the expense of diversity and development. Although, experience, skills and a genuine desire to help are more valuable assets in a mentoring relationship than age or position. Open and assertive communication and the trust of both parties are essential. However, new adaptations of mentoring allowing individuals to interact as colleagues in a helping relationship, on a more equal basis, can cultivate growth and learning to mutual benefit.

In the light of this, it becomes necessary to note that both partners in the mentoring relationship benefit. Learning must be a life-long process and one of the most effective ways to learn is to assist in the development of others. After all, the best teachers learn much from their students, counselors constantly learn from clients and partners in any successful relationship grow and develop each other along the way.

Apart from the above, Librarianships’ status as academic is no longer contestable, but librarians’ remain academics with a difference. By implication, aside from core professional calling, they are expected to perform the three principal functions of teaching, research and community service. According to Olowookere (2012), the academic setting is a knowledge based system that requires free and consistent,

26


exchange of information, especially in this age of globalization and rapid technological changes.

Mentoring of entry level academics is therefore inevitable in the quest for professional development in the academic milieu. As Winfield & Jaret (2001) reported, the demands of academia naturally exposes members to occupational stress and the need to balance several conflicting issues such as teaching, research, work-life balance, promotion and professional development. All these point to the fact that junior entry librarians should be paired with senior librarians in a mutually beneficial mentoring relationship.

The Concept of MentoringThe Oxford Advanced Learners Dictionary (2010) defined a mentor

as a wise and reliable adviser and a mentoree as a student or protégé who is advised and helped by a more experienced person over a period of time. Traditionally, a mentoree follows in the part of an older, wiser and more experienced person, the mentor, who can pass on relevant knowledge, experience and open doors to new opportunities or contacts.

The term “Mentoring” according to Holloway (2001) means a mutual relationship with an intentional agenda designed to convey specific content along with life wisdom from one individual to another. Mentoring does not happen by accident, nor does its benefit come quickly. It is relational based, but it is more than a good friendship. Mentoring is not just two people who just spend time together.

Mentoring is an intense work relationship between senior and junior organizational members. The mentor has the experience and power in the organization, and personally advices, counsels, coaches and promotes the career development of the protégé. It is a partnership based on mutual trust and respect in which both people relate honestly and are comfortable enough within the relationship to be challenged and extended. The overall aim is for the Mentoree to gain self-awareness and to use that awareness to build on their strengths and seek assistance in areas of greater needs and thereby reach defined goals

Growth Connection (2012) was of the same opinion when it submitted that a mentoring relationship is usually when one wiser and more experienced person assists another person to grow and learn. It pointed out that mentoring is a new management technique. Since humans have lived in social groups, we have learnt our norms, values

Mentoring in Academic Libraries: Prospects and Possibilities – Maduagwu, D. K. & Adebayo, O. A.

27


and behaviours by the examples and coaching of others. This is in tandem with the submission of Moorhead & Griffins (2004) that mentoring is an arrangement in which more experienced workers grow and advance by providing advice, support and encouragement, while Ismail & Arokiasami (2007) also posited that mentoring is dyadic relationship between a more experienced member of an organization and a less experienced individual.

According to Schooley (2010), mentoring involves a formal or informal developmental partnership where employees receive information, advice, and guidance from an experienced professional, usually within the organization, who has expertise and a strong desire to help others grow in their jobs.

However, it should be noted that the peculiarity and uniqueness of academic library lies in the fact that, it is located within the institutions of higher learning. This is the more reasons why Olasupo (2011) posited that a mentor in the academic setting is generally a senior faculty member who advises or guides a junior faculty member in matters relating to achievement of academic success. He elaborated further that in the recent years, mentoring is fast becoming one of the easiest ways of developing the skills and talents of individuals in many different organizations, including the librarians as part of academia, since learning as academic work involves multiple changing processes of personal development.

Therefore, it can be deduced from the foregoing that learning is a necessity and vital part of life, regardless of any field of endeavour. No wonder an adage says “He who seizes to learn seizes to grow”. This accounts for the reason why the student of a mentor is called the protégé, and sometimes also called mentee or mentoree. After all, “in the school of wisdom, everybody is a learner”.

What is not Mentoring?Having established the concept of mentoring, it is considered

necessary and important to recognize what a mentor/mentee relationship is not. While mentoring is a close relationship, it is not a friendship. The mentor is not a psychiatrist there to solve personal problem. Mentoring is not just two people hanging out and spending time together

Librarianship as a Profession and the Place of Mentoring Relationship

28


The Oxford English Dictionary (2010) defines a profession as “public declaration, business or a profession which one is publicly avows”, while Okunloye (2005) was of the opinion that a profession is a symbol for a desired conception of ones work and by extension of one’s self (worker).

According to Hoyle and Megarry in Okwilagwe (2001), the true practice of the true profession is underpinned by a body of theoretical knowledge. This was buttressed by Liberman in Okwilagwe (2001) when he submitted that a profession requires advanced training and demands of its members a prolonged specialized training in its special field; and by extension, the profession should display peculiar skills, etiquette, special norms, conventions, technical jargons and particular forms of politeness. Succinctly put, an occupation is a profession if it possesses five major characteristics as follows

a. Systematic body of knowledge b. Professional authorityc. Community sanctiond. A professional culture, ande. Colleague-oriented reference group. (Okwilagwe, 2001).In the same vein, Nwalo (2000) submitted that professional

association should not be categorized with trade unions. Whereas, trade unions fight for the improvement of the conditions of service of employees, professional bodies pursue the development of techniques and styles of operation. While elaborating further, he identified the characteristics of a profession as follow: A profession is learned since it is based on a substantial body of

knowledge (science) or art (skill) held as a common possession and extended by united effort (research).

A profession is guided by altruism or a concern for the client who comes for help. It has standard of conduct based on courtesy, honour and ethics which guides the practitioner in his relations with clients, colleagues and the public.

A profession has techniques or skills which can be taught: The skills are taught through a relatively long educationally process based on the body of knowledge and art, in which the professional group has recognized responsibility.

A profession is practical since this body of knowledge can be used to solve human problems.


29


It has a standard of professional qualifications for admissions to the professional group, based on character, training and proven competence.

A profession is based on recognition of status by one’s colleagues or by the state as a basis of good standing.

A profession has an organization of a professional group devoted to its common advancement and its social duty rather than the maintenance of economic monopoly.

The practitioners of a profession enjoy a relatively high degree of autonomy and should have the ability to exercise independent judgment in problem solving.

A profession has an official publication for advancement of knowledge of the profession.

A profession must be useful to society and its practice should be able to provide adequate means of livelihood for the practitioners.

However, it can be inferred from the foregoing that the true practice of a profession is underpinned by a body of theoretical knowledge; the profession should display peculiar skill, etiquette, special norms, conventions, technical jargons and particular form of politeness; it must have a colleague oriented reference groups; being or having a professional group devoted to its common advancement of the organization. And if the law backing up librarianship as a profession in 1995 is anything to go by (Librarian Registration Council of Nigeria, 1995): The council (Librarianship profession) shall be a body corporate with perpetual succession, otherwise, there can only be poor display of peculiar skills, etiquette and special norms, and there will be dirt of colleague oriented service with its resultant negative effect on common advancement of the organization or Association.

Apart from the above, it should be noted that librarianship as profession is intellectual and carries with it a great personal responsibility for the exercise of choice and judgment, because the whole universe of knowledge is communicated either through books or non-book materials all of which are acquired and managed by librarians for information services to users. The information services like abstracting, indexing, compilation of reading lists, answering user’s quarries, selective dissemination of information (SDI), library display, cataloguing and classification are all intellectual activities. Library management in all its ramifications involves intellectuality for success. This calls for mentoring relationship because the librarian is constantly confronted with situations where he needs to exercise discretion or

30


choice. However, the fact that librarianship is a profession that is guided by altruism, because its services should be humanitarian to the core, does not imply that we should be servicing the needs of our numerous users and continue to render a disservice to ourselves through the negligence of mentoring relationship.

Reasons for the Implementation of Mentoring ProgrammeThere are countless reasons for mentoring programmes, however,

few of them are stated below:Induction: To help new recruits, trainees or graduates settle into organization.Skills Enhancement: To enables skills to be passed on in the workplace by experienced, highly competent staff to others who need to acquire specific skills.Career Development: To help staff in the planning, development and management of their careers and to help them become more resilient in time of change, more self- reliant in their careers and self-directed learners.Leadership and Management Development: To encourage the development of competencies more easily gained through examples, guided practice or experience than by education and training.Affirmative Active: To assist women and minority groups to redress the imbalance at higher levels in organizations, provide support and help overcome barriers that often block their progress.Education support: To bridge the gap between theory and practice. Formal education or training is complemented by the knowledge and the hands- on experience than by education and training.Organization Development and Culture Change: To share the values, vision and mission of the organization. To communicate and work on one-to-one basis to develop required changes; andCustomer Service: To model desired behaviour, encourage the development of competencies, motivate for service quality, and above all to cultivate the right attitudes (Growth Connect, 2012)

Matching Mentor and Mentorees: Necessary Conditions and Ingredients

According to Rolfe (2012), making good matches before you get your participants on board is necessary, because your match depends on the aims, focus and objectives of mentoring. Only that, the first step then, is to be clear about what you want mentoring to achieve for the


31


organization and the participants. This allows you to specify who will mentor and who will be mentored. Having identified your target group, what follows is choosing the matching method and there are basically three choices:Match- make: You and your team decide who will be paired with whom.Set and Search: You help the mentorees find mentors on their ownPopulate a Pool: You select and prepare a number of mentors and mentorees to choose the one they want

However, experience have shown that no single method can be said to be exclusively perfect on its own merit, therefore, one or combination of all the three mentioned above is advisable.

Forms of Mentoring Advancement in technological breakthrough has opened the door

for great possibilities in mentoring programmes and activities. This really place the librarianship profession in a better position for optimal and all-round development as partnering could either take the form of manual process or automated means. The most common form of partnering involves a systematic sort through the information submitted by the potential mentors and mentees to make the match. Whether a manual system, where organizers physically review the applications or software is used to match, you will need to think through selection and matching criteria. Bearing in mind that criterion depends on purpose of mentoring, and the nature of the participants.

Necessary Conditions for MatchingAccording to Clutterbuck and Megginson (1999), the success or

failure of mentoring is closely related to how well the mentor or mentee are matched. Whenever the need arises to match partners for mentoring, some factors should be taken into consideration. Few of such are:1. Mentorees need should be equal to mentor’s experience or

expertise: it is obvious that the mentoree’s needs need to be matched with the experience or expertise of the mentor. However, mentorees don’t always know exactly what they need and sometimes what they think they want is not what they need. Hence, the only way to make this work is by educating people about mentoring before they apply. It is equally necessary to help

32


them determine realistic expectations, and provide some ways for them to self-assess their needs.

2. Geographical Location: people often agree that being far away geographically is a problem because they want to meet face to face. Although there’s no doubt meeting is valuable by participants, a lot of very successful mentoring happens without it. Technology allows people across the world to develop and maintain relationships. It is reasonable to get people together at the beginning, middle and end of programme. Then if they are able to meet, that will work if they are ready and willing to make the effort.

3. The Issue of Common /Different: In all ramifications, it is easy to build rapport when you have a lot in common with someone else but it is working with people different from you that allow you to stretch and learn. Although, Cummings (2004) had a different opinion when he posited that there may be problem with the relationship if the personality types are different. Librarians should be educated to value diversity, facilitate some ice-breaking that allows them to find what they have in common. Matches should be made when people have some common ground and plenty of differences.Nonetheless, this must be built into our consciousness, no matter

how sophisticated your matching system is, some things like the ingredients below matter most:

Matching Ingredients Desire: both parties must genuinely want to be involved Good will: there must be positive intention Rapport: they need to have, or can find, enough in common. They

have skills or attitude that enables them to respect one another, regardless of differences.

Communication: it is necessary that both of them have the ability to listen well, ask good question and to be open and share thoughts, opinions and experience.

Time: they must be able to make mentoring a priority. Commit to the relationship and give it the attention and energy it deserves.

Types of MentoringAccording to Murdock (2002), different types of mentorships exist.

There is possibility of having more than one mentor in a life time, as

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there are financial, spiritual and academic mentorship everywhere. However, Bryne (1991), in Olowookere (2012), was more specific when he posited that there are three types of mentoring arrangements which include traditional/informal mentoring, professional mentoring and formal mentoring.

Traditional MentoringThis can also be referred to as informal mentoring. It is the oldest

form of mentoring arrangement involving senior persons subjectively choosing protégés considered to possess relevant qualities. Murdock (2002) was of the same opinion, when he submitted that there can always be a primary mentor who remains with you throughout your life. The selection of mentee is based on the personal choice of the individual mentors which could be based on shared values and interests such as religious or ethnic affiliation, gender etc. Olowookere (2012) asserted that the only concern with this type of mentoring arrangement is the neglect of protégés qualities and professional competencies in favour of the mentor’s subjective biases. For instance, male mentors may select only male protégés because it is a common belief that males are naturally superior to females; neglecting the obvious qualities of some female protégé. This however, is in contrast with the submission of Cummings (2004) when he reported that in a company where mentoring was not working, it was discovered that all the mentees were women and all the mentors were men. Consequent upon this, it was determined that male- female issues produced problems that were often difficult to resolve and contributed to keeping the relationship at superficial level.

Professional MentoringProfessional Mentoring is a process engendered by top

management and leadership. It may be considered as semi-formal mentoring because although management support and encourage this, it is not a compulsory aspect of their operations. The organization creates a facilitating atmosphere for mentoring relationship and allows senior employees the freedom to choose whether or not to participate in the mentoring programme and also to choose protégés. In professional mentoring, organisations creates suitable platform for the


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mentoring programme without directly influencing the process, rather it is allowed to run its natural course.

Formal MentoringFormal mentoring is an improvement on professional mentoring

mainly because of the inclusion of mentoring as a systematic policy issue and a standard part of organizational practice. In the formal setting, mentoring is a core component of organisation’s employee training and development progarmme. Douglas in Olowookere (2012) described formal mentoring programmes as those that are assigned, maintained and monitored by the organization. The organization has direct input in the mentoring arrangement; there are few rules and regulations guiding mentoring programmes within these organizations.

Benefits of MentoringHistory has documented many successful partnerships between

mentors and mentorees. Indeed many of the world’s most successful people have benefited from a positive relationship with a mentor. Examples of such include:

The business world where Freddie Laker (creator of the first discount British airline Skytrain) mentored Richard Bransor and Athletes – where Edd Merckx (five times tour de France winner) mentored Lance Armstrong (seven-time Tour de Frane Winner). BEC (2012).

Similarly, in the scriptural context:Elisha sat at the feet of Elijah.

Timothy sat at the feet of Paul Esther listened to Mordecai and the eunuch who advised her Joshua sat at the feet of Moses, and Ruth followed Naomi’s instructions and history record incredible parades of benefits that followed (Mukdock, 2002).

Perhaps one of the most impressive things about this list is that many of the mentorees have gained greater success than their mentors. Perhaps there is an unbeatable combination that exists within such relationship; a combination of enthusiasm, energy and innovation of a mentoree with the wisdom gained from experience and lesson shared from previous mistakes that a mentor brings to the partnership.

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Nevertheless, the benefits of mentoring could be said to be in three folds as we have benefits to the organization; benefits to the mentoree; and, benefits to the mentor.

Benefits to the Organization Increases in morale and motivation. Greater productivity. Discovery of talent. Development of leadership for future survival and prosperity. Communication of values, goals and plans. Demonstration of personal and professional standards. Achievement of excellent service. Implementation of equality initiatives. Fostering of shared values and team work. Enhancement of leadership and people management skill of

managers. Re-energized plateaued managers. Increase staff satisfaction. Building a learning organization. Managed careers. Development of cross-organizational networks.

Benefits to the Mentoree Development of potential and knowledge about the organization. Flexibility: mentoree negotiates with their mentors to work within

the available time and other commitments. Self-directed learning: mentoree chooses specific learning

objectives. Complements ongoing formal study and/or training and

development activities. Lead to career mobility and more opportunities as a result of the

mentor relationship. Give and receives feedback. Receive encouragement and support to achieve goals. Develop new networks. Develop new and/or different perspectives. Get assistance with ideas. Demonstrate strengths and explore potentials. Develop visibility within or outside an organization. Be challenged to use talents and share expertise.


36


Benefits to the Mentor Obtain a greater understanding of the barriers experienced at

lower level of the organization. Enhances their own skills in coaching, counseling, listening and

modeling. The sense of being needed and recognized professionally. Develop and practice a more personal style of leadership Gain additional recognition and respect. Learn new perspectives and approaches. Contribute something to others in the organization. Extend professional network, and Demonstrate expertise and share knowledge.

Prospects of Mentoring in Academic LibrariesMany new employees including the librarians naturally seek

coworkers and informal advisors as a way of learning about their new positions and organizations. A formalized mentoring programme is a way to meet the needs of new employees and effectively impart the information and advice in a coordinated, ongoing process. Basically, individual embarking on a new professional position bring with them a wide range of professional skills and experience. Virtually, all individuals starting a new position can use help in getting to know the specific expectations, routines, standards and organizational culture. However, many new employees seek out coworkers and information advisors as a way of learning about new positions and the surrounding organization. Unfortunately, the informal method leads to patch-work of input of varying effectiveness. A formalized mentoring programme can meet the needs of the new employees and more effectively impart the information and advice in a coordinated, ongoing process. By implication, the prospects of mentoring programme in libraries, most especially the academic libraries, can never be over emphasized. Therefore, below are specific prospects:

Mentoring aids supportive relationship of seasoned knowledgeable colleague to his/her less experienced peer.

It offers the best way to share knowledge and the unique experience of a library

It is the effective way of adapting the new librarians to the library culture.

Greater benefits to member, a mentee, and the library

37


Allows investment to the professional growth of new librarians with no money spend for outside training.

The Goals of Mentoring Programme in Academic LibrariesThe library mentoring programme for new librarians is expected to

match new librarians with experienced librarians or faculty members who provided advice, support and guidance as the new librarian acclimates to his or her position. The programme requires that mentors provide sustained mentoring over several years, with the most substantial commitments occurring throughout the first three years of the new librarian’s appointment. Mentors are also asked to take particular care in helping new librarians prepare for both annual performance reviews and the academic librarians promotion process or faculty promotion and tenure review.

Although, training is more properly used to assist in the acquisition of skills or knowledge, mentoring is more properly used to provide a more comprehensive approach to developing a person both professionally and personally. Mentoring provides development of skills or knowledge but also goes beyond that. Both the mentor and the mentee share some aspects but they are also differ significantly and not understanding their differences often lead libraries to use the wrong strategy for what they are trying to accomplish. The important goal of mentoring is to maintain a faculty status for professional librarians. Formal mentoring programme may be choosing as a method to introduce new librarians to the specifics of academic librarianship, such as faculty status, its research and service requirements; tenure and promotion process. The other important part of academic librarianship is a peer network of reviewers. Formal mentoring programme helps to establish connection to senior colleague and to build a peer network.

Challenges of MentoringThe mentors and the mentees encounter several challenges in the

mentoring relationship. According to Olasupo (2011), various factors are posing a significant threat to successful mentoring within the academic setting. For instance, the advancement in Information and Communication Technology (ICT) and its attendant use of e-mails and other web based services increasingly make the professors to own


38


allegiance to fellow professors across the country than the junior members at home. Schneider in Olowookere (2012) also affirmed that senior faculty members now preferred foreign based interactions and exchange than home based one. Invariably, the generation gap between the Senior and Junior faculty members can be considered as a hindrance to effective mentoring in academia.

Another obstacle to successful mentoring as observed by Rodriguez & Sjostrom (2000), is when relationship is hierarchical and not collaborative or communal, the mentors see themselves as older, wiser, tenured and holding all the powers. Other challenges to successful mentoring as posited by Olasupo (2011) include:i. Inappropriate choice of mentor and protégé,ii. Unrealistic expectation by both mentor and mentee, andiii. Inferiority feeling on the part of the mentee.

Qualities of a Good Mentor and MenteeOlowookere (2012) rightly observed that there are certain qualities

required of both the mentor and the mentee if the mentoring programme would be a success, regardless of the types of mentoring arrangement. Characteristics of a good mentor were highlighted as follow:Effective Teacher: A mentor must thoroughly understand the skills and knowledge required by the mentee’s position and goals, and should be able to effectively teach these skills to the mentee.Good Motivator: A mentor needs to be able to motivate a mentee through encouraging feedback and challenging work assignments.People Oriented: A successful mentor is one who provides sufficient time with the mentee, possesses good people skills and knows how to effectively communicate and actively listen.Technical Excellence: A good mentor is usually one who has been successful in their field of expertise and possesses the educational background coupled with experience needed for achievement.

Qualities of a good mentee are also analyzed thus:Eager to Learn: A mentee has a strong desire to learn new skills and abilities, or a desire to develop existing skills and abilities.Patient: A mentee must be willing to put time and effort into the mentoring relationship. A mentee must persevere through the difficulties that arise during the learning process.

39


Risk Taker: There should be readiness to move beyond tasks that he or she has mastered and accept new and more challenging experiences.Having highlighted the qualities above, it becomes expedient to examine the roles of the mentee and mentor.

Role of the Mentee ASHA (2012) posited that as a mentee, there is the need to play different roles during the mind:1. Driver of Relationship: Identify the skills, knowledge and/or goals

that you want to achieve and communicate them to your mentor. Bring up new topics that are important to you at any point and give feedback to your mentor.

2. Development Planner: Maintain a mentoring plan and work with your mentor to set up goals, develop activities and time frames.

3. Resource Partner: Work with your mentor to seek resources for learning, Identify people and information that might be helpful.

4. Teacher: Look for opportunity to give back to your mentor; share any information that you think might be valuable.

5. Continuous Learner: Take full advantage of this opportunity to learn.

Role of the MentorAccording to ASHA (2012), the primary role of a mentor is to

provide guidance and support to the mentee based on his/her unique developmental needs. He elaborated further that at different points in the relationship, mentor will take on some or all of the following roles:1. Coach/Advisor: Give advice and guidance, share ideas, and

provide feedback. Share information on “unwritten rules of success” within environment or organization.

2. Source of Encouragement/Support: Act as sounding board for ideas/concern about school/career choices; provide insights into possible opportunities. Provide support on personal issues if appropriate.

3. Resource Person: Identify resources to help mentee enhance personnel development and career growth. Expand the mentee’s network of contacts.

4. Champion: Serve as advocate for mentee whenever opportunity presents itself. Seek the mentee’s network of contacts.

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Tips for a Successful Mentor/Mentee RelationshipAMTA (2012) opined that a successful mentor/mentee relationship

should be fulfilling and beneficial for all involved. Therefore, the following tips are to be utilized when craving for a more effective and reproductive relationship.1. Keep Communication Open.

Mentee – should be up front. Let your mentor know what your goals are and what you hope to take away from the programme.Mentor – should help the mentee set realistic expectations. Also, if you know you will be unavailable for any reason, let the partner know.

2. Offer Support.Mentee – must remember that your mentor is there for you, but only a guide.Mentor – needs to encourage communication and participation. Help create a solid plan of action.

3. Define Expectations.Mentees – need to review their goals and make sure their mentors know what to expect from them.Mentors – equally need to help set up a system to measure achievement.

4. Maintain Contact.Mentees are expected to be polite and courteous. Keep up with your e-mails and ask questions.Mentors should respond to their e-mails, answer questions and provide advice, resources and guidance when appropriate.

5. Be Honest.Mentee should get their mentors informed if they don’t understand something or have a differing opinion.Mentors are also encouraged to be fruitful in their evaluations, but also be tactful.

6. Actively Participate.Mentee need to listen. Ask if you can observe your mentor’s practice if he/she is local.Mentors equally need to engage in their own learning while they are mentoring, collaborate on projects, and ask questions and experiment.

7. Be Innovative and Creative.


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Mentee are advised to offer ideas on what activities and exercises they can do together.Mentors also need to share their own ideas, give advice and be a resource for new ideas.

8. Get to know each other.Mentee and mentor should remember that people come from different backgrounds and experiences. Get to know each other on an individual basis.

9. Be Reliable and Consistent.The more consisted mentee and mentors are, the more they will be

trusted.10. Stay Positive.

Mentee must remember that your mentor is offering feedback and not criticizing.Mentor also needs to recognize the work the mentee has done and the progress made.

Conclusion It is evident from the revelations of the above discourse that the

place of mentoring in academic library can never be over-emphasized as it is an inevitable practice in academic world. Mentoring reduces the cost of training and development of human capital, serves as a tool for career guidance to new or junior employees. It is equally an excellent way to build the talent bench in succession planning, as it supports diversity programmes such that minority can learn unspoken rules and norms of their chosen profession, being an excellent vehicle for general corporate career development. Its beauty also lies in allowing participants to build relationship across functional departments up and down the corporate ladder, while helping to increase the retention of employees, especially “high potential” ones. However, mentoring relationship is not without its own peculiar attendant challenges, these varies from the advancement in information and communication Technology (ICT), generation gap between the senior and junior faculty members, hierarchical mentoring relationship and inappropriate choice of mentor and protégé coupled with inferiority feeling on the part of the mentee. Therefore, having established the inevitability of mentoring in librarianship, the writer made relevant recommendations to cushion the effect of the accompany challenges above.

Recommendation

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Libraries should design a mentoring programme that is flexible, targeted and specific to their needs and objectives.

There is need to design and schedule mentoring skill workshops for mentors and mentee in any library establishment.

Academic library as an establishment should also consider it necessary to design mentoring, reporting evaluation on method and instrument e.g. a quarterly report from mentors on progress, frequency of meeting etc. This is also called progress evaluation and assessment.

Matching of mentors and mentoree should be done objectively. And, all the necessary ingredients for matching should be given its place of priority. Such include; desire, good will, rapport, communication and time/commitment.

Care must also be taken to avoid involvement in those actions that are considered outside mentoring; otherwise, the primary objective will either be defeated or totally jeopardized.

The libraries should ensure that their mentoring programme is formal enough to leave no eligible employee behind, informal enough to build a team of good coworkers and to develop trustful healthy relationship in the library

Mentoring in libraries should be supervised and monitored enough to pair the right people and to keep a programme alive.

ReferencesAmerican Speech Language-Hearing Association (2012). Role of Mentor

and Mentee. Maryland: AMTABusiness Enterprise Centre (2012). What is Mentoring: benefits for the

Mentor and Mentee. Sedney: BECClutterbuck, K. and Mergginson, J. (1999). Mentoring Executives and

Director. London: Butterwort-Heinemann, pp16-17Cummings, J. (2004). Telephone Interview, January, Career

Management Strategies.Growth Connection (2012). Mentoring. Sidney: The Growth Connection

Pty.Ltd.Holloway, J.H (2001). Research Link the benefits of Mentoring,

Educational Leadership 58 (8),d 85-86. Available online at http://www.Ascd.Org/ Publication /ed_lead200105/ hoto way. Html.

Ismail Arokiasamy (2007). Exploring Mentoring as a Tool for Career Advancement of Academics in Private Higher Education Institutions in Malaysia. The Journal of International Social Research, 1 (1): 135-147


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http://www.Ascd.Org/


Moorhead, G and Griffins, R. W (2004). Organizational Behaviour Managing People and organization. Boston: Houghton Mifflin Company.

Murdock, M (2004). The Making of a Champion:31 Power Keys to Unleashing Your Personal Greatness. Texas: Wisdom Center

Nigerian Federal Ministry of Information: Supplement of Official Gazette. Extra- Ordinary N0. 9. Vol 82. 3rd June 1995 Part A (1995). Librarian Registration ETC. Council of Nigeria Decrees, 1992.

Nwalo, K. I .N (2000). Society Development and Libraries. Ibadan: Center for External Studies.

Okunloye, R. W (2005). Teaching as a Profession in Nigeria: Problems and Prospects. In I.O Abimbola and A.O Abolade (Eds). Fundamental Principle and Practice of Instruction. Ilorin: Department of Curriculum Studies and Educational Technology.

Okwilagwe, O. A. (2001). Book Publishing in Nigeria. Ibadan: Sterling Horden Publishers.

Olasupo, G. (2011). “How Does Mentoring Work” In A. A. Olowu (ed) Mentoring: A key Issue in Human Resource Management.

Olowookere, E. I. (2012). “Dysfunctional Mentoring in Nigerian Universities. Implication for Effective Academic Development of Faculty”. In M. A. Oladejo (Ed.), Current Thoughts on Nigerian Education (pp. 179-197). Ibadan: Spread.

Oxford Advanced Learners Dictionary 8th ed. (2010). Oxford: Oxford University Press.

Roife, A. (2012). Mentoring Works. Austrailia: AHRI.Schooley, C. (2010). Drive Employee Talent Development through

Business Mentoring Programmes. Retrieved 28th August, 2012 from www.3 Creek. Com…/ Forrester_Business Mentoring – August 10

Winfield A.H and Jaret R. (2010). Occupational Stress in University Staff. International Journal of Stress Management, 8(4), 285-298.

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http://www.3/


IN-SERVICE TRAINING AND EFFECTIVE UTILIZATION OF INFORMATION AND COMMUNICATION

TECHNOLOGY BY LIBRARIANS IN RIVERS STATE

EGESIMBA, N. M.Chief Librarian

Federal College of Education (Technical), Omoku, Rivers State

AbstractThis study was aimed at ascertaining the effect of In-service Training on the utilization of information and Communication Technology (ICT) by library staff in Academic libraries in Rivers State. A total of forty (40) librarians made up the population. Questionnaire were used to collect data. Findings revealed that there was a significant relationship between in-service training and staff utilization of ICT facilitates in libraries.Keywords: Information and Communication Technology (ICT), In-service Training and use of ICT.

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Introduction Information and Communications Technology (ICT) has not only

brought about some profound changes in organizations concerned with information services but it is also a contemporary issue of considerable attention in library services. According to Ogunleye (1997), computerization of the library services of most Nigerian Universities failed because most of the libraries lacked trained personnel. In the some view, Davenports and Cromin (1998) asserted that there is a great demand for library and information professionals with adequate knowledge of information and communication technology to face the challenges of modern information services. Also, Reiham (1998) opined that the nature of the library has changed, and as such, the new role for the library professionals is not just the physical handling of information artifacts but the role of information management with the use of computers.

Ochogwu (1999) posited that library education and training system need to respond to the new environment which is the computer age. This will ensure the continued role of librarians in the development of information systems in libraries. Also Shibanda (2001) asserted that it is imperative that information managers such as academic librarians understand the global nature and dynamics of digital information for the African advantage. Thus, they must have the skill to build on. As such, he opined that computer management skills and competences should constitute a kind of responses that is appropriate to meet the challenges of change as presented by digital information versus global information revolution.

In order to bridge the gap brought about by digital information, human resources development or re-skilling of librarians and other library staff in computer applications in libraries must be considered a crucial factor. This means that training and educational programmes with emphasis on skills and competencies for information managers must be put in place especially for academic librarians.

The objective of this study is to identify the impact of in-service training on library staff and their use of ICT in libraries of tertiary institutions in Rivers State.

Review of Related LiteratureIn-service Training

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Ugonna (1990) opined that our technological knowledge must be brought up-to-date to avoid unemployment which could result from change in technological know-how such awareness, could come through sponsorship of short courses for new skills such as, library trainee programme and induction courses for new professional staff. Ajayi (1995) asserted that library personnel must have access to continuing education so that, they will be able to offer effective and up-to-date services to patron.

Continuing training enables one to keep abstract with new development this will certainly bring out their potentials and enhance efficiency in their duties.

Information and Communication Technology (ICT)Wirsly and Shafack (2002) opined that ICT embodies a variety of

component that are complimentary. These components are broadly delivered into hardware and software also, Oketunji (2002) posited that ICT is a term which encompasses communication technologies in information handling and noted that it is essential for library staff because of its relevance and application to tasks in libraries.

Use of ICTAkintunde (2003) asserted that libraries use ICT in serveral ways

which include library management and administration, processing of library materials, developing on-line resources and accessing on-line resources. Also, Aina (2004) posited that ICT could be applied in the libraries in the following areas, networking, on-line searching and library automation.

To achieve the above maintained task in the library using ICT, it requires adequate complimentary training of library staff.

Methodology The study population was made up of the professional librarians in

tertiary institutions in Rivers State. The research instrument used was the questionnaire, sampling of the population was not carried out as the size was small. Forty (40) copies of the questionnaire was distributed and the entire 40 represented 100% were returned. The data generated from the completed questionnaire were analyzed using frequencies, percentages and Arithmetic means

Result:

In Service Training and Effective Utilization of Information and Communication – Egesimba, N. M.

47


Table 1: Respondents participation in in-service training programme on ICTParticipation

In service training

programme

SAF(%)

AF(%)

DF(%)

SDF(%)

Mean

Remarks

I have attended workshop/seminar on internet service

13(32.5) 13(32.5)

11(27.5)

3(7.5)

2.9 Agree

I have attended conference on ICT

12 (30) 12 (30) 13(32.5)

3(7.5)

2.8 Agree

I have undergone training in computer appreciation

11(27.5) 19(47.5)

8 (20) 2 (5) 2.9 Agree

Table 1 shows that 65% of the respondents agreed that they have attended workshop/seminar on ICT while 35% disagreed that has a mean response of 2.9 which shows agreement. Also 60% agreed that they have attended conferences on ICT while 40% disagreed this has a mean response of 2.8 which shows agreement. 75% equally agreed that they have undergone training in computer appreciation while 25% disagreed this has a mean response of 2.9 which shows agreement.

The above analysis shows that staff participated in in-service training programme on ICT.

Table 2: Respondents perception of ICT features in their libraries ICT Features in

librariesSA

F(%)A

F(%)D

F(%)SDF(%

)

Mean

Remarks

There are internet services in my library

15(37.5)

19(47.5)

6(15) 0 3.2 Agree

My library is automated

10(25) 21(52.5)

9(22.5)

0 3.0 Agree

85% of respondents agreed that there are internet services in their libraries while 15% disagreed. This has a mean response of 3.2 which shows agreement. Also 77.5% agreed that their libraries were automated while 22.5% disagreed this has a mean response of 3.0 which means agreement.

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The analysis shows that there are features of the existence of ICT in the libraries.

Table 3: Response to relationship between in-service training and use of ICTThe Impact of In-

service training on staff

SAF(%)

AF(%)

DF(%)

SDF(%

)

Mean

Remarks

The training on ICT was effective on my ability to use ICT facilities

13(32.50)

17(42.5)

8(20) 2(5) 2.9 Agree

Table 3 shows that 75% agreed that the ICT training they attended through in-service programme has improved their ability in the use of ICT facilities in their libraries, while 25% disagreed. This has a mean response 2.9 which shows agreement. The analysis suggests that in-service training has a positive impact on the use of ICT by library staff.

Findings and Discussion The study reveals that:

(i) There exist different types of in-service training such as workshops, seminar and conferences and that staff participated in these training. This was found to be in agreement with Shibanda (2001) assertion that, it is imperative that information managers such as academic libraries understand the global nature and dynamics of digital information and bridge the gap brought about by this, through human resources development of librarian and other library staff. It was also found to be in line with Nwachukwu (2005) opinion that in-service training is apparent considering the fact that many information workers did not have the opportunity of taking some courses in the area of information technology during their school days. Attendance to seminars, workshops and conferences, enable

staff to develop themselves in skills and increase expertise of their profession.

(ii) The librarians under study have the need of ICT training for them to be able to utilize the ICT facilities present in their libraries. This is in consonance with Ajayi (1995) postulations that a well organized workshop enables librarians to acquire practical skills in some issues in their profession and the practical training enhances their job performance whenever they are. In congruence with this, was Diana (2005) opinion that computer

49


workshop using automatic system for library and information services will sharpen their knowledge and skills in computer utilization and maximize their performance.

(iii) A relationship exists between in-service training and staff utilization of ICT facilities. This finding is in agreement with Agaga (1999) findings which revealed that librarianship is gradually accepted as a dynamic profession whose members should continually seek for new and better ways of information acquisition, storage and dissemination through planed interactions among professional colleagues as well as participation in short and long term training in and outside the country. Also Ogunowo (2005) was in support of this opinion when he asserted that there is a relationship between seminars, workshops and conferences with job effectiveness of librarians.

Conclusion Today librarianship has gone beyond the rudimentary processes

into ICT connectivity. which present day librarians and other library workers must be familiar with and those who do not vent out to develop themselves will not be able to meet up with the trend. The benefits derived from in-service training includes, up-to- datedness of acquired knowledge, improved job performance, utilization of modern facilities in the library which those who do not undergo in-service training do not have. Though human resources development in libraries are still plagued with one problem or the other, with the development of ICT and its benefits in library services, there is need for in-service training so that library staff who are already on the job would be able to-up-date their knowledge as to fit in with the present trend in library services.

References Agaja, J. A. (1999). Professional Continuing Education for Librarians in

Nigerian University Libraries: Opportunities Problems and Prospects. Annals of Library Science and Documentations 46(1) 19-24.

Aina, L. O. (2004). Library and Information Science Text for Africa. Ibadan: Third World.

Ajayi, K. (1995). Reflection on the Nigeria Education System: A College Provost Perspective. Abeokuta, Oshiele.

In Service Training and Effective Utilization of Information and Communication – Egesimba, N. M.

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Akintunde, S. A. (2003). New and Emerging Tools for Library Practice in the New Millennium. Journal of Library Information Science 1 (1); 57-62.

Davenport, B and Cromin P. S. (1998). The Electronic Academy. Aslib Proceeding 36(2), 79-86.

Diana, T. (2005). Computer Application Workshops for Librarians/Information Professionals August 15th-19th Centre for Management Development, Sharyi, Management Voltage Invitation Letter.

Nwachukwu, V. N. (2005). Computer skill competencies among Academic Librarians: on imperative for effective computerization of Nigerian University libraries. Nigeria, library Links. 3(1 & 2) 97-106.

Ochogwu, M. G. (1999). “Technological Education of Information professions in Nigeria in the 1990s”. In T. A Adedoja et al (Eds.) Issues in Nigeria Education 2 Lagos: Leisure.

Ogunleye, G. O. (1997). Automating the Federal University Libraries in Nigeria. African Journal of Library, Archives and Information Science 7(1)71-79.

Ogunnowo, S. s. (2005). Management Workshop for Heads of Libraries. Information/Documentation Centres, October 10-14, Centre for Management development, Shangisha. Management Village (invitation to participants)

Oketunji, J. (2002). “40 years of Information and Communication Technology”. In A. A. Sokoya (Ed.) Principles and Relevance of Information Technology in Today Nigeria Libraries. Nigeria Journal of library, Archives and Information Science, 1(3) 31-37.

Reiham, S. (1998). Needed Capabilities and Development Strategies for future Information Professionals. International Information and Library Review 30:123-141.

Ugonna, J. A. (1990). Staff Development in Academic Libraries. The Information Scientist. 1(3) 21038.

Wirsly, K. C. and Shafack, R. M. (2002). “The Impact of Information and Communication Technology on Information Dissemination”. In E. C. Madu and M. B. Dirisu (Eds.) Information Science and Technology for Library Schools in Africa. Ibadan: Evi-Coleman.

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TECHNIQUES FOR DEVELOPING THE READING CULTURE OF NIGERIA CHILDREN

OLAOTAN, CATHERINE. E. &

OGUNLEYE, M. M. B.Federal College of Education, Abeokuta

[email protected]

[email protected]

AbstractThis paper provides an insight into the level of reading culture in the country and how it can be improved. It also takes a look at the potential constraints to reading culture. It recommended that establishment of family libraries and creation of library periods in school timetable will generally encourage reading habit and ensure sustained reading culture among Nigerian children.

IntroductionReading is the corner stone of learning. Gbadamosi (2007) quoting

Okwilagwe describes reading as reasoning involving the meaningful interpretation of words, phrases and sentences requiring all types of thinking such as critical, analytical, creative, imaginative, evaluative,

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judgmental, and problem solving. Reading habit connotes reading as a regular activity. It is the cultivation of an attitude and possession of skills that make reading a pleasurable, regular and constant activity. Reading habit is identified as the single most important determinant of a student's success in education and in our modern complex society (Nssien, 2008). Reading culture is the process of building up positive reading attitude among students and children over a period of time. When an individual habitually and regularly read books and other information materials that are not necessarily required for him to advance in his profession or career, he is said to have a reading culture (Gbadamosi, 2007:44). It is the type that sees continuous and dedicated reading of information resources by pupils, children, students and adults for knowledge acquisition, which will be applied practically for development. Reading sharpens the mind, makes one reason rationally and objectively as well as projects one for greatness in life.

Development generally means the improvement of people's lifestyle through improved, qualitative and functional education; incomes, skills development and fulfilled employment. Development also means that people should be able to read and write. In Africa, this is a problem as most people are still illiterates, Nigeria inclusive. Investment in education is a productive venture. This is because an educated labour force is a source of productivity for national development. Nigeria needs this kind of development in order to meet the needs of its present generation without compromising the ability of future generation to meet their needs. This is an embodiment of sustainable development.

Constraints to the Development of Reading CultureLibraries have a historic mission of fostering literacy and learning in

education. The relegation of that vital institution in recent decades is indeed a matter of great concern. Libraries, learning and reading can and do change lives and they have role to play in determining the future of our society. Libraries are vital to education; but research has shown that current lower levels of proficiency in reading are due to under funding of libraries and their services (Eyo, 2007). While lamenting the generally poor state of provision of library facilities and resources in most primary and secondary schools in Nigeria, Unagha (2008) using Universal Basic Education (UBE) as a case study stressed that effort by Nigerian governments to promote education and literacy have failed because there was no provision for school libraries in the implementation of the

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programmes. Of course, there is no clear cut policy on funding school libraries and so those libraries are generally ill-equipped, lacking proper accommodation, qualified staff, relevant information resources such as books and other educational materials. The study of Odukoya and Amusa cited by Lawal (2004) revealed that libraries are almost non-existent in primary schools while few secondary schools have what could be referred to as reading rooms. On their evaluation of school library services since inception of the library profession in Nigeria, Elaturoti et al (2003) revealed that there were more inspections of the school libraries than the actual supply and processing of library materials. The libraries of many primary and post-primary schools are so poor that they cannot adequately promote learning and knowledge acquisition. There are cases of lack of library space, inappropriate use of libraries, poorly stocked and unattractive libraries etc, which lack the potentials to encourage anyone to read for knowledge or pleasure. In some cases, majority of these schools exist without libraries. The same condition is applicable to public libraries as Ehigiator (1997) revealed that the practice of government releasing to the public library boards an amount that is far less than what was approved for in a given year affects the quality and quantity of materials acquired and the level of services rendered. These cases are counter-productive and a great impediment to the development of reading culture in Nigeria.

In the words of Nssien (2008:94) poor reading skills which has been identified as the problem of Nigerian students was as a result of the following: slow comprehension rate, slow reading rate, difficulty in distinguishing main ideas from irrelevant details, inadequate vocabulary or word power, inadequate reading interests and habits, distractions from television and film viewing and lack of interest and relevant reading materials.

The low level of reading culture among Nigerians is caused by multi-varied factors. According to Gbadamosi (2007:45), it includes:• Change in Nigeria's value system. The quest for material wealth

has eroded the interest for the search of knowledge.• Economic hardship that is prevalent in many homes. Most parents

manage to pay their wards school fees and forget about buying books for them.

• Astronomical prices of books and other information materials have put them out of the reach of the masses. Coupled with high cost of books is shortage of indigenous books owing to the fact that local authors are not encouraged to write books.

Techniques for Developing the Reading Culture of Nigeria Children – Olaotan, C. E. & Ogunleye, M.M.B.

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• Also cost of publishing books is very high. Indigenous writers are not motivated as they may not be able to finance the high cost of book publishing.

• Advent of home videos, film houses and other electronic gadgets.Another constraint to the development of reading culture is what

can be described as literary apartheid and slavery or literary neo- imperialism. Most of the bookshops in the country prefer shelving foreign authors. Hardly you see indigenous publications in bookshops. Even when Nigerian authors approach them in order to sell their books, they (bookshop owners) will turn their request down. This has made most of the authors to sell their books by themselves (Gbadamosi, 2007).

Education as the Focal Point for DevelopmentA careful perusal of TELL magazine of November 3, 2008 gives an

overview of the gross decay in Nigeria's educational system. According to Mordi, (2008) Education of the citizenry is not yet a priority going by the budgetary allocation to the sector by the different levels of government over the years. It is a known fact that no nation can develop without massive investment in the educational system. This is because a country's development is tied to the quality of its human resources. In the words of Osundare (2009),

Education is to society what the eye is to the body as well as what the rain is to the land in a fit of drought. It is the supreme light-giver, the breezy down after a night of suffocating darkness. It is what clears a path through the jungle, the compass that takes us ashore from the rough and clueless waters.

Education ought to be one of the foremost national priorities, but successive government at different levels have only succeeded in paying lip service to education with all kinds of slogans. But funding is, perhaps the bane of the sector in Nigeria. Given the importance of education to national development, UNESCO recommends that developing countries should allocate 26 percent of their annual budgets to the sector. However an analysis of the federal government's allocation to that sector in the last nine years is nothing to cheer. According to the table below:

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Table 1: Budgetary Allocation toe Education in Nigeria 2000-2008Year Amount2000 8.36%2001 7%2002 8%2003 7%2004 8%2005 11%2006 11%2007 8%2008 13%

(Table According to Mordi, 2008)

Strategies for Improving Reading Culture in NigeriaThe task of improving as well as developing reading culture in

Nigeria is for all and sundry viz; the family, teachers, librarians, philanthropists, the media, religious bodies, non governmental organizations, government etc. The strategies include:

Giving Education priority attention in national human capital development

The improvement and development of reading culture in Nigeria has to start with adequate funding of the education sector. UNESCO has given a minimum percentage of twenty-six; Nigeria should start from there and the funds should be properly utilized. The greatest resource for development is the human resource and education is the producer of human resources. So adequate funding of the sector by all the levels of government will impact positively on libraries, which is the main tool for the development of reading culture.

Establishment of National Commission for Libraries (NCL)This commission when established will cater for the growth,

development, coordination and services of various Public Libraries at the zonal and regional levels, in addition to branches of the National Library of Nigeria in different states of the federation. These can take on sensitization programme such as readership promotion campaigns at various educational levels including the media inculcating reading habit in people.


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Establishment of State Commission for Libraries (SCL) throughout the 36 states of the federation

The commission will be responsible for the growth, development, coordination and services of its branches in the local government areas of the state. There should be the establishment of libraries in all the local government areas of the respective states. Recently, Governor Peter Obi of Anambra State pledged to establish libraries in the 21 Local Government Areas of the state in order to improve reading culture (Vanguard Newspaper, November 18, 2008). This is a welcome development. He should match his word with action. Each local government should have a director of library services who will establish libraries at the local government where there is none and coordinate all the public primary and secondary school libraries under the local government. Professional librarians should be made directors of local government library services. They should ensure that each of the primary and secondary school libraries would have a professional librarian or at least an education graduate with certificate or diploma in librarianship. The essence of this specific qualification is to have competent librarian(s) that will be able to plan, develop and execute result-oriented information literacy education.

Integration of Information Literacy Education in the curriculum of secondary schools and in the tertiary Institutions as part of general studies course with units/credits allotted to it

In primary schools there is the teaching of reading and writing. As a continuation, there should be the inclusion of Information Literacy Education as a subject in the curriculum of secondary schools. Information literacy has to do with the ability to recognize when information is needed and how to locate, evaluate, effectively use and communicate information in its various formats. Its aim is to use the techniques and skills for utilizing the wide range of information materials and tools to solve problems (Etim, 2008:73). At the tertiary level, Information Literacy Education (Library User Education) is equally neglected. According to Eze (2004) many Nigerian Universities such as the University of Nigeria Nsukka, Obafemi Awolowo University lle-ife, University of Lagos, and Enugu State University of Science and Technology still integrate library user education with courses. In Abia State University Uturu, it is part of Use of English, which is a general studies course. The same is applicable to Bayero University Kano and Federal Colleges of Education where it is included as part of the

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general studies programme. Some others like the University of Ibadan organize an hour lecture and guided tour of the library including library weeks, which are spread over a month after which students are deemed to have mastered the techniques of library utilization. When these students are bombarded with lectures and they rush to the library to source information, their manner of approach to the library and its information materials speak volumes of poor knowledge of library user education. There is therefore urgent need to make library user education an independent general studies course in all tertiary institutions in the country with units not less than two allotted to it. And its teaching should be handled by professional librarians who are experts in the field. This will impact positively on the reading habit of these students if they are given assignments that will take them regularly to the library.

Creation of Library Periods in School TimetableLibrary utilization periods should be included in the time table of

primary and secondary schools. It should be in such a way that at least a class (for instance primary 1 or junior secondary 1) will have two hours in a week for library use. In boarding schools, evening preparation, which is usually between 4-5 pm, should be set aside for library use. Primary and secondary schools to share the days from Mondays to Saturdays respectively. This is practiced in Thomas Adewumi International College Oko. Kwara State. During the period, the library staff properly supervises students. This is how reading habit can be gradually inculcated in them.

Establishment of Family LibrariesParents have a role to play in the development of the reading habit

of their children. Eyo (2007) revealed that 70 % of the problem associated with the poor reading culture of our children is traceable to many social and environmental factors, including parents. Parents and guardians should always monitor what their children and wards do. Children spend more time these days watching television and play with other electronic gadgets like computers. To many of our young people, watching movies has become an addiction, with the result that many children and adult consider reading an ordeal. Children can only benefit optimally from electronic technology when they are firmly established as readers. The view that school and children's libraries should be deployed with ICT facilities as the only way of enabling

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children to be in touch with information is a tragically mistaken policy that is likely to decrease literacy rather than advance it. Michael Gorman, an experienced British Librarian bluntly states that it is literacy that is the major enabling technology in the development of reason, logic, systematic thinking and research (Eyo, 2007), while inadequate skills of many students accepted into higher education today are the products of a society and a school system that has de-emphasized basic skills, including the most basic skills of all: reading and writing.

Parents should establish private libraries at home in order to encourage habit of reading of their children. A room in the house can be set-aside for this. It should be provided with shelves and reading desks. Then purchase of books for the library should be done gradually as the information needs of the children grow. A parent can buy at least five books in a week and in one year, the family will have a sizeable library that will cater for the formation needs of the family. Books with pictorial illustration usually encourage children to read. Such books can be added to the reading list, purchased and put on the shelves.

Philanthropists and other spirited individuals should come up with the establishment of non-governmental organizations for promoting reading culture

The efforts of such NGOs like African Center for Reading and Development Port Harcourt, City Profs Academy Lagos etc in providing mobile library services as well as increasing reading awareness in the public schools is commendable. Also spirited individuals can donate books to our school and public libraries in order to encourage reading habits.

Media houses like radio, television and newspaper publishing firms are equally stakeholders in this course

Radio and television houses can contribute by airing promoting reading habit jingles where as newspaper houses can advertise things that will stimulate reading.

ConclusionThere is no gainsaying the fact that the development of our

reading habits and culture will improve the nation's human resources that will champion the much expected sustainable development. Improving access to books through public institutions such as schools


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and libraries is a matter of absolute urgency. Books and libraries are essential especially in this information age where knowledge and information have acquired the materiality of capital and commodity, whose uneven accumulation will dictate the wealth of countries or otherwise. In other to achieve a total national consciousness of the value and benefits of reading, all stakeholders in the reading chain which include writers, publishers, booksellers, the media, teachers at all levels, librarians, civil societies, the corporate sector, religious bodies, community based organizations, non-governmental organizations, governments at all levels etc must support and participate actively in this clarion call. In drawing inference from the words of Sisulu (2004), the writers propose the following vision of a Nigeria with strong and viable reading culture:• It would be a nation of avid, lifelong readers who read widely and

value Nigerian literature and languages.• It would have a government that vigorously promotes the value of

reading at national, state, local and community levels.• It would have an education system that integrates reading, library

use and information literacy education at the core of the curriculum at all levels of education, and encourages reading for pleasure and lifelong learning.

• It would have a flourishing writing and publishing industry to support the increasing demand for books and other reading materials from the education sector and the general public.

• It would have a strong library network backed by an equitable information resources distribution system that ensures that everyone have access to a wide range of reading materials, regardless of economic status or geographical location.In conclusion, the implementation of the recommended strategies

above will go a long way in making Nigeria a nation with strong reading culture for sustainable human resources development.

ReferencesAbati, Reuben (2008). “Dynasties of Poverty and the Education

Challenge”. The Nigerian Village Square, www.nigerianvillagesquare.org

Ehigiator, L. I. (1997). “Financial Support for Public Library Services in Nigeria”. Nigerian Libraries, 31 (1 & 2) pp 67-76.

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Elaturoti, D. F. (2003). “Forty Years of School Library Service to the Nation”. In S. O. Olanlokun (Ed.) Forty Years of Library Services in Nigeria. Lagos: NLA/Ikoffa Press, 165-179.

Etim, F.E. (2007). “Information Literacy in an Information Age”. In F.E. Etim and F.U. Nssien (Eds.) Information Literacy for Library Search. Uyo: Abaam Publishing, Pp 72-89.

Eyo, W. (2007). “Nigeria: Libraries and Reading Culture” This Day, February 11.

Eze, C.C. (2004). “The Need for Effective Teaching of the Use of Library in Nigerian Universities”. The Nigerian Library Link, II (I) 67-74.

Gbadamosi, T. (2007). “Library Reading Culture and Students’ Academic Performance in Secondary Schools in Oyo State”. Middle Belt Journal of Library and Information Science, 7(2) 42-58.

Gbaje, E.S (2007). “Implementing a National Virtual Library for Higher Institutions in Nigeria”. LIBRES: Library and Information Science Research Electronic Journal 17 (2). www.libres.curtin.edu.au/libres17n2/Gbaje_2007.

Holte, M.S. (1998). “Creating an Optimum Reading Culture in the Low Countries: The Role of Stitching Lezen” Paper Presented at the 64th IFLA General Conference at Amsterdam Netherlands, August 16-21.

Lawal, O.O (2004). “Libraries as Tools for Educational Development” In a Compendium of Papers Presented at the 2004 NLA Annual National Conference/AGM Akure June, pp 34 - 40.

Mordi, Raymond (2008). “Surviving on a Shoe String Budget” TELL: Nigeria’s Independent Weekly Magazine, November 3.

Nssien, F. U. (2007). “Reading Habits and Skills” In F.E. Etim and F.U. Nssien (Eds.) Information Literacy for Library Search. Uyo: Abaam Publishing, pp 90 - 105.

Olanrewaju, S. (2008) “2008 Literacy Day: Impact of Literacy on Development”. Nigerian Tribune, September 25.

Osundare, N. (2009). “Education and Sustainable Development” The News, March 05.

Sisulu, E. (2004). “The Culture of Reading and the Book Chain: How do we Achieve a Quantum Leap? Keynote Address at the Symposium on Cost of a Culture of Reading, National Library of South Africa, September 16-17.

Tell, (2008) November 3. p. 5.Uhegbu, A.N (2007). The Information User: Issues and Themes. 2nd Ed.

Okigwe: Whytem Publishers.


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Unagha, A.O. (2008). “Implementing Universal Basic Education (UBE) through the Strategic Provision of School Library Services”. Library Philosophy and Practice (e-journal online).

Womboh, B.S.H (2008). “The state of Information and Communication Technology (ICT) in Nigerian University Libraries. The Experience of Ibrahim Babangida Library, Federal University of Technology Yola” Library Philosophy and Practice (e-journal online).

THE FUTURE OF ACADEMIC LIBRARIES IN NIGERIA: IMPERATIVES OF HYBRID LIBRARY SERVICES

IBRAHIM M. M. FURFURILibrary Department, Federal College of Education (Technical),

Gusau, Zamfara [email protected],

+2348065980801, +23408080879978

AbstractThis paper discusses the emergence of digital library services and the imperatives of providing hybrid services in Nigerian Academic libraries. The main objective of the paper is to highlight the imperatives for

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hybridization of academic library services as a pathway for quality services and relevance in future. The paper looks at the concepts of traditional and hybrid library services. A review of the paradigm shift in providing library services to meet user’s information needs in a digital learning environment is made; and hybrid library services are found to be indispensable in refocusing the future of academic libraries in Nigeria. The challenges of providing hybrid library services therefore, lie in taking proactive steps in staff and users training for ICT skills and competencies, pattern of collection development, service quality assessment, and so on. Recommendations for effective e hybridization of academic library services in Nigeria are also made. The paper concludes by stressing on the need for creating awareness of facilitating conditions for effective hybrid services in Nigeria academic libraries.

IntroductionBeginning from the 20th century, academic libraries in Nigeria have

been witnessing rapid changes in terms of collection of information resources, cataloguing and classification, bibliographic tools, reference services mode of access to library services, staffing patterns, and so on,. Many of these changes are based upon two developments. First there is the application of Information and Communication Technologies (ICTs) to achieve integrated library management systems, and second, there is the availability of information resources in digital formats. These two developments have transformed the library environment into what has been coined by the UK eLib programme as hybrid library to cover services that unite the functions of the traditional library with those of electronic, digital or virtual library services (Peace, Cathro & Boston, 2000).

The traditional library is the type that is yet to have considerable ICTs leverage in its operation and services. In other words, under the traditional library environment, the functionality of acquisition, cataloguing, circulation transactions, serials control, reference and bibliographic services and other related activities are largely carried out in conventional ways. Therefore, the collections of information resources ion a traditional library are largely paper-based or printed materials. However, the traditional libraries are increasingly becoming

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out of fashion, which is due to rapid advancement in ICTs and the proliferation of digital information resources. But can the society do without the traditional libraries? The focus of this paper is towards a balance between the traditional and digital library services which is the mission of hybrid libraries. The main objective of this [paper therefore, is to highlight the imperatives of making library services hybrid as a way of ensuring the quality of services, and for the libraries to remain relevant in meeting the information needs of their users. But, for a library to be hybrid there must be an established convergence of two systems; the traditional and the digital library systems.

The Digital LibraryThe emergence of digital libraries (DL) came into limelight

beginning from the 1990s due to global initiatives to transform traditional libraries from conventional paper-based system to digital system. These digital projects initiative include:(i) US digital library initiative(ii) The UK eLib program (Phase 1 and 2)(iii) National Digital Library program of the Library of Congress(iv) The American Memory Project (1990-1994)(v) National Library of Australia Digital Services Project

The above digital projects initiatives have influenced the definition of the concept ‘digital library’. As pointed by Chowdhury, (2004:455), people of different background were involved in digital library project ranging from computer scientists, as well as library and information professionals. It is against this background that the concept of ‘digital library’ has connotations with several digital terminologies which have conflicting and overlapping definitions (Ubogu, 2006:3). These terminologies includes: electronic library, virtual library, library without walls, digital collections, library repositories, paperless library, and so on.

However, from the perspective of a library and information professional, Mutula & Ojedokun (2008:13) stated that:

A DL may be perceived as an information services or a collection of electronic information resources are available in computer process able form. (And) the functions of acquisition, storage, preservation, retrieval, etc., are carried out using digital technologies such as computers and networks, etc. A DL contains no

The Future of Academic Libraries in Nigeria: Imperatives of…– Ibrahim M. M. Furfuri

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conventional printed information resources, but electronic books, journals, and newspapers

The above statement succinctly describes the nature of operations and services of a DL. In her words, a DL is a replica of traditional library performing all the functions of selection, acquisition, organising, access management and preservation of all type of information resources digitally. This type of library may or may not occupy a physical space with an array of networked computer with users sitting and accessing information resources and related services electronically.

However, twenty years back it was asserted that, a full service digital library must accomplish all essential services of traditional libraries and also exploit the well-known advantages of digital storage, searching and communication (Gladney, et al, 1994). In this regards, the benefits of a DL cannot be overemphasized. But, the major benefit is to enhance access to both digitally born and digitally converted format information resources. The focus of DL is to provide access to collections of digital information resources regardless of time and locations. But, it can still be argued strongly that despite the development and adoption of DL system, the traditional library and the DL system will continue to co-exist as an integrated single interface for some years to come. The academic libraries in Nigeria therefore, have to exist and continue to be developed as important parts of the educational institutions, with their collections and services both in print and digital format.

The Paradigm Shift in Academic Libraries in NigeriaFrom the foregoing discussion therefore, it can be argued that the

foreseeable future of academic libraries in Nigeria will depend on effective and efficient hybridization of their operations and services. Already some academic libraries in Nigeria, particularly those in the universities have developed local hybrid library services, while many are still struggling to make progress. It is imperative e therefore, to reposition the services of academic libraries to be in line with the new mode of teaching, learning and research needs of the academic environment. In other words, presently there is a paradigm shift in educational institutions which requires the academic libraries to strategize. In Nigeria there are both on campus and off campus learners in the institutions of higher learning, and the e-learning is

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being implemented seriously in universities such as University of Ibadan, Obafemi Awolowo University, Ife, Ahmadu Bello University, Zaria, National Open University of Nigeria, etc. For the e-learning to be effective, library support services are very necessary. The information needs of the e-learners and other categories of distance education students are in reality supported by both print and digital information resources. These new developments in the Nigeria academic environment had also resulted into a paradigm shift in academic libraries.

It is perhaps, due to the tremendous changes that affect libraries globally, that the main themes of conferences and workshops on librarianship in Nigeria in the 21st century so far centred on ICT related issues. As observed by Ochai, A. (2012:224), “librarianship being a user-centred profession, its practitioners is always conscious of societal changes and the possible effects on the library and librarians”. It is in this regards that, the academic libraries in Nigeria have being refocusing their services in order to meet users changing information needs and expectations. Thus, the shift in Nigeria academic library services delivery has become imperative.

It is a fact that libraries still acquire and build collection of hard copies of books and other printed materials in order top meet the information needs of their onsite users in the traditional ways; using card catalogues, physical shelving space, manual indexes and bibliographic tools, manual circulation system and reservation of materials, face-to-face reference and information services, etc.

However, many researchers have shown that the expectations of library services in the 21st century centred on librarians new skills and competencies in building digital collections, handling users’ service problems and accessibility to both print and digital information resources (Rehman, 2012:5, Opoku, 2011:201 & Kavulya, 2007:309). In pursuance of these, librarians are expected to perform the new roles of: Digital information search and retrieval Guide users to identify academic/authoritative digital resources on

the internet Digitized local contents knowledge and build in house/local

databases Develop and maintain institutional depositories

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Develop and maintain library website with links to other information resources including existing printed copies on the physical shelves

Provide information literacy instructions to users Identify, select and subscribe online/offline databases Preservation and conservation of digital resources Formation of resources sharing through partnership or consortium

The evolving roles of librarians according to Ahiazu (2012:209), was due to transformation of the library environment (which) created additional role expectations of the university librarians and information needs of the patrons. It was because of these roles of librarians outlined above that new terminology emerged to reflect their new job descriptions and responsibilities. Thus, librarians that handle task related to digital resources are variously referred to as digital librarians, system librarians, e-resources librarians, web librarians, cyber librarians, online librarians, hybrid librarian, and so on.

It is discernible that, the digital information resources have become a major and indispensable component in the operations and services delivery of any academic library that has the resources. In other words the proliferation of digital information resources has created opportunities or the reorganization of traditional library services as a result of which the library services can be accessed by both onsite and the offsite patrons. The digital aspect of the library services has eliminated the time and location constraints because multiple users at different locations can access the services and the effect of this according to Gbaje (2011), has led many to question the mediating role of the librarians.

Hybridization of academic libraries in Nigeria therefore, has resulted into the alteration of events and a paradigm shift in housekeeping operations and information services provision within and beyond the library environment. Kaufman as cited by Gbaje (2011), acknowledged that digital resources have brought some radical changes within the library organizational structure as well as the ways libraries provide services to their users. She asserted that libraries will continue to make more information available for better services in the 21st century, but the web will not [produce the totality of the information that users need. According to Choi & Edie (2006:1), from traditional libraries point of view, “digital libraries present a transformative model of a large-scale, user-centric organization that is moving towards various components, but the main purpose remains


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consistent with that of traditional libraries… to organize, distribute, and preserve information resources….”. So the transformation in libraries is not to completely alter their ultimate goal of effective services, but just to add value to their traditional services by way of integration and making both printed and digital information resources accessible to library users regardless of their locations or time of access.

Going b the above discussions, it can be noted that, academic libraries in sub-Saharan Africa (Nigeria inclusive) have embraced the adoption and development of digital library system alongside the traditional/conventional one. For instance, a study by Tibenderana, et al (2010:48) confirmed the acceptance and use of hybrid library services by end-users in developing countries as low due to lack of awareness and non-favourable facilitating conditions. Ochai (2012:230) noted the progressive development in terms of hybridization of university libraries in Nigeria and comments that the concept of the library as a physical structure is rapidly changing to that of a digital environment; moving closer to a physical and virtual information hub with the emphasis on accessibility to physical collections and databases in some distant locations. The libraries that operate under this situation are referred to as hybrid libraries.The Hybrid Library

Despite the perceived benefits of DL, the early researchers on DL projects such as Rusbridge (1998) believed that for the foreseeable future, libraries have to be hybrid, whereby traditional libraries will be integrated with emerging digital libraries. He further argues that a hybrid library is intended to reflect the transitional state of the library, which can neither be fully print nor fully digital. In the same view Pinfield et al (1998) commented that a hybrid library is on a continuum between the traditional and digital library.

According to Pearce, Cathro & Boston (2000) or most libraries, the implementation of a web-accessible catalogue has been the catalyst for creating a local hybrid library which can enable the provision of a web interface that allows the library users to access: The books and other physical information resources in the library’s

collections; Digital copies of physical information resources in the library’s

collections. CD-ROMs and online information resources which the library is

licensed to access on behalf of its users, including full-text

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databases, union catalogues, indexing and abstracting services; encyclopaedias and other reference tools.

Information resources freely available on the Internet.The above service model is said to provide users a holistic and

seamless views of the library’s information resources. For example, a particular library can build digital collections using purpose-built application software’s such as Greenstone, ePrint, CONTENTdm and Dspace, and the collections can be accessed through a separate web interface. Koha: which is open source software can also be deployed to build Online Public Access Catalogue (OPAC) and access the catalogue of the physical collections of the library through links on the website. Free information resources that are available on the internet are also beyond human imagination, what is just require is information/digital literacy instructions for the library users. Therefore, a modern library today must operate on two platforms; the physical and the digital. But, there will always be more and more emphasis on the digital platform as the rapid advancement in ICTs continues to dictates the new directions for libraries and librarians globally. So the traditional physical library space of academic libraries can no longer meet users’ expectations of the desired services. There are other group of users that requires library services from remote locations to as far as geographical distance the electronic library space could cover. And still, some library users require access to library services from within the physical library environment and the electronic space in the World Wide Web.

The changing environment of the modern library was clearly depicted in 2008 by Adeogun in her Model of a Hybrid Library as follows:

Digital Informatio

n Resources

Web OPAC Library Gateway to Electronic Resources

Information Services

& Technolog

y

Reference Service

Offsite Patrons


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-------------------------------------------------------------------------------------------------

Source:The above model is an offspring of two diverse library traditions

essentially performing the same functions aimed at effective and efficient service delivery, Ahiazu Blessing, (2012:212).

Hence, the hybridization of libraries in the developing countries is obvious and is also affecting the library policies and practices in terms of collection development, storage and retrieval of information, ownership and access to library resources, consortium initiatives, librarians’ leadership/managerial style, prioritization in budgeting, staffing pattern, continuing professional development, the overall library setting and so on.

In the light of the above, Omekwu (2006:87) postulated that library and information centres can neither become virtual overnight or irrelevant in the next few years. He believed that a hybrid of manual and machines systems must, of necessity, co-exist. But, he further cautioned that the ability to manage a hybrid library is a challenge that must be addressed. Eastwood & Tompson (2005:33) have also stressed that in the hybrid library environment real considerations have to be dealt with intelligently for digital library services to be successfully integrated into existing traditional printed collections. They further emphasized that hybrid library’s objective is to support access to both the physical stock as well as the digital information resources.

LIBRARIAN

Public ServicesUser

Services

Traditional Library

ServicesPrint Information Resources

Onsite Patrons

Local OPAC

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It had also been asserted that beginning from this Century ICT has been rendering manual-based library system less relevant because of the significant changes that have taken place ion libraries in the developed countries (Eguavoen, 2011:1). Significant changes such as expert systems, wireless networks, virtual reference services and the personal web portals resulted into digital and electronic libraries being established as complement to traditional library system (hybridization), and in some cases to possibly completely replace (Virtual) the traditional types of libraries (Ramzan in Eguavoen, 2011:1). Eguavoen further added that most librarians in developing countries are not prepared to embrace changes forced upon them by ICTs because most of them were uncertain about ICT applications in their libraries and the ultimate benefits to their [parent organizations. By these uncertainties it means that, the librarians tend to overlook the expectations of their users who have diverse and complex information needs, and they also do regards internet as the solution to all information problems.

Users of academic libraries in Nigeria now conduct their studies, learning and research in a digital environment, and they want to access the library services from within (onsite) and outside (offsite) the campus 24/7. Library users also have the misconception of regarding the internet as alternative source of information. The e-learning (distance) modes in some higher education institutions in Nigeria also require that library services are made accessible top users regardless of their locations. Hence, it has become imperative for library managers to initiate some changes that can enable them to juxtapose the traditional and digital library service with a view to meet users’ expectations in this digital era.

The Challenges of Providing Hybrid Library ServicesThere are immediate prospects for the provision of hybrid library

services in the academic libraries in Nigeria. He present situation of ICTs adoption and utilisation in Nigeria academic libraries will definitely continue to expand in response to demands of the digital environment in higher education institutions. However, there are different categories of issues that could be said to have posed serious challenges that hinder effective hybrid services in academic libraries in Nigeria. These issues are:(1) Technological issue: The rapid development in ICTs has been

rendering the hardware’s and software’s to become obsolescent easily. Therefore, a technical standard required need to be


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developed nationally for inter-operability of the resulting hybrid systems among libraries. The system inter-operability will pave way for consortiums and integrated library services both at local, national, and international levels.

(2) System expert: The academic libraries in Nigeria suffer from lack of specialists in ICTs infrastructure and system software’s. Going by their training, the present generations of libraries in most Nigeria academic libraries are not ICT professionals. There is still the controversy among some library managers on weather ICT tasks should be handled by the librarians or to employ full time services of ICT experts. But employing librarians with background education and training in ICT will enable libraries develop and manage hybrid library services effectively.

(3) Managerial challenges: It is important to note that there are managerial challenges in terms of ICTs projects in Nigeria academic libraries which include problems of conceptionalization, planning, implementation, change management strategies due to ICTs adoption project sustainability plans, service quality assessment, etc.

(4) ICT skills. Competencies of librarians and users: This is a very serious challenge as discussed previously in this paper. For instance, ICT competencies of practicing librarians were reported in a study as not encouraging (Gbaje & Ukachi, as 2011:79). The library users also have problems of access to personal computers, especially at undergraduate levels. Ahiazu (2012:221) discovered that at Rivers State University of Science and Technology, out of 95 university fresh students only 16 (15.2%) owned computers. She also observed that complexities of packaging electronic information resources still inhibit students from doing a meaningful and successful search.

(5) The internet: In Nigeria, the internet access also constitutes another major challenge toward hybrid services into the future. Omekwu (2007) had investigated Africa’s ICT status and the evolution of Information Society. His findings indicate abysmal state of internet usage and ICTs facilities in Africa and in Nigeria in particular.

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However, the situation of internet access in Nigerian academic libraries is improving gradually. A number of universities such as University of Ibadan, Usman Dan Fodiyo University Sokoto, Ahmadu Bello University, Zaria, have started the usage of fibre connection’s I order to improve their internet access. Therefore, unless the internet access is efficient, the hybrid library services cannot meet users’ expectations presently and in the future.

(6)Funding: Most academic libraries in Nigeria are equipped with computers; perhaps, courtesy of Tertiary Education Trust Fund. But, the cost of required bandwidth and other maintenance has been a serious problem. Although parent institutions of academic libraries charge ICT maintenance fees, there is still the need to look for other sources of funding such as grants internally generated revenue, etc.

RecommendationsThe discussion so far has shown that for academic libraries in

Nigeria to continue to play their role and discharge their functions effectively, now and in the future, there should be less emphasis on traditional operations and services. The prediction is that of strong continuity between printed materials and digital information resources; after all ‘a 2012 survey by Bowker Market Research revealed that just 16% of Americans have actually purchased an e-book and that a whopping 59% say they have no interest buying one’ (Carr, 2013). He further argued that regular readers still read printed books, while the sales of e-books are slowing. Therefore, the future of academic libraries in Nigeria hinges upon the following imperatives:1. Planning and implementation of a fully hybridized traditional and

digital library systems2. Work towards addressing hardware’s and software’s issues in the

context of library system, in Nigeria.3. Collaboration with ICT staff and or hire librarians with background

education and training in ICTs.4. Adopt new management styles to support learning, research, and

recreation as scholarship is increasingly migrating to digital frontiers (Omekwu, 2007).

5. Collection development should be balance to include both free and license digital information resources as well as the physical print materials.

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6. In-service training and other continuing professional development programmes should be address in staffing pattern and administrative structures.

7. Provision of effective information/digital literacy instructions to both librarians and the users.

8. Look for other sources of funding the libraries.9. Functional ICT infrastructures/internet access policy.10. Creation and management of local content knowledge for global

access11. Development of consortiums among academic libraries.

ConclusionThis paper attempt to give a general review on hybrid library

services required for the effective services in Nigerian academic libraries’. The emergence of the digital libraries was highlighted. It was pointed out that DL could not replace the traditional library completely, but rather to complement it. The paradigm shift in academic libraries in Nigeria was also briefly discussed in relation to changing roles and functions necessitated by ICTs. The paper has also briefly itemised what are imperatives for effective hybrid library services in Nigerian Academic libraries. A model of a hybrid library environment and the service model were presented. He major challenges that inhibit effective hybridization of academic libraries in Nigeria have been discussed. Those challenges include technological, managerial style, ICT skills/competencies of librarians and users, funding and so on. Finally, some recommendations were put forward as the imperatives for effective hybrid library operations ad services in Nigeria. Above all, there is the need for the library professional bodies and other relevant stakeholders to be more [proactive towards creating awareness about the facilitating conditions for hybrid library services.

ReferencesAhiazu, B. (2012). The Evolving Role of University Librarians in Nigeria:

What we need to do. In Trends in Library and Information Science in Nigeria: A festschrift in Honour of Professor Sam E. Ifidon./edited by James O. Daniel, Elizabeth I. Ifidon and Tunji Okegbola, Lagos: Elis Associates, 207-229.

Carr, N. (2012). Don’t Burn your Books – Print is here to Stay. In weekly Trust, Saturday, 2 February, 28


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Eguavoen, O.E.I. (2011). Attitudes of Library Staff to the Use of ICT: The case of Kenneth Dike Library. University of Ibadan, Nigeria. Ozean Journal of Social Science, 4(1), 1-9

Chowdhury, G. G. (2004). Introduction to Modern Information Retrieval System. 3rd Edition. New York: Neal-Schuman Publishers, Publishers Inc.

Choi, Youngok & Edie Rasmussen (2006). What is needed to Educate Future Digital Librarians: A Study of Current Practice and Staffing Pattern in Academic and Research Libraries. D-Lib Magazine. 12 (9). Retrieved on 30 July, 2012, from

http://www.dlib.org/libseptember06/choi/09choi.htmlEastwood, E.J & Tompson, S. R. (2005). “Digital Library services: an

Overview of the Hybrid Approach”. In Alison Scammell (Ed.). Handbook of Information Management. 8th ed.; New York: Routledge, 1-42

Gbaje, E.S. & Ukachi, N.B. (2011). An assessment of Technological Skills Competency of Academic Librarians in Nigeria. In Information for All: Strategies for National Development. Proceedings of Nigeria Library Association 44th National Conference and Annual General; Meeting, 65-80.

Gbaje, E.S (2011). Digital Information Services and Systems. Retrieved on January 2, 2012, from www.sharondelight,net

Gladney, H.H et al (1994). Digital library: Gross Structure and Requirements: Report from a March, 1994 workshop. Retrieved on 6 March, 2013, from www.csdl.tamu.edu.DL94/paper/fax html.

Kavulya, J.M. (2007). Digital Libraries and Development in Sub-Saharan Africa: A Review of Challenges and Strategies. The Electronic Library, 25 (3), 299-315. Retrieved on 12 August, 2012, from www.emeraldinsight.com

Mutula, S.M. & Ojedokun, A.A. (2008). Digital Libraries. In L.O. Aina, S.M. Mutula and M.A. Tiamiyu (Eds.) In Information and knowledge Management in the Digital Age: Concepts. Technologies and African Perspectives. Ibadan: Third World Information Services Ltd.

Ochia, A. (2012). Paradigm shift in the Academic Library Scene: Implication for Library and Information Science Education and Training in Nigeria”. In James O. Daniel, Elizabeth I. Ifidon and Tunji Okegbola (Eds.) In Trends in Library and Information Science in Nigeria: A Festschrift in Honour of Professor Sam .E. Ifidon. Lagos: Elis Associates, 1234-148.

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http://www.emeraldinsight.com/

http://www.csdl.tamu.edu.DL94/paper/fax

http://www.dlib.org/libseptember06/choi/09choi.html


Omekwu, C. O. (2007). Africa’s ICTs status and the Evolution of Information Society. Unpublished Paper, Nigerian Institute of Advanced Legal studies, University of Lagos Campus, Akoka, Nigeria.

Omekwu, C.O. (2006). Nigerian libraries and the world summit on the Information Society: Issues, Imperatives and implications. In Libraries: Dynamic Engines for the Knowledge and Information Society: Conference Proceedings of the 44th National Conference and Annual General Meeting of the Nigerian Library Association, Ibadan: Heinemann Educational Books, 77-94.

Opoku, D. (2011). Improving Service Quality in Academic Library: A Managerial Perspective. International Journal of Research in Education. 8 (2), 198-209.

Pearce, Judith, Cathro, Warwick, & Baston, (2000). The Challenges of Integrated Access: The Hybrid Library System of the Future. Being a Paper Presented at VALVA Biennial Conference and Exhibition, Melbourne, Victoria, Australia, 16-18 February.

Pinfield et al (1998); Realizing the Hybrid Library. D-Lib Magazine, October, 1998. Retrieved on 6 March, 2013, from www.dlib.org.dlib/october98/10pinfield html.

Rehman, S. U. (2012). Understanding the Expectations of Pakistani Libraries Users: A LibQUAL Study. Library Philosophy and Practice (e-journal), 4(1), 120-135. Retrieved on 6 March, 2013, from http://unllib.unl.edu/LPP/

Rusbridge, C. (1998). Toward the Hybrid Library. D-Lib Magazine; July/August 1998. Retrieved 6 March, 2013, from www.dlib.org/dlib/july98/rushridge/ 07rushbridge.html

Tibenderana, P. et al (2010). Measuring Levels of End-users Acceptance and use of Hybrid Library Services. International Journal of Education and Development Using Information and Communication Technology, 6 (2). 33-54

Ubogu, F.N. (2006). Trends in Digital Library Services in Academic Libraries in South Africa: Library Portals and ETD System. In Libraries: Dynamic Engines for the Knowledge and Information Society. Conference Proceedings of the 44th National Conference and Annual General Meeting of the Nigerian Library Association. Ibadan: Heinemann Educational Boos 11-38.


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http://www.dlib.org/dlib/july98/rushridge/

http://unllib.unl.edu/LPP/

http://www.dlib.org.dlib/october98/10pinfield


USE OF CHILDREN’S LITERATURE IN RIVERS STATE LIBRARY IN PORT HARCOURT

FELIX AHAMEFULE NWANWKOCollege Library

Federal College of Education (Technical), Omoku, Rivers State08038650971

AbstractThis paper focused on children’s literature in Rivers State library in Port Harcourt. To give the researcher a sense of direction, the researcher x-rayed the recency of materials in the children section, level of patronage as it affects the children users of the library under review. Significantly, a total population of the children totaling two hundred (200) that uses the library were

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captured and out of this population a sample of forty five (45) children were used as representatives of this group that patronizes the library. More importantly, questionnaires were raised to elicit responses from the children. Above all, tangible recommendations and conclusion were proffered in this direction.

IntroductionEvery child in the society needs to be provided with library services

and a full range of facilities to enable him develop fully as an individual. The library should be introduced to the child as a source of information and a support to education.

It was in view of this, that the need for children’s library was stated clearly in the national policy in education (1981) in these words:

Libraries are one of the most important educational services. Every State ministry needs to provide funds for the establishment of librarians in all educational institutions and to train librarians and library assistants for these services.

UNESCO Manifesto (1970) on public libraries recognized services to all, but paid special attention to services to children for children constitute a substantial proportion of the population. Consequently, being tomorrow’s leaders, much emphasis should be placed in the provision of education and those things that facilities it.

Today, public libraries all over the world have children’s units. Children’s libraries are not independent, but a unit in the public libraries and cannot be on its own. According to colliers Encyclopedia (1995), public libraries uptil 1854, did not offer their services to children, until 1976, when it was realized and acknowledge that like adults, children need information. Children should be introduced to the library as a source of information and a support to education. They are not different from the adult and should be given the freedom to make use of the library.

The child according to children and young person act of 1955 is a person who is not above the age of eighteen years. Aina and Zechum (1991) define a child as a person who is physically, mentally, socially underdeveloped, within the age period from birth to 18 years. In this sense, any person below the age of twelve or twelve years can be regarded as a child (school age). The child’s adult life would depend to

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a great extent the kind of orientation instructions given to him/her at this period. IFLA and UNESCO (2000), in its children’s library manifesto on library services to children covered lots of services. The care services highlighted include:i. Organizing activities that encourage cultural and social awareness

and sensitivity.ii. Provide access to local state and global resources and

opportunities that exposes learners to diverse ideas, experiences and opinions.

iii. Offering opportunities for experiences on creating and using information for knowledge understanding, imagination and enjoyment, and.

iv. Proclaiming the concepts that encourage intellectual freedom and provide access to information which are essential to effective and responsible citizenship and participation in a democracy.Apart from the fact that the children library aims at creating

reading habit in the children, there are obvious constraints militating against realization of this important services. Most of the problems of public library in realizing these goals include funding, staffing, accommodation, poor collection, to mention but a few. However, children need proper guidance as they grow. Provision and use of children literature provides them with a range of experiences necessary for their development in all facets.

This work examined what is available in terms of provision of resources; and to what extent are children using them. (i.e.) making use of the literatures). Based on the foregoing, it becomes imperative to come out with possible solution because if we deny library services to this group, it means that a great proportion of the nation is not being served.

The area of coverage is the Rivers State library board, Port Harcourt. The functions of this library were very well specified in the law which states inter-alia:i. To undertake bibliographic services in the state.ii. To establish, equip and maintain the state library and its

branches all over the states andiii. To prepare and publish catalogues, indexes etc., and to provide

library services to citizens of all sorts of community information (state central library: 1978).

Use of Children’s Literature in Rivers State Library in Port Harcourt– Felix Ahamefule Nwankwo

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Today, Rivers State library Board has four branches spread out in Port Harcourt, Bori and Okrika Local Government Areas of the State.

Research Questions The research questions of this study are:

i. How regular do children use library? ii. To what extent do children borrow books from the library?iii. What periods of the week do children borrow books?iv. What strategy motivates children to use the library?

Research Methodology This research study is a survey research. This is a research where

by a group of people is studied by collecting and analyzing data from a few people considered being representatives.

The population of this study is the entire children that use the children’s section of the Rivers State library, Bennard Carr Street, Port Harcourt. Apparently, the children population is two hundred (200). However, a target sample of forty five (45) children out of the total population based on the available reading space in the children unit was used for the study for effective representation. Data Presentation and Discussion

This section is based on the information derived from the questionnaires distributed to the children. The data was collected and analyzed to meet the objectives of the research. Basically, four research questions raised were answered.

Table 1: How often do you use the library?Usage Number Percentag

eEveryday - -Regular 25 55.6Once a week (weekday) 5 11.11During weekends/holidays 15 33.33Total 45 100%

From the table above, none of the respondents uses the library everyday. However, those who use the library regularly are twenty five (25) in number which gives the highest percentage of 55.6%, while those who agreed that they use the library once a week (weekday) are five (5) in number, which is 11.11%. On the other hand, those who use

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the library during the weekends and holidays are 15 which gave 33.33% of the total respondents.

Table 2: Do you borrow books from the library?Borrow Books Number Percentage

Yes 19 42.22No 23 51.11No answer 3 6.7Total 45 100%

Apparently, nineteen (19) of the respondents or 42.22% indicated that they borrow books from the library while twenty three (23) or 51.11% of the respondents agreed they do not borrow books from the library. On the other hand, three (3) or 6.7 of the respondents do not have any answer to the question.

Table 3: When do you borrow Books? Borrow Books Number Percentage

Weekend 13 68.42Weekdays 6 31.58Total 19 100%

Table 3, shows that out of the nineteen (19) respondents who agreed that they borrow books from the library, thirteen (13) or 68.42% indicated that they borrow their books during the weekend while six (6) respondents or 31.58% borrow books during the week days.

Table 4: Why do you like to use the library? Preference Number Percentage

Because of the environment 5 11.2Listening to story hours 3 6.7To meet friends 11 24.4To read books 15 33.3To participate in drama - -Other activities 11 24.5Total 45 100%

The respondents have different reasons why they go to the library. Five (5) respondents or 11.2% agreed that they use the library because they like the environment; and three (3) respondents or 6.7% said that they go to the library to listen to stories told by the library staff, eleven

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(11) or 24.4% of the respondents said that they go to the library to meet their friends and to participate in other activities responsively. On the other hand, fifteen (15) or 33.3% of the respondents go to the library to read their books. This is indicated in table 4 above.

Research Findings The findings in table 1 revealed that a total percentage of 55.6 use

the library regularly which depicts the fact that despite all odds, library services are adequately rendered to children in this library.

Evidently, the finding in table two shows that a greater percentage of 51.11 do not borrow books from the library for personal reasons as against 42.22 percent that borrows. Therefore, it behooves the fact that loaning services in the Unit of the library is functional, despite the outdated nature of the materials in the library.

Basically, the findings in table 3, reveals that the children patronize the library to a reasonable percentage of 68.42 on weekends as against 31.58 percent on weekdays, whereas the high interest of patronage on weekends is purely for recreational activities. Therefore, this means that the library is up-to-date in service delivery.

Interestingly, table 4 reveals that 33.3 percent of the children visit the library to read books while 24.5 percent of the children admit that they come for other activities. To a large extent, the library renders statutory services to the children, as they patronize the library. Above all, users who come to read books are usually welcome to the friendly leadership of the library in question. Recommendations and Conclusion

Basically, the following recommendations are proffered for improvement in rendering library services to the children. That:1. Efforts should be intensified by the Rivers State Government to

release fund that will help the Rivers State library Board to improve their services to the public users especially in making provisions for the children library section.

2. The physical space in children unit of the library should be expanded to accommodate more children users.

3. Professionals and para-professionals should be employed in the children’s sections.

4. Efforts should also be made to enlighten parents in particular especially those that are not educated on the significance of taking

Use of Children’s Literature in Rivers State Library in Port Harcourt– Felix Ahamefule Nwankwo

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their children to take advantage of the services of children’s library at an early stage.

Conclusion In view of the forgoing, the researcher has examined some

relevant literatures on use of children’s literature, collected and analyzed data on the information material and services available in the children’s library. Above all, the children’s unit of the library should be given the best attention in terms of stocking with current materials, funding and recruitment of professional staff, for adequate service delivery which will in turn affect the children positively in life.

ReferencesAina and Zechum (1991) In Audu, R. & Abdukadir, R. (2009).

Eradication of Child Labour Through Home Economics Education. JOWICE: Journal of Women in Colleges of Education. Vol. 123 No. 2.p. 537.

Collies Encyclopedia, Vol. 14 (1995). New York: Collier. P.5 83.IFLA & UNESCO (2000). School Library Manifesto. IFEANET. Feb. 16

(Mimeograph) P.3.Federal Minister of Education (1981). National Policy on Education.

Lagos:. P. 43.UNESCO (1970). Public Library Manifest Mission of the Public Library.

London: UNESCO Publication. P.66.

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LIBRARY USE BY PART TIME STUDENTS OF THE FEDERAL COLLEGE OF EDUCATION (TECHNICAL),

OMOKU, RIVERS STATE

EZEBUIKE, MILLS N.Librarian (07066086453)

[email protected] College of Education (Technical), Omoku, Rivers State

AbstractThe study was designed to investigate the use of college library by part-time students of the Federal College of Education (Technical) Omoku. The study looked at the impact of library orientation received by the students; frequency of library use; purpose of using the library and problems they encountered in using the library were surveyed. The study covered 300 weekend students. Survey method was used for the study, the instrument used for data collection was questionnaire, descriptive statistics such as frequency counts and percentages were used to analyze the data. Major findings include majority of the part-time students do not use the library effectively because most of the students live far away from the library. Most of them use the library as reading room. The location of permanent site does not impress on them that there is a functional library ever. Recommendations were made to improve the situation.

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Key words: library use, part-time students, College library.

Introduction Reading is very important to the school and to learner because his

performances and successes in other task depend largely on their reading ability. The success in reading is success in school, because through reading one will gain knowledge outside what the teacher has taught, (Maurice, 1997). Reading is a means of recreation. Recreation is an important aspect of living, it offers students the opportunity to relax and it is one factor that distinguishes the truly educated students from others. Essentially, a student that has good reading culture would always read and relax. Reading makes students adventurous and increases their love for books (Omehia, 2007).

Every society needs individuals that are well informed. Through reading one possesses a wide knowledge, appreciation and interest in his study fields. Hence reading provides an access to a great deal of human knowledge, for example, a farmer who can read would be a better farmer than others who cannot read. Reading vanishes ignorance and superstition (Amadi, 1999).

Zua (1997) explained that reading affects the entire personality of a student, when fully developed, an individual produces various positive results. Reading has been known to sharpen a reader’s attitude towards his fellow school mates his parents and life in general. Reading is also a means of exploring the whole world and new areas in the world of things, people and events; it is the key to learning no matter the level of discipline. Reading has its place, which no other media can take.

Nzelum (1991) noted that reading is the key to the acquisition of knowledge or information, for it opens the flood gate for students ethical values, social expectations and the understanding of the true nature of inter social relationship.

The library caters for the reading needs of not only students but of various users. The main purpose for setting up any library is to provide opportunity for the expected clientele to be able to use the materials. The library and its materials are interwoven as none can function without the other and therefore the use of one amounts to the use of both (NTI, 2000). The library offers many services and opportunities for intending users and it becomes the choice of users to decide the type of use they may wish to make of the library. The use to be made of the

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library by a library user is determined by a number of factors including his level of education, occupation, status in the society, environmental influences and lately computer literacy (Nwokocha, 1999; Olanokun and Salisu, 1993).

Gwang and Tumiyil (2001) stated that issues of effective management of libraries and formation systems have engaged the attention of libraries and information scientists for years. Yet the ideal has remained an unattained dream, even as the world crawls into new millennium.

David (1974) opined that the scope of knowledge has become too vast to be covered extensively within the boundaries of classroom instruction. He therefore stressed that a good library can help in promoting the development of reading skills and providing framework for academic achievement. According to Olanlokun (1982) in Gwang and Tumiyil (2001) on the attitude of Nigerian University Students to library use, he noted that there are differences in the frequency of use of university library by the major users, faculty members and students. The study revealed that 45.2% of users used libraries for class work, 39.8% used it for research and less than 15% used it for discussion, leisure and other purpose.

Popoola (1990) and Adelani (1998) in his submission concluded that the majority of sandwich Students of College of Education, Osiele, Abeokuta are yet to fully appreciate the importance of library as far as academic excellence is concerned. Statement of the Problem

Due to the impact shown by the economic well being of few through the success gained from education acquired many people who lost the opportunity in the past opted for continuing education programme as part-time to acquire education. Therefore, FCE (T), Omoku part-time programme becomes a golden opportunity for men and women resident within the vicinity who registered for NCE Part-time/ Weekend programme. However, the question that has been going through the minds of educators and librarians alike was: how can this lofty objective be achieved without adequate provision of library and information services? Specifically, how do we encourage the students to maximally utilize the available library resources? Invariably, the study intends to investigate the role of library in encouraging quality part-time programme in FCE (T) Omoku as a case study.

Library Use by Part Time Students of the F.C.E. (T), Omoku, Rivers State– Ezebuike Mills N.

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Research QuestionsThe following research questions are stated to guide the study.

1) How beneficial is the orientation programme for the Part-time students of FCE (T), Omoku?

2) What is the frequency of use of the library by the Part-Time students in FCE (T), Omoku?

3) What are the reasons of using the library by the Part-Time students in FCE (T), Omoku

4) What are the problems encountered by Part-Time students in FCE (T) Omoku in their use of the library?

Methodology This study was carried out in federal College of Education

(Technical) Omoku, Ogba/Egbema/Ndoni Local Government Area of Rivers State.

The research design adopted was survey research design (questionnaire) Utilized in collecting information from sample of the study. The population of the study is 395 Part-Time students in 2011/2012 academic section.

The sample of the study consisted of 300 Part-Time students drawn from among 395 part time students population of the study sampling techniques is 300 students studied out of 395 students, through the instrument titled “part Time students library use” , determined through the test and re-test method. Simple percentage was used in analyzing the research questions.

Presentation of ResultsThe presentation of result was based on the research questions

and hypotheses earlier stated in the study.

Research Question 1How beneficial is the orientation programme on use of the library

for the part-time students of FCE (T), Omoku?

Table 1: Benefits of library orientation programme Variable Frequency

(F)Percentage (%)

Very beneficial 210 70Slightly beneficial 68 22.7Not beneficial 5 1.6

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No comment 17 5.7Total 300 100%

Table 1 shows that 210 (70.0%) of the respondent claimed that the library orientation was highly beneficial, 68, (22.7%) indicated that the library orientation was slightly beneficial, 5 (1.6%) indicated that the library orientation was not beneficial and 17 (5.&%) of the respondents did not comment. This observation has clearly shown that library orientation programme has been beneficial and should be intensified upon.

Research Question 2What is the frequency of use of the library by the part-time

students in FCE (T), Omoku? Table 2: Frequency of library use

Variable Frequency (F) Percentage (%)Always 26 8.7Once a week 120 40.0Twice a week 6 2.0Not always 15 5.0None using library 133 44.3Total 300 100%

Table 2 shows that 26 of the respondent (8.7%) use the library always,120 of the respondents (40.0%) use the library once a week, 15 respondents (2.0%) use the library twice in a week while 133 respondents (44.3%) are not using the library. This result shows that most of the part-time students does not use the library.

Research Question 3What are the reasons for using the library by the part-time

students in FCE (T), Omoku?

Table 3: Reasons for using the library Variable Frequency (F) Percentage

(%)Studying subject area 81 27For Assignment 108 36For examination 103 34.3General information 8 2.7


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Total 300 100%Table 3 shoes that 81 respondents (27%) use the library for

studying subject area, 108 respondents (36%) use the library for assignment doing, 103 respondents (34.3%) use the library for examination. This result shows that the students have different reasons for using the library.

Research Question 4What are the problems encountered by part-time students in FCE

(T) Omoku in their use of the library? Table 4: Problems encountered by part-time students in the use of library

Variable Frequency (F)

Percentage (%)

It is difficult to locate my need 127 42.3Home too far from library 30 10.0Open hours not enough 24 8.0Programme are congested 22 7.3Library lacks my needs 15 5.1Staff are unfriendly 7 2.3Library catalogue is not known 75 25.0Total 300 100%

Table 4 shows that 127 respondents (42.3%) find it difficult to locate their need, 30 respondents (10.0%) indicate that the library is far from their home, 24 respondents (8.0%) indicate that the opening hours are not adequate enough, 22 respondents (7.3%) opined that their programmes are congested, 15 respondents (5.1%) claimed that the library lacks their need, 7 respondents (25.0%) claimed that library catalogue is not known. This result shows that the part-time students face various problems in their use of the library.

Discussion of ResultsThe result of research questions one (table 1) shows that library

orientations programme is beneficial to the part-time students. 210 respondents (70%) and 68 respondents (22.7%) indicated that the library orientation programme is very beneficial and slightly beneficial respectively. This finding is in agreement with NTI (2000) which observed that the library orientation programme helps library users to effectively utilize the library.

The findings of research question two (table 2) shows that majority of the part-time students do not use the library. This finding is

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surprising especially when one considers that majority of the students claim that the library orientation was highly beneficial. This should have reflected on their frequency of library use. However, this observation corroborates the study of Popoola (1990) and Adelani (1988) about the pattern of library and lecture attendance of part-time students who live some distance away from the college where they study. Popoola (1990) claimed that even when part-time students have access to library facilities their attitude or response towards the use of library is always not encouraging.

The finding of research question three (table 3) shows that part-time students use the library for doing their assignment and studying for examination. This finding is not surprising as most of them indicated that they do not use the library. However when they have assignment or during examination, they may just use the library. Adelani (1997, 1998) corroborated the finding of the research question three that part-time students often use the library mostly for assignments and examinations.

The finding of research question four (table 4) shows that the students encounter various problems in their use of the library. The problem common to majority of the students is the difficulty to locate their needs as well as library catalogue not known. This finding is in agreement with Nwokocha (1999) and Olanlokun and Salisu (1993) who noted that, to use the library effectively in the society, environmental influences and computer literacy should be enhanced. The frequency of library use will also minimize some of the problems identified in the study.

Conclusions This study was designed to find out how effective the Federal

College of Education (Technical), Omoku Part-Time Students make use of the library. The findings show that library orientation was beneficial. It also shows that majority of the students use the library occasionally. Some part-time students are yet to appreciate the importance of library which boasts academic excellence. The study found that, although they occasionally use the library, they use it for assignments and during examinations.

Recommendations Based on the findings, the following recommendations were

advanced.

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1) Since, majority of the part time Students agreed that library orientation is beneficial to them, it should be repeated in their 2nd

semester of their 2nd year to freshen them on the use of library to the end of their course.

2) The use of catalogue should be emphasized strongly during library instruction period by the lecturers handling it.

3) The library guides handed over to the students during their registration in the library should also emphasize on the catalogue use.

4) Lecturers should give many assignments to part-time students to compel them to frequently use library, this will compel them to appreciate the importance of library.

5) Part time students should be entitled to borrow more number of books to encourage them visit the library frequently. It will enable them desirous to browse and scan shelves in search of relevant materials to borrow from time to time, facilitating frequent library use.

ReferencesAdelani, F. (1997). Teacher Education Sandwich Programme in

Colleges, Education and Library Services: A Challenge Beyond 2010. Paper Presented at the 1st Annual Conference of NAUNA, Osun State College of Education, Illesa 5.

Amadi, R. (1996). Graduate English. Port Harcourt: Outreach Publications.

David, R.A. (1974). The School Library: A Force for Educational Excellence. In Margaret Allen (Ed): The School Library Resources Centre-London: 45-80.

Gwang, J.M. and Tuamiyil, J.L. (2001): Effective Management of Library Services in the Millennium. Coclin Journal of Librarianship, 11, 1 & 2 30-36

Mann, P.H. (1974). Communication about Books to Lender Graduate. ASLIB Proceedings. 26 (1), 25-28

Maurice, L. (1997). Library and Information Work. London: Worldwide Bowlers.

NTI (2000). National Teachers Institute 2211Q2 Publication KadunaNwokocha, U. (1999). A Foundation Text in Use of the Library. Owerri;

Whyley Prints.


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Nzelum, A. O. (1991). Problems of Collection Development in Federal Technical Colleges of Education Libraries in Nigeria: An Overview. Coclin Journal of Airmanship 1:1 25-26

Olanlokun, S.O. (1982). Attitude of Nigerian University Students towards Library use and Services, Lagos Librarian. 10 (2), 166-123.

Omehia, A.E.C. (2007). Understanding the Library: A Guide for Teachers and Trainee Teachers. Port Harcourt: Sylbek International Publications.

Olanlokun, S.O. & Salisu, T.M. (1993). Understanding the Library: A Handbook on Library Use. Lagos: University of Lagos Press.

Popoola S.O Adelani F. (1998). Library Use and Sandwich Students in College of Education, Gateway Library Journal, 3(2): 73-80.

REPOSITIONING ACADEMIC LIBRARIES IN NIGERIA THROUGH INFORMATION COMMUNICATION

TECHNOLOGY (ICT): CHALLENGES AND OPPORTUNITIES

IWUAGWU, O. [email protected]

&UKO, V. B.

Federal College of Education (Special), Oyo, Oyo [email protected]

AbstractThe evolving of vast information and knowledge has resulted in a climate of transformation and change in academic libraries. Academic libraries in Nigeria are rethinking and exploring new ways to reposition themselves in the institutional environment in view of higher expectation of its various stakeholders, pervasiveness of information technology, increased availability and focus on electronic resources and services, and need to become learning and research centers to support a wide range of educational

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initiatives. Academic libraries understand some of the changes that will affect information delivery; hence, the advent of ICT has unimaginably transformed the storage, preservation, organization, delivery and dissemination patterns in information worldwide. This paper addresses some core missions of academic libraries in Nigeria, the impact of ICTs and types of ICTs found in academic libraries and some key challenges and opportunities facing academic libraries in Nigeria. It recommends among others, that, academic librarians must be part of the new trend/innovations and also be ready to participate actively in the process of generating and disseminating information and knowledge for quality of life and quality education; It also recommends that, academic libraries must assert their evolving roles in more active ways by acquiring the necessary skills and competences for effective service delivery.

IntroductionWe live in the rapids of change. We cannot slow down the changes

coming into library profession, but librarians do have a choice: to move with the trend or to allow the trend to bye-pass them. Technological change appears to be bombarding the profession from every nook and cranny, yet many academic libraries have less to meet up more demands for services. The iconographic power of academic libraries expresses a purpose not just to collect information, but also to organize information systematically, preserve and make it accessible. Today, the library occupies a central position in every higher education institution. Libraries play important role in Nigerian education, hence, academic libraries are the libraries attached to Colleges of Education, Polytechnics and Universities. The main function of an academic library is to provide information materials for teaching and research for members of the academic community. Before the advent of Information Communication Technology (ICT) according to Anunobi & Okeye (2008), academic libraries were the sole custodians of information which was predominantly in print, and all the activities and routine work were performed manually and traditionally. ICT brought changes necessitated by new information packaging. ICT has made a

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deep impact on all types of libraries. Today, we are really talking about digital and virtual libraries. At the same time, we are very much worried about the future of academic libraries in Nigeria. The future of academic libraries is dependent on both external and internal changes.

Irrespective of the fact that some academic libraries adopted digital technologies early enough and have also provided leadership training through capacity building program to help remake the academic enterprise, academic libraries and librarians who accommodated and even powered recent transformations in higher institutions now find themselves asking a series of fundamental questions such as: To what extent, and in what ways are academic libraries likely to

change?;What new roles will librarians come to have in the changing information environment?;

What aspect of the academic library will prove the most resistant or impervious to change?;

Do academic librarians have time to sort through the converging technologies?;

How can librarians find time to weight the alternatives and probably guess which one will work best for the patrons?;

How do librarians mange to plan and give services while at the same time managing uncertainties concerning the expenditures and the scarce resources?

Will technology finally spur a recasting of how colleges, polytechnics and universities produce and disseminate information? If such a merging of interest takes place, what impact will that have on academic libraries?

To try to answer these questions is to realize that the years ahead still constitute periods of transformation for academic libraries. According to an essay derived from a Roundtable on Technology and Change in Academic Libraries convened by the Association of College and Research Libraries (ACRL, 2006), it was stressed that, at the outset of the twenty-first (21st C) century, higher institutions confronted the need to reconceived and reconstruct the means by which they would support patrons in research and education. This has made the business of the libraries to be understood as one component of a rapidly evolving information environment almost wholly transformed environment, in which information is proliferating at an unimaginable rates and in which the ability of academic libraries to deliver

Repositioning Academic Libraries in Nigeria through ICT: Challenges and Opportunities– Iwuagwu, O. O. & Uko, V. B.

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authenticated and reliable information is continuously challenged by new technologies.

However, academic libraries are faced with managing hybrid resources (print and electronic) and are challenged to acquire the necessary skills. The changes that are occurring in technology, research, teaching and learning have created a very different context in the missions of academic libraries. This evolving context can afford a moment of opportunities if academic libraries and librarians can respond to change in proactive and visionary ways. There are still diverse and unmet needs currently arising within the academy, many of which closely align with the traditional self-definitions of academic libraries. To the extent that academic libraries and their leaders can reposition themselves to serve these evolving needs, which pertain on one hand to the centralized storage, description, and delivery of academic resources, and in part to the organization and support of scholarly communication within and across higher education institutions, hence academic libraries will emerge as even more central and vibrant resources for their various institutions.

Thus, because ICT is providing the academic libraries with both opportunities and challenges, there is a paradigm shift from standalone libraries to library and information networks; from printed publications to digital documents; and from ownership to access. This transition is as a result of the impact of ICTs, the internet, and the web on different types of libraries. Therefore, these forces of change encourage academic libraries to work together in new and collective ways. The fact that some academic libraries have resources and incentives to build and manage unique collections can allow others to focus more intensively on ensuring accessibility to the range of information now available from other libraries as well as from multifarious digital sources. A defining element of this moment is the capacity for academic libraries to accelerate their own transformation through collaborative action. A well established library is very essential for any academic institution. Today, academic libraries are struggling to keep their pace as the major source of inquiry in the face of emerging trend in technology. Digital technology has revolutionized not only the way information is packaged, processed, stored, and disseminated, but also how users seek and access information. Therefore, the emergence of ICT has repositioned the frontiers of academic libraries’ resources, operations and services as well as expectations of user groups. Academic libraries must embrace the change and must also remember

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expandability, flexibility and compatibility (Cassidy, British, Manoloritz, & Turney, 2011). Though some information professionals and academic libraries have been coping well and addressing the many changes brought about by the electronic information environment. Forward-looking academic libraries have used this opportunity to rethink their activities with the intention to reinvent or reposition themselves and to find new ways and means to build new partnership and enterprising endeavours with all their stakeholders (Foo, Chaudhry, Majid & Logan 2002).

Core missions of academic libraries In redefining and repositioning the future of academic libraries,

there is the need to develop strategic plans and tactics as proactive response to meet changes, trends and challenges. The vision and mission of academic libraries are changing. In redefining and reposting the future of academic libraries, there is the need to develop strategic plans and tactics as proactive response to meet changes, trends and challenges. Because the trend in academic libraries is changing, librarians must be forward thinking and not plan for what is needed now but imagine our clients of the future library. We must prepare and design a new library that is capable of responding to changes and providing relevant and useful services to our clients. Thus, the current vision/mission is to follow the trend of the revolution, revolutionizing our services because clients now want information delivered to them wherever they are electronically. Therefore, librarians need to key into these emerging technologies which can only be achieved through training and re-training to keep abreast with the developments in the profession. Librarians are to become a world class information brokers that would provide a platform for the delivery of quality library and information services. To pursue the attainment of this professional excellence, our mission/vision is to be guided by the acquisition policy; acquire, proves, organize and maintain literature, microforms and audiovisuals materials pertinent to the research and training activities of such an institution; help strengthen the capabilities of researchers and enhance the levels of professional practice of librarianship and documentation through training, organization of workshops and conferences as well as participation in information networks; to develop computerized database and acquire those developed elsewhere on subjects pertinent to research and training agenda. Many academic libraries now take on the key role of providing the

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competitive advantage for the parent university – a factor that is crucial to both staff and students. Academic libraries are actually positioning themselves to be the learning and research centres for universities. They are sometimes known as the ‘learning building’ and are constantly asked to examine what value they add to students learning outcomes (Foo et al, 2002). The road to indispensability is not without obstacles, but we believe it is one that academic libraries can readily travel in order to attain stated goals and objectives. To remain indispensable as ACRL (2007) put it succinctly, academic libraries and librarians must come to define and fulfill a reconfigured set of roles for serving their institutions. To be certain, some elements of future have the familiar cast of tradition as academic libraries continue to support the core research and educational purposes of the academy. To act on this core missions in today’s environment, however, requires that academic libraries move beyond parameters of earlier times to pursue new modes of serving their institutions. ACRL (2007) listed some core missions of academic libraries as: of the traditional ways of gathering, storing and dissemination of information To broaden the catalog of resources libraries provide in support of

academic inquiry and discovery: An academic library’s fundamental purposes has always been to support the process of research and education by helping users find information and ascertain its value. Increasingly, however, the role of academic libraries in supporting research and education will require providing access to materials beyond the library’s own walls in digital form.

Foster the creation of new academic communities on campus: One of the most important strategic advantages of an academic library is space. It is often observed that the library inhabits the most desirable real estate on any college or university. Geographically or symbolically, it occupies the centre of a community established to support the advancement and perpetuation of knowledge. The positioning of the library conveys a sense of intellectual common ground, a setting in which knowledge from a range of disciplines comes together in a single place. It embodies core academic values reflected in the domains of knowledge that users pursue. Thus, an increasingly important role of the academic library in the future will be to provide meeting space and support to foster communities of shared interest in an academic environment.


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Support and manage the institutions’ intellectual capital: In addition to providing physical space for assembling communities of interest academic libraries have an important role in making digital space accessible to members of an academic community and beyond. The pervasiveness of the internet has yielded new forms of interaction among practioners of disciplinary and interdisciplinary fields. The expanded possibilities in turn have created new kinds of needs for sharing large bodies of information and scholarship in digital form.

Become more assertive in helping their institutions define strategic purposes: Academic libraries have a major role in ensuring that they and their home institutions remain vital players in the changing terrain of information and education. To the extent a library accepts its responsibility in helping the institution achieve its future goals – as opposed to preserving a heritage vested essentially in the past.Thus, the future of academic libraries in Nigeria must be globalized

if they want to add value to the academic enterprise. Libraries constitute an important element of the foundation of the knowledge. The futuristic academic libraries must complement one another’s resources rather than duplicate them as has been the practice even at present. The International Conference on Academic Libraries (ICAL) held in 2009 called for globalizing academic libraries and the call was relevant and timely. The globalized academic libraries is to be seen as another but different model that advocates futuristic library development based on collaboration between libraries, at all state levels and on all dimensions of academic libraries’ activities. For academic libraries to be able to add value and become relevant in the world globalization, a new model that advocates information globalization must be established such as strategic planning, operational and economic planning which should be geared towards the following lines: Enabling utmost economy and performance in the academic

libraries operations at the patrons level; Enabling academic libraries to build common resources at the

consortia level as opposed to current practice of building resources at patrons level in the distributed environment;

Enabling access not only to local resources but also access to resources distributed across academic libraries;

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Enabling libraries to play strategic and educational roles in order to add value to the academic enterprise.To this end, ICAL (2009) came up with eleven-point roadmap for

globalizing academic libraries and up till this moment, some academic libraries are still crawling. The eleven point roadmap that ICAL (2009) outlined for globalizing academic libraries are as follows: To ascertain the strength and weakness of libraries under the

central and state universities; To identify alternate modes of managing traditional libraries

functions in the global academic libraries’ mode; To identify the new dimensions that could be added to academic

libraries’ services by exploiting common pool of resources; To identify the strategic and educational roles that academic

libraries and librarians could play to add value to academic enterprise and in the knowledge society;

To undertake new initiatives such as building digital resources of indigenous knowledge of unique character;

To formulate ICT plan for systematic development of futuristic global academic libraries;

To formulate plans for ensuring quality and standards in the functioning and performance of futuristic global academic libraries;

To encourage international collaboration on all libraries for bringing about qualitative change;

To identify and formulate appropriate policies, programmes, and systems for ICT integration at library client level;

To identify the priority areas for talent development and formulating talent development plans for the purpose; and

To evolve suitable strategies for change management, library advocacy and marketing essentially with a view to change the public image of the academic libraries.Therefore, if academic libraries are to make a significant

contribution to achieving an institution’s strategic purposes, the head librarians should be the key players in the decision making process. They need to be at the table as both thinkers and leaders along with institutions management teams in determining the key strategic directions with regard to changing demands in supporting research and education. However easy it may be to describe evolving roles of academic libraries in supporting their institutions, there could be certain risks in pursuing these directions. In supporting the academic mission, the library has to serve the clienteles effectively. In pursuing


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new conceptions of the roles the academic libraries might play, the library might run the risk of alienating what has traditionally been its most important constituency. Hence, the library staff of today must include people who see themselves as active contenders in a race for relevance, regard, and resources. Staff must have technical skills and an ability to identify specific areas in which technology can advance the institution in fulfilling its academic core mission.

The Impact of ICT in Academic LibrariesMost academic libraries have made remarkable strides in providing

their users with organizational paradigms and strategies for utilizing and accessing information even beyond their own collections and holdings. The explosion of information now being produced in digital format has dramatically changed expectations about the production, utilization and accessibility of information.

The impact of ICTs are felt in every aspect by academic libraries. With the advent of ICT, some academic libraries now make use of various types of technologies to aid the services they render (Krubu & Osawaru 2011). Rana (2009) as cited by Krubu & Osawaru (2011) stated that, ICT holds the key to the success of modernizing information services. ICT has impacted on every sphere of academic libraries’ activities especially in the areas of library collection development, research and development. The advent of ICT has led to the reorganization of library holdings, change in work patterns and service delivery, demand for competencies and acquisition of new skills, job training and retraining and reclassification positions. The emergence of ICT has provided opportunities for academic libraries to be able to provide value-added information services and access to a wide variety of digital based information resources to their patrons. More so, modern ICTs are being used by some academic libraries to perform their functions, implement efficient and effective library cooperation and resource sharing networks, implement management information systems, develop institutional repositions of digital content and digital libraries, and initiate ICT-based capacity building programmes for both library users and staff (Krubu & Osawaru, 2011). ICT has also facilitated networking creation and accessing of remote electronic data base, putting at the disposal of academic libraries and library users a wide range of information services and products. Most academic libraries are getting more knowledge in the use of ICTs and

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they are getting more involved in organization of information on electronic networks.

Types of ICTs in Academic Libraries Chisenga (2007) opines that, ICT has provided academic libraries

the opportunity to implement electronic networks and achieve the provision of access to remote computerized information services and products much easier than before. Some academic libraries are now taking advantage of the available ICT facilities and integrating them into their daily operations and routine activities. The following are some ICT facilities found in academic libraries as listed by Dala (2009): Computers; Internet; Library worldwide wave; On-line catalogs and electronic data based; e-mail communication; Digital library etc.

Thus, the emergence of ICT has brought unprecedented changes and transformation to academic libraries and information services. The impact is only on those librarians who adopted the ICT and this has changed the role of library and information professionals from intermediary to facilitator. There are new tools for dissemination of information because of the paradigm shift from physical to virtual services.

Despite the fact that ICT is slowly changing the roles of library personnel in academic libraries with its positive impacts by acquiring skills in electronic networking and electronic publishing, there are still some problems facing the use of ICTs in academic libraries. Dala (2009) enumerated some problems such as: Inadequate funding of academic libraries; Inadequate communication infrastructure and high cost of

telecommunication facilities; General shortage of skilled information communication human

resources in academic libraries;He concluded by stressing that for academic libraries to take part

in the new trend, they will require sufficient funding to support their activities. Adequate funding is the key. Funding is required for the purchase and installation of ICT facilities and also for the training of library staff in various ICT skills, hence, they will be cut off from the on-going globalization process.


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Challenges and Opportunities Whether it is a traditional library or a digital library, the mandate of

library still remains unchanged - preservation of, and access to knowledge and information to facilitate progress (Jagtar & Trishanjit, 2011). The role of academic libraries is changing speedily and expanding. In fact, we are at present on the long tail of the web. Library generally is no more a physical place alone but rather a gateway to world’s knowledge and information. Chan (2012) posited that, challenges could arise from at least four different dimensions including the digital and fiscal environment, technology, patrons and internal processes. The digital world has transformed so rapidly and has dragged everyone and everything to it. An obvious example is the ‘GOOGLE’. Everyone finds google the most convenient tool, students search google or other search engines more than using the library catalog to start an information search. Google has changed library users and academic libraries. In the opinion of Jagtar and Trishanjit (2011), with the ascent of digital documents and digital libraries, the role of academic libraries has expanded and challenges have increased unimaginably. These challenges according to them relate to collection management, knowledge organization, digital preservation, online searching, content management, knowledge management, and promoting the use of libraries and networks.

Needless to say, emerging technologies play critical roles in repositioning and redefining the future of academic libraries. Academic libraries are compelled to serve, help and engage the patrons. In repositioning the academic libraries in the light of these challenges and changes, there are some core mission that we need to standby and safeguard ourselves in order to support teaching, learning and research needs of the academic institutions. The proliferation of mobile devices, popularity of e-books, dominance of social media, and the increasing migration to cloud computing provide opportunities in which academic libraries can ride on to further enhance their services.

Furthermore, another main challenge facing academic libraries in the networked online environment is to exploit all forms of digital and telecommunication technologies and find new ways and means to provide feasible forms of collections, services and access to library materials. New initiatives to create digital libraries and information portals have surfaced in the recent past in an attempt to build on the availability and production of digital information by making it easily

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available online and then reaping the benefits of accessibility. Because collection development has become an extremely complex process with the need to develop and maintain a collection that balances the various types of print and non print materials in the library, the ability to create and adopt a collection development policy to satisfy its various users remain a huge challenge and calls for an understanding of the needs of a new generation of internet-savvy users as well as the availability and complexity of online and other forms of digital resources.

However, rapid changes that challenge academic libraries will continue into the future. Yet with challenges, come opportunities. Academic librarians need to prepare for tomorrows needs, adhere to institutional strategic plans, and lay out a roadmap with creativity and detailed planning (Chan, 2012). The ICTs and the internet have thrown open the doors to librarians to many opportunities. Now, continuous access to information is available round the clock and the traditional constraints of space and time stand collapsed (National Knowledge Commission, 2007; Akeroyd, 2009). Academic librarians have the opportunity to provide global reach to the indigenous knowledge. Similarly, we can get access to world’s knowledge and information through the internet provided we have the will, skill, and the appropriate attitude (Jagtar & Trishanjit, 2011).

However, these opportunities and changes can be handled effectively by competent academic library personnel. Sound knowledge base, pertinent skills and proactive positive mind set are the essential components of a competent librarian. Do we have that? If not, then the future of academic libraries is certainly uncertain. If Yes, then, there is no reason to worry about the future of academic libraries. Instead of worrying about the future of academic libraries, we must learn to do the gap analysis and the Strength, Weakness Opportunities and Threat (SWOT) analysis. We are required to put a question to ourselves and the question is “Why is that the end user is going to the goggle by learning behind the library”? Perhaps, we have failed to come up to the expectations of the end users. The effectiveness of library service lies at a point where there is a perfect matching of end users’ information needs and library professionals’ competences to meet those needs. When we put this question to ourselves, we will get a perfect answer to our worries about the future of academic libraries. Conclusion


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The mandate of academic libraries is still intact, only its role has expanded and the format has changed. The transitions occurring now with the impact of ICT in the production, dissemination, and retrieval of information provide important opportunities for academic libraries to lead their institutions in pursuing new modes of academic research and productivity. Academic libraries need to respond to the growing and diversifying information needs of the end-users. They must become local gateways to world’s knowledge and information. Librarians in general must become agile, more highly attuned to, and more aggressive in proclaiming just how different the world of knowledge has already become. The biggest and critical issue now is how to manage change in the academic libraries. If one were to ask what academic libraries will look like in the next 50 years, it is hardly controversial to say that they would have undergone a transformation and that some generation between then and now will have accomplished it. A more contentious and nervous question is what changes libraries will make in the next 10-15 years. The answer will depend on the steps that academic libraries will take now and in the immediate future to imbibe the changes brought about by the information explosion, the ascendance of electronic over print publication as a primary form of communication.

Therefore, the future is certainly uncertain but very bright. Hence, we will have to create a relative balance of printed and non printed documents. We will have to ascertain whether the present state of affairs is an occasion for the academic libraries to move forward or fall behind. Our future library must be a highbred library which must be user-centered and expert assisted. In general, academic libraries have been coping well and addressing the many changes brought about by the electronic information environment. Forward looking academic libraries have used this opportunity to rethink their activities with the intention to reinvent and reposition themselves and to find new ways and means to give quality service delivery. But some academic libraries are still dragging their feet. What do we do?

RecommendationsIt is therefore, recommended that:

The culture of academic libraries and their staff must proceed beyond a mindset primarily of ownership and control to one that seeks to provide better services and guidance in more useful ways, helping users find and use information that may be available

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through a range of providers, including librarians themselves in electronic format.

Academic libraries must assert their evolving roles in more active ways by acquiring the necessary skills both in the context and in the increasingly competitive markets for information dissemination and retrievals.

Orientation programmes and capacity building programmes should be conducted for all library staff.

Academic libraries must be adequately funded and provided with adequate ICT infrastructural facilities for better service delivery by the government.

Academic libraries must also descend from an increasingly isolated perch of presumed privilege and enter the contentious race to advance in the market for information services and delivery.

ICT has come to stay; therefore, all academic library staff should take positive steps to remedy their deficiencies so as to flow along with the trend and reforms.

Every division of Nigerian academic libraries should be automated in order to facilitate and create an avenue for effective services.

References Akeroyd, J. (2009). The Future of Academic Libraries: Challenges for

Academic Libraries in the Networked World. ASLIB Proceedings 53(3):79.

Anunobi, C.V. & Okeye, B.I. (2008). The Role of Academic Libraries in Universal Access to Print and Electronic Resources in Developing Countries. Library Philosophy and Practice (e-journal) P. 189. Retrieved at http://:digital commons.unc.edu/libphilpract/189, Accessed 20th January 2013.

Association of College and Research Libraries (ACRL) (2006). Changing Roles of Academic and Research Libraries (Electronics). Accessed, 12th February, 2013.

Association of College and Research Libraries (ACRL) (2007). Value of Academic Libraries: A Comprehensive Research Review and Report, Chicago, Retrieved at www.arcl.aca.org/value. Accessed, 20th January, 2013.

Cassidy, E.D. et al (2011). Higher Education and Emerging Technologies: Student Usage, Preferences, and Lessons for Library Services. Reference and User Services, Quarterly, 50(4): 380-391.

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http://www.arcl.aca.org/value


Chan, D. (2012). Redefine the Future of Academic Libraries: Change and Challenge. An International Conference. Retrieved Electronically. Accessed 14th February, 2013.

Chisenga, J. (2007). Global Information and Libraries in Sub-Sahara Africa Library Management, 21(4):1-8.

Dala, H. . (2009). The Role of Information and Communication Technology in Academic Libraries and the Achievement of the Millennium Development Goals. The Voice of Teachers 1(2):141-144.

Foo, S. et al (2002). Academic Libraries in Transition: Challenges Ahead. Proc. World Library Summit, Academic Library Seminar, National Library Board, Singapore, April 22-26.

Globalization of Academic Libraries: Vision 2020 (2009). Report on the International Conference on Academic Libraries, held at University of Delhi, Oct. 5-8, 2001.

Jagtar, S. & Trishanjit, K. (2011). Future of Academic Libraries in India: Challenges and Opportunities. Retrieved at http://www.cri.du.ac.in/calog/papers/index. Accessed 10th February, 2013.

Krubu, D.E. & Osawaru, K.E. (2011). The Impact of Information and Communication Technology (ICT) in Nigerian University Libraries. e-journal Library Philosophy and Practice http://unlib,unl.edu/lpp: Accessed 1st March, 2013.

National Knowledge Commission (NKC) (2007). Libraries Gateways to Knowledge: A Roadmap for Revitalization. New Delhi: NKC.


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http://www.cri.du.ac.in/calog/papers/index


STRATEGIES AND TECHNIQUES FOR MANAGING CHANGE IN ACADEMIC INFORMATION SERVICES

EGUNJOBI, R. A., Ph.DCollege Librarian

AWOYEMI R. AKINADE, Systems Librarian

&AKERELE, J. A.

Acquisition LibrarianAdeyemi College of Education, Ondo, Ondo State

[email protected]

AbstractInformation services have always been influenced by changes in the host environment. This being the case, information services is compelled to change, posing the challenge to managers who have to see to it that the challenges are properly dealt with. The strategies and techniques for managing change in academic information services have been explored thus providing guidance for managers in this regard. This survey

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investigated the extent to which change is being managed in academic information services. This was done by using pre-structured questionnaires. The study also provide recommendation on how information services can successfully manage change in order to survive in a competitive environment

IntroductionAll enterprises inevitably face the need for change (Smit and

Cronje, 1992). Change could reflect as a result of the impact of environmental circumstances, which may range from technological factors, political factors, economic factors, educational factors, sociological factors, and international influences. Pivotal to all the process of change is the management thereof and the recognition of the need for top management to be committed to the process of change for it to be successful.

According to Smit and Cronje, (1992) organisational change refers to any alternative of activities in an enterprise. In practice, the alteration of activities can involve virtually any aspect of an organization including innovative technological developments, overall organizational restructuring which could impact on the span of management, the basis for departmentalization, and the compilation and execution of work schedules, all of which affect the people employed by the enterprise.

Sadler (1996) opined that change takes on many forms and comes from many directions. Today, many enterprises probably face several of such changes simultaneously. In order to manage change effectively, there are strategies and techniques to follow in the process of change management. Being unnecessarily sensitive to change may lead the organisation to a crisis instead of achievement.

Resistance is another problem, which may come about with change, thus leading the organization to fall into disarray. It must be borne in mind that change triggers rational and irrational emotional behaviour because of the uncertainty involved (Smit and Cronje, 1992).

There are various reasons for resistance. One reason may be that people are reluctant to depart from the traditional way of doing things and desire to maintain the status quo. Resistance to change can take place in both management and employees in an organization but merely prolongs the time it takes for change to be accepted. Since

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resistance is only a human response it can be successfully dealt with in order to overcome it.

Bound, et al (1995) state that organisations need to provide a means of achieving a sound continuity. This should be the responsibility of a body consisting of individuals within the organization. This body must see to it that proper procedures are followed to ensure that the aims of the organization are realized since the success of the organization in achieving this depends on how well it is managed.

Statement of the ProblemIn the information environment improvement in worldwide

communication and publishing, as well as the development of large databases, have evoked international interest in the gathering and dissemination of information (Curzon, 1989) The amount, diversity and speed of information available through state of the art technology has surrounded information service managers with a continual flow of new direction and opportunities. Today, LIS professionals face what may seem an insurmountable task of managing constant change in the information environment. The question that now arises is how technological innovation affects libraries and the implications of this for management. The fundamental implications are clear while the most basic effect of technology is probably higher productivity. Although change is a difficult exercise to accept, the fact is that it is inevitable. It is a challenge that an organization has to face because the aim in the implementation of change is to improve or alter the performance of the organization. Serious repercussions may occur if proper measures are not taken to manage change effectively.

Purpose of the studyThe purpose of the study is to determine why managers of

information services should be sensitive to the management of change. The study also intends to find out the following:1. The extent to which technological innovation has taken place in

academic information services2. The reasons why planned change had taken place in academic

information services3. The extent to which management in academic information services

motivates staff to accept change

Strategies and Techniques for Managing Change in Academic…– Egunjobi, R. A., Ph.D, Awoyemi R. Akinade Akerele, J. A.

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4. The extent to which the vision, structure, staff development, communication and resistance are dealt with in managing change

Research QuestionThe study was intended to answer the following questions:

1. To what extent has technological innovation taken place in academic information services?

2. What are the reasons why planned change had taken place in academic information services?

3. What steps are involved in the process of change for its implementation to be successful?

4. To what extent is the vision, structure, staff development, communication and resistance are dealt with in managing change?

Significance of the StudyThe findings of this study have important implications for

management in academic information services as well as other organisation operating in the business of information service.

Literature ReviewAccording to Bounds (1995), management refers to the

organisation that embraces the decisions and action involved in bringing people and other resources together to achieve some purpose. Smit and Croje (1995) also defined management as a process or series of activities that gives the necessary direction to an organisation’s resources so that its objectives can be achieved as productively as possible in the environment in which it functions. Schermerhorn (1996) also viewed management as the process of planning, organizing, leading, and controlling the use of resources to accomplish performance goals. In summary, management is a way of achieving sound continuity in an enterprise. It is a process of seeing to it that organizational goals are acquired, by using properly the resources of the enterprise.

If there is one thing constant in life, it is change. The world around us is constantly changing and so are we as part of that world. Our success as individuals is often directly related to our ability to adapt to changes in the world we are part of. This fact is stated in different words by different authors. Fossum (2009) mentions that change in an organisation essentially mean a modification of the way things are done in the system. In another definition by Smit and Cronje (1992),

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change refers to any alterations of activities in an organization. Change is an ever-present feature of organizational life (Burnea, 1996). Change is undeniably a life-long reality of any organization. It is a way of life which we cannot do without and which can affect any aspect of an organisation. Since change involves altering the way things are done, it is a way of doing things in a different manner.

Libraries and Changes in the Technology EnvironmentThe most outstanding characteristic of technological innovation is

probably the fact that it constantly accelerates the rate of change. In the information environment, improvements in worldwide communication and publishing as well as the development of large databases, have evoked international interest in the gathering and dissemination of information (Curzon, 1999). The amount, diversity and speed of information available through the state-of-the-art technology has surrounded information service managers with a continual flow of new directions and opportunities. Today, the manager of even the smallest information service faces what may seem an insurmountable task of managing constant change in the information environment. The question that now arises is how technological innovation affects operations in libraries and the implications of this for Librarians. The fundamental implications are clear- the most basic effect of technology is probably higher productivity.

Information technology can certainly help improve how librarians communicate and work. For example, electronic mail can send a message instantaneously to library patrons, while teleconferencing can bring people together from various libraries to share information and exchange ideas. Information technology should not take the place of of face-to-face meeting but should rather augment or enhance the communication process. So far computer users still use the new technology only to do faster what they have always done before (Drucker, 1991). According to Bearman (2008, information technology does not simply enable people to work faster, but enables them to work ‘smarter’. This means that information technology makes work easier. Processes are speeded up, while communication is done easier than before.

Technological progress therefore affects libraries as a whole, including its products life cycle, including dissemination of information. These influences all require librarians to keep abreast of technological changes. In addition, a knowledgeable approach to the management of


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change enables librarians to retain the long-range vision of their libraries to make choices about costly technological investments and to secure a permanent place as one of the society’s information providers. Another global trend occurring simultaneously with the rise of the information society is the movement away from an industrial economy to an information economy. An information economy cannot exist without an efficient and functional information infrastructure, which in turn forms an integral part of a country’s general infrastructure and exists for making information available to decision-makers.

Strategic leaders need to be aware that the modern environments in which they work comprise powerful forces for change – forces that offer opportunity but also pose a threat to the organisation’s continued survival (Richardson, 2011). Coping with the effects of change is a constant challenge as organisations strive to remain competitive in a fast-paced global environment. When the implementation of new human resources business processes and systems is added to the mix, the resulting effects upon employees can make any enterprise ask, “What is the best way to manage this change? Management is often at the forefront of initiating change within an enterprise. As libraries are driven to provide strategic information to support enterprise-wise decision-making, it becomes the proving ground for new technologies, processes and systems (Hirschfield. 1999).

For change to be successfully implemented, a positive thirst for change must be created. There is a world of difference between the attitude of mind, which involves passive or grudging acceptance of the need for change, and that, which is fired with enthusiasm and sees change as offering both new opportunities and fresh horizons for the individual as well as timely renewal for the enterprise. Very high standards of leadership are, however, called for if such attitudes are to be fostered throughout the library operations. The processes involved are usually referred to as the creation of a shared vision and of a sense of mission (Cummings and Worley, 2007).

According to Sadler, (1996), many librarians do not understand the nature and importance of mission why others fail to give any thought to it whatsoever. Part of the problem is that there is no generally accepted definition of what the term means. In this respect, two schools of thoughts are distinguished. One regards mission as a statement about business strategy while the other viewed mission as a matter of philosophy, values or even ethics. In the first approach

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mission defines a library rationale, identifying the patrons it selves and its goals in that context. It provides answer to questions such as what role are we in?

Currently it is common for libraries to spell out their definition of their operations in bulletins, report and promotional literature. The second school of thought, on the other hand, sees mission as the statement of the underlining values and believe which bind people together in a common purpose. Campbell and Young, (2011) used the term “cultural glue” to express this idea.

The contribution of Campbell and his colleagues lies chiefly in the way they brought these two approached together. They argue that mission ideally should appeal to both the mind (strategy) and the act (Cultural values) of the members of the organization. Mission involves four elements, viz , purpose, strategy, behavior standard and values of the organization. The four elements are combined into what has been known as the Ashridge Mission Model. The diamond shape of this model serves to remind us that strong sense of mission exist when the four element of mission reinforce one another.

MethodologyThis study was conducted by using the survey method in the form

of questionnaire compiled by the researcher. Thirty-six questionnaires were administered to librarians in two colleges of education. Out of these, 21 questionnaires’ were returned, yielding a response rate of 60%. The responses from the 21 questionnaires were analysed using descriptive statistics.

Analysis of ResultThe results of the study are represented with descriptive statistics

in the form of tables. The interpretation, discussion and findings of the questionnaire are presented under each sectionTable 1: Study PopulationNames of Institutions Count %ACE, ONDO 14 66.7%OSCOED ILESA 7 33.3%Total 21 100%

Two Colleges of Education were chosen for the study. Adeyemi College of Education (ACE) is a Federal Government Institution, while Osun State College of Education (OSCOED) is a state-owned institution. According to the result of the survey, ACE has highest number of

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respondents. This clearly implies that it has the highest number of librarians when compared to OSCOED. There are fourteen (14) respondents, constituting a 66.7% response in ACE.

Table 2: The extent to which technological innovation has taken place in academic information services Technological innovation in academic information services

To noExtent

To a smallExtent

To someextent

To a large extent

To a veryLarge extent

Is technological innovation viewed as creating opportunities in your library?

Count %

29.5%

838.1%

1152.4%

Is technological innovation viewed as a threat in your library?

Count %

1571.4%

314.3%

29.5%

14.8%

Has it improved the way managers at your library communicate?

Count %

314.3%

1257.1%

628.6%

Has It improved the way managements at your library work

Count %

314.3%

1047.6%

838.1%

Have improvements in worldwide communication evoked interest in the gathering and dissemination of information?

Count %

15.0%

735.0%

1260.0%

Does management at your library deal with the cost aspect of technology

Count %

29.5%

942.9%

1047.6%


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Does your library play a role in social responsibility?

Count %

15.0%

210.0%

1155.0%

420.0%

210.0%

Has the advent of electronic resources improved library usage by students?

Count %

14.8%

733.3%

1152.4%

29.5%

Has the advent of electronic resources improved library usage

Count %

14.8%

733.3%

942.9%

419.0%

The above table reveals that out of the 21 respondents, 11 (52.4%) indicated that technological innovation creates opportunities to a very large extent while 8 (38.1%) indicated that it created opportunities to a large extent. The creation of opportunities by technological innovation has been highlighted by showing that information technology does not simply enable people to work “faster”, but enables them to work “smarter”, as processes are speeded up and communication is done easier. This fact has been further elaborated on by arguing that in the information environment, improvements in world-wide communication and publishing, as well as the development of large databases, have evoked international interest in the gathering and dissemination of information.

Although many modern business enterprise view technology as posing a threat, academic information services do not view technology as such. This is attested by the fact that the amount, diversity and speed of information available through state of the-art technology have surrounded information service managers with a continual flow of new directions and opportunities.

Table 3: The extent to which planned changes has taken place in strategic areas in academic information servicesPlanned change in strategic areas in

academic information

services

To noExten

t

To a smallExtent

To someexten

t

To a largeextent

To a very

Large extent

Technology Count %

29.5%

942.9

%

1047.6%

Performance Count 2 8 8 3

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% 9.5% 38.1% 38.1%

14.3%

Structure

Count %

1 15.0%

840.0%

735.0

%

420.0%

Culture Count %

15.0%

15.0%

1050.0%

420.0

%

420.0%

Policies Count %

314.3%

1152.4%

28.6%

14.8%

Management Style Count %

14.8%

838.1%

628.6

%

628.6%

Other

Count %

9.5%

Table 3 indicates that 10 (47.6%) respondents agree in principle that technological improvements in their information services have taken place to a very large extent. This could be attributed to the fact that technology permeates every sphere of the enterprise and thus completely transforms the nature of a business. On the other hand 9 (42.9%) of the respondents indicate that technological changes have taken place to a large extent at their information services. From the respondents views it is clear that changes concerning management style could be attributed to the incessant changing needs of the customers, hence 6 (28.6%) indicated that change in management style had taken place to a very large extent. Change in management style comes about with the purpose of trying to meet the diversified needs of customers. Although organizational culture could directly affect the change process, 10 (50%) of the respondents, held that change in organization culture had taken place to some extent, whereas 4 (20%) of them stated that it has taken place to a very large extent.

Table 4: The reasons why planned change had taken place Reasons for planned

changeYes No

Poor library usage Count%

314.3%

1885.7%

As a way of marketing the library

Count%

733.3%

1466.7%

As need for future change Count 16 6


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% 76.2% 23.8%Other Count

%5

23.8%16

76.2%According to table 4, 18 (85.7%) respondents indicated that they

did not engage in planned change because of poor library usage by students and staff while 14 (66.7%) of the respondents alluded to engaging in strategic planning as a way of marketing the library. The majority of respondents i.e. 16 (76.2%) agree strongly that they were engaged in strategic planning because of the need for future planning. Other academic information services engage in strategic planning for the following reasons: As a way of meeting the changing or diversified needs of

customers. As a way of enhancing innovativeness in an enterprise. As a way of implementing strategies that will yield the desired

goals in an enterprise. As a way of maintaining competitiveness especially against the

mushrooming academic institutions.

Table 5: The extent to which management in academic information services motivates staff to accept change

The extent to which management motivates staff to accept change

To no

Extent

To a smallExten

t

To someexten

t

To a large

extent

To a veryLarg

e extent

Convincing them of the need for change

Count %

630.0%

945.0%

525.0

%Creating awareness that change is accomplished one step at a time

Count %

840.0%

840.0%

420.0

%

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Involving them in the process of change

Count %

1260.0%

840.0

%Encourage their inputs and ideas

Count %

1470.0%

630.0

%Other Coun

t %

125.0%

315.8

%Table 5 shows the indication by 9 (45.0%) respondents that

managers of academic information services convince subordinates of the need for change to a large extent, while 5 (25%) indicated that this is being done to a very large extent. This is to keep up with the ever-changing turbulent environment that information service operates within, with the view to continue to offer the best services for client satisfaction. It can also be seen from the above table that 12 (60%) of the respondents involve subordinated in the change process to a large extent, whereas 8 (40%) involve them to a very large extent. This highlights the issue of transparency on the part of managers in academic information services. This was also reiterated by 14 (70%) of the respondents who indicated that they encourage the subordinates’ inputs and ideas to a large extent, with (30%) indicating that they do so to a very large extent.

Table 6: The extent to which the vision, structure, staff development, communication, and resistance are dealt with in managing change The extent to which the vision, structure, staff development, communication, and resistance are dealt

To noExtent

To a smallExtent

To someextent

To a largeextent

To a veryLarge exte


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with in managing change

nt

Does management define the change vision when managing change?

Count%

15.3%

526.3%

1052.6%

315.8%

Does the vision help employees to understand the inevitable change?

Count%

842.1%

631.6%

526.3%

Is there a relationship between organisational structure and productivity at your library?

Count%

1052.6%

631.6%

315.8%

Are you satisfied with your current organisational structure?

Count%

15.3%

736.8%

631.6%

315.8%

210.5%

Does your library invest in staff training?

Count%

15.3%

210.5%

210.5%

842.1%

631.6%

Is communication essential in managing change?

Count%

15.6%

1794.4%

Do people most affected by the proposed change be among the those involved in bringing it about

Count%

210.5%

15.3%

1052.6%

631.6%

Does vision help employees to minimize resistance?

Count%

315.8%

315.8%

842.1%

526.3%

From table 6, it is evident that 10 (52.6%) of the respondents felt that management define the change vision in their enterprises when managing change. This is beneficial in the sense that it clarifies the future of action of an enterprise, thus giving subordinates a sense of direction. It makes subordinates aware of the present state and encourages development of strategies for change and renewal as well. The table also shows that 8 (42.1%) of the respondents indicated that the vision help employees to understand the purpose of the inevitable change to some extent. This could be attributed to the fact that the vision does not come out very clearly to the subordinates. On the contrary, 6 (31.6%) and 5 (26.3%) experienced that the vision help employees to understand the purpose of the inevitable change to a large extent and to a very large extent respectively. As to the question

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of organisational structure and productivity, 10 (52.6%) mentioned that the relationship among the two is minimal, with 7 (36.8%) stating that they are not satisfied with the present structure at their workplaces. This happens where the present structure fails to encourage and/ or even exclude subordinates to participate in the whole exercise.

Respondents were asked if their institutions invested in staff training. Here 8 (42.1%) of the respondents indicated that they invested in staff training to a large extent, whereas 6(31.6%) said they invested in staff training to a very large extent. This is the result as many academic institutions encourage their employees to improve their qualifications as far as possible. They even go to an extent of paying tuition fees for staff members who want to study. The other category of staff development could be seen from the training courses that employees are being sent to attend, e.g. TETFund interventions, workshops, meetings, conferences, etc.

Finally, respondents were asked if they regarded communication as essential in managing change. Seventeen (94.4%) indicated that communication is essential in managing change to a very large extent. Managerial communication has its advantages. The quality of communication can be improved by being open, honest, and accessible to employees. Communication illustrates transparency, encouragement and openness.

Summary The study dealt with the strategies and techniques for managing

change in an enterprise, by focusing on academic information services. It looked at ways in which to mobilise energy and commitment for change in the absence of serious crisis. Aspects which constitute the enterprise were considered, such as the vision and mission of the enterprise. These strategies are very crucial to the effectiveness of change management.

In the light of the above summary, it remains a constant and continual challenge for managers in academic information services to successfully manage change by: Keeping up with technological innovations, as technology creates

innumerable opportunities for the gathering and dissemination of information.

Engaging in strategic planning for future planning, which will enable them to meet the changing and diversified needs of customers,

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Implement strategies that will yield the desired goals in the academic information services

Investing in staff training to develop staff, thus improving the services offered.

RecommendationsThe findings of this study have important implications for

management in academic information services. The recommendations which arise from the research findings are

as follows: The study showed that technological innovation is seen as creating

opportunities for information services. Although this is a positive response, managers in academic information services should not sit on their laurels and conclude that they are technologically sound. They should continue to invest in technology to remain competitive, more so because technology advances with time.

Strategic planning largely involves planning for the future. It should be regarded as a continuous process in order for academic information services to keep up with the changing trends in customer needs, thus improving customer satisfaction.

Communication is regarded as the indispensable tool to utilize when managing change. Not only should communication be among top management down to employees in the lowest tank. Meetings should consistently be held with staff to inform and update them when developments arise.

Mangers must explain and reinforce to employees why the change is supposed to happen, discuss the business reasons for the change by highlighting priority for the business, as well as the costs or risks of not changing.

ReferencesBearman, T.C. (2008). Information and Productivity. Journal of the

American Society of Information Science 39(6), 369 – 375Bounda, G.M., Dobbins M. & Fowler, O.S. (1995). Management: A Total

Quality Perspective. Cincinnati; South-Western College Publishing.Burnes B. (1996) 2nd ed. Managing Change: A strategic approach to

Organisation Dynamic, London: Pitman Publishing.Campbell, A.D.M. & Young, D (2001). A Sense of Mission. Hutchinson,

London: Economist Books.


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Chang R.Y. (1997). Mastering Change Management. Irvine, California: Richard Chang Associated, Inc.

Clarke, L. (1994). The Essence of Change. New York: Prentice-Hall.Cummings, S & Worley, C. (1997). The Myth and Management of

Change. Journal of Organisational Change Management 10 (1) (Online). Avalable at http://www.emerald-library.com/brev/02211ac1acl.html

Curzon, S. C. (1999). Management Change: A How-to-do-it Manual for Planning, Implementation and Evaluating Change in Libraries. New York: New-Schumann

Drucker, P. F. Management of Change. Boston, Massachusetts. Harvard Business School Press.

Drucker, P F (1996). Managing for Results, Oxford: Butterworth-Heinemann.

Fassunm R. (2009). Understanding Organisation Change: Converting Theory into Practice. Los Altos: Crisp Publications

Hirschfield, R (1999). Strategies for Managing Change. What’s New Articles (Online). Available on http://www.hunter-group.com/thg/art/art10.html

Richardson B. (2011). The Politically Aware Leader Understanding the Need to Match Paradigms and Planning Systems to powerful, “Turbulent Fields” Environment. Leadership & Organisation Development Journal, 16(2) Online. Available at http://www.emerald-library.com/brev/0221be.1html

Schemerhorn, J. R. (1996). 5th ed. Management. New York. John Wiley.Smit, P.J. & Cronje, G.J. (1992). Management Principles: A

Contemporary South African Edition. Kenwyn. Juta

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http://www.emerald-library.com/brev/0221be.1html

http://www.hunter-group.com/thg/art/art10.html

http://www.emerald-library.com/brev/02211ac1acl.html


WORK MOTIVATION, JOB SATISFACTION, KNOWLEDGE SHARING AND TEAM-ORIENTED COMMITMENT OF LIBRARY

PERSONNEL IN SOME ACADEMIC AND RESEARCH LIBRARIES IN SOUTH WEST, NIGERIA

OLANIYI ESTHER TEMITOPELibrary Department,

Emmanuel Alayande College of Education [email protected].

AbstractThis study investigated the effects of work motivation, job satisfaction, knowledge sharing on team oriented-commitment among library personnel in academic and research libraries in south-west, Nigeria. The research design employed in the study is descriptive survey. The sample population comprised five hundred and seven library personnel and valid instruments team oriented commitment scale, work motivation scale, job satisfaction scale and knowledge sharing scale and with crombach alpha reliability coefficients (Work

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motivation, = 0.94; Job Satisfaction, = 0.83;

Knowledge sharing, =0.85 and Team oriented

commitment = 0.94.) were used for data collection on the respondents. The results of findings revealed that work motivation, job satisfaction knowledge sharing predict team oriented commitment of library personnel. Based on the findings of this study, it was recommended that library personnel in academic and research libraries should develop interest in sharing knowledge to improve their team oriented commitment, and library personnel in the studied libraries should be well motivated in order to enhance their team oriented commitment.

IntroductionMotivation refers to morale booster. It constitute the ingredients

that gives the library personnel inner source of satisfaction and contentment with their chosen career. It refers to things that fuel the desire of the library personnel to be loyal to their employers, to be willing to work hander, to be determined to give more of meritorious selfless and quality service to users. It refers to tangible and intangible items; materials and non-materials benefits which when provided could help the library management to get the best out of their employees. Motivation can come in different forms like study leave, career development, promotion, salary, excess work load allowance, freedom, authority, access to loans and accountability (Babalola 2010).

Job satisfaction is the enjoyable and emotional state resulting from the evaluation of one’s job; job satisfaction occurs when someone feels he or she has proficiency.

Luthan (1988) asserts that job satisfaction is the result of employees’ perception of how well their jobs provide those things that are viewed as important. The propositions of these scholars indicate that job satisfaction is subjective and relative in nature.

Academic and Research libraries are libraries in higher institutions of learning like Universities, Colleges of Education, polytechnics, Monotechnics and Colleges of Technology among others. It is usually established to achieve the target objectives of the parent institutions.

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It stocks various types of library materials ranging from book and non-book materials that can aid leaning, teaching research and service.

Literature ReviewThe issue of motivating employees for greater performance and

high productivity is of great concern to both management and workers in any organization. Jineta (2006), Tella, Ayeni and Popoola (2007) opined that well motivated employees are good employees and most of the times, it doesn’t even matter what the job is or what the library does. Equally, it has been suggested by these researchers that for organization to achieve the set goals, the management must be aware of the fact that human beings are wanting animals with innate desires to satisfy a given set of needs, it must satisfy the needs of the employees by introducing a package of some benefits and incentives at the work place. Kaya (1995) cited by Iyoro (2005) also found that librarians are dissatisfied regarding physical working conditions, recognition with the work conducted, obtaining respect with the job conducted, job security, promotion, wages, social status, social services, having authority and responsibility. Al-Janeibi (2010), observed that job satisfaction is an essential factor that affects employee’s initiative and enthusiasm. A lack of job satisfaction can lead to unnecessary turnover in the work place. Job satisfaction increases the degree of happiness in the work place, which leads to a positive work approach.

Adeyemo (2000) and Anigbolu (2008) asserted that satisfaction on a job might be motivated by the nature of the job, its pervasiveness, social climate and extent to which workers peculiar needs are met. Other factors include the availability of power and status, pay satisfaction, promotion opportunity and task clarity, workers deliberately may decide to find satisfaction on the job and perceive them as worthwhile.

Anigbolu (2008) asserted that age is one of the factors affecting job satisfaction, old workers are more satisfied and found a meaningful relationship between the age and job satisfaction in a study of the survey of librarians perceptions on their jobs in respect of compensation and benefits, advancement opportunities and technological challenges, he observed among other things that salaries and benefits are related to job satisfaction.

Anasi, Stella, Akpan, Imo and Adedokun Titilayo (2012) observed that the professional concept of knowledge sharing is a collaborative

Work Motivation, Job Satisfaction, Knowledge Sharing and Team-Oriented Commitment …– Olaniyi E. Temitope

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communication for professional gains different from information distribution and selective Dissemination of Information (SDI) which are information services; it is mainly for professional gains towards enhanced knowledge skill and competencies, self improvement professionally and could result in enhanced services. In the academic it is associated with research and scholarly communication. The scholars further assert that emerging Information and Communication Technology (ICT) tools such as the internet, electronic mails, online professional blogs and list serves as well as other emerging social networking platforms are being increasingly utilized by librarian for collaboration and knowledge exchange.

Knowledge sharing is an action in which employee diffuse relevant information to afters across the organization. A review of fragmented around three strains;Theory - several theories have been used to explain how and why knowledge sharing should be achieved within organization (i.e. resource – based theory, transaction cost theory and social capital theory). Methodology multiple methods and tools are used to facilitate knowledge sharing (i.e. system planning, system re-engineering and communication system), and sharing within and between organizations. The goal of knowledge sharing in the three strands is to improve organization competitiveness.

Although, the first two strands are very importance to facilitate knowledge sharing, the final decision on whether to share or not is held by employees and it is determined by the kinds of rewards they expect or require. Therefore reward systems should target individuals and groups alike in a consistent manner.

To Bishop, Scout and Burroughis (2000) Team are considered as an ingredient of organizational success in the modern economy – distinctly extended by a need for switch information exchange, and equally prompt response to clients demand teamwork can yield quality productivity and cost reductions, the employees can benefit from increased autonomy and empowerment accompanied by team functioning it can therefore be argue that organization should seek to measure accurately the commitment of their employees and simultaneously find ways to increase the level of commitment of their employees. Bishop and scout (1997) in their research asserted that commitment has a positive effect on productivity, turn over and employees willingness to help co-workers, but downsizing, remuneration attrition and productivity demands of recent years have

126


reduced this commitment. While commitment has been ditching the use of work team has been on the rise, team oriented commitment led to increased productivity.

Objectives of the StudyThe main objective of this study is to examine the effects of work

motivation, job satisfaction, and knowledge sharing on team-oriented commitment among library personnel in some academic and research libraries in South-West, Nigeria

The Specific Objectives of this study are:1. To find the joint effect of work motivation, job satisfaction and

knowledge sharing on team-oriented commitment of library personnel in some academic and research libraries in South West, Nigeria.

2. To determine the relative effect of work motivation, job satisfaction, and knowledge sharing on team-oriented commitment of library personnel in some academic and research libraries in South-West, Nigeria.

3. To ascertain if there are relationships among work motivation, job satisfaction, knowledge sharing and team-oriented commitment of library personnel in some academic and research libraries in South- West, Nigeria.

Research Questions1) What is the joint effect of the independent variables (work

motivation, job satisfaction and knowledge sharing) on the dependent variable (team-oriented commitment of the library personnel in academic and research libraries in South-West, Nigeria?

2) Are there relationships among work motivation, job satisfaction, knowledge sharing and team-oriented commitment of library personnel in selected academic and research libraries?

Research MethodologyResearch Design

The study adopted a descriptive survey research design. Descriptive research is that research which specifies the nature of given phenomena. It gives a picture of a situation or a population. Any consideration of phenomena generally begins with a full understanding (description) of the phenomena.

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PopulationThe target population for the study comprised five hundred and

seven (507) library personnel in the selected academic and research library in South West Nigeria.

These categories of staff include librarians and library officers that were responsible in carrying out professional duties in their various libraries.

The breakdown of the number of academic librarians and library officer was shown in the table: The population is five hundred and seven (507).

Table I: Numbers of Professional and Library OfficersOyo State Library Library

OfficersIbadan Polytechnic 7 7Emmanuel Alayande College of Education, Oyo.

9 9

Federal College of Education Special Oyo (SPED)

7 5

University of Ibadan, Ibadan 21 25Ladoke Akintola University of Technology, Ogbomoso

11 6

Federal school of Surveying, Oyo 3 2Federal College of Agriculture Moor Plantation, Ibadan

4 3

Cocoa Research Institute Library 4 2IITA Library 3 2College of Agriculture, Igboora 4 2Total 73 63Grand Total 136

Osun State Professional

Para-professional

Obafemi Awolowo University, Ile-Ife

22 5

Osun State University 12 6College of Education, Ila. 3 2


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College of Education, Ilesa 8 4Federal Polytechnic, Ede 5 4Osun State College of Technology, Esa Oke

3 2

Ire Polytechnics 3 2Total 56 25Grand Total 81

Lagos State Professional

Para-professional

University of Lagos 18 11Lagos State University 10 9Adeniran Ogunsanya College of Education

5 5

Yaba College of Technology 11 11Michael Otedola College of Education

11 6

Total 55 42Grand Total 97

Ogun State Professional

Para-professional

Olabisi Onabanjo University 14Tai Solarin College of Education. Omu Ijebu.

3 1

University of Agriculture Abeokuta

23 10

Tai Solarin University of Education

8 2

Federal College of Education, Osiele

8 5

Moshood Abiola Polytechnic Abeokuta

3 4

Total 59 29Grand Total 88

Ondo State Professional

Para-professional

Adeyemi College of Education 11 2Rufus Giwa Poly Owo 7 5Adekunle Ajasin University 6 3Federal University of Technology 21 25

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AkureTotal 45 35Grand Total 80

Ekiti State Professional

Para-professional

University of Ado Ekiti 7 6College of Education, Ikere 4 3Federal Polytechnic Ado- Ekiti 4 1Total 15 10Grand Total 25

Librarians = Three hundred and three (303), Library officer= Two hundred and four (204) and Grand Total = Five hundred and seven (50)7

Sample and Sampling ProcedureThe random sampling method was employed to select thirty (30)

respondents each from six states. This means that one hundred and eighty (180) respondents was randomly selected from the population of five hundred and seven respondentsResearch Instruments

Four research instruments were used for this study but integrated into a single questionnaire titled: Work Motivation, Job satisfaction, Knowledge sharing and Team oriented commitment of library personnel (WMJSKSTOC)

QuestionnaireSection A: It contains demographical information about the respondents such as Name, gender, age, marital status, Designation at work, cadre, years of work experience in the Library, section/unit, Highest Educational/Professional Qualification.Section B: Work Motivation Scale

This instrument was adopted from Smith 2001; it measures work motivation of workers in an organization. This instrument contained twenty-seven items (27) with a response to met: 1- (Strongly Disagree), 2 – (Disagree), 3 – (Undecided), 4 – (Agree), 5 – (Strongly Agree). Section C: Job Satisfaction

This instrument was adopted from Popoola (2007). It deals with general working condition, salary and promotion potential, work relationship, use of skills and abilities, work activities etc.


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This instrument contained eighteen (18) items, with a response to met; not satisfied at all, undecided, somehow satisfied, extremely satisfied. This is used to determine job satisfaction. Section D - Knowledge Sharing

This instrument was developed by Kim Boryung and (2008). It deals with belief on knowledge sharing in the work place. This instrument contained fifteen items (15) with response format: Not at all, sometimes, often, and very often. This is used to determine the knowledge sharing of the librarians. Section E - Team Oriented Commitment

This instrument was adopted from Allen (2000) affective commitment scale and modified by Ellemens (2005) to assess employees’ commitment to the work group. It deals with beliefs on team – oriented commitment in the work place. This instrument contained Nineteen items (19) with a response to met: Not at all, sometimes and often. This is used to determine the commitment in the work place.

Procedure of AdministrationThe researcher and her assistants visited six states and distributed

the questionnaire to the library personnel in a space of three weeks. 507 questionnaires were distributed but 432 were retrieved for data analysis.

Method of Data AnalysisThe methods adopted for analyzing the data collected from the

questionnaire administered on the 507 library personnel in the studied libraries include frequencies tables, mean and standard deviations, correlation and multiple regression analysis.

ResultsResearch Question 1: What is the joint effect of the independent variables (work motivation, job satisfaction and knowledge sharing) on the dependent variable (team-oriented commitment) of the library personnel in academic and research libraries in South-West, Nigeria?

Table 1: Summary of correlations of significant test among work motivation, job satisfaction and knowledge sharing and team oriented commitment

Team-orient

Gender

Age Marital

Status

Years of

Work Motiv

Job Satisf

Know. Shari

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ed commi-tment

Status

working experience

ation a-ction

ng

Team-oriented Commitment

1

Gender .004 1Age .042 .040 1M.S. .031 .064 .177** 1Status .039 .001 .057 .021 1Years of working experience

.088 .026 .458** .191**

.073 1

Work Motivation

.248** .054 .045 .030 .055 .021 1

Job Satisfaction

.495** .001 .010* .112* .011 .020 .260** 1

Know Sharing

.528** .106*

.015 .004 .014 .065 .309** .291**

Mean 43.9676

1.49 38.81 1.89 2.97 10.22 92.7870

55.1551

42.0069

S.D. 7.8604 .050 8.45 .032 1.51 7.40 20.1639

11.2587

9.4850

It is shown in the above table that there were significant relationship between Team-oriented Commitment and Work Motivation, Job Satisfaction and Knowledge Sharing but none with Gender, Age, Marital Status, Position, and Years of work experience respectively.

Research Question 2: Are there relationships among work motivation, job satisfaction, knowledge sharing and team-oriented commitment of library personnel in selected academic and research libraries?

Table 2Model Unstandardized

CoefficientUnstandardized Coefficient

T Sig.

B Std. Error Beta(Constant) 14.50g 1.905 - 7.615 .000Work Motivation .243 0.32 .250 8.718 .031Job Satisfaction .2570 .028 `.368 9.283 .000Knowledge Sharing

.343 .033 .413 10.277

.000


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It was shown in the table above that, the joint effect of independent variables (Work Motivation, Job Satisfaction and Knowledge Sharing) on Team-oriented Commitment was significant. The variation was accounted for by the independent variables.

There was joint effect of independent variables (Work Motivation, Job Satisfaction and Knowledge Sharing) on Team-oriented Commitment of the respondents.

The result above shown the relative contribution of each of the independent variables on the dependent: Work Motivation (B=.25, P<.05), Job Satisfaction (B=.368, P<.05) and knowledge (B=.413, P<.05).

It is observed from the above, that work motivation, job satisfaction, and knowledge sharing were significant.

ConclusionIt is undisputable that work motivation, Job satisfaction, knowledge

sharing and team oriented commitment of library personnel in academic and research libraries are essential aspect of management. The need for work motivation, job satisfaction and knowledge sharing in libraries has become necessary as they enhance team oriented commitment of staff. The study reveals that job satisfaction of library personnel in academic and research libraries is high. Similarly the study showed that knowledge sharing and team oriented commitment of library personnel in academic and research is also very high. It is hoped that some of the points identified would be adopted by the library Managers to motivate and boost the level of knowledge sharing and team oriented commitment of the library personnel.

RecommendationsIn the light of the findings of this study, the study recommends as

follows: 1) Library personnel in academic and research library should develop

interest in sharing knowledge to improve their team oriented commitment.

2) Library personnel in the studies libraries should provide attractive conditions of services for library personnel to enhance their Job satisfaction, knowledge sharing and team oriented commitment.

3) The study also recommended in-service training for library personnel on yearly basis, and that library personnel should enhance ICTs for effective knowledge sharing.

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ReferencesAdeyemo D. A. (2000). Job Involvement, Career Commitment,

Organizational Commitment and Job Satisfaction of the Nigerian Police. A MULTIPLE REGRESSION Analysis. Journal of Advance Studies in Educational Management 5(6):35-41.

Al jeneibi Badreya, (2010). Job Satisfaction Comparisons among Diverse Public Organization in the UAE. Management Science and Engineering. 4(3):6.

Allen N.J, Meyer J.P, (2000). The Measurement and Antecedents of Affective, Continuance and Normative Commitment to the Organization. Journal of Occupational Psychology. 73(2).

Anasi, Stella N. I, Akpan, Imo J. And Adedokun Titilayo (2012). Information and Communication Technologies and Knowledge Sharing among Academic Librarians in South - West, Nigeria: Implications for Professional Development. A Paper Presented at Nigerian Library Association 50th National Conference and Annual General Meeting. Abuja 15th – 19th July. Pp. 1 – 20.

Aniogbolu, C. & Aworo, O. P. (2008). Organizational Commitment and Job Satisfaction of Library Workers in Academic and Public Libraries in Delta State. Nigeria International Journal of Labour and Organizational Psychology. 2(1 & 2).

Babalola, G. A. (2010). Motivation, Demographic and Environment Factors as Determinants of Librarians’ Productivity in Colleges of Education in Nigeria. A Ph.D Pre – Field Seminar presented to Department of Library, Archival and Information Studies, University of Ibadan.

Bishop, J.W, Scott (1997) Employee Commitment and Team productivity. HR Magazine. 11:107-111.

Bishop, J.W, Scott, K. D. & Burroughis, S.M.( 2000). Support Commitment & Employees Outcomes in a Team Environment. Journal of Management. 26:1113-1132.

Iyoro, Abiodun Olaide (2005). Influence of Self-Concept, Job Motivation and Satisfaction on Work Performance of University Library Personnel in South-West Nigeria. Ago-Iwoye Journal of Social and Behavioural Science. 1(2): 96-110.

Jitena K, (2006). Motivating Strategies for Performance and Productivity.Retrieved March 8, 2010 from http://toostep.com/idea/strategies-for-motivating-employees-and-increasing-productivity


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http://toostep.com/idea/strategies-for-motivating-employees-and-increasing-productivity

http://toostep.com/idea/strategies-for-motivating-employees-and-increasing-productivity


Kaya, Ebru (1995). Job Satisfaction of Librarians in the Developing Countries, 61st IFLA General Conference

Kim and Boryung, (2008). An analysis of faculty perceptions: Attitude toward Knowledge Management Sharing and Collaboration in an Academic Institution Proceedings August 20th - 25th.

Luthan, F. (1988). Organizational Behaviour. New York: McGraw Hill.Smith K. G. (2001). Academy of Management Journal, 2001-amj-

aom.org.Tella, A., Ayeni, C.O., and Popoola S.O, (2007). Organizational

Commitment of Library Personnel in Academic and Research Libraries in Oyo State, Nigeria. Library Philosophy and Practice (e-journal) pp. 1 - 16.

USERS’ SATISFACTION WITH PUBLIC LIBRARIES

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SERVICES IN AKWA IBOM STATE

EME SAMUEL NDEH Ph.D&

EME UWEM ESIERELibrary Department

Akwa Ibom State College of [email protected].=2348033733912

AbstractA study was conducted to evaluate Users’ satisfaction with public libraries services in Akwa Ibom State. Question and oral interview were used to generate data for this study. The result revealed that users expressed satisfaction in the assistance of librarians and the physical infrastructures of the library. The study also revealed dissatisfaction among users in inadequate stock of current materials and journals in the library. Recommendations were made for the improvement of library services delivery to meet the needs and aspirations of users in this era of internet communication technology.

Introduction Public libraries are democratic institutions critical to the

development of socio-economic well being of any nation. They acquire, process and disseminate information in a variety of formats to every citizen in the community where they are located regardless of race, gender, age, nationally, religion, language, disability, economic and employment status and educational attainment. Public libraries also employ all kinds of services to ensure that information gets to the generality of the populace at the most convenient time and place (Edoka, 2000).

Public library is that library that is managed or run by a State Government or a Board set up by the State Government. It is also a library where not only books are stocked but also other information materials. A public library caters for everybody’s information needs in

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mailto:[email protected].%3D2348033733912


the society and this is why people usually refer to it as people’s University. It is not restricted to any type of particular group of people like the academic and special libraries (Oyedun, 2005)

Ezekwe and Muokebe (2012) stated these as a brief summary of the functions and services of public libraries. (1) They provide general information services to the public at large.(2) They offer reader’s advisory services(3) Public libraries are also pre-occupied with extension services

such as hosting conference, cultural shows, public lectures and television programmes etc.

(4) They collect and organize local collections for the benefit of the immediate community.

(5) They offer exclusive children’s library services to the children between 2-12 years old for early child development in the use of library as well as the development of independent reading habit.

(6) Readers are usually guided in the use of educational materials. (7) They stimulate youths with the variety of materials stored and

interpret these materials through publicity, displays, story hour, book talks, film show etc to embrace life long learning.

(8) Public libraries are better equipped to offer services to the disabled and disadvantaged including non-literates. Some of the materials provided for the disabled include: brails, large print books, recorded tapes, and other audio visual materials.

The hallmark of a library’s product according to Oti (2000) is service. Services are most important commodity that any library can offer to its users. Therefore it stands to reason that what constitutes a good or a bad library is the availability or non-availability of books, competent and user-oriented staff. A library that has available materials, well trained and conscientious support staff has all it takes to perform and provide the most valuable services to its users. Libraries, no matter the size and type, promote and provide the most valuable services to its users. Libraries, no matter the size and type, promote and provide important educational services as well as social services that justify the reasons for its existence in a given environment.

Users’ satisfaction is one of the performance indicators widely used in the area of quality measurement (Derfect – Wolf, Marex and Marcinex, 2005).

Statement of the Problem

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With the advancement of information technology, libraries are now faced more than ever with the challenge of providing more efficient services so as to meet users’ more sophisticated information needs. To do these libraries certainly need to expand services and also adopt existing ones to cope with the changes brought about by the growth of information technology. There is the need for libraries to constantly evaluate their services so as to determine how they are faring.

It must be admitted that library-based users’ services depend on library and information services workers being prepared to move with the times and make something of the developments and opportunities that come their ways. In particular the need to find new ways of meeting ever rising expectations of their users, for if they do not, they might loose their users, for if they do not, they might loose their users.

Review of Related LiteratureThe provision of reference services is an important function of a

library. This service is usually provided to library users by reference librarians on request. People have different references queries that need to be solved by the librarian. Hence it is generally a person-to-person service. Reference process involve interviewing the reader to enable the reference librarian articulate the problem of the user. Also one of the reference services is to help users find information materials to consult (with the aid of catalogue and indexes) by answering information enquiries from the users and by anticipating users’ needs by means of Current Awareness Services (CAS) and Selective Dissemination of Information (SDI) (Lawal, Nkereuwem and Edem 2008).The authors also asserted that reference services are the totality or the culmination of all library activities aimed at facilitating the use of library and its resources.

Duru and Okon (2004) opined that satisfying users’ need is a major task that must be undertaken if the library wants its resources to be utilized effectively. Librarians can afford to be complacent, but must sharpen their indexing and abstracting skills. They should make effort to develop services that could attract more people to their libraries. The range of services and facilities provided by libraries for the use of and dissemination of information to users should include: Circulation of materials through loans and inter-library lending in

order to fill the gaps in their collections. Since no single library can afford to acquire everything its users need.

Users’ Satisfaction with Public Libraries Services in Akwa Ibom State – Eme S. Ndeh, Ph.D & Eme U. Esiere

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Reference and information services:- The library must follow the Five Laws of Library Science by Ranganathan’s 1988 stated that;‘Books are for use Every reader his bookEvery book is readerSave the time of the readerThe library is a growing organism’.

Technical services:- Cataloguing and classification, maintenance and preservation of collections, abstracting and indexing services, Selective Dissemination of Information (SDI), Current Awareness Services (CAS), preparation of bibliographies, creation of database, maintenance of information file and reprographic services. These types of services would make the work of the researchers quite easy as they are designed to facilitate the use of resources to remove barriers, to invite use and to guide search towards individual research and information needs.

According to National Policy on Education 1991, the basic mission of the public library is to serve as a place where people can go freely in search of information, self education, accessible its resources to be convenient and easy to use. It interprets and guides the use materials to enable as many people as possible to apply in their daily lives the records of what is known. Maigari (1985) stated that public libraries in Nigeria including Akwa Ibom State public libraries should as far as practicable follow this pattern.

Services to school children of all types:- Primary, secondary and private students to promote an all round education when they are in school and after to continue with their education.

Services to literacy classes both in urban centers and in villages to assist in the education of the people to speed up enlightenment and to provide information on agriculture, health, social and cultural matters through the medium of easy to read books, stories, lectures, films, posters and other simple devices.

Services to government and quasi:- Government agencies to assist government in their day to day activities, serving as a liaison between the government and the people and conveying government policies and activities.

Preservation of all types of materials acquired either by purchases, exchange, gift or deposit for use by future generations in their into

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our history, our culture, and in short, our way of life after we would have long passed away.

Purpose of the StudyThe general purpose of this study is to determine users’

satisfaction with the services of public libraries in Akwa Ibom State. The Specific objectives are; (1) To determine the influence of the librarians on users’ satisfaction

in public libraries in Akwa Ibom State.(2) To determine the influence of the quality of available books and

journals in public libraries in Akwa Ibom State. (3) To determine the influence of quality of available physical

infrastructures in public libraries in Akwa Ibom State.

MethodologyThe survey method was used to gather data for the study. The

target population is the library users of public libraries in Akwa Ibom State. Structured questionnaire was used as the main instrument for collection of data. In effect, 150 copies of the questionnaire were distributed to the respondents for which 140 copies were fully completed, returned and also found usable for the study. Simple percentage used to analyze the data.

Assessment of Assistance from LibrariansTable 1: Distribution of respondents according to assessment of assistance Librarians Variable Frequency PercentageVery helpful and friendly 80 57.14Helpful and friendly 20 14.28Fairly helpful 25 17.85Lukewarm and indifferent 10 7.14Not helpful and friendly 5 3.57Total 140 100Source: Field survey 2012

Table 1 indicates the feeling of users of public libraries about librarian’s assistance and disposition to them respectively. Eighty (54.14%) of the respondents attested that the librarians were very helpful and friendly. Twenty (14.28%) claimed that the librarians were helpful, 25 (17.85%) attested that they were fairly helpful, ten (7.14%) of the respondents indicated that the librarians were lukewarm and


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indifferent in their attitude toward library users while 5 (3.57%) of the respondents asserted that the librarians with the cooperation and interpersonal relationship existing between them and the librarians.

Adequacy of Books and JournalsTable 2: Distribution of respondents according to adequacy of books and Journals Variable Frequency PercentageVery adequate 10 7.14Adequate 20 14.28Fairly adequate 95 67.85Not adequate 15 10.71Total 140 100.00Source: Field Survey 2012

Table 2 shows that the availability of books and journals were fairly adequate 95 (67.85%. Ten (7.14% of the respondents indicated that the available books and journals were very adequate, twenty 914.28%) claimed that the books were adequate while fifteen (10.71%) respondents claimed that the provision of books and journal were not adequate. The overall result in table 2 shows that books and journal in public libraries are very inadequate. This situation may be attributed to poor funding and the problem of mutilating of available books and journals by some library users. Other reasons may be high cost of procuring books and journals as well as the seeming neglect of the public library sector by government in its development programmes. Poor funding of public libraries had earlier been reported by Maigari (1985) bas a major setback to library development.

Physical InfrastructureTable 3: Distribution of respondents according to assessment of physical infrastructure Variable Frequency Percentage Very adequate 30 21.42Adequate 80 57.14Fairly adequate 15 10.71Not adequate 15 10.71Total 140 100.00Source: Field survey 2012

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Table 3 shows the assessment of adequacy of physical infrastructure with regards to furniture, tables and chairs as well as conduciveness of library environment for reading. Eight (57.14%) of the respondents assessed the physical infrastructures as adequate, thirty (21.42%) claimed that they are very adequate while fifteen (10.71%) assessed the physical infrastructure as fairly adequate and not adequate respectively. Generally, the results suggest that physical infrastructure in the libraries studied seem to be an area most appreciated by the readers. This can be attributed to the recent renovation and refurbishment of public libraries by the State Library Board.

ConclusionSince it has been established from this study that users’

satisfaction depends a great deal on the quality of information services, public libraries must strive to use every available means top satisfy their users. Users were also found to attach a lot of importance to provision of interest services and also wanted their public libraries to offer automated services. To ensure users’ satisfaction in public libraries, quality delivery of services in every aspect of it must not be compromised. The public libraries must explore all available means to deliver quality library services which stand the test of time and which will ultimately lead to users’ satisfaction.

Recommendations(1) There are only five public libraries in thirty one (31) local

government areas of Akwa Ibom State and these are inadequate. Each of the existing local government areas should have a public library well equipped with adequate materials and qualified staff to manage them.

(2) Mobile library services should be introduced by the public library to people that reside far away from existing libraries.

(3) Adequate funds should be provided by government to the existing public library for effective library services.

(4) Public libraries must provide internet services and relevant databases for its users.

(5) Evaluation of services should be done on a regular basis to ensure that services are relevant and useful to its users.


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(6) Due to the dynamic technology era in which libraries find themselves the need arises to adopt and use more of information technology in solving their users’ information needs as the days of manual delivery of library services are fast getting over.

ReferencesDerfect-Wolf, G. Marek, M. and Marcinex, M. (2005). Quality of

Academic Libraries Funding Bodies. Librarians and Users Perceptive. Paper Presented At the 71st IFLA General Conference and Council OSIO: Norway, pp. 123-127.

Duru, E.C. and M.C. (2004). Information Utilization in Tertiary Institutions in Nigeria. Abaam Publishing, Uyo, Nigeria. P. 11.

Edoka, B. E. (2000). Introduction to Library Science. Palma Publishing and Links Company Ltd. Onisha, Nigeria, pp. 14-15.

Ezekwe, F.A. and Muokebe, B.O. (2012). Library and Information Technology. Enugu, Nigeria: Rhyce Kerex Publishers.. Pp. 15-25.

Lawal, O. Nkereuwem, E. and Edem, M. (2008). Library Use and Information Literacy Handbook. Calabar, Nigeria: Glad Tidings Press Ltd., pp. 14-82

Maigari, J.A. (1985). Role of Libraries in Quantitative Education. A paper Presented At the Official Launching Ceremony of Niger State Chapter of the Nigerian Library Association (NLA) Minna. P. 15

Oti, I.A. (2000). A Practical Guide to the Use of Library, Library Resources and Services. Owerri, Nigeria: Springfield Publishers Ltd.

Oyedum, G.U. 92005). Introductory Notes of Reference and Bibliography. Minna: Mairo Press and Computer Centre, p 42

Ranganathan, S.R. (1988). The Five Laws of Library Science/Sarada Endowment Scheme for Library Science, Bangalore.

CHANGING ROLE OF LIBRARIANS: TRENDS IN DEVELOPING FUTURE ACADEMIC LIBRARY

MANAGERS AS LEARNING FACILITATOR

IMRAN, A. A.

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[email protected]&

ADELEKE, K.WFederal College of Education (Special), Oyo

AbstractEvery organization is managed by group of experts. Academic Library is no exception of this fact. The role of academic librarian as Manager of academic libraries is continually changing as new trends unfolds in the arena of information searching, packaging and utilization, from being a processor and organizer of collections to become a learning facilitators. In view of this development, the paper advocates for repositioning the status of academic librarian as mangers of academic library to handle (teach) some information skills courses asides GSE 112 – (introduction to Library Studies). The paper among other things discusses the learning information environment; concept of learning facilitator; integration and collaboration of academic programme; Avenues for Development and Implications for academic library Managers. Some recommendations were made for stakeholders in tertiary education including Government; principally to expand the scope of library based General Studies Education to cover the three years of NCE Programme. The paper concludes that for the “Vision 2020” to educate, to inform and to empower all sections of the Nigerian society be realized, it means that not just only the academic departments will be needed to facilitate learning rather, academic library managers has to be equipped to function in this role as well.

IntroductionAcademic Libraries are no doubt the key player in the higher

education learning experience, but until recent times, librarians have taken their own role in the process that can be termed as book custodian and processor of information resources. Historically, Academic libraries have been at the fore-front of electronic library developments, and the use of Information Communication

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Technologies (ICTs) in the sector can be traced back to over four decades. Against this background, the forces and influences that now shape higher education have led academics and academic librarians into a more active participation in the learning process. Thus, academic library managers may now be found working alongside their academic colleagues in facilitating learning within and off-library setting. The challenge of academic library Managers is to change the way others see then. One way to do this is to ensure that we get the right people doing the right jobs. In this direction, moving from supportive role to an active involvement in the learning process presupposes that academic library managers now need a wider understanding of adult learning and more highly developed teaching skills to fulfill their role.

The Learning Information EnvironmentMajor changes in the teaching and learning roles of the academic

library managers first came about with the advent of easily accessible and relatively cheap research databases in the 1980 (Chris, 2004). Although there had been exceptions, for instance, the principal contact between librarians and students before this period was during orientation and subsequently, over an enquiry desk. It had been the singular role of academics who usually guided and influenced students in finding information. As the information began to explode beyond the capacity of the four walls of classrooms, academics found it uneasy to maintain this role while academic librarian proved themselves eligible, taking a more active part in student’s instruction, though reluctantly in some cases (as opposed to the traditional role of book custodian).

In recognition of this change, a committee report presented in England headed by Fielden noted that technological advances meant a role for academic library managers in passing on their ability to access and disseminate information, and that specialists or subject librarians would have to understand teaching and learning (HEFCE, 1993). So, in pursuit of this goal, the use of Information Communication Technologies (ICTs) in teaching and learning became imperative. It evolved over the past decade from a pattern of uneven activity, largely dependent on individual initiatives of innovators to a position of mainstream provision, typically guided by institutional strategies for e-learning emerging as part of the learning and teaching of information technology strategies. As early adopter of new technologies, academic

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library managers were well placed to understand and use the internet and other electronic resources as a tool for the exploitation of information and delivery of learning activities as it grew during the 1990s. The public, governmental and institutional forces made both e-learning and e-teaching a major driver in course development over this period and academic library managers needed to develop and maintain their expertise in using this medium. Yet, in the memory lane, the same period saw librarian working much more closely with the Information Technologist, media or learning technology counterparts, in some cases in a team services. Gradually, Librarians became used to working with colleagues from academic and other support departments to create effective learning opportunities for students.

Academic Library Managers as Learning Facilitator The concept of learning facilitator was developed as a result of

response to the changing nature identified in the last paragraph i.e. changing nature of the tertiary education environment and its effect on the academic library manager’s role. It is very obvious that library managers would need to work closely with academics and other departments in teaching teams, to deliver the support needed. No gain saying, this trend has come to stay as we have academic library managers taking part in General Studies Education (GSE) in many of our tertiary institutions, and being appointed as liaison officer to schools or faculty as the case may be. Although the work load is comparatively low to what is expected. Nevertheless, a complete change of role to become teachers is not projected. The fact remains that the traditional librarian’s set of organizational, mediating and navigational skills will also be needed to facilitate learning in an increasingly complex information landscape (Elkin, 1999).

The future academic library manager’s role as a learning facilitator is multi-faceted. The teaching and learning support team, offering inductions, workshops, seminars and other types of learning event is well established. Added to this is one-to-one work with students in project supervision or sometimes via formal tutorial. More and more academic librarians are now also becoming involved in formal teaching, either as part of a skill element within an academic course or as teachers on separate information related courses, a good examples is evident in the participation of the library mangers at the University of Ibadan in teaching of some Information-related courses at Library Archival and Information Studies department. This involves librarians

Changing Role of Librarians: Trends in Developing Future Academic… – Imran, A. A. & Adeleke, K. W.

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becoming more involved in academic issues like assessment, teaching practice supervision, and project supervision with all the attendant quality requirements to measure academics.

As forms of electronic learning (e-learning) begin to become normal in all modes of higher education delivery, including both full-time and part-time based programme, an understanding of the different skills and knowledge required to develop online learning is becoming essential. Many library managers of today are skilled in developing online learning environment and this often gives those insights into the use of resources that are useful informing institutional debates on online learning. In this regard, such skills should be encouraged and used if library managers and library as an entity are not to be sidelined. The impetus towards online learning as championed by academic library managers therefore highlights the need for more multi disciplinary teams to work in tertiary education with librarians taking a role alongside ICT specialists and academics. The skills needed for this type of working should be prioritized alongside recognition of implications for teaching and learning of a more academically and culturally diverse students. The future Academic Library managers are seen as pivot and pool for every knowledge rather than being custodians of collections in the library building; but working alongside with lecturers across the four walls of classrooms. The implication for this is that the role of future library managers is growing closer to that of teachers, becoming increasingly discipline-based including the following core activities:a. Serving as facilitators in introducing information technologies and

ensuring their effective use (CETUS, 1997).b. Creating information access tools.c. Teaching students how to access (decode) information,

irrespective of its format or location , and how to evaluate what they find.

d. Developing and implementing information policy e. Serving as consultants on information resources, issues and

problems.As a fall out from the above, the future academic library managers

are to be trained, and equipped on how to manipulate, use, disseminate or further re-training students on the information accessibility and to flag a shift in focus from looking after collections in a designated subject area to liaising with students from a named academic unit. Pinfield, (2001) examines how this role has changed

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and developed in the electronic environment, drawing attention to increased emphasis on liaising with students and teaching information skills.

Integration and Collaboration of Academic ProgrammeThe new possibilities and trend in developing future academic

library managers is founded on the principle and idea of integration and collaboration network i.e. both the medium and the message of the new electronic environment. Learners, teachers and researchers want academic support services that are accessible and coherent, joined up with one another and to their own systems in a seamless whole. Library managers need to integrate their resource and services into managing environments for learning and research. They need to collaborate with others to achieve this goal. More critically, library manager of academic setting need the capacity to relate, contextualize and extend their professional competence to fit the aims of the programmes and cultures of their parent institutions. Porter (2001) sees this ability as fundamental to our professional future.

The absolute and integrating requirement according to Porter (2001) is to develop sufficient knowledge and understanding of each area of expertise outside of one’s own in other to communicate and work productively with specialties other than one’s own. In this case, computer technology or ICT is the most frequently mentioned partner for libraries especially academic, but career advisers (counselor and curriculum developers) whose work needs to be co-coordinated with that of academic library managers so that they can collaborate on embedding key skills development in the curriculum.

In a similar direction, Porter (2001) equally believes that in the new electronic environment there is a greater need for academic library managers to have in-depth knowledge of disciplinary specializations. This includes knowing what the discipline’s primary questions are: how to seek and use information? How the literature is structured and how patterns and methods of research and teaching are changing, especially in relation to use of digital technology? Pinfield (2001) in supporting the idea confirms the advantage of academic library managers having a background in the subjects for whom they are responsible is a paramount factor. So, this is a signal for many academic library manager to be ICT compliant and to posses the ability to design and teach creative educational programme with the advent


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of networks and the wide range of electronic resources which is contently changing.

Avenues for DevelopmentStudents more often than not, may not recognize the difference in

the functions of library managers and will seek help elsewhere. For instance, their patronage to cyber café, use of internet, e-mail and other social information media e.g. twitter, facebook, 2go, etc. for information and interaction. Library manager can as well develop something similar to this as a medium to contact in seeking satisfaction to their educational information needs hence be seen as aids to learning.

Peacock (2000) notes the importance of participation in high level teaching and learning activities and the role of mentoring by senior staff in encouraging strategic skills in the area of information sourcing. Therefore, academic library managers being a member of Senior Staff in any tertiary institution should always seek opportunities to take part in course development and teaching. They need to have at least the basic ICT skills that will enable them to use e-mail and the web and be able to provide access to e-journals as well as other digital collections. In addition, there is need to think beyond immediate job-related knowledge and skills required of an academic library manager. Since the technology is advancing so rapidly such that what is learnt today will soon be superseded, therefore, the requirement is really about developing the ability and willingness to learn new tools and techniques continually, rather than developing specific technical expertise. So, all library managers have a key role to play here in raising awareness among themselves about ICT trends for service; teaching and learning. It is particularly important for senior managers (Universities, Colleges and Polytechnics Librarians) to act as role models in developing their own understanding of technical capacities of digital technologies and keeping their knowledge up to date, especially in relation to local and global developments in e-teaching and learning.

Implications for Library Managers It is widely acknowledge that the academic library world is already

changing faster than ever imagined and the pace of change will continue to accelerate, with advances in information and communication technology (ICT) being the key driver. Library

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associations and schools across the country have been on for the struggle and campaign on the skills needed of the academic library and information services providers (ICT skills) for the present and the future librarians in the new electronic environment.

In the current rapidly changing environment academic library managers must constantly pay attention to ICT related development needs including needs arising from the impact of ICT on information and content management such as the introduction of new knowledge organization systems for digital resources. Just like in other sectors of economy, academic research and education as well as knowledge and teaching skills are essential to effective library manager’s performance and this must be complemented by competences on the level of ICT acquired as learning facilitator.

RecommendationsIn view of prevailing situation and to safeguard the future of

academic library as an institution and the managers as well, the development of the following roles and responsibilities for academic library manager to meet the needs of students in anticipation of the changes in teaching and learning strategies must be keenly adhere to. These are itemizing as follows:1. Integration and collaboration with academic departments as team

teaching partners.2. Integrating ICT and library support service in one single course.3. Providing learner support i.e navigating to and downloading of

relevant information online.4. Empowering academic library staff as proactive agents of change

and innovation in learning and teaching techniques.5. Designing and incorporate ICT skills capabilities into curriculum

and into learning and teaching techniques.6. Recognizing academic library managers as liaising officer into

schools / faculties for academic programme where they will equally contribute to policies and decisions affecting school’s calendar/programme/curriculum.

7. Expansion of library based “GSE 112” – Introduction to Library Studies to be taught all through the duration of NCE Programme (Year 1-3) with varying but inter-connected topics to include:(a) information literacy, (b) e-publishing,(c) PDF transfer,


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(d) information searching and packaging skills, and(e) book production and accessibility.

ConclusionThe role of the academic library Managers in facilitating learning

has clearly changed and is continuing to develop. Nevertheless, the curriculum offered by departments of institutions running Library and Information Studies does not seem to have incorporated this in total. With respect to ICT some of the subjects offered by accredited library schools have reflect a change in the skills required of future academic library managers, but little if any in the way of teaching skills is done. Hence or otherwise for a very few who had undergone training in teaching (NCE or PGDE or BED). The future academic library Managers currently in library schools have little understanding of the pedagogical issues or practical skills needed to facilitate learning effectively in spite of establishing Library Information Science department within faculty or Institute of Education as in clear case of University of Ibadan, ABU Zaria, Bayero University and few others. Efforts of Tai-Solarin University of Education is recognized and appreciated in this direction whereby a prospective academic library Manager will have to undergo intensive teaching skills and involve in long period of practical teaching experience as part of requirement for the award of degree in Librarianship. The lifelong learning agenda of ‘Vision 2020’ to educate, to inform and empower all sections of the country to access information effectively, means that it is not just those in academic department that will need to facilitate learning rather, all academic library managers must be equipped to function in this role as well. In a like manner, they need to recognize their role in facilitating learning and to grasp the opportunities that this development is going to offer.

ReferencesChiver, G. (2006). Towards a Holistic Model of Professional

Competence. Journal of European Industrial Training, 20(5), 20-30.

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Chris, P. (2004). Developing the Academic Librarian as Learning Facilitator: In M. Oldroyd (Ed.) Developing Academic Library Staff for Future Success. P. 88-92.

Consortium for Educational Technology for University Systems (1997).The Academic Library in the Information Age: Changing Roles. Seal Beach, CA, California State University.

Elkin, J. (1999). The Role of the Librarian in Learning and Teaching in Higher Education. Relay, 48, 7-9.

Higher Education Funding Council for England (1993). Report of the Teaching Quality Enhancement Committee on the Future needs and Support for quality Enhancement of Learning and teaching in Higher Education, London, Universities UK.

John Fielden Consultancy (1993). Supporting Expansion: A Report on Human Resources Management in Academic Libraries for the Joint Funding Councils’ Libraries Review Group. Bristol, Higher Education Funding Council for England.

Peacock, J. (2000). Teaching Skills for Teaching Librarians: Postcards from the Edge of the Educational Paradigm.

Pinfield, S. (2001). The Changing Role of Subject Librarians in academic Libraries. Journal of Librarianship and Information Science, 33(1), 32-38.

Porter, G. (2001). Accrediting Staff Training and Development Practice. Personnel Training and Education, 18(1), 5-9.

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PUBLIC LIBRARY SERVICE IN NIGERIA: CHALLENGES AND PROSPECT: A LITERATURE REVIEW

DUTSE, LAMI I.Principal Librarian

&ALIYU, A. BEGE

Librarian IINational Commission for Colleges of Education, Abuja

AbstractThe Nigerian public library system have failed to respond to the needs of their constituency. The problem faced by these systems are multi faceted but can be divided into four broad categories: the introduction of an anachronistic and inappropriate colonial model, inadequate training of library staff, deficiencies in determining specific needs of the clientele through analysis, lack of corporation among agencies involved in library related work and the absence of sustainable efforts to achieve an alternative frame work. In this literature survey, these problems were discussed and recommendations for addressing some of the issues were proffered.

IntroductionInformation on the position of public library in Nigeria is relatively

scarce and scattered over a wide variety of sources, some more accessible than others. In the recent past government leaders have renewed the call for a Nigerian renaissance directed towards developing an d empowering the Nigerian people as a significant participant in the modern world. The main aim of this literature survey has been twofold; To determine the extent to which public library has succeeded or failed in contributing towards developing the populace, and to gather together and supplement the literature on the future of public library services in Nigeria. The public library was not introduced until the middle of the twentieth century, towards the end of the colonial era. The initial enthusiastic reception of these institutions by

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both government and the general public can be ascribed to the perception persisting at that time that they would serve as a remedy to severe existing educational problems as well as a tool in national development. Abdulla (1989), stated that a threefold role was designated to these institutions, to provide information and development to agencies who supports formal and informal, rural and urban educational programmes through provision of reading material to both students and teachers and to serve as centre for communities educational and cultural activities.

Chijioke (1989), Dube (1998), Sturges and Neill (1998), concluded that in-spite of lofty ideas Nigerian public libraries have failed in their designated mission and currently not perceived as significant player in the process of national development, this sentiment is reflected in Nigeria in which information was emphasized as an important factor in development but Libraries were not assigned any role in the process. The poor quality of existing information service is often seen as one of the contributing factors to this oversight on the part of developers, other factors include outdated and irrelevant materials, lack of facilities and poor management Services in public libraries. To determine specific reasons for this unexpected lack of use, much effort has been put into researching the problems facing Libraries and information services. Although it’s difficult to make generalization most of the problems occur at varying degrees, mostly multifaceted but can be outlined into four main categories; The Introduction of an anachronistic and Inappropriate Colonial

Model. In appropriate training of library staff. Deficiency in determining specific needs through analysis. Lack of Corporation among agencies involved in Library related

work and the absence of sustained effort to achieve an alternate framework.

The Introduction of an Anachronistic and Inappropriate Colonial ModelAnglo American Model

Library systems adopted in Nigeria and Africa has been based on the Anglo-American model of librarianship with little or no adaptation to local circumstances According to Mostert (2001). Expatriates, trained mainly to serve a well educated metropolitan clientele, have been imported to run these libraries. A further hampering factor has

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been lack of consultation between these librarians and their existing and potential clientele during the initial planning stages for services to be offered in information centres, the vision of these librarians seem to have been limited to what has been familiar to them. Chijioke (1989) Opined that Nigerians themselves have to be blame as they expect to receive these model as their European counterparts in their view, anything less would have been inferior. This model relies heavily on print- based service, pre-supposing a reading public although educational by intent, it mostly caters for leisure reading. In addition, an estimated sixty percent of Nigerians are illiterate making a European print based model ineffective. Abdulla (1989), if the level of education is a determinant in enabling an individual to use the proffered services education is by no means widespread especially in rural areas perceived as elitist institution of service only to the educated few most of whom are stationed in urban areas.

Library CollectionEmpty library shelves are a common feature in most public

libraries, mostly due to big demand for books. When a reasonably sized collection does exist, it is either obsolete or very little due to the nature of the content including the world view they present. The native view is seldomly represented, only for those fluent in European languages and content. The books are available their content usually do not correspond with the interest of the local reader, the choice of book is severely limited. In addition, there is a significant deficiency in bibliographic information because Nigerians have not contributed much to the worlds body of literature, most governments favour access to materials based on their own political, social and cultural view while they restrict access to indigenous materials viewed as threatening. Many inappropriate books found in all public libraries are as a result of gifts and donations from charitable organization and foreign governments. These mostly consist of discarded books from libraries, unsold books from publishing houses and second hand volumes.

LanguageA strong colonial influence is also reflected in the language content

of most library collections, book stock in all public libraries are written in language of commerce i.e. English, French, Arabic, these languages cannot be read by sixty percent of the affected population Mostert (2001). Roseroka (1993), these are the language spoken by the

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educated elite and the mass of potential readers are prevented from reading in a language they are familiar with. A further complicating factor is that an estimated 250 languages are spoken in Nigeria, out of only a few have a written literature, all these contribute to severe shortage of reading materials in vernacular.

Lack of Needs Analysis According to Adimorah in Stilwell (1991), a Nigerian sample interview

revealed that most public libraries established were set up without prior examination of the information needs of those who were to use the services. Knowledge of such vital issues was and still is based on conjecture and supposition, It was believed that the information needs and the information seeking patterns of the Nigerian people would match those of library users in Europe and America: Services based on these presumptions led to libraries isolating themselves from the general public, with content to serve only a small mainly urban-based Clientele. Odini (1990) and Roseroka (1993), pointed out that the need for proactive needs analysis should be readily recognised within the Nigerian public library circle. A severe lack of human resource and skills contributes to research being currently conducted by researchers and consultants rather than by library practitioners.

Inappropriate Training of Library ProfessionalsDuring the initial phase of the establishment of public libraries in

Nigeria, expatriates formed the core of library workers. They were all trained abroad giving them cosmopolitan field of experience, although their intention seemed to have been the development of a system totally integrated with the social and political circumstances of individual communities. Their previous experiences worked against the fulfilment of their purposes Sturges and Neill (1998). Decades later, students educated abroad are often criticized for lacking competencies relevant to the environment to which they will return Saracevic in Stilwell (1991). Makinta and Dawha (1992), Summarised the situation following realities of the early years of Library education in Nigeria where the curriculum reflected predominantly British and American systems, the popular trend seem to be for students to spend a long time overseas, taking courses totally irrelevant to their native information environment.

Summarily, Library education in Nigeria is currently in a conflict situation, it is urgent that librarians collectively find a way of designing

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a syllabus that can translate library ethics that draws its inspiration from a print based culture into one that is responsive to semi-literate information starved society. Aboyade in Dawha and Makinta (1995), sees the Africanization of curricula as of major importance, she recommend that indigenization of training programmes takes the form of infusing local content into standard courses or involve different theory underlying the profession.

Lack of Cooperation among Related Information System Providers

For information to be beneficial to the development of a Country, it must be available, accurate and current Adeyemi (1991). Kaniki (1992) and Bredenkamp (1995), identify information providers as including all types of communication channels and sources, be it persons, publication agencies, Non-governmental organizations or institution possessing a variety of resources that can be used to transfer information which includes;

(i) Extension OfficersMost extension officers are attached to government department as

community workers or development planners. Government creates and acquires a large volume of information while conducting their normal business. Such information contains a variety of formats including the correspondence, court record, reports of ministries, departments etc. Much of this information is not made commercially available; the trend within these organizations seems to be to publish results in prominent overseas journals which would ensure more exposure. Otike (1989), this raises a problem in retrieving the information locally as overseas abstracting and indexing journal are not readily available.(ii) Libraries and Archives

The basic function of public libraries is to acquire, preserve and disseminate information, however the rapid escalation of prices of materials has made it impossible for libraries to acquire all needed materials therefore the urgent need for sharing resources.(iii) Information Technology

Lor (1992), points out that networking capabilities enhanced efficient sharing of resources that might otherwise be difficult or inconvenient to share.(iv) Non-governmental organizations and parastatals


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Many of these organizations publish a wealth of information in the form of research paper, reports, conference papers. Unpublished reports are seen as important source of information, their worth lies in their current and timely information that is issued as soon as research is completed Kaniki (1992).He maintains that because of inadequate training, information specialist avoid handling unpublished reports due to inherent problems of this kind of literature, special skills and training are deemed essential.

Mostert (2001), further emphasize the need for cooperation between related information systems to make optimum use of scarce information resources are thus; Government departments are dynamically linked to information

delivery system via Extension officers who must ensure active sharing of valuable gray literature.

Non-governmental organizations are actively tapped for unpublished research results, Conference papers, and copies of papers published in overseas Journals.

Networking by utilizing the use of information technology is stepped up with the assistance of other sister libraries through information handling and transfers are developed.

Lack of Sustained Effort to find an Alternative Library Framework

Research into the problem of the sustainability of Library and information service indicates that revision of the basis on which library services are founded is urgently needed. Severe criticism has been levelled at the public library system for allowing literacy to be prerequisite for reaping the benefits offered by public library Mostert (2001). Kaungamno (1985) pointed that Libraries, especially those situated in rural areas must be adopted to suit local condition.

According to Abdulla (1998), there has always been a demand for information especially in the rural areas where the farmer and entrepreneur are the predominant bread winners but who, in many cases cannot benefit from the information offered by the library because they are illiterate, Hence the need for the establishment of multi-purpose community centres to provide information, facilities, resources and training to communities. The kinds of facilities to be offered by these centres are determined by the needs of a specific community, where the position of the librarian would change to

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incorporate the role of information organizer/ manager with that of information/education.

Recommendations As the potential clientele are mainly semi literate, innovative

services needs to be developed to accommodate their needs. This would have to entail moving away from print based information model to one incorporating a variety of formats accessible.

It is urgent that the shortage of materials written by Nigerian authors for Nigerian audience be addressed.

Community members in rural areas should be encouraged to record their experiences in print and non print forms.

A more efficient Library model must take into account problems and conditions applicable to the Nigerian context, by selecting and integrating western Library practice to local culture Adimorah (1993). Breaking away from old established practices is however a difficult process.

It is urgent that the shortage of materials written by Nigerian authors for local audience be addressed especially within rural communities, members should be encouraged to record their experiences in print and non print form.

Proper curriculum planning by library schools and breaking away from irrelevant training are crucial. It should instil a consciousness of the Nigerian information environment and develop an in-depth programme of specialization including the re-packaging of indigenous resources.

The continuing education of existing staff is necessary in order for libraries to respond positively to social and technological change.

ConclusionPublic library service in Nigeria has reached a cross road, it has

the option of slowly coming out of oblivion by adopting a new paradigm based on rigorous re-assessment of priorities and a concentration on the most important aspect of service. Existing services needs to be enhanced based on a model less formal, less book oriented information service deeply rooted in indigenous information system.

References


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Abdulla, A.D (1998). The Role of Libraries in Somalia’s Reformation. Libraries and Information Science Electronic Journal.

Adeyemi, N. M. (1991). Issues on the Provision of Information Service in Developing Countries. African journal of librarians, Archives and information science.

Afolabi, M. (1993). Articles on Libraries and Librarianship in Nigerian Newspapers. Libraries and information Science Electronic Journal 2nd.ed London mansell.

Brendenkamp, N. (1995). Ineffectiveness of Information Transfer to Developing Communities. Meta-Info Bulletin.

Chijioke, M. E. (1989). Public Library Service as Information Networks: Nigeria in the Twenty-First Century. Journal of Librarianship.

Dawha, E .M.K and Makinta, Y. (1993). Future of Rural Information Service in Nigeria: Further Thoughts on the Role of the Library and their Staff. New Library World.

Dube, L. (1998). The School Community Library: A Viable Model for Developing School Libraries in South Africa.

Kaniki, A.M. (1992). Meeting the Needs of Agriculture Researchers in Africa: The Role of Unpublished Reports in Information Development.

Kaungamno, E. E. (1985). Pattern in Library and Information Services in Anglophone Countries South of the Sahara. Wise M.Ed. Aspect of African Librarianship.

Lor, P.J (1992). Information Resources Sharing in Southern Africa: Towards the Twenty First Century. Paper Delivered at the Conference on Library and Information for Future Development. Pretoria

Makinta, Y. and Dawha, E.M.K. (1992). The Library in Rural Nigeria: Expectation of the Twenty-First Century. New Library World.

Mostert, B. J. (2001). Library and Information Science Research Electronic Journal Perspective. C. J. M. Gomes (Ed.).

Odini, C. (1990). Planning for Public Library Development in Developing Countries. Libri.

Otike, J. N. (1989). Indigenous Materials in Libraries and Information Centres in Kenya. Collection Management.

Roseroka, H.K. (1993). Changes in Public Libraries during the Last Twenty Years: An African Perspective, in Gomes, C.M.J ed. Revision of the UNESCO Public Library Manifesto.

Stiwell, C. (1991). Community Libraries: A Viable Alternative to the Public Library. Progressive Librarian.

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Sturges, P. and Neill, R. (1998). The Quiet Struggle Information and Libraries for the People of Africa. 2nd .ed. London: Mansell.

INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT): A PANACEA FOR THE FUTURE ACADEMIC

LIBRARIES IN NIGERIA

CHAKA, JOHN GYANGHead, Virtual Library/Lecturer, Computer Department,Federal College of Education, Pankshin, Plateau State

[email protected]+2348036087092

AbstractLearning nowadays has continued to witness a lot of changes. The mode in which learning takes place today is quite different from the way it use to be some decades ago. Electronic learning (e-learning) has become the order of the day. This paper recognizes the library as the academic hub of every institution because it is the centre of learning in the institution. It also identifies Information and Communication Technologies (ICT) such as computers and relevant software, the Internet and telecommunication facilities as critical to the future of academic libraries in Nigeria. It thus made useful recommendations on how academic libraries in Nigeria can be repositioned to meet up future challenges.

IntroductionThe library as we all know is the centre of knowledge in any given

organization. The library plays a vital role in the dissemination of knowledge in any organization. It has been referred to in many quotas as the heart of the intellectual system of an institution. To a large extent, the quality of an institution is measured by the services provided by the library because of its unique position in the over-all system. No wonder, the library is accorded the highest priority in the state of an institution.

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Given the role of a library as the centre of knowledge, the library must therefore be positioned in such a manner that its resources are readily available and easily accessible. As a matter of fact, the library should have enough resources to cater for the changing needs of her users cutting across all areas of human endeavour. This of course is about the biggest challenge that every library especially those in Nigeria have today. Although it may be near impossible for any particular library to be able to satisfy the needs of all users 100% the integration of Information and Communication Technologies (ICT) will no doubt help in raising the standard of academic libraries to an appreciable level.

Today, the world is tilting towards technology-enhanced learning otherwise know as electronic learning (e-learning). What is the implication of this on the future of academic libraries in Nigeria? The good news is that libraries can partner with one another by sharing resources with each other through the use of Information and Communication Technologies (ICT). By so doing, the library will be able to satisfy the needs of all its users through interdependence on other libraries. Even with this, the partner libraries must meet the minimum requirements of an electronic library (e-library). The integration of ICT in libraries has resulted in the globalization of libraries. Pigato (2001) confirmed this when he stated that advances in technology such as global telecommunication infrastructure, cross border data flow, the Internet, satellite networks and wireless telephones are also credited to globalization. The implication of e-learning on academic libraries is e-library or virtual library while the implication of e-libraries or virtual libraries is the globalized library. This simply means that if Nigeria academic libraries must be somewhere near mention tomorrow, they must be globalised. What then is a globalized library?

According to Hajela (2005), Globalization, in simple terms, means linking people and areas of diverse resources into a common economic space. It is a conscious process of stepping out of the intellectual and operational confines of a domestic enterprise to recognize and deal with global opportunities and threats in a strategically and operationally integrated manner. Similarly, Rosenau (1999) stated that globalization can be described as the emergence of altered global structures and driven by a skill revolution, an organizational explosion, and a continuous flow of ideas, money, goods, and people that are rendering long-standing territorial boundaries increasingly obsolete and fostering an extensive decentralization of authority. In the words of

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Ochoa-Morales (2004), globalization represents a new paradigm composed of integrated and interdependent economies.

Furthermore, a lookup of dthe term globalization on the web gave the following meanings:i. Growth to a global or worldwide scale; “the globalization of the

communication industry” (www.wordnetweb.princeton.edu/perl/webwn, 2010)

ii. An ongoing process by which regional economics, societies, and cultures have become integrated through a globe-spanning network of communication and trade (www.en.wikipedia.org/wiki/Globalization, 2013),

iii. A process whereby an increased portion of economic or other activity is carried out across national borders (www. developmenteducation.ie/glossary /index.html, 2013)

iv. Te worldwide integration of humanity and the compression of both the temporal and spatial dimensions of planet wide human interaction. (www.truman.edu/-marc/resources/terms.html, 2010)From the above definition, it can be established that globalization

refers to the narrowing of the economic, social, technological and educational gaps or differences among different nationalities thus increasing the chances of correlations and interdependencies. If the above definition reflects the true picture of globalization, then globalization will no doubt make a better meaning in the library. Borrowing from the wordnetweb definition of globalization, of libraries can therefore be easily referred to as the growth of an academic library to a worldwide status or recognition. However, the root of a globalized library is the e-library or virtual library.

Virtual or e-Library According to Omolayole (2002), an e-library is a system by which users access information that reside solely in electronic format on computer networks, without respect to physical location to the information. Omolayole (2002) further stated that there is no limit to the size, content or value of data in an e-library. Also, Ubaru (2005) defines a virtual or e-library as a computerized library system which provides multiple access to the entire collections of a library by means of electronic media which presents teachers and students the opportunity to make their thesis available for wider access. According to Riccio (2001), it is a library in which the holdings are found in electronic stacks without any regard to a physical space or location. It

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http://www.truman.edu/-marc/resources/terms.html

http://www.en.wikipedia.org/wiki/Globalization

http://www.wordnetweb.princeton.edu/perl/webwn


is a technological way of bringing together the resources of various libraries and information services in one place, so that users can find what they need quickly and easily.

Role of ICT in the Globalization of Libraries It is no more news that Information and communication

Technologies (ICT) are revamping every aspect of human activity. Thus Ocholla and Adigun (2006) stated that there is so much euphoria about ICT and how it is making a difference in the world order. The impact of ICT in modern society has been so intense and powerful that it has literally revolutionized communication and interchange of information across the globe. Afullo (2000) referred to this radical transformation as a revolution founded on “convergence of communications, information, and media technologies.”

The role ICTs in information dissemination further skyrocketed with the advent of handheld devices such as mobile phones. No wonder Lippincott (2010) stated that the capabilities and uses of smartphones have gone well beyond the simple cell phones of 20 years ago. According to Lippincott (2010), the first use of mobile phones was for voice communication, this was later extended to text messaging and today. Individuals use some cell phones (smartphones) for e-mail; internet-capable models such as Blackberries and iPhones make checking and writing e-mail from many venues possible and more convenient than carrying a laptop computer in all travel situations. In a period of about twenty years, mobile phone devices have become much more versatile, allowing communication between and among individuals in at least three ways that are now considered mainstream, e.g. voice, texting , and e-mail. In addition, other modes of communication, such as the use of Twitter or communicating updates on a Facebook page, are becoming popular activities on cell phones. Lippincott (2010) further revealed that while this range of communication capabilities has significance for libraries, especially in the provision of reference service, it is possible that it will actually be the use of smartphones for reading, watching, listening to, and producing digital content that will have the most impact on libraries. The lightning pace of development of new applications, or apps, for smartphones such as the iPhone, is enhancing the ability to use a wide range of information resources in various formats on handheld devices.

In a nutshell, it is the integration of ICT tools in libraries that has given rise to what is today called virtual or e-libraries. The purpose of a

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Virtual library is to underpin learning and acquisition of knowledge; to provide a more solid basis for education and to enhance quality of life by drawing on digitally available (preferably on-line) books, materials and journals via ICT-based tools. A virtual Library provides remote (on-line or CD-ROM-based) access to a variety of national and international content (e.g. curricula, learning materials, books, journals, magazines, newspapers), services traditionally offered by libraries and other information sources. Virtual Libraries thus combine on-site collections of materials in electronic format with an electronic network which ensures access to and delivery of those materials for the use of others.

In the words of Zeleza (2002:1) “globalization seems to be everywhere, as rhetoric and reality, as process and project.” As a process, its prevalence has been reinforced by the development in the field of Information and Communication Technology (ICT), which is the driving force. In the context of the library, globalization has brought about a paradigm shift in the conceptual understanding of what a library is and how it is operated. Zeleza (2003) continued that in the pre-globalization era, the library was location bound in terms of provision of physical structure or building, reading tables and chairs and row of stacks. Service delivery was more by readers’ physical presence in the library and personal interactions between the librarian and reader. The issues of space, distance, and variation in time zones constituted challenges in this context. However, in modern time which most libraries now apply ICT to their operations and services, access to the library is increasingly becoming anonymous and impersonal as patrons as patrons now interact with machines instead of human beings. This is so because instead of the rows of book shelves, information now resides in hardware that can be remotely accessed by readers. The application of technologies to library operations or activities has so much changed the performance of routine chores with elative ease. Information can now be repackaged and delivered much easier than ever before. Readers can now conduct a federated search of libraries without leaving the comfort of their locations.

Supporting this argument, Idowu, Ogunbodede, & Idowu, (2003), also stated that Information and communication technologies have changed the face of the world we live in. ICT enables people to communicate with families, friends and colleagues around the world instantaneously, gain access to global libraries, information resources, and numerous other opportunities.


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Capron (2000) also revealed that the use of Internet has revolutionized access to information for the business world, libraries, education and individuals. A few of the most popular services include email, World Wide Web, FTP (File Transfer Protocol), Usenet, and Telnet. All these technological devices can be regarded as backbones of the concept of globalization. The Internet and its technology continues to have a profound effect in promoting the sharing information especially in academic world, making possible rapid transactions among businesses, and supporting global collaboration among individuals and organizations. Learning Resource Centres now often contain learning materials published on CD ROM and most colleges and universities are connected to the Internet. These technologies have the potentials to develop “virtual campuses” and “virtual libraries” and thus increase students’ access and participation. Online catalogues provide additional searching possibilities, which can be used to search which books are held in the libraries and the computer used to borrow various materials from many other libraries through interlibrary loans.

Hajela (2005) identified some key ICT components which are driving globalization to include the use of Open source software to automate library operations and the transfer from the physical to the digital domain which enables the shift in value of products and services from the physical to the digital domain. The strong growth of computing devices used throughout the business processes is tilting the balance from the physical to the digital domain. The measure of digital domain is the degree to which a product or service can be digitized and stored in a computer.

Globalization of Academic Libraries in Nigeria The position of this paper is that the ultimate library is a virtual library. Although the concept of globalization is not new to Nigerian academic libraries, however, as old as this concept is, most Nigerian libraries are still far from it. Even though quite a number of academic libraries in Nigeria are making very frantic efforts to attain some appreciable level of globalization, a lot still needs to be done. Some of the factors affecting or hindering the realized libraries in Nigeria include but not limited to the following:1. Cost of development

According to Fabunmi (2009), Computerization as the world knows is an expensive but necessary project. The implementation of a

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virtual library implies that libraries will spend more money on computer hardware and software licensing, training of librarians in new technologies especially in the area of texts selection, scanning, verification and indexing of the materials to be digitized as well as employment of experts with web technology skills to support and manage them.

2. Poor Budgetary AllocationsNeglect with regard to budgetary allocation and fund disbursement allowed infrastructure and facilities for knowledge creation and dissemination to degenerate thereby making the ideals of globalization unattainable. The issue of funding inadequacy or the lack of it for most libraries in developing countries is a major inhibition to their membership of the mainstream global libraries. The consequent result of this state of affairs is that most of the libraries are unable to discharge their obligations to their patrons in a most effective and efficient manner due to low capacity to package and disseminate information beyond their physical boundary.

3. Poor ICT infrastructureWilson (1997) stated that the adoption and use of information and communications technologies (ICTs) as tools for library management in most libraries in Africa is still at a rudimentary stage when compared with what obtains in the countries of Europe, America and Asia. This state of affairs can be linked to the poor level of development of National Information Infrastructures (NII) at the level of countries which include the infrastructures consist of public policy on the adoption and development of ICT, communication systems, bandwidth management, national databases linked together by network of systems and hardware.

4. Inadequate power supplyErratic electricity supply is most developing countries especially Nigeria serves to inhibit early adoption of technology to information management. The lack of this infrastructure has in turn affected the ability and capacity of most libraries to put and to retrieve information from the world wide network.

5. Poor Access to ICT in Rural AreasThere are numerous impediments to the use of ICT in Africa in spite of ‘awesome statistics’ on the rise of Internet users, Internet connectivity remains virtually exclusive to urban areas. This means

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that majority of the population in developing countries living in the rural areas does not have access to the Internet.

6. Cost of BandwidthClosely related to the access to ICT is the issue of bandwidth cost which puts the technology beyond the limits of most libraries. Thus, Idowu, Ogunbodede, & Idowu, (2003) lamented that there are a number of factors affecting access to the Internet in Nigeria with cost being the leading factor.

7. Lack of Technical SkillsICT technology is still relatively new in developing counties; hence not enough people have been trained to handle the technology.

8. InertiaOne major problem with human beings is their resistance to change. A lot of people in developing countries still prefer to stick to the traditional way of library operations as opposed to technology based.

Conclusion and Recommendations The integration of ICT in libraries will provide the most needed

results in terms of globalization of academic libraries in developing countries such as Nigeria, if pursued with enthusiasm. Although a number of challenges are associated with it, the following measures will go a long way in curtailing the difficulties and yield the most needed results: 1. The government of Nigeria should make deliberate policies that

will guarantee budgetary allocation to libraries in view of their importance in the dissemination of knowledge. In addition, libraries should be encouraged to seek external grants with door agencies such as MacArthur and Carnegie Foundations.

2. Government should introduce deliberate policies that will compel major telecommunication networks such MTN, Globacom etc. to extend their services to the rural areas in order to compliment government efforts in this area.

3. While the government is urged to intensify efforts at improving power supply, academic libraries in Nigeria should be encouraged to explore alternative sources of power supply such as solar and wind energy.

4. Academic libraries in Nigeria should be encouraged to form consortiums to enable the purchase of bulk bandwidth in order to curtail the excesses of middle men or retailers.


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5. Nigerian institution must vigorously engage in the training of library staff both within the country and abroad in order to cope with the advancement of technology.

6. Awareness programs should be instituted at all levels on the benefits of ICT technology in libraries in order to eliminate the spirit of resistance to change. In addition, ICT should be integrated into the school curriculum right from primary school.

References Afullo, T. (2000). Global information and Africa. Available at:

http://proquest.umi.com/pqdweb?index=36&sid=7&srchmode=1&vinst=

PROD&fmt=3&startpage=1&clientid=57125&vname=PQD&RQT=309&did=115921658&scaling=FULL&ts=048202&vtype=PQD&rqt=309&TS=1209048730&clientld=57125&cc=1&TS=1209048730.

Alden, C. (2004). For most Africans, Internet Access is little More Than a Pipe Dream. Available at: http://www.ojr.org/ojr/workplace/1079109268.php

Fabunmi, B.A. (2009). Challenges and Prospects of Virtual Libraries in Universities. Nigeria. European Journal of Scientific Research ISSN 1450-216X, 33(1):202-208

Hajela, S. K. (2005). Role on Information and Communication Technologies in Managing Globalization at the National and Regional Levels. International Conference on Strengthening Regional Cooperation for Managing Globalization organized by United Nations Economic And Social Commission for Asia and The Pacific held in Moscow from 28-30 September.

Idowu, B., Ogunbodede, E. & Idowu, B. (2003). Information and Communication Technology in Nigeria. The Halath Sector Experience. Journal of Information Technology Impact. 3(2, pp. 69-76.

Kiplang’at, J. and Ocholla, D. (2005). Diffusion of Information and Communication Technologies in Communication of Agriculture Information among Agricultural Researchers and Extension Workers in Kenya. South Africa Journal of Library and Information Science, 71(3):234-246.

Kwelle, A., Ocholla, D. & Adigun, M. (2006). The Feasibility of ICT Diffusion and Use Amongst Rural Women in South Africa. South African Journal of Library and Information Science, 72(2): 108-118.

Plgato (2001) pg3; Rosenau (1999) pg4; Ochoa-Marales (2004) p4.

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http://www.ojr.org/ojr/workplace/1079109268.php


INTEGRATION OF LIBRARY SOFTWARES INTO ACADEMIC LIBRARIES AND INFORMATION CENTERS

HARUNA ABDULMUMINU MARU08069312559

&HUSAINI MUSA

College Library, Federal College of Education (Technical) GusauZamfara State

[email protected]

AbstractThe purpose of this paper is to highlight the futures of library softwares challenges that arise in integrating them into academic libraries and information centers. The paper further discussed the emergence of library softwares integration into academic libraries and the future of academic libraries. It also highlighted their advantages and disadvantages, as well as examined some issues to integrate software into academic libraries.

IntroductionThe evolving information and knowledge-based society, with an

increasing emphasis on the important role of information and libraries has had an impact y on every form of organization, and this coupled with advances in information technology, has resulted in the need for

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substantial changes to be made in our academic libraries, its strategies and operational levels through the integration of library software. However, information professionals and librarians have been coping well and addressing the many changes brought by the electronic information environment. Similarly, forward-looking academic libraries have used this opportunity to rethink their activities with the intention to reinvent or reposition themselves and to find new ways and means to build new partnerships and enterprising endeavors with all their stakeholders in the development and maintenance of library software integration into academic libraries.

Aina, (2004) stated that “academic libraries are libraries attached to post-secondary institution; they are varied and distinctive as the institutions which they served.” Academic institutions can be categorized into two, university and non-university institutions such as polytechnics, colleges of education, schools of nursing etc. based on this distinction, academic libraries can be broadly grouped into two: these are University libraries and libraries attached to non-University Institutions.

SoftwareIn order for a computer to perform a myriad of functions,

instruction must be given to the computer to execute these functions. Those instructions given to the computer are called programmes or softwares. The software is written in programming language. A programming language is a series of codes usually written to be performed by a computer. It is a series of codes which can be interpreted by a computer on how to handle data that is stored in the central processing unit. French (2004) stated that “software is the term used to describe all programs that are used in a particular computer installation; it often used to mean not only the programs themselves but their associated documentation”. Software usually comes in the form of CD-Rom or disks. However, there are two categories of software, these include:1. Operating System Software: the operating system software is part

of the system software. All computers have an operating system they cannot function without one. It is a program that allows applications software to communicate with the hardware. Example, windows vista, windows xp, unix, linux and mac O.S

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2. Application Software: a software application carries tasks that the user is interested in doing such as writing a letter, creating graphs, sending an e-mail or downloading a web page.

Emergence of Library SoftwareThe emergence of library softwares began when the academic

libraries start to automate its services. Library automation development began in the 1930’s when punch card equipment was implemented for use in the library circulation and acquisitions (Hardest, 2009). During the 30’s and early 40’s progress on computer systems was slow which is not surprising, given the Depression and World War II. In 1945, Vennevar Bush envisioned an automated system that would store information, including books, personal records and articles. In 1968, approximately 58,000 records were converted during the pilot project and the work is still continuing. The retrospective catalogue conversion made by the British Library is held in the BNB/LASER file. It was built up by the British National Bibliography (BNB) and the London and South Eastern Library Region (LASER). By the mid-60’s, computers were being used for the production of Machine Readable Catalogue records by the library of congress. Between 1965 and 1968, LOC began the MARC I project, followed quickly by MARC II. MARC was designed as way of tagging bibliographic records using 3 digit numbers (ISBN, date of publication & LC Subject heading) to identified fields. By 1980 ARPANET developed the University of California’s online public access catalogue and made it available nationwide (EssayMania, 2013). During the 1970 – 1980 the inventions of the integration raised when libraries and computer technologists developed softwares that have the capacity to store vast amount of records of the library materials. These include: TINLIB, XLIB, SPLAS, CDS/ISIS, etc.

However, around 1990-2000, softwares that accept the full-text articles emerged where libraries moved fully to integrate their circulation, serial control, acquisition, and other library services (these softwares include: eprints, greenstone, dspace, koha, contentdm etc). There are different software packages available for different activities of a library, sometimes they are bundled together with lots of cool features to form integrated library management software. These include:1. Eprints: It was developed in 2000 as a direct outcome of santa fe

meeting in 1999, it is a software package for building open access

Integration of Library Softwares into Academic Libraries and Information Centres – Haruna A. Maru & Husaini Musa

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of institutional repositories and scientific journals, develop at the University of Southamptom School of electronics and computer science.

2. Dspace: It was developed as collaboration between MIT libraries and Hewlet Packard Research Lab. Research institutions uses it to build various digital archives for institutional repositories, digital preservation, and publishing. It is open source software under Berkeley Source Distribution license (BSD).

3. Greenstone: It was developed and distributed as an institutional cooperative effort established in 2000 by the University of Waikato with UNESCO and Human Info NGO New Zealand Digital library project. It allows institutional organizations to upload and customizes their local publications into the software and provide it accessible online or offline to their users. The software can run on windows, Unix/Linux, and Mac OS. It is an open source under General Public License (GPL).

4. CONTENTdm: It was conceived by the center for information systems optimization (CISO) at the University of Washington. It was then taken over and extended by the online computer library center (OCLC). It is primarily used by libraries and archives for handling the storage, management and delivery of institutional collections (e.g. local history, archives, newspapers, books, maps, audio/video etc). it is a commercial software that supports both text and multimedia.

Types of Library Software PackagesAny type of computer programme designed to perform some kind

of library activities is known as library software. It may be a simple programme to perform the job of acquisition or cataloguing or integrated library management software that will perform the job of acquisition, cataloguing, serial control and others. It may also be digital library management software which will manage the digital resources of the library or some other types.

There are different library software packages, and each of them has different functionality. The amalgamation of features adds a lot of difficulties in categorizing the library software packages. However, for the purpose of our study, an attempt is made to categorize the library software packages according to Barman (2012).1. Based on function performed

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a. Database creation software (e.g. CDS/ISIS (Computerized Documentation System/Integrated Set of Information System): the software was developed by UNESCO is a menu driven generalized information storage and retrieval system that allow the libraries to index and upload their journals’ abstracts and some relevant information that a user may request in searching information in the library. The windows version of cds/isis is called WINISIS

b. Library House Keeping/Management Software Packages (Libsys, OASIS, Sanjay, SLIM, SOUL): these are integrated multi user library management softwares that cater to the needs of advanced library and information professionals. They are primarily used by libraries in the aspect of acquisition system, cataloguing, circulation, serial control, and indexing system.

c. Institutional Repository Software Packages (CDSWare, Dspace, E-prints, Fedora, Ganesha digital library, Greenstone): these are the institutional repository softwares for building digital collection.

2. Based on Source Code Availabilitya. Proprietary software (SOUL): it is an integrated library software

used by colleges and university libraries where cataloguing and e-resources such as journals, e-books are maintained.

b. Open Source Software Packages (Koha): these softwares are multi-lingual and support many languages. they allow libraries to integrate its services through acquisition system, cataloguing, serial, full text articles and OPAC system

3. Based on cost factora. Completely commercial (Libsys): these softwares are sold for

profit, but might be distributed for commercial purpose in the aim to expand the standard of the softwares. It supports all activities relating to acquisition, cataloguing, circulation, serials and articles alert.

b. In-house developed: these are the types of softwares build and originated by the programmers of the institutions or organizations.

c. Shareware: means trial ware or demo ware, it is usually offered only available after the license is purchased; or a full trial period of time

d. Freeware (Gratis/Libre software): these are the softwares available for use at no monetary cost.

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Challenges Facing the Integration of Library Software in Academic Libraries

A recent workshop in “managing academic and research libraries” held during the 67th IFLA Council and General Conference (Rader, 2001) has seen evidence of active work done by various professional organizations to formulate policy and guidelines to help their members anticipate and exploit change in the new environment, e.g. association of Research Libraries (ARL) is developing assessment criteria for research libraries and investigating scholarly, cooperative ventures for information sharing and provision, global ventures, and other new information related activities through library softwares integration.

Similarly, the vision and mission of academic libraries are changing. Many academic libraries now take on the key role of providing the “competitive advantage” for the parent University- a factor that is crucial to staff and students.

Academic libraries are positioning themselves to be the learning and research centers of Universities, Colleges of Education and Polytechnics. They are sometimes known as the “learning building” and are constantly asked to examine what value they add to student learning outcomes. Academic libraries now integrate into the use of softwares for their daily services to customers and all their operations. These are comments and observations noted at an American Association of High Education Annual Conference in 1999 during a discussion forum.

Using the frame work of ACRL standard for college libraries 2000 edition, some of these challenges are selected and presented as follows:1. Services and Access2. Instructions and Research3. Resources and Collection Development4. Admission and Cooperation5. Staff and Training

Advantages of Library Software Integration in Academic Library

The following are some of the advantages of library software integration in academic libraries:1. Sharing of Programmes and data: Integration of library provides

access to all programmes of library and resources; information stored in library can be shared online to various users.


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2. Integrate/digitize conventional library: With software integration, academic library has the opportunities to digitize all its resources available in the library (e.g., journals, newspapers index, OPAC, books, newsletters and archives). Users can search the library online/offline by using metadata search engines (author, title, subject/keywords).

3. Better communication/User-friendly: usually information that comes out through screen is highly communicated and friendly to users. This is because, users of today likes to surf the internet or touch the computer rather than going to traditional library. Therefore, the software integration into academic libraries will make interest and better communication to users of the library.

4. Efficient library services to users: library resources that organized its resources in effective and efficient way will give better services to its users. Information resources can be searched through computer system and only information requested by a user can be displayed.

5. Security of information: unlike the physical resources available in the library which users can damage, mutilate or theft; but information stored in the computer system users can only have access to it and it is secured to physical mutilation.

6. Users are liable to access vast amount of information of their choice: users can access a huge amount of information in the systems; and all the available information stored in the software relevant to the search will be displayed to researcher.

Disadvantages of Library Software Integration in Academic Libraries1. Frequent upgrading and payment of subscription fees because

some library softwares are not free softwares2. Inefficient power and poor Network services in our environment3. Maintenance

Conclusion and RecommendationAcademic librarians have a stimulating and exciting journey ahead

of them as they face the constant changes and development of library softwares; with this changes, academic librarians will have to reinvent themselves through continuous learning to take on new, expanded and challenging roles, knowledge sharing, which will help them continue to demonstrate their value adding capabilities to their libraries and all its

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users. Academic libraries must also form partnership with information technology schools in order to tap on this very important avenue of expertise and resources (library software); they must embark upon continuing education to refresh them with updated knowledge of software integration and to acquire new competencies to function and excel in the new generation of academic libraries.

ReferencesAina, L. O. (2004). Library and Information Science Text for Africa.

Ibadan: Third World of Information Services Limited.Barman, B. (2012) Types of Library Software Packages. Retrieved

March 10, 2013 through http://www.netugc.com/types-of-library-software-packages

EssayMania.com. (2013). Brief History of Library Automation. Retrieved on 12 Dec, 2013 from http://essaymania.com/45040/brief-history-of-library-automation-1930-1996.

French, C. S. (2004). Data Processing and Information Technology 10th

ed. Thomson: AustraliaHardest, L. (2009). Do We Need Academic Libraries? Position Paper of

the Association of College and Research Libraries (ACRL), retrieved March 08, 2013 from American Library Association (ALA) website. http://www.ala.org/acr/academiclib.html

Rader, H. B (2001). Managing Academic and Research Libraries Partnership. Paper Presented at Universities Libraries and Other General Research Libraries Workshop, 67th IFLA Council and General Conference. August 16-25, Boston, USA


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http://www.ala.org/acr/academiclib.html

http://www.netugc.com/types-of-library-software-packages

http://www.netugc.com/types-of-library-software-packages


LIBRARY AND QUALITY EDUCATION

DIMKPA, THANKGOD NDUDILibrary Dept,

Federal College of Education (Technical), Omoku, Rivers [email protected]

08068557492

AbstractThe paper looked at the relationship between the library and quality education. It touched on various ways library can influence students from primary school to the tertiary institution not leaving out the informal education such as adult education. The presentation gave a typical breakdown of the types of libraries and their functions in bringing about educational development of the teeming rural and urban population.

IntroductionA library is a collection of sources, resources, and services, and the

structure in which it is housed; it is organized for use and maintained by a public body, an institution, or a private individual. It can mean the collection itself, the building or room that houses such a collection, or both. The term ‘library ‘has itself acquired a secondary meaning: "a

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collection of useful material for common use." This sense is used in fields such as computer science, mathematics, statistics, electronics and biology. It can also be used by publishers in naming series of related books, e.g. The Library of Anglo-Catholic Theology (Osarome, 2011).

Akparobore (2011) defined a library as an organized collection of published and unpublished books and audiovisual materials with the aid of services of staff who are able to provide and interpret such material as required, to meet the informative research, educational and recreational needs of its users. Libraries are regarded as agencies through which sources of information of accumulated knowledge and experiences are selected, acquired, organized, preserved and disseminated to those who need them. Libraries are essential tools in learning at any level. It is the intellectual centre of the society containing records not only the intellectual but also of cultural, economic and social inclination. With the provision of wide variety of information sources, users of libraries are exposed to different information with their respective values. They also give users the opportunity to learn and continue learning throughout their lives.

The central mission of a library is to collect, organize, preserve, and provide access to knowledge and information. In fulfilling this mission, libraries preserve a valuable record of culture that can be passed down to succeeding generations. Libraries are essential link in the communication between the past, present, and future. Whether the cultural record is contained in books or in electronic formats, libraries ensure that the record is preserved and made available for later use. Libraries provide people with access to the information they need to work, play, learn, and govern.

People in many professions use library materials to assist them in their work. People also use library materials to gain information about personal interests or to obtain recreational materials such as films and novels. Students use libraries to supplement and enhance their classroom experiences, to learn skills in locating sources of information, and to develop good reading and study habits. Public officials use libraries to research legislation and public policy issues. One of the most valued of all cultural institutions, the library provides information and services that are essential to learning and progress.

Education

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Education refers to the process of learning and acquiring information. Education can be divided into two main types: formal learning through an institution such as a school and self-taught learning or what is often termed life experience. Generally, education is important for learning basic life skills, as well as learning advanced skills that can make a person more attractive in the job market (Mizzi, 2012).

Education is not only an instrument of social change but viewed as an investment in the national development. Great educational revolutions achieve great economic evaluations. Education has the same importance as food and shelter and it is known to be essential to a life of an individual. As food is considered necessary for the health and shelter for the body, education is needed for the mind.

Education is assimilated and disseminated in a variety of ways. The least educated people are also instrumental in the propagation of knowledge ostensibly on the basis of lifelong experiences. Such information and knowledge is also imparted to children in their homes daily; however, a quantum leap in the advancement of knowledge demands well-equipped libraries, not only in universities but also in every educational institution.

Education in the largest sense is any act or experience that has a formative effect on the mind, character, or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills, and values from one generation to another.

The Role of Libraries in Quality EducationEducation and ‘library’ are two inseparable concepts, both being

fundamentally and synchronically related to and co-existent with each other. None of them is an end in itself; rather both of them together are a means to an ultimate end. One dies as soon as the other perishes. One survives as long as the other exists. This inter-relation, co-existence, if you like, this dependence of one upon the other have been coming down from the birth of human civilization to the posterity through a process of evolution in accord with varied needs, changes, and circumstances of various stages of human life (Adio, 2011).

Education is an ‘aggregate of all the processes by means of which a person develops abilities, altitudes, and other forms of behaviour positive value in the society in which he lives (Onohwakpor, 2011). It is a ‘social process by which people are subjected to the influence of a

Library and Quality Education – Dimkpa, T. Ndudi

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selected and controlled environment (especially that of the school) so that they may attain social competence and optimum individual development (Adio, 2011). Education is thus the result of acquired knowledge and the accumulation of observations and experiences, while a library is both the fountain and source, and the protector and storehouse of that knowledge and experience. Education cannot exist alone in the absence of library, and library has no meaning if it cannot impart education. Library makes available all the records of knowledge of the past and ‘present, whereas a man acquires that conserved knowledge to choose as between good and bad, the right or wrong, which distinguished him from the other animals who have no rational power or thinking (Schamba, 2011).

Education has been defined as a complex of social processes of acquiring knowledge and experience, formally or otherwise. Education involves the total apparatus used for the development of the individual.The library enables the individual to obtain spiritual, inspirational, and recreational activity through reading, and therefore the opportunity of interacting with the society’s wealth and accumulated knowledge. The library can be seen as an extension of education. Library services are needed to keep the skills that have been acquired through literacy classes alive by the provision of good literature (Onohwakpor, 2012).

The concept of education for sustainable development and its relationship with Education for All (EFA) is a new vision of sustainable development programme by UNESCO (UNESCO, 2002). In December 2002, resolution 57/254 on the United Nations Decade of Education for sustainable Development (2005-2014) was adopted by the UN General Assembly and UNESCO was designated lead agency for the promotion of the Decade (UNESCO, 2002).

Indeed, the establishment of the concept on education for sustainable development and its relationship with Education for All (EFA) the United Nations Literacy Decade (UNLD) and the Millennium Development Goals (MDGs) clearly illustrate that quality education, a goal of the library, is a prerequisite for education for sustainable development at all levels and in all modalities of education .

While the library is essential to any formal educational system, the resources offered by the library are also required by people engaged in improving their education, whether at the remedial, functional or higher educational level.

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A good—well-equipped library is a sine qua non for the intellectual, moral, and spiritual advancement and elevation of the people of a community. It is an indispensable element of the absolute well-being of the citizens and that of the nation at large. People acquire education through certain institutions, schools, agencies, welfare bodies, museums, and organizations; library is the most outstanding of such institution. A school, a club, an enterprise of a society can never alone impart education; each of them is dependent upon a library—a centre of wholesome education and the quencher of thirst for concrete, fathomless, ultimate knowledge (source internet).

Libraries render a yeoman service in education through extension services and audio-visual aids, viz., story hours, lectures, book exhibitions, displays, book weeks, and motion pictures, newsreels, film strips, music scores, phonorecocds, and the like. These aids save people from the hackneyed monotony of perusing books, and teach them practically on the spot. They are also an aid to mass education of those who cannot read or write. This is of particular importance to the overwhelming illiterate people living in the villages. The traveling libraries are also of particular significance here since they carry the books to those remote areas of villages and towns where education could not thrive due to the absence of reading materials and reading centre.

Libraries are very important in the life of any nation. If a nation must develop, if it must achieve possible growth rate per capital income, the majority of the populace must be educated. This is because human resources are the most important indicator towards a nation building. The most important indicator of a nation is the quantity of its human’s resources and general capital. The most effective method of developing human resources is through education.

Libraries go a long way in contributing to manpower development. If teachers are taught of the importance of library resources and they know how to use libraries, they will see the libraries as laboratory for students. Through this, adults are encouraged of effective use of the library in reading, and working independently. The adults will be better equipped and to make the teaching more interesting and purposeful.

Libraries serve as information system to allow one to explore parameter of his topic, promote functional literacy and education for individuals outside the formal school system. They provide appropriate reading materials to assist the government efforts in providing the illiterate adults in improving their educational standard and technical


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competence. Libraries can play their role of information by making available journals, newspapers and all other reading materials in the indigenous language so that education will be available at the grassroots (Laila, 2009).

Libraries are viewed as an important component of education without the library no meaningful educational efforts can be carried out. Generally, education is considered to be the imparting and acquiring of knowledge through teaching and learning, especially at a school or similar institution. Functional education involves skills needed to cope with everyday situations. The importance of the library in educational cannot be over-estimated. Thus the libraries have an essential and close bearing upon the advancement of education and learning at all levels for all the times to come.

A library within a school serves as a place for students to do independent work, use computers, equipment and research materials; to host special events such as author visits and book clubs; and for tutoring and testing. A library plays a very important role in promoting the progress of knowledge in many students. There are many students who love reading. But they can't afford to buy books because the prices of books are very high.

We live in the Information Age, as a result of this, information literacy has become universal currency-the single common denominator required for success at any stage of life. This is especially true for individuals who, now more than ever, must be equipped to access, use, and evaluate information competency in both print and electronic formats. Librarians and library resources play key roles in promoting education, information literacy and reading for information and inspiration. Libraries have become sophisticated 21st century learning environment that offer opportunities for achievement to individuals regardless of the socio-economic levels of the community (ui, 2010).

Importance of Library in Quality EducationLibrary is like a storehouse of knowledge. You will find books in a

library in almost all topics, be it history, geography, or even science fiction a library has it all. All schools and colleges have a library. Libraries are as the shrine where all the relics of the ancient saints, full of true virtue, and that without delusion or imposture, are preserved and reposed- Bacon. A library is like the whole world encompassed in one room. Without a library a school will not be complete. It is very

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essential to the education and school system. Any problem you have any query unanswered you will find it in one of the books stored in the library.

A pivotal role played by the libraries it is one of the factors which helps in the development of a society or an even a civilization. It caters to the knowledge thirsty minds of thousands of people. With the onset and advancement of technologies virtual libraries are created. These types of libraries are present in many colleges. Libraries are an integral part of the education system and one is incomplete without the other (Usoro, 2007).

Way ForwardThis paper recommends that for education for all (EFA) to be a

reality in Nigeria, government and policy makers in education should look beyond recruitment of teachers and the such only but ensure that libraries are established alongside these education for all projects and that all the libraries should be stocked with materials that are of immense contribution to the development of minds of the community and people in the environment which the libraries serve, which will in turn affect the country in general.

ConclusionLibraries are vital institutions, which cannot be separated from

education. The provision of libraries is crucial and indispensable to education in a nation. Therefore, whatever is done to improve the quality of education is done to improve the nation. The absence of libraries will have negative effects on education. Therefore, individual learners should be encouraged to use them.

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AN ASSESSMENT OF THE INFORMATION DISSEMINATION CHANNELS USED BY THE ZIMBABWE WOMEN’S RESOURCE CENTRE AND NETWORK IN THE PROVISION OF HIV/AIDS INFORMATION TO WOMEN

NANCY NHENDODZASHEUniversity of Zimbabwe

AbstractIn light of a high HIV/AIDS prevalence rate among women in Zimbabwe, this study sought to assess the extent to which the Zimbabwe Women’s Resource Centre and Network was effective in disseminating HIV/AIDS information to combat the pandemic among women. Literature reviewed that in as much as information was crucial in the fight against HIV/AIDS and there were other strategies that should be employed in combating HIV/AIDS complement information dissemination activities such as economic empowerment of women and promoting gender equality. The evaluation research design was used for

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the accomplishment of research objectives. Population consisted of thirty out of thirty-five who women responded to a questionnaire whilst three out of five ZWRCN staff responded to an interview. The study revealed that most women did not have access to HIV/AIDS information they needed. Where such information was available, it was not based on formal needs assessment, hence, mostly irrelevant. The study recommended the ZWRCN to engage in effective needs assessment as well as partnering with other organisations whose mandate was gender and HIV/AIDS. The expected outcome of this recommendation was hoped to ensure the reversal of the pandemic among women. Of major importance was the introduction of outreach programmes where officers would collect, document and provide access to the needed information.

Background of the StudyStatistics have indicated an alarming prevalence rate ofHIV/AIDS

among women nationally, regionally and internationally. Statistics from the Zimbabwe Women’s Resource Centre and Network (ZWRCN) (2007) showed that, in 2007, Zimbabwe had a total of 1, 3 million people living with HIV/AIDS (PLWHAs), of whom 132, 938 were children below the age of 14, and 651, 402 were women. A research conducted in Sub-Saharan Africa by the United Nations Development Fund for Women (UNIFEM) (2006) also indicated that 58% of the HIV positive adults were women against 42% males. The 2009 AIDS Epidemic Update, released by UNAIDS in December 2009, noted that women accounted for approximately 60% of new infections in sub-Saharan Africa, the region worst hit by the pandemic with girls and women at particularly high risk. The Standard (2009:B10) states that globally, HIV is the leading cause of death in women of reproductive age

UNIFEM (2006:1) states that, while HIV/AIDS is a health issue, it is also a gender issue as it disproportionately affects women who are socially, culturally, biologically and economically more vulnerable than men. Dass (2008:23) adds that, the increasingly disproportionate impact of HIV/AIDS on women throughout the world has implicated

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gender inequality as a driver of the pandemic. The author further states that, the social construction and cultural organisation of gender have disempowered women and girls in many settings, making them particularly vulnerable to HIV infection and its consequences. WHO (2006:60) further states that, these social factors operate in a number of ways, including through low educational attendance, early marriage, fertility expectations and sexual violence and also through economic inequities, such as lower wages and unpaid care work and a lack of property and inheritance rights. As a result of such arrangements, WHO states that, many women do not have basic information about their bodies, sexuality, and do not know how to prevent HIV and other STIs; they cannot demand that male partners use condoms; they are often forced to sell sex and if they inject drugs they are often given a dirty needle to use after their male partner. Made and Stally (2006:7) also says that, “The high prevalence rate in women could be due to limited access to information as most women reside in rural areas where illiteracy rate is higher than in urban areas and the information infrastructure is in a pathetic state.”

The gender, HIV/AIDS was one of ZWRCN’s programmes which came into play as a follow up to the United Nations Millennium Declaration of 8 September 2000, which Zimbabwe ratified. The Declaration had eight goals adopted by 189 world leaders, referred to as the United Nations Millennium Development Goals, UNMDGs. Goal number six focuses on combating HIV/AIDS, malaria and other diseases by 2015. ZWRCN had the mandate of empowering women through collecting, processing, analysing and disseminating information to women. ZWRCN (2008) says that, ‘... this mandate sets to support its mission of enabling women to make informed decisions about all aspects of their lives be they political, economic, social, public and private spheres.” With an increase in HIV/AIDS prevalence rate among women, the researcher, therefore, questioned the success of the organisation’s information dissemination activities.

Juma et al (2004) say that with the prolonged want of a cure for HIV/AIDS, information has and will continue to play an unparalleled role in controlling the spread of the pandemic. Moreover, this role must be ardently articulated through continued access to adequate, relevant and up-to-date HIV/AIDS information. United Nations Development Fund, UNDP (2004:48) emphasises that in order to facilitate the reversal of the epidemic, there is a need for the dissemination of clear and accurate information on HIV/AIDS and Sexually Transmitted

An Assessment of the Information Dissemination Channels used by the ZimbabweWomen’s Resoruce Centre and Network in the Provision… – Nancy Nhendodzashe

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Infections, STI’s, at all levels of the society. Ghosh (2006:28) concurs as he says that, “Information service providers can contribute to the effectiveness of current efforts in the campaign against HIV/AIDS by making available a variety of usable information resources.”The researcher got to know about the problem through browsing various information resources relating to gender and HIV/AIDS which were available at the ZWRCN during her industrial attachment at the organisation.

FAO (2001) laments that, “The AIDS epidemic adds to food insecurity in many areas, as agricultural work is neglected or abandoned due to household illness since women who constitute the highest percentage of labour in most communal areas will divert their efforts to care giving, a duty which has been feminised.” WHO (2008:9) adds that, HIV/AIDS has an impact on the country’s productivity as it drastically affects labour, which in turn slows down economic activity and social progress. UNDP (2008:16), therefore, suggests that, “There is an urgent need for proper dissemination of information to women which will minimise the prevalence rate of HIV/AIDS as they will be in a position to make informed decisions, thus reversing the undesirable effects of HIV/AIDS in economic development.”

Statement of the ProblemThe HIV/AIDS prevalence rate was high among women even

though there was abundant information in this area at ZWRCN. Therefore, the success of the information dissemination channels used was questioned. The study was also stimulated by some complaints from women who said they had never received any information relating to HIV/AIDS from the Zimbabwe Women’s Resource Centre and Network, ZWRCN, yet it had a lot of information in this area. Therefore, the researcher questioned the effectiveness of the information dissemination channels used by the organisation.

Purpose of the StudyThe major purpose of this study was to assess the information

dissemination channels used by ZWRCN in the provision of HIV/AIDS information to women. The study was aimed at satisfying the following objectives:(i) To identify and weigh the relevance of the HIV/AIDS information

provided by ZWRCN to women.

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(ii) To identify and weigh the success of the information dissemination channels of ZWRCN.

(iii) To find out the challenges faced by ZWRCN in disseminating HIV/AIDS information.

(iv) To suggest other strategies that could be employed by ZWRCN in combating HIV/AIDS among women.

Research QuestionsThis research was principally guided by the following questions:

(i) What HIV/AIDS information was disseminated by ZWRCN to women and how relevant was it to women?

(ii) What information dissemination channels were used by ZWRCN and how successful were they?

(iii) What were the challenges faced by ZWRCN in its HIV/AIDS information dissemination activities?

(iv) What were the other strategies that could be employed by ZWRCN in combating HIV/AIDS among women?

MethodologyAn evaluation research design was chosen for this study because it

has a unique comprehensive approach that describes phenomena, reveals relationships between variables, and also identifies cause-and-effect relationships where possible( Busha& Harter, 1980). The target population for this study were women from Harare and ZWRCN staff. For ZWRCN staff, the researcher used purposive or judgmental sampling to select 5 respondentsout ofa total population 23 who are staff at the ZWRCN. Nevertheless, the researcher interviewed 3 respondents as some failed to make it for the scheduled interviews due to time and pressure from their work plans. This sample size was justifiable as supported by Polit and Hungler (1985) who advocated for a sample to be at least 5% of the entire population. Data from women was collected using a questionnaire. For the purpose of this study, the researcher made use of a Five-point Likert Scale-style questionnaire. However, the researcher interviewed ZWRCN staff. To ensure validity and reliability of the questionnaires and the interview guides, the researcher conducted a pilot survey of the questions to a small group of students and colleagues so as to measure the feasibility of the instruments. This pre-testing was done to guide the content, sequence, format and wording of the research instruments. The collected data was sorted and grouped into similar groups for comparison and

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analysis. Quantitative data was presented in tables and graphs while qualitative data was presented in narrative form. Findings were compared with previous studies in order to have a clear depiction of trends and practices to arrive at concrete conclusions and to be in a position to make recommendations.

Significance of the StudyThe results of this study were hoped to benefit ZWRCN’s Gender

HIV/AIDS programme as it brought out some of the HIV/AIDS information needs of women and this information was anticipated to be used for the organisation’s strategic interventions. Findings and recommendations from the study could be used at increasing awareness of information resources available in order to enable women to make informed choices pertaining to their sexuality. The research was anticipated to benefit policy makers especially the Ministries of Health and Child Welfare and the Ministry of Gender, Women Empowerment and Community Development as they could incorporate some of the findings and recommendations from this study when creating national policies about gender, HIV/AIDS. Generally it could help the government of Zimbabwe make strides in achieving MDG number 6 by 2015 that aims at combating HIV/AIDS.In addition, it was hoped the study could be beneficial in the field of library and information science as it may add to the body of literature on information dissemination and HIV/AIDS, as well as encouraging further studies of this nature for different groups.

Literature ReviewAccording to ZWRCN (2007), the Zimbabwe Women’s Resource

Centre and Network was formed in 1990 as a gender and development organisation whose strategic plan is to empower women through the provision of information that impacts on economic, political and social aspects of their lives. ZWRCN’s programme interventions are crafted towards the achievement of the rights of women as set out in the National Gender Policy and regional and international human rights instruments which aim at improving the lives of women in Zimbabwe.ZWRCN interventions are crafted in the context of the increasing momentum towards the achievement of the Millennium Development Goals (MDGs) that Zimbabwe like many countries in Southern Africa ascribe to. The ZWRCN has three core programmes which are the Gender Economic Policies and Public Finance, the Gender


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and Information Programme and the Gender HIV/AIDS programme. The Gender HIV/AIDS component address issues of resource allocation to home based care, and legal reforms to promote the sexual and reproductive rights of women and girls, as the key to slowing down the rate of HIV infection, thereby promoting MDG 6. ZWRCN (2006:10) states that the gender HIV/AIDS programme goals are to increase women’s access to information on treatment, sexual and reproductive health in the context of HIV/AIDS, and to influence policy on equitable access to reproductive health resources so as to improve women’s quality of life. UNDP (2008:49) states that the core activities of MDG 6 are research, information dissemination, capacity building and influencing policy.The important part of the Gender and HIV/AIDS programme is knowledge building where findings from various studies conducted are documented and published in print, as well as the ZWRCN website. The information gathered forms the basis for evidence-based advocacy for influencing policy makers to re-allocate resources and develop programmes to address women’s access to treatment issues as well as the recognition and upholding of their sexual rights in the context of HIV/AIDS.ZWRCN (2006:5) says that the organisation holds gender and development talks where women meet to discuss feminist issues on different topics. It conducts the outreach programme on HIV/AIDS in Gwanda and Shurugwi, and it took part on the Commission on Status of Women held in New York in 2008. Additionally, ZWRCN is in charge of the Economic Justice Cluster of the SADC gender and development protocol. ZWRCN has produced books, fact sheets, brochures, and other information products. It has a website with an active blog where women share issues on different areas.HIV/AIDS information needs of women

UNAIDS (2004) admits that, information, education and communication, IEC form the basis of successful HIV/AIDS prevention, treatment, care giving and support programmes. The UN organ furthers states that, the information provided should include all aspects of HIV/AIDS. Broad-based education work can change risky behaviours and reduce the number of new infections. Information campaigns geared directly to target groups can make a significant contribution to a reduction of HIV/AIDS stigma and thus facilitating the effective integration of prevention, care and treatment. UNAIDS (2009:7) introduced the issue of Universal Access to information as an attempt to fight HIV/AIDS. The UN organ defines universal access as a global commitment to scale up access to HIV prevention, treatment, care

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giving and support. The United Nations, UN (2007) postulates that HIV/AIDS information needs of women can be categorised as follows; prevention, treatment, care giving and support.Prevention

UNIFEM (2008:128) noted that HIV/AIDS prevention amongst women is clearly tied to improved reproductive health services, information access, and enforcement of women’s sexual and reproductive rights. According to a research conducted by the same organisation, out of the fifty sexual health education programmes in different parts of the world found, young girls are more likely to delay sexual activity when they have the correct information to make informed decisions. Frias (1995) says that, a substantial body of research, most of it in developing countries, suggests that improved information dissemination in respect of preventive measures is effective. Khumalo (1994:23) points that in Swaziland, government, donors and non-governmental organisations, NGOs, through information, education and communication, actively involved in the fight against the epidemic. This is supported by Jackson (2002) who says that, yet, the need for education in HIV/AIDS prevention among the public remains great, libraries, by the nature of their information business, can provide the missing link and make a meaningful contribution to the fight against HIV/AIDS.

Kalipeni et al (2004) postulate that preventing HIV/AIDS infection in women requires a combination of interventions that offer tools to block the various routes of infection and provide information to enable those at risk to use these tools. UNAIDS (2004) supports this view by saying that, with no cure in sight, access to condoms, female-controlled methods of prevention, prevention of mother to child transmission, PMTC as well as information on how to use these methods, are an essential means of reducing the spread of HIV/AIDS. UNAIDS and UNIFEM (2004) argue that, without information and requisite skills to deal with sex and the opposite sex women become sitting ducks for manipulative husbands preying on their HIV free status. Dass (2008) emphasised on the need to inform and empower women with prevention information and skills of saying no to sex, getting out of compromising situations and negotiating condom use where sex is desired or inevitable. WASN (2008:7) stipulates that to close the gap in HIV prevention, there is need to ensure provision of HIV prevention information, counselling and testing and information on correct and consistent condom use.


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TreatmentMatshalaga (2006) noted that, management of HIV/AIDS related

illness requires that people have access to information and treatment services. Accordingly, access to HIV/AIDS related information helps those infected and affected to manage the conditions in a positive manner. Family Support Trust (2000:51) admitted that correct information reduces myths and misconceptions on HIV/AIDS, especially with reference to transmission, prevention and treatment. UNAIDS (2003) reiterates that access to and uptake of AIDS treatment depend on the relationship between the generation and application of knowledge which influence the type of treatment that is developed and the leveraging of resources and capabilities which in turn dictate to what extent treatment can be made available.Matshalaga (2006) noted that people living with HIV/AIDS take different forms of treatment such as ARVs, herbs, cotrimoxazole prophylaxis and others to manage the various AIDS related illnesses which may arise from time to time. This was also echoed by WASN (2008) which stated that women and girls who are at greater risk of HIV/AIDS due to rape and sexual violence require treatment in the form of post exposure prophylaxis, PEP as this reduces their risk of contracting HIV if exposed to an infected person.

CaregivingUNAIDS (2000) states that HIV prevention strategies depend on the

twin efforts of care and support for those living with HIV and targeted prevention for all people at risk or vulnerable to the infection. Made and Stally (2006) admitted that home-based care is an effective entry point for HIV/AIDS treatment, and a method of addressing stigma and discrimination against PLWHA. Moreover, HIV-related stigma and discrimination remains an enormous barrier to the fight against AIDS. Infected people have the opportunity to be looked after by their loved ones, and still continue to live in their family environment. UNAIDS (2009:12) acknowledges that stigma and discrimination can be reduced once there is a greater understanding of HIV/AIDS and information on treatment, which will propagate messages of hope.Furthermore, fear of discrimination often prevents people from getting tested, seeking treatment and admitting their HIV status publicly. Matshalaga (2006) states that since laws and policies alone cannot reverse the stigma that surrounds HIV infection, disseminating information on HIV/AIDS in Africa needs to be scaled-up to combat the

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ignorance that causes people to discriminate. Additionally, the fear and prejudice that lies at the core of HIV/AIDS discrimination needs to be tackled at both community and national levels through the availability of care and support information.The Standard (2009:A4) reported that providing correct information on TB/HIV co-infection, care and support will assist in strengthening national monitoring and evaluation systems for the uptake of treatment in terms of adherence, resistance and side effects.

Table 1: HIV/AIDS information provided by ZWRCNType of information

providedResponse

sPercentage

Treatment 3 100

Prevention 0 0

Care giving 0 0

Support 3 100

The results showed that the organisation provided information mainly on treatment and support as shown by 100% response. Asked about the adequacy of the information they provided, all ZWRCN staff reported that due to financial and lack of experts in the field of HIV/AIDS, the information provided was usually inadequate and irrelevant to individual information needs.


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Figure 1: Channels commonly used by women to access information from ZWRCN

As shown in the graph above, the most widely used source of information was fact sheets with 19 respondents followed by brochures with 3 responses. Pamphlets, posters, newspapers and radio were third with 2 respondents each. Both respondents who said other cited websites as the commonly used channel to access HIV/AIDS information from ZWRCN.One hundred percent of the women cited that they preferred face-to-face presentations as they provided room for feedback, clarification and restatement as opposed to fact sheets, posters, brochures and newspapers which did not provide room for feedback.

Challenges Faced by ZWRCN in Disseminating HIV/AIDS Information

Women were asked to cite the challenges they thought were being faced by ZWRCN from the services they got from the organisation. The table below shows their responses.

Table 2: Challenges faced by ZWRCN from the women’s point view

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Number of respondents

Percentage of respondents

Staffing 18 60

Funding 6 20

Technological 3 10

Political 3 10

Total 30 100

Sixty percent of women reported that the organisation was facing staffing challenges and this was followed by funding with 20%. Technological and political were third with 10% each.As remedies to the challenges cited above, networking and continuous staff development were common among the responses given. Engaging policy makers, soliciting for donations in terms of both financial and non-financial were some of the solutions given.The ZWRCN staff were also asked about the challenges they faced in their information dissemination activities. All ZWRCN staff reported that the organisation faced funding, staffing, political and technological challenges. These were in line with the responses given by women.When asked to provide solutions to these challenges, all the staff suggested networking, advocacy, soliciting for donations and engaging policy makers as remedies.

Other Strategies that can be Employed by ZWRCN in Combating HIV/AIDS among Women

When asked about other strategies that the ZWRCN should employ to combat HIV/AIDS among women, 60% of women suggested economic empowerment of women, with 15% who suggested the eradication of gender-based violence. Engaging the government was third with 10%. Five percent of women cited the elimination of inhumane cultural practices as another way of combating the pandemic. Networking and advocacy had the same responses with 5% each. Results from ZWRCN staff showed that all respondents suggested networking, advocating laws that promote women’s access to property rights and economic empowerment, challenging gender-

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based violence and elimination of some cultural practices that fuel HIV/AIDS among women such as female genital mutilation, wife inheritance and polygamy. Summary

The research sought to provide an assessment of the information dissemination channels used by ZWRCN in the provision of HIV/AIDS information to women. The findings of this study aimed at benefiting ZWRCN and policy makers. Recommendations and results of this study were targeting to benefit women in making informed decisions as it helped in raising awareness of the availability of various information resources. The study was carried under the limitations of time and financial resources. Literature revealed that information was crucial in the fight against HIV/AIDS and the most effective channels were those that emphasised on feedback. The researcher used questionnaires to collect data from women and interviews were used to collect data from ZWRCN staff. Data was obtained from 30 women from Harare who were conveniently selected and 3 ZWRCN staff were chosen based on the researcher’s knowledge of the population. The collected data was presented in tables, bar graphs and narrative presentations. Discussions were explored to compare results of the study with what other researchers had done so as to come up with concrete conclusions and reasonable recommendations.

RecommendationsThe following were recommendations based on the research

findings:Needs assessment: The organisation should conduct needs assessment before producing information in order to provide what is really needed by women. This could help to curb the challenge of investing precious resources into information products and services that do not comply with the felt information needs of women. Use of channels that provide room for feedback: The organisation should engage more in community service and presentations which provide room for feedback, where women can express themselves and further ask on issues that they do not fully understand. The organisation should make use of the Internet and social networking sites such as Facebook, Twitter and My Space in order to reach out to the youth and young parents. The information dissemination activities should target everyone in society: The organisation should not target women only,


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their strategies should engage everyone. To avoid the feminisation of HIV/AIDS, ZWRCN should actively engage men in their programmes so that they understand that decisions in the marriage set up are not vested in them alone. Staff development: The organisation should continuously train its staff in the development of information products and HIV/AIDS related issues so that they keep abreast with developments in the field of HIV/AIDS. Strengthening partnerships: The organisation should strengthen and fully utilise the benefits of the partnerships that it has with other organisations. This is imperative as it facilitates resource sharing and effective development of interventions that can be employed in the fight against HIV/AIDS among women.

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MANAGING CHANGE: LIBRARIES AND INFORMATION SERVICES IN THE DIGITAL AGE

FIJABI, N. M.203


Library Department, Federal College of Education (Technical) Akoka, Lagos

[email protected]

AbstractLibraries and Information Services face many challenges from changes in the information environment, most of which have occurred as a result of developments in electronic information resources and the evolution of Information and Communication Technology (ICT), otherwise known as “digital age”. This paper, explains the characteristics of the information society from various aspects of changes facing libraries, both internationally and externally. It goes further to highlight such changes as obtained within organizations in order to maintain their enviable place in the information world

IntroductionThe study of the ancient world has left no stone unturned about

the values of libraries in the world. People of the old, knew the power of information, hence civilization gave rise to temples and palaces in preserving information and keeping records through the means of slates tablets etc. at their own capacity. This mode of preserving information was not easy and as the world grew various ways of preserving and disseminating information emerged. The world today is regarded as a global village because information technology is currently ruling the world and the library is at the centre of this new technology to reach out to all. With this fast nature of disseminating information, libraries all over the world are seen as an “Information Centre”, where various information materials are selected, organized processed and made available for all users to meet with the principle of disseminating information as affirmed by Akpokurerie (2008).

Libraries in higher institutions of learning form part of the afore-mentioned libraries in the transition period of information repackaging and dissemination race. Umukor (2002) and Alokun (2003) made it clear that academic libraries are those established in post-secondary, higher or tertiary institutions in order to provide necessary information

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to lecturers, students and researchers, to aid teaching, learning and research purposes.

Functions of academic libraries centre on: acquisition/collection of knowledge in all formats (print and non-

prints) organization of knowledge for easy storage and retrieval Preservation of knowledge for the purpose of teaching, learning

and research purposes.For these functions to be properly put in place for the realization of

its goal in the technology academia, the use of Information Communication Technology (ICT) has to be employed because of the importance of fast and easy retrieval of information. This has led to the creation of Information Communication Technology department in all libraries no matter the status. For clarity, Alokun (2003) identified the various departments in academic libraries as:i. administrative department, which powers the day-to-day running

of the libraryii. technical service department, where cataloguing and classification,

acquisition binding and reprographic work take placeiii. reader’s services department, which houses the circulation unit,

reserve book unit, reference unit, serials unit etc.iv. research and documentation department which houses

government publications, workshops and conference papers presented by staff of the institution, publications from national and international bodies

v. conducive reading environmentvi. automation department that handles the ICT aspect of the library.

The Concept of Information SocietyInformation society is a society where the creation, distribution,

use, integration and manipulation of information is a significant economic, political, educational, social and developmental tool as defined by Wikipedia (2012).

Towards the late 60’s and early 70’s, the emergence of Information and Communication Technology (ICT) gave the impression that the intellectual world was fast becoming a paperless society. The potential of what could be achieved in information generation, acquisition, collection, storage, preservation, processing, display, dissemination and utilization was very exciting and alarming (Belau, 2008). The concept of paperless society has not even reduced the use of paper as

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information storage device. Advances in the fields of telecommunications, computer technology and satellite communications have revolutionized information delivery services. As Akpan (2001) affirmed that information can be delivered across countries, into houses and offices instantly, such sharing of information has given rise to the concept of the global village.

The term information society is relatively new. There is no universally accepted definition of information society, but most theoreticians agree that a transformation can be seen that started somewhere between the 1970’s and today, and is changing the way societies work fundamentally. Bansal (2009).Information society is also referred to as digital or electronic library, information resources or information services that are available over the internet and provides access to a large number of library resources, for their own development if they have the necessary infrastructural capabilities.

Change / change Man Agent in Libraries and Information Centers

For many organizations, including the library change can come from one of two sources internal or external changes are changes initiated within the organization and relate to how to do things, when to do things or what new things to do. The critical issues here are how to make these changes initiated when the organization and relate to how to do things, when to do things or what new things to do. The critical issues here are how to make these changes generally acceptable to or accepted by the majority within the organization. Thus, the issue of participation, manipulation and resistance become of some significance in the management of internal change. All of these issues are strategies to influence the resource of individuals within the organization to the changes. They are calculated to positively affect the perception of the individual as well as his attitudinal and behavioral disposition to the changes.

Participation entails involving those to be affected by the change in its formulation and implementation. This way it is more likely to secure their commitment and general willingness to accept the consequences of the change process. However, it is recognized that participatory strategies of managing change can be time consuming and costly and there may be indeed in certain circumstances to use a strategy of personal power. This may be indeed more appropriate in situations

Managing Change: Libraries and Information Services in the Digital Age – Fijabi, N. M.

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where there is formal, recognized and accepted authority or where personal power arises from the effect of charisma. In neither case, power strategies are best used where commitment to the changes process is not essential for its successful implementation or where the resources available are limited or when little resistance is anticipated.

Participatory strategies, however, must not be confused with manipulation. Manipulation is the conscious structuring of an event so that others, in spite of the semblance of participation, end up behaving in the manner intended by the change agent. Manipulation could involve the use of inducements or hidden threats to secure compliance or weaken the temptation to resist change. Its long-term success is however always in doubt.

Resistance to change must be recognized as an initial first reaction of the majority of people. Within an organization, therefore, this can best be dealt with through negotiation and the change process facilitated through counseling, enlightenment and education, the effectiveness of such negotiation can be greatly enhanced by appreciating the causes of resistance. This could include fear of losing some current advantage of benefit, a sense of inadequate arising from the challenge of acquiring new skills, new behave journal pattern, new attitude or new ways of thinking or relating to people. On the other hand, resistance or hostility to change could entail a fundamental difference of viewpoint and could be a health development to be used constructively. Those resisting a particular change often have something of value to say. For this reason, the basis of their resistance should be adequately considered and made use of as appropriate.

Nonetheless, it is external change or changes in the environment in which the organization has to function that are often the more circular ones. Changes in the environment tend to be of tremendous import and often tax the creative ability of the organization. Such changes at best can be anticipated but can rarely be controlled. And yet it is from such changes that threats to the very survival of the organization could and do arise. Changes in the environment of an organization tend to arise from one or more of four sources, technological, economic, social and political

Technological changes are either process or market driven. In the former, new methods, processes or approaches of doing things while in the later, new products might force on an organization a change of emphasis. Technology development has been the most potent factor

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making or dramatic changes in the information world. Changes can lead to turbulent or traumatic situations within any organization. The goal of change management is thus to modulate and contain the negative consequences of such turbulent or conflict situation whilst drawing strength and renewal from the many opportunities that change provides. Management of change thus entails accurate and insightful anticipation of such opportunities and the adoption of suitable strategies to capitalize on them.

Change for example to respond to changes in the environment – market or technological, deal with the new arrangements required following an acquisition

Management may feel that it has perfectly valid reasons for introducing organizational, merge or takeover or to eliminate overlapping areas of activity. Other reasons include to cater for the introduction of new activities or the elimination of old ones gain economies of scale by amalgamating activities, facilitate better co-ordination control or communication and to decentralize operations to place decision making closer to the point of action, to reduce the size of any unwieldy head office and/or cut down on bureaucracy, centralize operations to provide for better control from the top, accommodate management changes and to ‘shake up the business a bit’- management have been known to articulate a belief that change is a stimulus in itself. There could be some truth in this in a stagnant organization, but’ change for change sake’ is a dangerous doctrine.

Librarians and Management of ChangeLibrarians and information specialists are approaching a decision

point. They must decide whether they will create changes in libraries that parallel the changing needs for information in the society, and thus thrive in the electronic age, or whether they continue to serve their traditional role as the custodians of books and other information media. In the words of Adeyoyin (2012) ‘the library has traditionally been defined as a place for books and the librarian as a keeper of books. The librarians’ ties with books have served as an asset. We have been able to use the romantic aura of books to colour ourselves as important. Yet, as society has developed others means for storage and transmission of information and knowledge, our ability to impress society with our importance has decreased, our ties to books may become a liability.’


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The need for organized access to information has increased in the electronic age. A profession that organizes millions of books brings many of the skills needed for organizing information, regardless of format. If a book is viewed as a means to an end- access to information – it then becomes possible to consider other means to the same end and to include these means into design. The role of librarians and information specialists today is to increase access to information. New skills therefore need to be learned. The process of changing libraries and information canters has started. It is time for the librarians and information specialists to tackle the task systematically.

We must develop and define our role before others force their definition upon us. In order to arrive at our definition, we must be aware of the elements that impact what we do now, or will do in the future. Librarians and information specialists have crucial roles in managing and providing access to information. The electronic library is an important ingredient for the quality of life in future societies and libraries and librarians have the responsibility for bringing them into being. The process is not simple, it will require the mastery of many and varied tools by these who care to fulfill the promise.

It is important to note here that change management in the information world entails most importantly, both human and equipment. Human in the sense of managing the professional angle to change management in the provision brought about by the ICT while change management in equipment involves managing the ICT equipment that is gradually replacing the old conventional criterion of finding the container of information by finding the information itself.

Challenges/ Problems Facing Libraries and Information Centres in the Digital Age

There is the growing need to meet the students demand for study and learning space at the library and to upgrade the library’s technology to meet the evolving needs of students, lecturers and researchers. Recent development in information technology and explosion in volume and speed of information production and dissemination have transformed the information landscape.

The library is now a gateway to a world of digital information and librarians must navigate the new terrain and guide users towards appropriate resources.

There is the need to raise the capacity of information professionals in areas such as management and information technology skills,

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electronic publishing skills, management information systems, and institutional development through international cooperation. This is critical to the survival of libraries and information centers in the digital age which is increasingly knowledge-based in the world economy.

There is a need for increased Foreign Direct Investment (FDI) in areas such as library and information infrastructure and services Franklin (2002) argues that there is too much global investments concentrated in developed countries while less than one third goes to developing countries. There is an urgent need to create conditions under which developing countries can capture a large share of FDI and trade.

Libraries and information centers in the developing world lack adequate information, infrastructural policies and development.

Infrastructural policy must continue to focus on maintenance and rehabilitation of libraries and information structures. Libraries urgently need to substantially raise the level of domestic investment in infrastructure and services to meet the ever increasing need of its users.

Lack of functional Information and Communication Technology policy in Nigeria is a great challenge. The implementation of existing policy with the establishment of the National Information Technology Development Agency (NITDA) in 2001 has been hampered by the unstable political and economic environment, government apathy towards information services, weak and uncoordinated information professional associations oral medium of communication, high illiteracy rate and deficient information facilities in the functions of the country’s information institutions (Uhegbu, 2003).

High cost of setting up libraries and information centers is a major challenge. The cost of library automation, internet services using VSATs (Very Small Aperture Terminals) and other facilities needed for the take-off is daunting. With the dwindling financial resources from government and non-release of 10% of internally generated revenue (IGR) by institutional management, connectivity costs etc and the fact that library clientele are used to getting free services make it even worse (Yetunde, 2008).

Advances in ICT and globalization have enabled resource sharing and exchange of information for various purposes worldwide. This development has placed libraries in the most advantageous position that will enable them to serve the information needs of the global village. However, it has become necessary for Nigerian libraries to


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make their intellectual collections available for global access via the internet in order to fit into the new direction. Nigerian libraries need to digitalize their scholarly and literacy materials for online access. Ikpahindi (2007), confirms that libraries are duty bound to acquire, preserve and disseminate information from whatever source. Hence, there is need for such information sources to be kept, preserved and made available in a more convenient and accessible format.

Over the years, Nigerian libraries and information centers have been burdened with the problem of space, accessibility and preservation. The changing trends in the digital age has made it imperative for libraries and information centers now develop ways on how to manage access to materials available in electronic format and effectively share them, since the digital age has provided a platform on which they have to share their resources in the 20st century. ICTs have offered libraries and information centers more efficient ways of acquiring, organizing and disseminating information.

New information technologies which are integral components in the shaping of information systems have the potential of changing the status quo of libraries and information centers in recent times. In recent times, the traditional methods of providing information services are undergoing a major change process. Libraries are thus being transformed from book centered to in to information centered institutions, and emphasis is shifting from book collection and storage to access and provision of electronic information services (Atinmo, 2000).

One of the noticeable trends in the digital age today is the ever- increasing demand for ICT facilities in the organization and provision of library and information services in libraries and information centers. This is because, the use of technology has provided the capacity of turning digitized libraries into credible and functional information resource centers, which is now redefining information search models in Nigerian libraries and information centers irrespective of the type and size. The growth of the internet in the digital age has now created information search convenience for information seekers in libraries and information centers and librarians are now more interested in providing information services to library users with multiple integrated technologies due to easy accessibility and retrieval of needed information.

The Way Forward

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There is serious need to address the issue of inadequate ICT skills by librarians. They should be trained on information and web technology skills. This can be done by reviewing the library school curriculum to include appropriate courses that address the ICT skills required for building a virtual library. There should also be on-the-job training for library staff to re-brain and empower them to carry out the additional tasks efficiently. Apart from on-the-job training, they should be encouraged to attend workshops, seminars and training programs by sponsoring them.

Libraries and information centers should explore more alternative sources of funding as over-reliance on the government subventions may not provide the desired solutions.

Committees of librarians and information scientists should be formed and they are to sensitize their respective administrators on the central role of libraries and information services in teaching, learning and research in the communities.

Government must realize the central role of libraries and information services to national development which requires the provision of more funds for library development in the country.

ConclusionDigital revolution has dramatically changed the face of libraries

and information services in the 21st century. This posed a challenge to libraries and information centers to digitize their services and resources through appropriate ICT application in order to remain relevant. However, libraries and information centers are faced with enormous problems. Notably, is lack of proper funding. Despite that, they must against all odds try to measure up with their counterparts elsewhere, since the world has become a “global village”. Their ability to overcome some of the major challenges undermining the problems is providing the desired services to their communities in this information age and should therefore serve as one of the coping strategies for the 21st century library services.

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