THE EFFECT OF E-LIBRARY ON STUDENTS ACADEMIC PERFORMANCE IN NIGERIA TERTIARY
CHAPTER TWO
REVIEW OF LITERATURE
INTRODUCTION
Our focus in this chapter is to critically examine relevant literatures that would assist in explaining the research problem and furthermore recognize the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps.
Precisely, the chapter will be considered in four sub-headings:
- Review of Related Literature
- Conceptual Framework
- Theoretical Framework
- Empirical Review
2.1 REVIEW OF RELATED LITERATURE
The global information revolution of the 20th century made manual systems of delivering information services in the libraries especially academic and research libraries mundane, clumsy and inefficient, though the era of total electronic or paperless libraries is yet a mirage. (Aguolu and Aguolu, 2002).The bulkiness, growth rate of information and difficulties positioned by updating of manually based systems makes it difficult for effective services in modern time. (Ikem and Ajala 2000). Librarians and information professionals are then challenged to create "information systems for the collection, organization, dissemination and preservation of information and new knowledge regardless of format" (Gbaje 2007). This new age of information offers possibilities for the future with information delivered in different formats limited only by the boundaries of our imaginations.
Therefore, as there is seemingly no option to the integration of ICT in library services especially in the academic libraries, many libraries all over the world started making attempts to embrace ICT in their services. Carr (2006) informed that some issues have affected the ideology, operations and services of academic libraries. These include forces of competition, advent of information in electronic form and the changes in users' expectations. The use of information resources in electronic form and application of internet became a way of life in 1980s and 1990s respectively. Invariably the focus of academic libraries moved from statistics of users visiting the libraries to providing the desired services beating space and time. There has been documentation on universities in Africa and beyond on the use of ICT for library operations and services. The use of ICT in African university libraries could be traced to 1970s though successful implementation was achieved from 1980s and was consolidated in the 1990s (Chisenga, 2004). Adeniran, (1997) reported the use of ICT in libraries in Botswana, Chuena (2001) revealed its use in University of North South African. Slam and Islam (2007) elaborated on the use of ICT in Bangladesh library which was pioneered by the International Centre for Diarrhoeal Diseases Research Library and the Agricultural Information Centre. ICT facilities used in universities in West African Sub-region was compiled by A Samoah-Hassan (2002). A summary of their findings revealed that not only did university libraries in Africa embrace ICT pretty late, the pace of its development remains slow though some remarkable progress has been made since the late 1990s.
National and regional information abound on the use of ICT in Nigerian university libraries. Kenneth Dike Library, University of Ibadan championed the use of ICT in library operation in 1975 when computerized serials catalogue was produced. In 1978 Union List of serials was produced, an initiative of Committee of University Librarians of Nigerian Universities (CULNU) (Ikem and Ajala 2000). Information on the adoption of ICT in all types of libraries in Nigeria has been documented by Akinyotu (1977), Ifebuzor, Inegbebor & Awaritefe (1977), Lawani, Azubike and Ibekwe (1992), a summary of their findings revealed that challenges of inadequate funding, shortage of ICT skilled staff, inadequate
telecommunications infrastructure and power supply as well as sustainability challenges trailed the totality of the entire literature.
An E-library or digital library refers to a library in which collections are stored in digital formats as opposed to print, microform, or other media and accessible by computers. Digital content may be stored locally, or accessed remotely via computer networks. A digital library is a type of information retrieval system. The library has long been perceived as a building with walls and filled with books for reading. Issa (2003) notes that librarianship as a profession came into existence to preserve and make widely accessible the records of human experience. The emergence of Information Technology (IT) has recreated the face of librarianship. IT has permeated evenly into our daily activities. Okerulu (2003) states that IT has created limitless opportunities for open access to information. Larnikanra (2003) describes the history of the Internet which "grew out of the ARPANET, a computer network developed by the Advanced Research Project Agency (ARPA) in the 1960s."
The term "e-library" refers to information accessed through the Internet. Unlike traditional libraries, e-libraries are not limited by location or time. Libraries have changed with the emergence and application of IT. They have assumed the role of educators, teaching users to find, evaluate, and use information both in the library and over electronic networks. As the use of e-library continues to soar, users are expected to develop information literacy skills. These skills, as Julien (2002) observes, will enable users to make efficient and effective use of information sources. Therefore, Information literacy is increasingly important (especially amongst students).
Academic libraries in Nigeria have been responding to the call of ICT (information and communication technology) by providing instruction in information literacy, described as "the ability to locate, manage, critically evaluate and use information for problem solving, research and decision making" (Orr, Appleton, and Wallin, 2001). In developing countries like Nigeria however, both IT and the use of the e-library are still at an embryonic stage. The limits of the tradition library and the increasing popularity of IT have caused the use of the e-library to grow rapidly. Although people need no longer go to a building for some kinds of information, they still need help to locate the information they want.
The resources of the University library are dynamic in nature and form aimed at accommodating the changes in medium of packaging, number and type of users served and dynamic programme areas. Mindfully that the Library serves a university of Technology Community which focus on Engineering, Science, Agriculture, Technology, Management Sciences and Health/Environmental Technology, resources are acquired to satisfy the academic, recreational and all round developmental needs of the undergraduates; postgraduates; faculty and non-teaching staff of the University. Thus books, periodicals, newspapers/magazines, maps, technical reports, patents, documents etc. could be acquired in both electronic and print forms through purchases, gifts, donations, exchange and deposits of all publications emanating from the University community.
2.2 CONCEPTUAL FRAMEWORK
E-Library
The term "e-library" is used synonymously with "digital library," "universal library", "future library," "virtual library," and "library without walls." It has been defined variously by different scholars and/or organizations, depending on their perception of the concept. Arms (2005) defines e-library as "managed collection of information, with association, services, where the information is stored in digital formats and accessible over a network." These two definitions recognize the need for the e-library to function over a network but the crucial part of the latter is that the information is managed. MacCall, Cleveland, and Gibson (1999) define e-library as collections of electronic knowledge resources developed and maintained in order to meet the totality of information needs for a given user population. Like the traditional library, the e-library is also targeted towards a particular group of users in term of its information dissemination.
Acting as a "quality guide," e-libraries "often follow certain guidelines for the selection of content in order to maintain a consistent collection of data" (Virtual Library 2007). They follow procedures to select the materials in their collections, to organize and make them available to users. Waters (1998) states that, "digital libraries are organizations that provide the resources, including the specialized staff, to select, structure, offer intellectual access to the Internet, distribute, preserve the integrity of, and ensure the persistence over time of collections of digital works so that they are readily and economically available for use by a defined community or set of communities." The Kentuckiana Digital library (2005) points out the academic significance of the e-library, recognizing the use of appropriate technology and defining it as "an organized collection of selected digital resources created to support scholarship, research and teaching." It states further that the use of appropriate technological standards by e-libraries will facilitate permanent access to the digital resources.
At the most basic level and central to the definitions is a collection of digital resources selected according to certain criteria and made accessible for retrieval over computer networks.
Types of E-Libraries and Resources
There are different types of e-libraries for the diverse information needs of the targeted group of users. Some are developed by groups or organizations, higher education institutions, research centers, national libraries, as well as public libraries. They include contents that are born digital and those that have been digitized (Digital Library, 2007). An e-library generally contains books, journals, opacs, webliographies (equivalent to a printed bibliography), letters, maps, dictionaries, encyclopedias, still and moving images, sound recordings, indexes, conference/seminar proceedings, theses/dissertations, abstracts and reviews, and handbooks. Traditional libraries have limited storage space, but e-libraries require very little physical space, which reduces the cost of maintaining an e-library.
ICT And The New Library
Libraries all over the world are beginning to be more interactive than passive. The coming of ICT into the library has completely changed the face of the library to more of a social networking centre. This is the only way you can attract young audience to use the library outside reading to pass examinations (Akinbulumo, 2008). A good number of public libraries in the developing countries now have restaurants, snacks shop and computer games for the young audience as well as the adults. The new innovation has shot up the number of young people that use the library or make the library their second home. This has also cut down on crime rates in some of the countries.
According to Onuoha (2008), the library at Loma Linda University in California has fully redesigned its reading spaces. They now have the quiet library reading area and the interactive areas. In the quiet reading areas you can hear a pin drop. The interactive reading areas are however different. They have the computer here for browsing. There is also a vending machine in that section. One can buy drinks and biscuits and take them in the interactive reading areas. This is so because the computer is interactive and when users go there they want to interact with others to ask for help on the system and other things. Some patrons actually spend all day working with computers. That is why the library makes provision for inter-personal interaction and something for the stomachs of those who want to spend time in the library.
Moreover, libraries are now going online in droves. According to Bertot(1998), approximately 72 percent of public libraries in the United States have some type of internet connection. Many patrons now go to those libraries solely for internet access. Therefore, in order to attract and retain such new patrons, libraries must provide a range of services that go along with internet access. The most important of these services is training. Ongoing support and training are essential. This training is necessary not only for patrons but also for staff. Due to increasing prevalence and popularity of information technologies, libraries must train both old and newly hired staff (Holland 1999).
At Joseph Ayo Babalola University, Ikeji-Arakeji in Osun State of Nigeria, for example, internet access always draws different categories of users from all over the university to the e-Library to do one thing or the other. The users include faculty members, administrative staff members, technical staff members and messengers. Staff and students use the resources on the internet to do their assignment and research. It is a common sight to see this category of users in the e-library with their laptops to download information from the internet. Technicians, clerks, and messengers who do not normally use the resources of other sections of the library such as reference and circulation sections meet at the e-library to send and receive messages from their friends and relatives at home and abroad via the e-mail. Others come to read newspapers electronically. This is apart from the physical newspapers like The Guardian and Nigerian Tribune which also normally attract different categories of users to the library on a daily basis since the year 2006 when the University was established. This is how the library serves as a unifying factor in the community.
E-Library: The Nigerian Tertiary Education Experience
Although the practice of Library services is still growing and a lot of improvement is required, Nigeria is making efforts to make e-libraries most acceptable to the public.
Over the years, old or traditional methods of reading or gathering information have been adopted by learners from far and wide in Nigeria, particularly in the educational sector; ranging from the classroom teacher – classroom student method of teaching and learning, textbook libraries, among others. But in recent times, the advent of Information and Communication Technology has brought great change to the Library services in all spheres, educational sector inclusive. The modern library is not only a collection of textbooks. It includes other sources like reference materials, books relating to school curriculum, general books not relating to a specific subject area, periodicals, newspapers, audio-visual materials, government publications and electronically stored and retrievable materials. These resources enable libraries to play a crucial role in the success of lifelong education of communities and society in general. It is a well known fact that education at certain levels goes beyond the normal teacher–student or classroom–student relationship. Students who really intend to acquire substantial knowledge must work independently in their search by using reference materials and other sources available in the library. Apart from being agents of educational change, libraries serve other purposes like economic, social, political and recreational changes because they contain the written history, culture and knowledge of the human race.
In Nigeria and other developing countries of Africa, government objectives include (a) life-long education for the citizens as the basis for the nation’s educational policy (b) emphasis on the use and improvement of modern educational techniques at all levels of the educational system (c) the structuring of education system to develop the practice of self learning (d)making the people to become actively literate and generally well-informed (e) the introduction of universal basic and compulsory education for all citizens. In this regard, the African Network Campaign for Education for All (ANCEFA) stresses the need for serious focus on and investment in formal education and non-formal education like adult literacy programmes and youth training centres to tackle the literacy crisis (Olanrewaju 2009). These objectives can be easily achieved with the aid of well-stocked and equipped libraries in primary, secondary and tertiary institutions in addition to the maintenance of public, rural and mobile libraries across the country. Without doubt, we would denote that the library is to play a very important role in achieving this objectives.
Several authors have written on the importance of improving school library services (i.e. upgrading from the traditional forms of library services to digialized libraries) and their roles in providing life long education for students in secondary schools and tertiary institutions. Ogunsheye (1966), Fadero (1968), Dean (1969). Sinnette (1969), Akinyotu (1971), Adediran (1971) and Olanlokun (1976) have, among other things, called on institutions like library schools, universities and ministries of education to come to the aid of school libraries to enable them to improve on their services. The authors mentioned above have acknowledged school libraries as an integral part of the school and a teaching aid in supporting the educational programme (Olaosun 1978). Similarly, Abolaji (1981) emphasized the roles of a school library or media resource centre in making the teaching and learning of history more lively and interesting to both the teacher and the pupils. He noted that certain materials which are not within the reach of both the teacher and the pupils, for reasons of cost and availability, should be provided by the library.
Some university libraries in Nigeria have taken certain steps to bring together different sections of their communities. The first is the establishment of Leisure Reading Collection (LRC). Two universities did this several years ago. In 1967 the University of Ife Library (now called Hezekiah Oluwasanmi Library, Obafemi Awolowo University, Ile-Ife) established an LRC. The idea was copied from the University of Ibadan where such a collection existed.
The collection covered all subject areas like history, biography, science, religion and philosophy. Current fiction and drama predominated. At Ibadan students who wished to read books outside their degree programmes for purposes of information and pleasure used the collection a great deal. More importantly, wives of staff, mainly expatriates, borrowed immensely from the collection. At Ife, the same principle and similar objectives informed the introduction of the collection (Dipeolu, 2002). The point to emphasize here is that, with the LRC, the two universities extended their services beyond the staff and students, whom they were primarily established to serve, to wives of staff, who were neither students nor staff themselves but members of the university communities. By so doing the libraries also inculcated the reading and library use habit in those patrons. They also developed in the patrons effective library use by teaching them the skills and techniques of using a collection of this kind as a basis for library use in later life. At Joseph Ayo Babalola University, Ikeji-Arakeji, in Osun State, two of the resources of the library always bring patrons from different sections of the community together. The first is the e-library, which we shall discuss more about later. The second is the Reprographic Section. Members of the Ikeji-Arakeji community use this resource a great deal.
E-library: A Weapon of Quality Education
The main purpose of a university library is to support the university in areas of learning, teaching and research. The library is regarded as the “heart” of any academic institution, particularly, the university. Hence, to a large extent, the quality of a university is measured by the services provided by the library because of its unique contributions in the over-all goals of the university. For a university to perform its myriad of functions, its library collections must not only have quality and current books/journals, but also modern information sources in electronic formats, such as e-books, e-journals, internet etc. Besides available information sources in a university library, such information sources must be easily accessed and retrieved by potential users. Consequently, the demand for effective use of library resources in university libraries calls for the need to ensure that students have effective and efficient access to these resources. The
questions that arise are: how can Nigerian University Libraries ensure that students know how to use their library resources effectively? How do students’ expectations change with the advent of modern information technologies?
Furthermore, do students know how to search, identify, locate and select, and use library resources relevant to their learning? In providing library/information services to the students,
it is imperative for the librarians to know the information needs and seeking behaviour of students, their search skills and satisfaction levels in using library resources. Ocheibi (2003) argues that information is a key resource that can bring about change and improvement in students academic achievement. Aguolu (1982) reveals that the Nigerian University Librarians seems to be preoccupied with basic library duties like acquisition, processing and preservation without giving the proper services on how to use the library by the students for their learning/research. Although Unomah (1987) explores the problems facing user education to include: scarcity of funds, lack of professional librarians, lack of faculty cooperation, students’ inability to use the resources of the library, over emphasis on bibliographic instruction, and poor integration of user education course period. These problems if attended to may probably meet the students’ expectations which will help them to become more effective in using the library resources for their successful university education. Osinulu (1998) examines patterns of use in a university library in Nigeria by analyzing user records and data, which show low use of the library due to lack of awareness.
The author recommends library reference and instruction, publication of users’ guides, and teaching library use in the general studies programme. Ampka’s (2000) study on the use of University of Maiduguri Library found out that majority of students did not use the library effectively due to lack of interest on the use of library catalogues. Ugah (2007) evaluated the use of University libraries with particular reference to Michael Okpara University of Agriculture, Umudike, Nigeria and found out that both students and staff use the library, although students constitute the majority of the users. The findings also showed that nearly three quarters of users browse the shelves to locate materials, which shows their inability to use the library catalogue. He recommended intensive library orientation on the use of the catalogue as an effective tool for information retrieval. Oyesiku and Oduwele (2004) focus on academic library use. The investigation reveals that the students used the library mostly during examinations and to do class assignments. The study further revealed that collections were inadequate to meet users’ demands. The study recommends acquisition of current materials and proper organization of such materials for effective information retrieval.
PROBLEMS FACING E-LIBRARY IN NIGERIA
Basic functions of Universities in Nigeria include teaching, research, and community service. Ifidon and Okoli (2002) noted that universities now have additional functions:
• pursuit, promotion, and dissemination of knowledge;
• provision of intellectual leadership;
• manpower development;
• promotion of social and economic modernisation;
• promotion of intra- and inter-continental and international understanding.
From these functions, university libraries have derived their objectives to include:
• provision of materials for undergraduate instruction, term papers, and projects, as well as for supplementary reading;
• provision of materials in support of faculty, external and collaborative research;
• provision of expensive standard works, especially in the professional disciplines;
• provision of materials for personal development;
• provision of specialised information on the region within which the university is situated;
• cooperation with other academic libraries with a view to developing a network of academic library resources that are at the disposal of all scholars.
With these as the propelling force, majority of libraries of Nigerian universities are built to be the epitome of excellence in university education in Nigeria. However, in these days of information and communication technology, digital libraries and E-learning, library operations in most of Nigerian Universities are still largely manual. The basic library routines of acquisitions, information processing, storage and retrieval of information, and circulation are still manually performed. This is likely to remain so for a long time come as some universities might not be able to cope with the challenges attached to E-library. University library computerization in Nigeria has been in the pipeline since the 1970s, although concerted efforts began in the late 1990s. In 1970, Iya Abubakar delivered a lecture in a meeting of the Nigerian Library Association (NLA), the national association that is equivalent to the American Library Association (ALA). The theme of the lecture was the library and the computer. Abolaji (2000), states that significant and widespread efforts at computerizing library services started in the 1990s. Major efforts at computerization were stalled by the supposed lack of funds and expertise.
In 1989, the World Bank provided funds to 30 federal universities in Nigeria for the acquisition of books, journals, and equipment (including computers), to encourage those universities to open their doors to information and communications technology. Unfortunately, no significant efforts were recorded in the computerization of library services.
Library Automation and Computerization
Universities libraries in Nigeria are realizing the need to move from their isolated past into integrated systems and networked operations. As Khalid (2000) observes, "networked and integrated functions draw on the experiences of the evolution of libraries in developed countries." Academic libraries in Nigeria are trying their best to catch up with their counterparts in the developed world. University library automation in Nigeria, which started in the late 1980s, are at various stages of automation of library services. The Federal Government of Nigeria through the National Universities Commission (NUC), which supervises all the universities and disburses funds to all the federal universities in Nigeria, introduced projects aimed at computerizing university services across the country. They initiated Management Information Systems (MIS) and started the Nigerian Universities Network (NUNET) project. NUNET was aimed at developing a viable local and wide area network in each institution. This was followed by the National Virtual (Digital) Library Project. The mission was "to provide, in an equitable and cost effective manner, enhanced access to national and international library and information resources and for sharing locally-available resources with libraries all over the world using digital technology." The major objectives of the Virtual/Digital Library Project is:
• to improve the quality of teaching and research in institutions of higher learning in Nigeria through the provision of current books, journals and other library resources;
• to enhance access to academic libraries serving the education community in Nigeria to global library and information resources;
• to enhance scholarship, research, and lifelong learning through the establishment of permanent access to shared digital archival collections;
• to provide guidance for academic libraries on applying appropriate technologies used in the production of digital library resources; and
• to advance the use and usability of a globally-distributed network of library resources.
This project was designed to be carried out in five phases. The delivery of the Virtual Library was earmarked to be through the Internet, CD-ROM, and Wide Area Network (WAN). This laudable project has remained on paper for several years. Three years ago, the federal government came out with a policy on library automation in academic libraries. The policy provided for university libraries to be linked with other renowned academic libraries across the globe to provide unlimited access to print and electronic materials. So far this has also remained on paper.
Challenges of Library Computerization
Computerization, especially in the developing countries, is fraught with challenges. This is also the case with Nigerian Universities Libraries.
WAN/LAN
To a large extent, the existence of a University Wide Area Network (WAN) and a Local Area Network (LAN) within the library determines the success of computerization of library services. This is a major challenge to many universities in Nigeria. There is no reliable LAN in most universities. Where this exists, it is achieved through surface cabling which exposes the cables to the effects of fire, storm, vandalization etc.
Computer Literacy/Education
Many of the staff of university libraries are not computer literate. This is a great setback in computerization. Many of the staff are reluctant to jettison their old mindset which resists change. Many are conservative and traditional, and suffer computer phobia. Research results show that, although the use of electronic information increases job satisfaction, confidence, and the effectiveness of librarians in their work, lack of technical expertise can be very frustrating to the librarians (Edward, et al, 1995). There is also a lack of technical support. Only one librarian is formally trained to initiate, develop, implement, and maintain computerized applications in the entire university library system. Those who had been trained gain only limited, or no access, to the packages in which they had been trained. Inquisitive users with IT skills cause serious dissatisfaction to the library staff (Bii and Wanyama, 2001).
Poor State of Power Generation
Regular power generation remains a problem in Nigeria. Frequent power outages constitute a serious bottleneck to automation. The cost of running generating plants is prohibitive, hence a major set back to E-library acquisition.
Poor Maintenance and Update Culture
There is a poor maintenance culture in Nigeria. Universities, particularly the first generation, have very poor maintenance. The size and complexity of the task have almost completely eroded maintenance in Nigerian Universities. This erosion is manifested in the frequent computer and network breakdowns and/or failures. To handle the growth of the library database and ensure fast data entry, retrieval, and inquiry, there is need for regular and consistent upgrade of computer facilities.
Poor Funding of Library Services
Poor funding is a major challenge to libraries in Nigeria. Academic libraries in Nigeria derive their funds from the government. Although the federal budget provision has moved from 5% of the approved recurrent budget for library development to 10%, the budget of many academic libraries continues to dwindle. A high rate of inflation, low and unpredictable national income, the effects of global economic depression, and local currency devaluation continue to water down whatever budgetary provision is made for academic libraries in Nigeria. Many academic libraries in Nigeria have not initiated viable income-generating strategies to supplement government funding, hence, responsibility for slow upgrading of traditional libraries to digital libraries
Getting Used to ALICE
The lack of IT skills and the slow process of automation mean that the library staff will take a very long time to become very familiar with the ALICE package. If the library staff find it difficult to get comfortable, the situation is worse for library users, who depend so much on the library staff for orientation and user instruction. Unfortunately, the library orientation programme and the entire user education package do not fully address IT skills.
Poor Funding of Library Services
Poor funding is a major challenge to libraries in Nigeria. Academic libraries in Nigeria derive their funds from the government. Although the federal budget provision has moved from 5% of the approved recurrent budget for library development to 10%, the budget of many academic libraries continues to dwindle. A high rate of inflation, low and unpredictable national income, the effects of global economic depression, and local currency devaluation continue to water down whatever budgetary provision is made for academic libraries in Nigeria. Many academic libraries in Nigeria have not initiated viable income-generating strategies to supplement government funding.
Education and Training
Most staff in academic libraries in Nigeria were trained in traditional librarianship. They are finding it difficult to cope with the requirements of the electronic age. Staff training and retraining have not been given a pride of place. Kashim Ibrahim Library has initiated computer literacy training for all staff, which has had a lukewarm reception. This attitude is a great deterrent to the computerization of library services.
From the foregoing discussion, we can see how libraries (especially digital one) can serve as a melting-pot for the divergent social, political, cultural and religious interests in the society. But in order to maintain this achievement, the library must continue to provide good services to the student, the researcher, the pleasure-seeker etc. At the same time, it must continue to embrace the large segment of the population it has often missed—those who are far-removed from the library premises, the shut-ins and the disadvantaged. Towards this end, traditional services should be neglected as the digital libraries, embraced.
Modern libraries with research tools and well trained and motivated teachers make up schools that produce high-quality graduates. The more good books one reads the more enlightened and exposed one becomes. The political leaders should stop lamenting over the nation’s ‘poor reading culture’ or habits, the waning ‘standards of education’, and the associated ‘dwindling literacy rate’ (Dike, 2009) and treat the problems facing the education sector with the seriousness and sensitivity they deserve. The federal government’s recent pact with ASUU is merely to bandage the problems in the sector because it requires a heavy investment to revamp the system. Therefore, without an enduring and effective policy intervention the nation’s education will continue to drift to theedge of impossibility. Moposiola, 2010 opined that university libraries can do more than expected especially in the field of education and enlightenment.
From the foregoing, the paper strongly recommends aggressive user education and computerization of the library as well as acquisition of current information resources for proper and effective services.
2.3 THEORETICAL FRAMEWORK
Ranganathan’s Laws of 1931
Ranganathan’s Laws of 1931 is also known as Ranganathan’s Laws of Library Science. Dr. S.R. Ranganathan was the father of library science in India who propounded the five laws of library science in 1931. These laws state that, books are for use, every reader his book, every book its reader, save the time of the reader, and a library is a growing organism. Some reviewed literature revealed that information centres face the problem of underused information resources as well as the challenges of implementing Information Communication Technology (ICT) to their services for effective dissemination and utilization of e-resources too; open access resources are not an exception. Ranganathan's philosophy is relevant and accepted as a way to overcome these problems as mentioned above and more. The answer comes in the application of his Five Laws of Library Science which are: books are for use,every reader his book,every book its reader,save the time of the reader, and a library is a growing organism.The Five Laws of Library Science formulated by Ranganathanrevolve around the user or are user-centered, thus emphasizing the service nature of the profession. However, the primary interest of this study is on the awareness and utilization of open access resources in libraries of private universities by postgraduate students in Nigeria, therefore, the theoretical framework of this research is in consensus with the theory of the Five Laws of Library Science formulated by Ranganathan.
The first law, “books are for use” implies that information resources in a library system are for utilization. The first law constitutes the basis for the library services. Ranganathan observed that books were often chained to prevent their removal and that the emphasis was on storage and preservation rather than use. He did not reject the notion that preservation and storage were important, but he asserted that the purpose of such activities was to promote the use of them. Without the use of materials, there is little value on the item. By emphasizing use, Ranganathan refocused the attention of the field to access-related issues, such as the library's location, loan policies, hours and days of operation, as well as library furniture and the quality of staffing. The implication of the first law of library science as related to open access is the emphasis on the optimum uses of open access resources by means of accessibility because without proper access to available resources even though one is aware of them, optimum utilization of these resources is most likely to fail. The tools for this accessibility are functional computer systems, constant power supply, good Internet facilities, professional helping hands on how to use open access resources and services are all important.
The second law, “Every person his or her book” suggests that every member of the community should be able to obtain materials needed. Ranganathan felt that all individuals from all social environments were entitled to library service, and that the basis of library use was education, to which all were entitled. These entitlements were not without some important obligations for both libraries/librarians and library patrons. Librarians should have excellent first-hand knowledge of the people to be served. Collections should meet the special interests of the community, and libraries should promote and advertise their services extensively to attract a wide range of readers. In the same vein, it will be a plus to the library when custodians of knowledge (librarians) have good understanding of open access resources because open access resources in their entirety, have the ability to meet the users information need irrespective of user’s discipline. Vast information, numerous articles, huge number of journals and e-books on immeasurable disciplines of different authors all over the world are accommodated in Open Access Initiative and these are able to meet the craving needs of library users.
The principle of the third law, “Every book its reader” is closely related to the second law but it focuses on the item itself, suggesting that each item in a library has an individual or individuals who would find that item useful. Ranganathan argued that the library could devise many methods to ensure that each item finds its appropriate reader. Librarians and educators can build a comprehensive syllabus on user education methods that are effective and efficient for the promotion and advocacy of open access resources. This will in turn improve library patronage and use, hence, increase the quality of teaching, learning, and research. Open Access could be taught as a course or part of General Studies (GST) in the university and every student made to offer it as part of his/her required course. At the end of the day, this will enable each student to appreciate the Open Access Initiative by knowing how and where to access open access resources that are relevant to his/her information needs.
The fourth law, “Save the time of the reader” is identification that part of the brilliance of library service is its ability to meet the needs of the library user efficiently. To this end, Ranganathan recommended the use of appropriate business methods to improve library management. He observed that centralizing the library collection in one location provided distinct advantages. He also noted that excellent staff would not only include those who possess strong reference skills, but also strong technical skills in cataloguing, cross-referencing, ordering, accessioning, and the circulation of materials. However with ICT, library activities like referencing and technical activities are easily carried out thus making library services efficient and effective. However, open access cannot exist on its own without ICT, therefore, when librarians and clienteles choose to adapt and apply modern technology which is ICT, in gathering, storing, retrieving, processing, analyzing and transmitting information; it will not only improve library services but also help save the users’ precious time. The Open Software is a database hosting open access resources online and it is very easy to manipulate hence, accessing, retrieving, processing, storing and disseminating information is done quicker and easier with distance not being a barrier. Resources placed on an Open Software online can be accessed from anywhere, anyplace and anytime, as long as there is Internet connectivity. Nevertheless, an Intranet provision can be made to enable resources on an Institutional Repository accessible locally within the campus without necessarily being in the library physically.
The fifth law, “The library is a growing organism” focused more on the need for internal change than on changes in the environment itself. He argued that library organizations must accommodate growth in staff, the physical collection, and patron use. This involved allowing for growth in the physical building, reading areas, shelving, and in space for the catalogue. Conversely, advances in ICT have progressively reduced the costs of managing information. It enables individuals and organizations to undertake information related tasks much more efficiently. Such advances have equally introduced innovations in products, processes and organizational structures. Hence, with open access, a huge collection of a library can be accommodated electronically either via the Internet or Intranet using a local server thereby saving immense space that would have been occupied by large reading carrels, shelves and hard (print) copies of reading materials. Although, open access does not advocate the eradication of traditional library but rather saying that, even when users outgrow the available physical space in the library, Open Access Initiative can be helpful when users connect to Wi-Fi from accessible points like classrooms, offices, laboratories, lecture theatres, cyber cafés, and even from hostels to navigate the net for information resources in Open Software. Librarians are expected to play a leadership role in navigating the web for literature thus they require to be adequately trained in the use of Word processing and Internet application. They should also acquire adequate skills in digitization and also training from time to time on current ICT technology and applications.
Wilson’s 1981 Model of Information Seeking Behaviour
Wilson Model of Information-seeking behaviour was propounded in 1981 by Prof. T.D. Wilson. Wilson’s model is not derived from any theory proposed by other writers but from analysis of human information behaviour. Wilson's model of 1981 is based upon two main propositions. First is that information need is not a primary need but a secondary need that arises out of needs of a more basic kind. Secondly, in the effort to discover information to satisfy a need, the inquirer is likely to meet with barriers of different kinds. Hence, the preceding second proposition has been reviewed to suit this study. Drawing upon definitions in psychology, Wilson proposes that the basic needs can be defined as physiological, cognitive or affective. He goes on to note that the context of any one of these needs may be the person, or the role demands of the person's work or life, or the environments (political, economic, technological, etc.) within which that life or work takes place. He then advocates that the barriers that impede the search for information will arise out of the same set of contexts or environments. In essence, there are obstacles within an information system (library) that can hamper maximal utilization of information resources such as unfavorable reading environment, wrong classification of materials, wrong catalogue cards, to mention but a few,; so also unawareness of the existence of any information resources and other variables like poor ICT, epileptic power supply, poor Internet connectivity, can hamper accessibility and utilization of online information (open access resources). These obstacles need to be surmounted for the said information to be obtained for optimal utilization.
Wilson's model is clearly what may be described as a macro-model or a model of the gross information-seeking behaviour and it suggests how information needs arise and what may prevent and by implication aid the actual search for information.
Therefore, from the preceding as related to this present study, the level of ignorance or awareness of the existence of open access resources which a user has will determine the extent of utilization of the resources. The model can also be said to be applicable to this study because it aligns with the fact that states that the barriers that impede the search for information will arise out of the same information environment. This means that, those elements that are likely to hamper the maximal use of open access resources (which are also online resources) are inevitable components of Information and Communication Technology such as: the Internet, computer systems and electricity. This also means that disrupt in any of these components is likely to hamper the maximal utilization of open access resources. Hence, research based models like this is said to be relevant because it can consolidate knowledge in a domain as well as explain and integrate seeming disparate areas of knowledge. It can also be used to guide tool development as well as validate findings, direct research into new directions and contribute to the theoretical base of a domain like this present study.
2.4 EMPIRICAL REVIEW
Ankrah & Atuase (2018) conducted a study on the use of electronic resources by postgraduate students of University of Cape Coast. The main purpose of this study was to examine the use of electronic resources by postgraduate students of the University of Cape Coast, and with a view of giving recommendations based on findings. The major objectives of the study are: (1) To determine postgraduate students’ awareness of electronic resources in the library.
(2) To find out the frequency of usage of e-resources by students.
(3) To determine the computer literacy level of postgraduate students. And (4) To identify the likely problems in the utilization of electronic resources by postgraduate students. The cross-sectional survey design was used for the study. The objectives of the study as depicted by the research questions guided the choice of questionnaire as the sole data collection instrument for the study. total population for this study was 915 postgraduate. a sample size of 275 which is 30% of 915 postgraduate students was attained. Simple random sampling was used to sample the respondents. Quantitative analysis including frequencies, percentages, tables and charts were used as data analysis technigue. The findings revealed that most of the postgraduate students were aware of the eresources in the library. The findings of this study also revealed that most postgraduate students rather preferred to access information from Google scholar, and other web based databases more frequently than the databases in the library. The respondents identified poor internet connection as the most significant constrained for ineffective access to e-resources. 183(72.6%) respondents were of the view that poor internet connectivity was the major challenge they faced in accessing e-resources. Another 173(68.7%) confirmed that power outages in the library was a limitation they encountered in accessing electronic resources. In addition, 165(65.5%) claimed insufficient skills hindered their ability to access e-resources while 157(62.3%) respondents indicated that they could not access e-resources effectively due to limited subscribed titles. A total of 143(56.7%) respondents said they did not have effective access to e-resources in the library because of inadequate computers. Also, 32(12.7%) of them perceived that overload of e-resources was a challenge. Further, other postgraduate students stated other limitations such as passwords and user names on the e-databases of the library and the absence of research centre for postgraduate students as hindrance for effective access of e-resources. In order to alleviate these challenges to ensure maximum use of e-resources, library management should put in place mechanisms to ensure that e-resources are fully accessed and utilized by users. The reviewed study is different from the present study in that, the reviewed study uses postgraduate students as the population while the present study uses all category of students who are registered members of the library. In the reviewed study the geographical coverage 21 (Cape coast) is different from the current study which has been conducted in Makurdi (Benue state. Similarly, Edem & Egbe (2016) examined the extent of availability and utilization of electronic resources by postgraduate (PG) students in the University of Calabar (UNICAL) Library. Five research questions and a single hypothesis were formulated to guide the study. Descriptive survey was adopted and the population of the study was two thousand, seven hundred and twenty six (2,726), while a sample of four hundred (400) postgraduate library users were selected through stratified sampling; two hundred postgraduate student each from Faculty of Education and Faculty of Science. Questionnaire was the main instrument used for data collection. Data collected were analysed using descriptive statistics such as simple percentages and frequency count. Pearson Correlation Coefficient (r) was the statistical analysis technique adopted to test the hypothesis under study at 0.05 level of significance. Three hundred and eighty two dully filled questionnaires were received, giving an overall response rate of 95.5 per cent. The result of the analysis revealed that electronic resources were available in Unical Library and Postgraduate students utilized them. To a great extent, electronic resources were available in the University of Calabar Library. The University Library had e-journals, e-books and access to databases and Internet resources. Databases that were accessible as at the time of this research were: Science Direct, Nigerian Virtual Library, HINARI, OARE, AJOL, SAGEOPEN, and TEEAL. Majority of postgraduate students in the University of Calabar often made use of the electronic resources in the University Library. However, online databases were underutilized. Electronic journals were the most often used electronic resources by postgraduate students. The problems postgraduate students encountered while accessing and using electronic resources were: lack of computer skills, slow network, inconsistent internet connectivity, power outage and mass of irrelevant information. However, online databases were underutilized. The University Library had e-journals, ebooks and access to databases and Internet resources. Ejournals were the most often used electronic resources. Lack of computer skills, slow network, inconsistent internet connectivity, power outage and irrelevant electronic information resources were the problems postgraduate students encountered while accessing and using electronic resources in Unical Library. Based on the findings, the following recommendations were made: adequate budgetary allocation should be given to the University Library for subscription to online databases and acquisition of electronic books, more relevant open access databases should be made accessible to users, creation of awareness on the available electronic resources in Unical Library, installation of inverter and battery system in the Electronic Library, and organising users education for better use of electronic resources in Unical Library. The reviewed study is different from the present study in the sense that, the present study does not make use of hypothesis while in the reviewed study, hypothesis was formulated and pearson correlation coefficient was used as the statistical analysis in testing the hypothesis. Though they are similarities that existed between the reviewed study and the current. This is because both studies uses questionnaire as instrument for data collection. Both make use of registered members of the library. Both the reviewed and the current studies make use of survey as research design. Both studies also uses descriptive statistics such as simple percentages, fequency count and mean for data analysis. 22 Moreso, Ibrahim (2006) investigated the availability, accessibility and use of electronic information resources and services in MTN Universities connect in Nigerian Universities. Six research questions and four null hypotheses were formulated and tested with respect to the type of electronic information resources and services; extent of use of electronic information resources and services and purpose of use of electronic information resources and services in MTN Universities Connect in Nigerian Universities. Survey research design was adopted for this study. A total number of 273 registered library customers from the 4 MTN Net libraries in Nigerian Universities were drawn as sample size. A questionnaire was used to collect data for this study. The data collected were presented and analyzed using Frequency distribution tables, percentages and histograms. While the hypotheses, were tested using T-test and Pearson Product Moment Correlation Coefficient (PPMC). The study found among others that Sabinet online reference database; Ebscohost reference database, Nation Academic press databases, Virtual Libraries online, Science Direct online, E-books online Libraries, Linguistics Database online, Guternberg online Library, Free Library online, Google Search Engine and E-newspaper were the electronic information resources available in the 2 MTN libraries studied. Also, it was found that Email Services, WWW Services, Databases Services and Printing Services were the electronic information services available in the 2 MTN libraries studied. SABINET online reference database, EBSCOHOST, JSTOR, Nation Academic press database, Virtual Libraries Online, Free Library Online, Google Search Engine and E-newspapers were the type of electronic information resources that are highly accessible with the highest frequencies of over 60% response scores in the two MTN Universities Connect Libraries studied. There is no significant difference between the ABU and UNIBEN MTN Universities connect libraries customers in the type of electronic information resources and services they preferred most. The study concluded that electronic information resources are vital and are the backbone of any dynamic collection, most of the electronic information resources such are full text databases, electronic books are not publicly available free of charge and they are expensive, and they offer creative possibilities for expanding access as well as changing learning behaviour and academic research in Universities. Lastly, management of the MTN Universities Connect Libraries should ensure that all hick ups such as power outages, denial of access, network fluctuations and system breakdowns are minimized in order to promote access and use of the electronic information resources and services in the libraries. Both the reviewed and current studies make use of registered library users. Both uses the same method of data collection which questionnaire. Survey research design was adopted for both studies. Also, Ani, Ngulube & Onyancha (2014) conducted a study on the effect of accessibility and utilization of electronic resources on productivity of academic staff in Nigerian universities. A survey method was used in the study, with a questionnaire as the instrument for data collection. Responses from 324 academic staff out of 586 that were surveyed were used for data analysis. Correlation analysis showed that, there was a positive correlation between accessibility and utilization of electronic resources on productivity of respondents in the survey (r=0.135; p=0.015). This implies that increase in access and use of e-resources will lead to increase in productivity among respondents at the surveyed universities. Similar result was obtained when the hypothesis was tested at international level with r=0.158 and p=0.004. In other words, respondents that access and use eresources in research frequently publish more articles in 23 international journals than those who do not. It was recommended that, in view of the observed positive impact of e-resources on productivity in the survey; university managements, university librarians, National Universities Commission (NUC) and other stakeholders in Nigerian universities should intensify the process of effective information and communication technology (ICT) diffusion and provision of relevant e-resources in Nigerian universities towards qualitative research. This will also make academic staff in Nigerian universities to be globally competitive for journal space in international journals, and thus bridge the productivity gap between Nigeria and developed countries. The reviewed study make use of academic staff as the study population while the current study uses registered users of the library. The reviewed study tested hypothesis while the present study does not. Adeleke & Nwalo (2017) also conducted a study on availability, use and constraints to use of electronic information resources by postgraduate students at the university of Ibadan, Nigeria. The study adopted a descriptive survey design. Samples of 300 of postgraduate students within seven out 13 Faculties were randomly selected. Data were collected using questionnaire designed to elicit response from respondents and data were analyzed using descriptive statistics methods of percentages, mean, and standard deviation. Results indicated that internet was ranked most available and used in the university. Low level of usage of electronic resources, in particular, full texts data bases is linked to a number of constraints: Interrupted power supply was ranked highest among other factors as speed and capacity of computers, retrieval of records with high recall and low precision, retrieving records relevant to information need, lack of knowledge of search techniques to retrieve information effectively, non possession of requisite IT skills and problems accessing the internet. The study recommended that usage of electronic resources be made compulsory, intensifying awareness campaigns concerning the availability, training on use of electronic resources and the problem of power outage be addressed. The reviewed study adopted descriptive survey design which is the same with the current study. Both studies uses descriptive statistical method of percentages and mean. In as much as they are similarities in both the reviewed and present studies, they are exist some difference in the studies. This can be seem in the geographical location used, the population used, as well as the type of research design adopted for both studies. Furthermore, Amankwah (2014) investigated use of electronic resources by undergraduate students of the Ghana Institute of Management and Public Administration (GIMPA) to find out if students utilize electronic resources. It specifically targeted the level 300 students of GIMPA. Awareness, usage, training, access, usefulness and importance and problems of use were explored. A survey method was employed and structured questionnaire were utilized to solicit data for the study. The findings revealed that, though students are aware of electronic resources, they do not fully utilize them to support their academic pursuit due to poor level of information literacy skills. However, few students had not participated at all in information literacy skills training organized by the library. Results from the study also showed that, significant number of students do access electronic resources when on campus and off campus and mostly used electronic devices such as laptops, ipad, desktop computers, and mobile phones. The findings indicated that students used the electronic resources to: complete assignments, write project work, to update lessons notes, for research, and up-date themselves on new information in their fields of study. Some of the major problems respondents indicated 24 using electronic resources includes: inadequate computers in the library, poor internet connectivity, power outages, insufficient search skills, etc. In conclusion, the use of electronic resources in GIMPA has enhanced research, teaching and learning. This implies the need to plan and develop strategies for effective and efficient use of Information and Communication Technology infrastructure for the utilization of electronic resources to support academic study in GIMPA. Lefuna (2017) also conducted a survey regarding access to and use of electronic information resources in academic libraries of the Lesotho Library Consortium (LELICO). Survey research design was adopted. The study adopted the post-positivists paradigm and mixed methods were used; that is, qualitative and quantitative approaches. The self-administered questionnaires and semi structured interview method was used as instrument for data collection. To analyse quantitative data, the SPSS Version 20.0 was used, while qualitative data was analysed by sorting, classifying and arranging data which were examined in relation to combined thematic content analysis. It was established that the type of e-resources accessed and used by academic libraries of LELICO included: e-mail, search engines, websites, Online Public Access Catalogue (OPAC), e-journals, full-text databases, reference databases, institutional repositories (IRs) and Compact Disc-Read Only Memories (CD-ROMs). The study established that e-resources which were accessed and used mostly were e-mail, search engines and websites, followed by the OPAC, e-journals, full-text databases, IRs, reference databases. The study further found that main uses of e-resources were for communication, to support teaching and learning activities, such as professional research, assignments and lecture requirements. The findings showed that awareness of e-resources was mainly through formal engagement, such as library orientation and through informal engagement such as colleagues. The following strategies were in place: IRs, Open Access (OA), Information Literacy (IL) programme as well as library orientation sessions to improve on the access to and use of e-resources. It has been further revealed that challenges such as budget cuts, low internet bandwidth, lack of up-to-date Information Technology (IT) infrastructure, inadequate searching skills, shortage of staff and high cost of subscription fees posed many of the threats to access to and use of e-resources in the institutions libraries. The findings revealed lack of guidelines and e-resources collection development policies. The study concluded that access to and use of electronic information resources in the academic libraries were influenced by how e-resources were accessed, systems in place, effectiveness of the consortium, challenges facing libraries and strategies in place. The study recommended the establishment of e-collection development policies, guidelines and procedures for budget allocation, conducting of needs assessment to selection, collections maintenance, evaluation and resource sharing formulated to be implemented to enhance the efficient management of e-resource collection by providing selection procedures, requirements, standards and specifications in terms of Information and Communication Technologies(ICTs) infrastructure, equipment and human resource recruitment. The findings of the study influenced the formulation of e-resources collection development policies in academic libraries of the LELICO. The reviewed study uses survey research design which is the same research design used in the current study. Both studies uses questionnaire as data collection instrument. Although, they are difference that existed between the reviewed study and the present study. 25 The reviewed study make use of semi structured interviewed method which is not applicable in the present study. The geographical setting of both studies differs.