Bridging the gap: Digital literacy competence and resource utilization among Nigerian undergraduates

Digital literacy is a skill that university students must possess in order to use the many digital resources that are provided by university libraries. As a result, the study examined the impact of digital literacy on Nigerian university students’ use of Internet resources. The research examined how high and low levels of digital literacy influenced students’ utilization of digital resources and also explored the roles of university libraries in promoting and assisting students in enhancing their digital literacy and supporting their utilization of digital resources. The research also delved into effective strategies for improving digital literacy within Nigerian university libraries. Overall, the study established that digital literacy is vital for students in Nigerian universities and directly impacts their utilization of digital resources. The insights gained from this research shed light on the significance of promoting digital literacy in academic settings and the collaborative efforts required from institutions and libraries to empower students in this digital age.

This study examines the information needs and seeking behaviors of Gen Z students in Nigerian universities. The study adopts a cross-sectional descriptive research design, employing structured questionnaires to collect data from 219 undergraduate students across five Nigerian universities. Findings indicate that Gen Z students prioritize digital skills, career opportunities, and financial aid information, with social media platforms, AI-powered tools, and online encyclopedias emerging as their primary information sources. Traditional university libraries are less favored due to perceived inconvenience and outdated resources. The study recommends that universities integrate digital literacy into curricula, and negotiate subscriptions for academic databases.

[Introduction]: This article argues that digital curation—the art and science of searching, analysing, selecting, and organising content—can be used to promote the development of digital information literacy skills among higher education students. Rather than relying on institutionally approved journal articles that have been pre-ordained as suitable for a given purpose, digital curation tools allow students to evaluate the quality of Web based-based content and then present it in an attractive form, all of which contributes to the cultivation of their digital literacy skills. We draw on a case study in which first- year information and communications technology (ICT) students used the digital curation platform Scoop.it to curate an annotated collection of resources pertaining to a particular topic. The notion of curation has undergone a significant transformation in the wake of an increasingly digital society. To 'curate,' traditionally referred to as 'taking care,' has morphed into a process of cataloguing, accessing, and representing artefacts. In the digital age, curation is a way of sifting, organising, and making sense of the plethora of information; it has become an important life skill without which one cannot fully participate in digital life. Moreover, the ready availability of information, made possible by the ubiquity of Internet technology, makes digital curation an essential skill for the twenty-first 21st century learner. In answer to this need, we are seeing the emergence of suites of digital tools, dubbed ‘curation’ tools, that meet the perceived need to locate, select, and synthesise Web content into open, user-organised collections. With information overload, a distinctive feature of the Internet, the ability to sift through the noise and dross to select high- quality, relevant content—selected on the basis of authority, currency, and fitness-for-purpose—is indeed a valuable skill. To examine this issue, we performed a case study in which a group of first- year Information and Communication Technology (ICT) students curated Web- based resources to inform an assessment task. We argue that curation platforms, such as Scoop.it, can be effective at cultivating the digital information literacy skills of higher education students.

PurposeThis study examined the state of digital records management in Nigerian university libraries. It investigated the extent university libraries have captured/created, utilized, planned, organized and developed the skills of librarians, etc. for effective management of electronic records.Design/methodology/approachDescriptive survey design was adopted. The area of the study was Nigeria. The population of the study was 231 academic librarians and senior technical and administrative staff drawn from 12 federal university libraries. Data were collected and analyzed using questionnaire, checklist and version 20 of Statistical Packages for Social Sciences (SPSS). Information obtained through oral interviews was analyzed qualitatively and incorporated in the discussions. The analytical framework was the Readiness Assessment Guide developed by the International Records Management Trust/World Bank in 2004. The criterion of judgment was that any item or statement of the research instruments that obtains a mean value of 2.50+ was rated high, and low if less than 2.50.FindingsThe results revealed that ICT facilities were available in Nigerian federal university libraries but the manner and extent of utilization, planning, organizing, re-skilling the staff, budgetary provisions and adoption of international best practices, etc. for e-records was low. Adequate funding, steady power supply, full internet services and adoption of global best practices for e-records management were some of the recommendations.Practical implicationsThis study has established that the status of ICT facilities and current digital records management in Nigerian university libraries have not been properly managed and therefore are likely to become vulnerable or inaccessible for future transactions.Originality/valueThe gap in the literature about the dart of empirical studies on the status of e-RM in Nigerian university libraries has been bridged.

This paper examined inhibiting factors to academic success among first year students in Nigerian public universities. The study was guided by two research questions and two hypotheses, it used an ex post facto design with a survey approach. The population for the study involved all the first-year students in four universities in Delta and Edo states, Nigeria. A simple random sampling technique was used to select 50 students from the faculty of Education in each university. A convenient sample size of 200 respondents was used. The data collected was through a questionnaire titled “Exploring inhibiting Factors to Academic Success among First Year Students’ in Nigerian Universities” (EIFASAFS), data obtained was analyzed with the use of descriptive and inferential statistics. The questionnaire was made up of two sections, A and B, were used to elicit responses from students. They yielded a reliability coefficient of .80, .76, .78 and .73 for sections A, B, C, and D respectively, which was considered adequate. The mean, and standard deviation were used to answer the research questions while the hypotheses were tested with t-test and Analysis of variance (ANOVA) statistics at 0.50 level of significance. The findings revealed that inadequate finance, institutional and student factors were inhibiting factors to academic success among first year students in public universities in Nigeria, the main coping interventions adopted include; religion and prayer (3.24), choosing roommates wisely (3.17) and prompt and regular attendance at lectures. A significant difference was found between age and gender on coping strategies adopted by students. Based on the findings, it was recommended that the university management should provide loan schemes, adequate orientation programmes, among others.

Introduction. Inadequate methods for acquiring user education could affect the level of library user education possessed by postgraduate students, and ultimately influence the purposes of their usage of e-resources provided in their university libraries. Despite the global acceptance that e-resources are contributing to postgraduate student’s research work, however, it has been documented that there is low use of e-resources in university libraries in Nigeria among postgraduate students. This drift could have negative consequences on their overall development. Therefore, this study determined how influential library user education is on the use of e-resources by postgraduate students in Nigerian university libraries.Methods. A survey research design and multi-stage sampling technique was adopted to select 2,726 from 54,578 postgraduate students from four faculties in 16 federal conventional universities in Nigeria. The data set was collected using a questionnaire and an interview schedule for e-resources librarians/system librarians and was analysed using percentage and Pearson’s product moment correlation.Results. The majority of the students were at the Master’s level (57.5%). The gender shows a ratio of 59.0% male and 41.0% female. Most Nigerian students enrol for postgraduate programmes in their thirties ‘30-39’ years. The use of e-resources by the postgraduates was low (weighted average of 2.45). The relationship between level of library user education and postgraduate students’ use of e-resources was positive, slightly strong, and significant (r

This study was carried out to determine the digital literacy competencies of postgraduate students for access and use of digital information resources and services in university libraries in Kaduna State. In order to achieve this, two research questions and one null hypothesis were formulated and tested in the study. Survey research method was adopted for the study. The population of the study consisted of 18,130 postgraduate students from the 3 universities namely; Kashim Ibrahim Library (KIL) of Ahmadu University, Zaria, Kaduna State University (KASU) Library and Nigerian Defence Academy (NDA) Library and 377 of them were drawn as the sample size of the study. A structured open-ended questionnaire was developed by the researcher. For data analysis, tables, frequency counts and percentages were used. One-way ANOVA was used to test the hypothesis. It was discovered that postgraduate students studied have possessed digital literacy competencies such as ability to define specific information needs prior to the search; can use a number of search engines when sourcing; can select online materials for my use etc. Also, it was found that there is significant difference among the postgraduate students in the digital literacy competencies they possessed to access and use digital information resources and services in the University Libraries of Kaduna State. The need for the regular training in order to equip postgraduate students with relevant soft skills on digital literacy organized by the university library management is highly recommended.

Entrepreneurial skills are considered one of the most important competencies expected to be possessed by Library and Information Science (LIS) faculty and academic librarians as information professionals. These skills include technical skills, managerial skills, business skills, personal maturity skills, ICT skills and information literacy skills. The context observation and literature review indicated limited research on the entrepreneurial skills of Library and Information Science (LIS) faculty and academic librarians in Nigerian universities. The need to fill this inadvertently created gap initiated this study. The study aimed to assess entrepreneurial skills level as well as identify entrepreneurship issues and prospects of LIS faculty and academic librarians in South-West Nigerian universities with library schools. This paper was anchored on survey research design. The study employed the total enumeration method to cover all LIS faculty and academic librarians in these universities. An adapted structured questionnaire was administered and responses were analyzed quantitatively using frequency, percentage, mean and standard deviation. Findings revealed lackluster technical, business and ICT skills of these information professionals including unacceptable managerial skills. Furthermore, entrepreneurship issues showed government-centered, institutional and personal subjects such as government policies, economic problems, legal registration, funding, excessive workload and lack of entrepreneurial attitude. The study also uncovered dwindling entrepreneurship prospects. The study recommends premeditated efforts by LIS faculty and academic librarians and universities at entrepreneurial development and the advancement of citizen-friendly entrepreneurial policies and a blueprint by the government.

This study aims to analyze the influence of educational game integration and learning management quality on students’ digital literacy competence in mathematics at SMK Bina Mandiri. The research is motivated by the growing need to strengthen digital literacy skills in technology-based learning, particularly in mathematics, which many students perceive as abstract and challenging. The study adopts a quantitative approach with an explanatory correlational design involving 60 eleventh-grade students. Data were collected using a closed-ended Likert-scale questionnaire (1–5) that had been tested for validity and reliability. Data were analyzed using SPSS with multiple regression, supported by classical assumption tests to ensure the suitability of the model. The results show that all measurement instruments meet the required validity and reliability criteria. The regression model fulfills the assumptions of normality, linearity, multicollinearity, and heteroscedasticity, indicating that the data are appropriate for further analysis. Both partially and simultaneously, educational game integration (X₁) and learning management quality (X₂) positively and significantly affect digital literacy competence in mathematics (Y). The coefficient of determination (R²) of 0.611 indicates that 61.1% of the variance in students’ digital literacy competence is explained by the two independent variables, while the remaining 38.9% is influenced by other factors such as student motivation, technological infrastructure, and the broader learning environment. These findings highlight the importance of structured game-based learning and effective learning management in supporting students’ digital skills. Findings suggest that integrating educational games with strong learning management enhances vocational students’ digital literacy.

The contemporary advancements in network technologies and scholarly communication which provide opportunities to academic libraries to look for novel means of engaging with researcher communities has necessitated librarians to retort with service innovations in data science and research data management (RDM). The aim of this study is to investigate Research data management services among librarians in Nigerian universities. A questionnaire was used to collect data on RDM services among librarians in Nigerian universities for this study. The participants were the librarians in the public universities in South-west, Nigeria. The study found that the roles of librarians in RDM services in Nigerian universities are to encourage research facilitation and promote scientific communication. The extent of involvement of librarians in RDM in Nigeria is low. The study also found that although librarians in Nigerian universities derive many benefits from RDM services, they encounter challenges such as a lack of data management plan and limited grants from research funding agencies in contributing to RDM. It was therefore recommended that universities in Nigeria should create RDM centers in the libraries to prevent data loss and for easy accessibility of research data by researchers

PurposeThe main objective of this study is to discuss the needs and the information utilization patterns of periodical literature amongst the pre‐final and final year undergraduate students in Nigerian universities. As a result, the study attempts to solve the following problems: What are the information needs of undergraduate students in relation to periodical literature? How do they go about seeking such information needed in periodical literature? How do they make valuable use of the information available to them in such periodical literature? What should the university libraries do to meet the information needs of these students in relation to periodical literature?Design/methodology/approachThe researcher aimed at studying periodical literature use by the pre‐final and final year undergraduate students in Nigerian universities. It is impossible to sample the entire population hence a cross‐sectional descriptive Survey design was employed as the most suitable because the population under study was fairly large and heterogeneous. A questionnaire was designed to know the attitude, interest and value of the pre‐final and final year undergraduate students. In order to have an accurate assessment, questionnaire was designed and distributed to collect vital information from the undergraduate students. Also, observation and direct oral interviews were also employed to supplement the information provided through the questionnaires collected.FindingsFindings show that 70 per cent respondents used the library once every week, undergraduate students need and utilize periodical literature materials for their information needs, the general purpose of using periodical literature was mainly for research among others.Originality/valueUseful in determining the periodical use by students as well as assisting serials librarian in planning.

Faculty status for professional librarians. A survey of Nigerian university libraries

Purpose The shift from print to digital learning resources has redefined how students access, interact with and retain academic content. However, despite the rapid adoption of digital textbooks, concerns persist about shallow engagement, multitasking and weak reading discipline, leaving unanswered questions about whether digitization and emotional design can meaningfully transform students’ reading culture. This study aims to investigate the extent to which digitization and emotional design of textbooks influence the reading habits of Library and Information Science (LIS) students in Nigerian universities. Specifically, it assessed the extent of students’ use of digitized textbooks, the influence of emotional designs of digital textbooks on students’ reading interest and the patterns of reading habits exhibited by LIS students. In addition, three null hypotheses were formulated and tested at a 0.05 level of significance. Design/methodology/approach A cross-sectional survey design was adopted. Data were collected using a structured four-point Likert-scale questionnaire administered electronically to 362 LIS undergraduate students across ten Nigerian universities. Descriptive statistics were used to analyze patterns of utilization and perceptions, while Pearson Product-Moment Correlation and multiple regression analysis tested the study’s hypotheses at a 0.05 significance level. Findings Findings revealed that LIS students moderately used digitized textbooks and perceived emotional design features such as visual appeal, interactivity and storytelling as moderately enhancing their interest. However, their reading habits were weak, characterized by irregular schedules, superficial engagement and multitasking. Correlation results showed a positive and significant relationship between digitization and reading habits (r = 0.412, p < 0.05) and between emotional design and reading habits (r = 0.365, p < 0.05). Multiple regression analysis indicated that digitization and emotional design jointly explained 22.9% of the variance in reading habits (R² = 0.229, p < 0.05). The study concludes that digitization and emotional design are critical enablers of reading engagement but cannot independently sustain deep and consistent reading habits. Originality/value This research is one of the few empirical studies into how digitization and emotional design of textbooks jointly shape reading habits among LIS students in Nigeria. The study’s uniqueness lies in combining technological and affective dimensions of textbook design to explain academic reading behaviors among LIS students in Nigerian universities.

SummaryIntroductionThe curtailment of social gatherings and the lack of online academic engagement during the COVID-19 lockdown could have potentially damaging effects on the psychological state of university students in Nigerian public universities. This study examined the prevalence of anxiety and depression, including associated factors and coping methods, among undergraduate students.MethodsThis cross-sectional study, which involved 386 undergraduate students, was assigned approval number UI/EC/20/0242. An online questionnaire consisting mainly of the Hospital Anxiety and Depression Scale and the McMaster Family Assessment Device was circulated among the students. The results were analysed by means of descriptive statistics, chi-square, Analysis of Variance (ANOVA) and linear logistical regression, at α 0.05.ResultsMean age was 21 ± 2.9 years, with females constituting 60.1% of the sample. The prevalence rates of anxiety and depression were 41.5 and 31.9%, respectively. Students in health-related faculties were significantly less anxious than others. Inability to afford three square meals, negative family functioning, chronic illness and living in a State/Region with a high incidence of COVID-19 were significantly associated with depression. These factors jointly accounted for 14% of depression. Coping methods included the use of social media, watching movies and participating in online skills-development programs.ConclusionThe overall level of anxiety and depression among undergraduate students during the COVID-19 lockdown was higher than the levels previously reported. Inadequate nutrition and poor family functioning contributed significantly to this. Proactive measures ought to be taken to support undergraduate students in order to prevent the negative consequences of poor mental health.

This study examined the influence of digital accounting skills on the accountpreneurialintentions of business education students in Nigerian universities. The research specifically sought to: assess the extent to which students possess digital accounting skills, evaluate their level of accountpreneurial intention, identify factors limiting entrepreneurial development, and determine the relationship between digital accounting skills and accountpreneurial intentions. A descriptive survey design was adopted, involving 129 undergraduate business education students across selected Nigerian universities. Data were collected using structured questionnaires and analysed through descriptive statistics and Pearson correlation. Findings revealed that students demonstrated moderate competence in digital accounting skills, with strengths in data visualisation and communication of financial insights, while ERP systems, cloud applications, AI/automation awareness, and cybersecurity practices were notably weak. Similarly, accountpreneurial intentions were generally low, except for items reflecting independence from salaried employment and the use of technology to reach clients. Major limiting factors included lack of funding, inadequate infrastructure, insufficient practical exposure, and limited mentorship opportunities. Correlation analysis showed mostly weak and non-significant relationships between digital accounting skills and accountpreneurial intentions, except for the communication of financial insights, which exhibited a positive and significant relationship. Based on these findings, it is recommended that Nigerian universities strengthen curriculum implementation, provide adequate infrastructure and digital tools, and establish mentorship and support systems to enhance accountpreneurial readiness among students.