Library Schools In Nigeria Research Articles

Exploring the Engagement in Open Research Practices by Librarians in Kwara State, Nigeria

This study explores the engagement in open research practices by librarians in Kwara State, Nigeria. It operates with three objectives and questions. It uses descriptive survey method as its design and adopts convenience sampling technique to select 63 librarians who filled the questionnaire titled “Questionnaire on Exploring the Engagement in Open Research by Librarians in Kwara State,” which was sent to respondents through their WhatsApp groups. Findings revealed that respondents used open peer review, publishing research in open access platforms and depositing research in institutional repositories as channels of engaging in open research. It further shows that open research is of benefit to respondents by helping them in the creation of good research profiles, increasing connectivity among researchers and increasing findability and broadening readership of their works, while lack of training on open research, fear of plagiarism and lack of awareness of the open research process are the major factors retarding the engagement in open research by the respondents. This study concludes that open research is one of the mainstays of scientific evolution that enables researchers to increase visibility for their works and recommends amongst others that it is imperative for librarians in Kwara State to be making their research works available in open educational resources, it is one of the states with the highest library schools in Nigeria. Through this, students and other researchers can use their research works to broaden the status of teaching and learning.

An investigation into information literacy education in library schools in Nigeria

The purpose of this paper is to evaluate information literacy (IL) education in library schools in Nigeria, to establish whether they are in line with international and national library and information science (LIS) standards (“library schools” here indicates departments offering LIS qualifications within higher education institutions). The study used document analysis and qualitative methods. First, departmental documents from heads of department and students’ handbooks containing the LIS curriculum were collected from thirty (30) library schools in Nigeria and analyzed. Secondly, lecturers in the department of LIS from the thirteen (13) library schools offering an IL course were engaged in an interview. The study revealed a significant improvement compared to previous studies as 13 out of the 30 Nigerian universities surveyed offered the course “information literacy” as a stand-alone course in the department of LIS. Unfortunately, the study found that majority of the LIS departments do not have IL laboratories for students to acquire practical skills. These findings will provide useful data for stakeholders in the university system such as supervising bodies, university management, heads of department, and library associations and regulatory bodies, assisting them in the creation of policies related to the integration of IL courses into the school system and in enforcing the implementation of these policies.

Digital Preservation, Accessibility, and Use of Electronic Theses and Dissertations in University Libraries in Nigeria

This study examined the concepts and aspects of digitization; digital preservation; digital resources; and access to, use of, and challenges posed by electronic theses and dissertations (ETDs) in university libraries in six geopolitical zones of Nigeria. It adopted a documentary research approach to highlight a critical examination of the various aspects of digitization (to provide electronic information services) as practiced by various university libraries and some library schools in Nigeria. Print theses and dissertations (T/Ds) are digitized by document scanning or direct text input (alphanumeric characters) into computer systems. Digital resources include e-books, e-journals, ETDs, and other forms of documents in electronic formats. ETDs are preserved through digitization, archiving, and creation of websites and databases as well as through floating institutional digital repositories (IDRs). ETD access is facilitated by tools such as automated library catalogs and classification schemes, online public access catalog, indexes, abstracts, bibliographies, and mobile devices such as smartphones and personal computers. ETDs are capable of meeting research and publication needs of teaching, information service delivery, and knowledge sharing. Challenges to digital preservation, access, and use of ETDs include inadequate information and communications technology (ICT) facilities, low ICT proficiency, and erratic power supply. Thus, this study recommended that management teams of universities in Nigeria commit adequate funding to procure ICT facilities, thus providing automatic standby generating plants and increasing incentives for library and digital preservation staff. Collaboration among stakeholders such as university libraries and the National Library of Nigeria should be encouraged to create a national union catalog of T/Ds in Nigerian universities and thus enable a platform for a national database. Access to IDRs will further strengthen worldwide university networking. This study will thus add value to the existing studies on ICT application in university libraries and e-resources in university libraries in Nigeria.

Digital Library Education in Tertiary Institutions: Roadmap to Revolutionizing Nigerian University Library Services

The purpose of the paper is to bring to light the state of education in Digital Libraries (DLs) in tertiary institutions in Nigeria, and the readiness of library schools to produce future digital librarians in Nigeria. The study covered 31 universities offering Library and Information Science (LIS) approved by the National Universities Commission (NUC) of Nigeria. The main data collection method for the study was analysis of departmental documents containing the LIS curriculum. Second, six Library and Information Science educators in universities that are yet to integrate digital libraries course in their LIS curricula were interviewed. The study revealed that majority of the library schools offer a course in digital libraries or related areas as a core course in their curricula. However, only a few library schools have computer laboratories for students to enhance their digital library skills. Some LIS educators identified challenges such as lack of qualified ICT staff to handle the course and a lack of computer laboratories equipped with modern computers and stable Internet facilities in the LIS departments. Findings from the study will inform library educators on the need to redesign curricula to integrate digital libraries course, in order to produce future digital librarians in this digital era and thus overcome the frequently mentioned challenge of lack of ICT staff to manage digital libraries in Nigeria. The project will enable library schools in Nigeria to provide a world class library education that is in line with the standard recommended by international and national LIS professional bodies.

CURRICULAR IMPLICATIONS OF KNOWLEDGE MANAGEMENT FOR LIBRARY AND INFORMATION SCIENCE EDUCATION IN NIGERIA

The introduction of knowledge management into the library and information science curriculum comes with some implications that bordered on how knowledge management is being taught and represented in the curriculum design for LIS education. The investigation was carried out from the viewpoint of LIS community in Nigeria using a web-based survey questionnaire and interview. Certified librarians in Nigeria constitute the unit of analysis; their population stood at 6,504, and only 369 participants completed the survey, followed by interviews with five professors from library schools in Nigeria. The result from findings indicated that from the six variables raised on the implications of knowledge management on library and information science education, only two variables score above the Mean Variable Score (X=3.98) benchmark, the need for KM competencies to be fully integrated into the LIS curriculum score the highest mean score (X=4.46), followed by the need for the LIS curriculum to keep changing to accommodate new development in KM. It also manifested in the study that the current curriculum did not adequately equip LIS professionals for knowledge management practice. More so, knowledge management can be treated as a separate course on its own and as well be integrated into the existing library and information science courses. From the seven knowledge management concepts and themes raised, only four variables score above the Mean Variable Score (X=4.32) benchmark, interpersonal relationship leads the pact with a mean score (X=4.39), followed by research and evaluation with a mean score (X=4.38), knowledge management tools, technics and technologies with a mean score (X=4.36) and lastly leadership and managerial role with a mean score (X=4.35). Also from the four variables raised on responsibilities of LIS schools, two of the variables score above the Mean Variable Score (X=4.4) benchmark, need for LIS schools to train and retrain LIS educators score the highest mean score (X=4.45) followed by the need for LIS schools to collaborate with other allied disciplines in the design and training of LIS professionals for KM with a mean score (X=4.4). This implies that effective training and education for KM calls for cooperation and collaboration among different academic units.

Accessing SDG Information in Nigeria: the Place of Collaboration

AbstractWith the adoption of the new 17 SMART Sustainable Development Goals (SDGs), access to government information becomes essential for these goals to be realised. This view was corroborated by IFLA (International Federation of Library Associations and Institutions) at its 2015 Cape Town Declaration. In Nigeria, the drastic reduction in the revenue accruable to the government following the sharp decline in the price of crude oil and the subsequent impact on the nation's economy have made it imperative for citizens of the country to insist on transparency and accountability regarding the activities of the government. Otherwise, the SDGs could end up like the much-talked-about MDGs (Millennium Development Goals) whose records were unimpressive despite the oil boom of that era. Public libraries could serve as useful channels for providing government information to citizens. However, their managers lack the necessary technical skills. This article considers how public libraries in Nigeria could provide access to government information for its users. This study is based on existing literature, international binding documents and observations, as well as drawing on the wealth of experience of the researchers themselves and their interactions with public librarians. It is recommended that the scope of the curricula of library schools in Nigeria be broadened to include the mandatory teaching of management of government information to budding librarians. Also, there should be collaboration between public librarians and law librarians. Such collaboration would help provide more access to government information for the citizens of Nigeria. Law librarians could also benefit from the collaboration and devise better skills to help improve their services to users.

Attitudes of Library and Information Science (LIS) Postgraduate Students Towards Internet Usage in Selected Library Schools in Nigeria

This study examined the attitude of Library and Information Science Postgraduate students towards Internet usage. Survey research design was adopted, the population was Library and Information Science postgraduate students in two selected library schools. The instrument used for data collection was the questionnaire, two hundred and thirty nine (239) copies of the questionnaire were administered, while two hundred and seven (207) copies were sucessfully retrieved representing 86.6% response rate. Data analysis was done using descriptive and inferencial statistics. Results show that LIS postgraduate students in Nigeria use the Internet for academic endeavours. The study recommended that drastic measures should be taken by LIS educators/administrators to provide functional internet facilities to LIS postgraduate students in their various schools to eliminate any barrier confronting them in order to enhance efficiency and quality of learning and research activities.Keywords: ICTs; Internet; Positive Attitudes; cyberspace; Web use

Holistic Global Citizenship Education & Global Entrepreneurship for the Challenge of the 21st Century

In integrating computers in higher education, researchers have proposed that positive attitudes toward computers and high computer self-efficacy levels could be important factors in helping students learn computer skills and use computers. It is also expected that LIS Postgraduate students should be knowledgeable and comfortable with electronic resource usage. It is against these backgrounds that this study was conducted. Suvey research design was adopted, the population was Library and Information Science postgraduate students in two selected library schools in Nigeria. The instrument used for data collection was the questionnaire, two hundred and thirty nine (239) copiesof questionnaire were administered, two hundred and seven (207) were sucessfully retrieved and found to be useable, representing 86.6% response rate. Data analysis was done using descriptive and inferencial statistics. Results showed that in spite of the potentials emerging technologies offers in Library Schools globally, in Nigeria, there is not very evidential that Library Schools are integrating ICTs into their instructions. It was found that among the two library schools studied, there were no operational/functional computer laboratory with internet facilities, access by students were restricted due to limited space as at the time of this study, this go a long way to show that LIS postgraduate students depend solely on their PCs with modem as alternative internet connector or commercial cyber cafe as the last resort. The above confirmed that there was no computer laboratory with functional internet facilities for postgraduate students as the time of this study. Recommendations for the study include that drastic measures should be taken by LIS educators/administrators to provide computers with functional internet facilities to LIS postgraduate students in their various schools to eliminate any barrier confronting them in order to enhance efficiency and quality of teaching, learning and research services. It was also recommended that other researchers should study more library schools in Nigeria on ICT integration and usage.

Effect of Lecturers' Attitude on Use of Educational Support Systems for Teaching in University-based Library Schools in Nigeria

FROM THE COLUMN EDITORSWelcome to the Global Postcards column! We are so excited to bring you news and projects from around the world. We have one main contribution for this column: a librarian, Taiwo Akinde, and a lecturer, Airen Adetimirin, both of the University of Ibadan in Nigeria show us an investigation of the effect of attitude to use on the use of Educational Support Systems (ESS) by lecturers for teaching in the university-based library schools in their country. Thanks to the contributors for this issue, and please keep the submissions coming! If you would like to send a submission, please contact either of the column.s co-editors: Jacqueline Solis, jsolis@email.unc.edu, and Robin Kear, rlk25@pitt.edu

National Network for Enhancing Research, Teaching, and Delivery Services among Library and Information Science Schools (LIS) in Nigeria: A Proposed Model

National Network for Enhancing Research, Teaching, and Delivery Services among Library and Information Science Schools (LIS) in Nigeria: A Proposed Model Ahmed Mohammed Ph.D Abstract Abundant literature and researches have indicated quite numerous challenges undermining library schools in Nigeria. Such include inadequate funding, poor state of teaching and research laboratories, inadequate faculty members‘ due to poor remuneration resulting to brain drain, lack of serious collaboration among the schools, low ICT skills leading to low compliance among faculty members etc. In order to minimize the aforementioned problems, this paper is designed with the sole aim at proposing outstanding network conceptual model for action among LIS schools in Nigeria, it discusses]\ the structure and operational procedures for the smooth operations of the scheme. The paper further identified Problems associated with the scheme, and measures on how to address the impediments identified were equally proposed. It concluded by further recommending measures on how this viable project could be attained and sustained for better future prospects. Full Text: PDF DOI: 10.15640/jlis.v5n1_2a2

English

The study investigates the effect of English Language proficiency on student's performance in cataloguing and classification courses in polytechnic-based library schools in Nigeria. This is against the background of the phobia the students have for cataloguing and classification. Descriptive survey method was adopted while a questionnaire, English Language proficiency test and cataloguing and classification test were used for data collection. Total enumeration technique was used to select all 1019 HND students from four purposively selected Nigerian polytechnics. Data were analysed using Pearson Product Moment Correlation at 0.05 level of significance. The students' performance in the English language proficiency test is in the following order; Federal Polytechnic Offa (X=38.45); Federal Polytechnic Oko (X=37.15); Federal Polytechnic Kaduna (X=32.82); and Federal Polytechnic Nekede. Mean scores for cataloguing and classification test were: Federal Polytechnic, Kaduna (X=46.044); Federal Polytechnic, Nekede (X=45.432); Federal Polytechnic, Oko (X=44.229) and Federal Polytechnic Offa (X=42.625). The study revealed that English Language proficiency has a significant correlation with performance in cataloguing and classification courses. The study recommended that secondary school authorities in Nigeria should provide adequate resources for teaching English language so that the potential polytechnic students will have a good background in English language to enhance their performance in cataloguing and classification. The general studies programme in English in Nigerian polytechnics should be reviewed to make it more effective while the library schools should provide adequate resources for the teaching and learning cataloguing and classification for enhanced performance. Key words: English Language proficiency, Student's performance, cataloguing and classification courses, polytechnic-based library schools, Nigeria.

Time Allocation as Correlate of Undergraduates’ Academic Achievement in Cataloguing and Classification in Library Schools in Southern Nigeria

The study focuses on time allocation as correlate of undergraduates’ academic achievement in cataloguing and classification in library schools in Southern Nigeria. Cataloguing and classification courses are expected to be taught theoretically and practically in library schools. The main problem of this study is undergraduates’ poor academic achievement in cataloguing and classification. According to authors, cataloguing and classification are core courses in librarianship. Despite the importance of these courses in the library schools, it is observed that many undergraduates are known to perform poorly in the examinations. Survey research design of correlational type was adopted for this study. Hypothesis tested at 0.05 level of significance was that there was no significant relationship between time allocation and academic achievement of undergraduates in cataloguing in library schools in Southern Nigeria. The 550 final year students and 18 lecturers teaching cataloguing and classification in library schools in Southern Nigeria were purposively selected for the study. Time allocated for teaching and learning cataloguing and classification scale (a = 0.64) and students’ achievement test in cataloguing and classification (a = 0.63) were used to collect data for the study. Descriptive and inferential statistics were used for the data analysis. Results from the study revealed that: there was a significant relationship between time allocation and academic achievement of undergraduates in cataloguing and classification in library schools. Time allocated for teaching cataloguing and classification was inadequate. Academic achievement of the majority of the undergraduates was at average level. The library school management in partnership with the National Universities Commission (NUC) should include separate hour on the time table for practical cataloguing and classification in library schools in Nigeria to enable students to balance theory with practical knowledge. This is necessary to enhance students’ academic achievement in cataloguing and classification. Lecturers’ teaching cataloguing and classification should spend more time in cataloguing practicals to encourage the students to develop interest in cataloguing and classification.

Academic librarians’ perceptions of the benefits and challenges of adopting e-learning for continuing professional development in Lagos state, Nigeria

Purpose – The aim of this paper is to examine and discuss academic librarians’ perceptions of the benefits and challenges of adopting e-learning for continuing professional development. Design/methodology/approach – To elicit the necessary information, this study adopted a descriptive survey design, using questionnaire as instrument for data collection. The study population consists of five tertiary institutions – two universities, two polytechnics and one college of education, selected as sample using the purposive sampling technique. The study also conducted a literature review on studies done on benefits and challenges of e-learning for professional development. The literature review is built on resources from online and offline. Findings – Academic librarians in Lagos State were unanimous in their perception of benefits and challenges of adoption of e-learning for continuing professional development. The major benefits of e-learning were that e-learning opens up new frontiers for professional learning, supports knowledge generation and management and gives librarians an opportunity to broaden their knowledge. However, the major challenges to adopting e-learning for continuing professional development were inadequate power supply, inadequate knowledge of how to operate e-learning tools and limited bandwidth. Practical implications – This paper establishes that the role of academic librarians in the provision of information for learning and study in academic institutions places them in an advantageous position to engage in e-learning activities for professional development. It also extols the need for top library management to deploy all resources within their reach to develop technology-enhanced learning system. This should also be complemented with the development and implementation of e-learning curriculum in library schools in Nigeria to inculcate e-learning culture. Originality/value – The paper contributes to empirical research on e-learning for continuing professional development among librarians in Nigeria. Librarians who are interested in professional development will find this article useful.

Development of library schools in Nigeria: the place of the Bachelor’s degree programmes

Traces the development of library schools in Nigeria since the Ibadan School began the training of librarians locally in 1960, and observes that the trend is towards training at the undergraduate level for a Bachelor’s degree. Examines the local conditions which have made the Bachelor’s degree programmes become most common and consequently generally accepted in Nigeria as the first professional qualification. Disagrees with the suggestion that librarians should only be trained at the postgraduate level. Notes the confusion in the admission and duration of the MLS programmes and suggests that non‐BLS graduates in Nigeria should spend more time on the MLS to learn more.

Training sub-professional library staff: An international survey

The title of this article implies full-time training in educational institutions culminating in the writing of examinations and the award of certificates. This assumption would exclude: 1. (i) useful in-service training programmes run in virtually all libraries; 2. (ii) series of short residential courses which are available, for instance, in New Zealand, as part fulfilment of essentially in-service training programmes, which may lead to certification; 3. (iii) workshops, seminars, etc. which may or may not lead to some form of certification, and 4. (iv) courses in librarianship offered as part of teacher-training programmes such as the Minor in librarianship run for the first two years of a three-year course leading to the award of the Nigerian Certificate in Education in some Advanced Teachers' Colleges in Nigeria. Narrowing down the scope of the title in this way leaves us mostly with African library schools offering sub-professional courses and particularly the two library schools in Nigeria with which the writer is closely connected. But in doing so attention will be drawn to certain issues characteristic of this level of education for librarianship generally with occasional comments whenever necessary.

Towards Restructuring Library and Information Science Curricula for the Challenges of Information and Communication Technology (ICT) Environment in Nigeria

This paper deals with restructuring of library and information science curriculum for the challenge of ICT environment. The paper highlights the following areas: conceptual framework, qualities of Library and Information Science curriculum, rationale for restructuring library and information science curriculum, areas in library and information science curriculum that requires changes, rolls of National Association of Library and Information Science Educators (NALISE), Nigerian Library Association (NLA), Librarians Registration Council of Nigeria (LRCN) and other related bodies in restructuring of library and information science curriculum. The following Information Communication Technology (ICT) courses: electronic resources management, management of social media tools, website design and management, networks and networking, software design and management, database design and management, innovation and creativity were identified as ICT fields that can be integrated into the curriculum. The paper reveals that the curricula of most library schools in Nigeria examined do not contain some ICT components that are relevant to librarians in training for them to be effective in the modern society. The implication of the paper is that heads of library schools in Nigeria should identify the loop-holes in the curricula and take pragmatic measures in reviewing and restructuring the curriculum for library and information science education professional that can deliver in ICT dominated society.Key words: Library Science, Library School, Information Science, Curriculum, ICT Environment