ABSTRACT
This
research was on ascertaining the extent of availability and use of electronic
information resources (EIR) and service delivery in university libraries. The
research was geared towards determining the extent of which EIR is available in
university libraries and also the extent at which they are used for service
delivery. In conducting this research the survey research method was adopted.
Interestingly, out of the two hundred and fifty eight (258) professional
librarians in seventeen(17) universities in south-south Nigeria that made up
the population for the study, only two hundred and twenty-three (223)
professional librarians from eleven (11)university libraries were sampled and
used for the research using purposive sampling technique. Questionnaire and the
Observation checklist data collection instruments were used to the research.
Descriptive statistical method of mean and standard deviation was used to
analyze the research questions, while inferential statistical method of z-test
was used to analyze the formulated hypothesis. The research instruments were
personally administered and retrieved by the researcher. Response rate was high
as one hundred and seventy-three (173) data collection tool was returned and
found useable. Findings revealed that electronic information resources are
available in university libraries. Furthermore, findings showed that these
available EIR are not adequately applied to the services being rendered by
librarians to their patrons. Similarly, the research findings showed that EIR
availability and use in university libraries influence library services.
Furthermore, it was revealed that male and female (librarians) could use EIR
for service delivery in libraries, this is as hypothesis one (1) was accepted
because the calculated z. 0.34 was less than (<) z. critical or significant
value of .73. In addition, hypothesis
two (2) was rejected, meaning that the working experience of a librarian is a
determining factor in handling the challenges to EIR availability and use in
libraries; this is so as the calculated z. 3.12 is greater than (>) z.
critical of .002. The research was able to prove that accuracy in information
service delivery, independence of library users and speed in service delivery
are perceived benefits of EIR availability and use in libraries. However, the
research recommended among others that library management should constantly
sensitize institutional heads and management, i.e Vice- chancellors, Deans,
Provost, Bursars, Registrars etc on the need for the acquisition of EIR,
training and re-training of library staff in line with modern day library
activities and functions etc.
TABLE OF CONTENTS
Contents Page
No
Title Page – – – – – – – – i
Approval Page – – – – – – – – ii
Certification Page – – – – – – iii
Dedication Page – – – – – – iv
Acknowledgments Page – – – – – – v
Abstract Page – – – – – – – vi
Table of Contents – – – – – – vii
List of Tables – – – – – – – x
CHAPTER ONE: INTRODUCTION
Background to the Study – – – – 1
Statement of the Problem – – – – – – 9
Purpose of the study – – – – – – 10
Research Questions – – – – – – 11
Research Hypotheses – – – – – – 11
Significance of the Study – – – – – – 11
Scope of the study – – – – – – – 13
CHAPTER TWO: REVIEW
OF LITERATURE
Conceptual Framework – – – – – – 14
– Concept and Development of Electronic Information Resources 15
– Concept of Services Delivery – – – – – 27
– Availability of Electronic Information Resources in Libraries – 23
– Use of Electronic Information Resources in Academic Libraries – 28
– Impact of Electronic Information Resources on Library Services and Functions- – – – – – – – 34
– Hindrances to Electronic Resource Availability and Use in Libraries – 41
– Schematic Diagram showing Relationship between Variables of the study and Conceptual Framework – – – – – 48
Theoretical Framework of the Study – – – – 49
– Ranganathan, R, S Laws of Librarianship – – – – 49
– Activity Theory (AT)- – – – – – – 52
Review of Related Empirical Literature – – – – 54
Summary of Literature Review – – – – – – 61
CHAPTER THREE: RESEARCH METHOD – – 64
Research Design – – – – – – 64
Area of the Study – – – – – – 65
Population of the study- – – – – – – 65
Sample and Sampling Technique- – – – – 66
Instruments for Data Collection – – – – – 66
Validation of the Instrument – – – – – – 68
Reliability of the Instrument – – – – – – 68
Method of Data Collection – – – – – – 69
Method of Data Analysis – – – – – – 69
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA 70
Descriptive Analysis of Data – – – – – 71
Research Question One – – – – – – 71
Research Question Two – – – – – – – 74
Research Question Three – – – – – – 76
Research Question Four – – – – – – 78
Research Question Five – – – – – – 80
Research Question Six – – – – – 81
Research Question Seven – – – – – 82
Inferential Analysis of Data – – – – – – 83
Hypothesis One – – – – – – – 83
Hypothesis Two – – – – – – – – 84
Hypothesis Three – – – – – – – – 84
Summary of Findings – – – – – – 85
CHAPTER FIVE:
DISCUSSION OF RESULT, CONCLUSION AND RECOMMENDATIONS
Discussion of Findings – – – – – – 86
Implications of Study – – – – – – – 101
Recommendations – – – – – – – 102
Limitations – – – – – – – – 103
Suggestions for Further Research – – – 1o4
Conclusion – – – – – – – – 104
References – – – – – – – – 106
Appendices – – – – – – – 119-37
LIST OF TABLES
Table 1: Extent of availability of electronic information resource (EIR) in university Libraries – – – – – – 72
Table 2: Showing Extent of Using EIR in University Libraries – 74
Table .3: Services Available in Library and Use of EIR. – – 76
Table 4: Showing the Influence of EIR on library services delivery – 78
Table 5: Showing the benefits derived from availability and use of EIR in service delivery in university – – – – – 80
Table .6: Showing Challenges of E1R Availability and Use in Libraries 81
Table 7: Showing solutions to challenges of E1R availability and use in libraries. – – – – – – – – – 82
Table 8: Contingency Table showing
the Mean, Standard deviation, calculated t-test
and two tailed test of male and female librarians on the use of available EIR. – – – – – – – – – – 83
Table .9: Contingency table showing the Significance difference between MEAN rating of Highly Working Experience and Less Working Experience of Librarians and Challenges of E1R – – – 84
Table; 10 Population of Universities (libraries) in South-south Nigeria 120
Table 11: Representative of respondents – – – 136
Table 12: Gender distribution of librarian respondent – – 136
Table 13: Distribution of librarian respondents according to designation-137
Table 14: Distribution of Librarian Respondents According to working experience – – – – – – – – – 137
Table 15: Distribution of librarian
respondents according to qualification – – 137
CHAPTER
ONE
INTRODUCTION
Background to the Study
University
education is fundamental to the establishment of a healthy and stable knowledge
economy in all nations of the world. This is true as the university is the
citadel of educational activities which duties include that of a teacher
trainee and preparing the citizens to contribute meaningfully to the growth of
the society. However, the ability of universities in developing countries to fulfil
these responsibilities of equipping the citizenry is often times hindered.
Saint, Hartnett and Strassner (2003) stated that under-funding by parent
management, inefficiency by university management, in-equity, inequality and
poor governance are long standing problems affecting the smooth operations of
the University.
The
importance attached to universities especially in Nigeria is revealed in
government’s policy on the autonomy granted Nigerian universities as announced
on July 21st, 2000. This Autonomy, gave University Councils full responsibilities
for institutional governance: namely This includes the appointments of senior
officers, restoration of block grant funding to universities, reduction of the powers of the National Universities
Commission, vesting university Senates with the authority to curricula the
curricular, empowering the universities with the right to set admission
criteria, selection of students and laying the groundwork for new minimum
standards, (Federal Ministry of Education, 2000). The Nigerian government’s
policy on higher education is a welcome development as it eradicated the
syndrome of ineffective university system which brought a major gradual decline
in research. Buttressing this fact, an earlier report by (“Task Force” ,2000),
showed that the number of scientific publication in Nigeria is on the decline,
as publications in 1995 was 711-significantly less than the publication output
of 1,062 scientific publications in 1981 from a comparatively smaller
university system. Interestingly, the inadequate access to needed materials
which is fast becoming difficult to meet
due to the multiplicity of print information resource. Supporting this
assertion, Ukoha (2005), took a cursory survey of education in Nigeria that
revealed a catalogue of problems and gaps that include a towering infrastructural
inadequacy and lack of access to information and resources for learning. He
further stated that information and communication technology is a powerful tool
that would facilitate the ongoing revitalization of the education process. In
the words of Shamsul (2009) the use of electronic information resources (EIR)
in libraries has profoundly affected all aspects of information acquisition,
storage and transfer.
Electronic
information resources (E-resources) are information resources found not
physically in print formats but in soft non-print form accessed only through
electronically manipulated machines such as computer machines, CD-ROM readers, opaque
readers, projector, etc. In the words of
Ekwelem, Okafor and Ukwoma (2009) “electronic information sources (EIS)
are information sources that are available and accessed electronically through
such computer-networked facilities as online library catalogues, the internet,
world wide web, digital libraries and archives, government portals and
websites, CD-ROM databases such as LEXIX and NEXIS”. The above statements in
this study are to redirect the notion held by many that the availability of the
computer machine and the internet facility in libraries automatically means the
availability of electronic information resources, since most practitioners in
the information profession equate the availability of the Internet centre
(Cyber café) in libraries to an electronic library.
Electronic
information resources consist of data (information representing numbers, text,
graphics, images, maps, moving images, music, sound etc)
programmes(instructions etc that process the data for use) or combination of
data and program. Also, Ohio State University library (2011), stated that
electronic information resources are online information resources that include
bibliographic databases, electronic reference books, search engines for full
text collections, digital collections of data and data sets. In line with the
above stated definitions, the study is
based on the premise that “Electronic Information Resources are
Information resources that are stored in books, CD-ROMS, databases or other
related storage media that are only accessible only through electronically
manipulated media.
In
addition, Wikipeadia (2010) stated that they are “collections of information
(examples: games, stories, articles from magazines, /pamphlets or other
resources) that are accessed on an electronic device such as computer including
sound and animated graphics accessed through websites and databases”.
Electronic information resources are contained in online databases such as www.ebsco-host.com., www.Jstor.org., www.nigerianvirtuallibrary.com.(Owned
By National Universities Commission; NUC), Access to Global online research in
Agriculture: www.agora.org., Oxford online journal: www.oxfordonlinejournal.com.
,www.medline.com.,
Health Internetwork Access to Research Initiatives: www.hinari.org,
Database of African Theses and Dissertations (DTAD) to mention a few.
Furthermore,
electronic information resources are contained also in offline media such as
flat surfaced metallic coated devices called CD-plates, DVD plates, floppy
diskettes, flash drives etc. Examples of data bases available offline in CD or
DVD media include, legalpedia , National Library Association AGM Compendium 2004,
2006, 2008 and 2010 to mention a few. Electronic information resources are
found in different formats depending whether its access is direct (local) or
remote (networked). Direct access means that it is in a physical carrier such
as disc, cassette, cartridge etc which needs to be inserted into a computerized
device while, remote access means access provided by the use of output or input
device ,e.g internet networked terminal. The chief source on information for
electronic resource is the resource itself.
This view on electronic resources is a pointer that, e-resources include
all information either books, journal, music etc available and transmitted with the aid of
ICTs. Interestingly the use of electronic information resources in University
libraries have aided libraries vis-a-vis librarians as they have the :-
- Ability
to do full text searching across a large
number of resources in one go,
- Ability
to download print or save the desired document instantly,
- Access
animation of graphics and texts,
- The
ease of skimming and searching,
- The
currency and timeliness of information,
- Convenience
of accessing articles anytime from a terminal,
- Ability
to link directly, print or send the desired document instantly,
- Ability
to create personal collections, etc.
However, the use of electronic information
resources is attributed to the global challenges of multiplication of print
materials which has plagued the
university in the 21st century. But the advent of EIR in libraries
have given room for the radicalization of library activities. This is because
librarians now have media to meet different needs of users. In the words of Hawthorne (2008) “these trends
gave room for computer-based service and revolutionized bibliographic research
in the 1970s”. This historic migration has tried to satisfy the changing
information needs of library users, including ease of access, interaction
richness and low cost. Hence these studies went ahead to prove that
disciplinary factors have influenced the use of electronic information
resources. This means that some disciplines or faculties of study feel the push
in utilizing electronic based information resources than others.
Furthermore,
the studies of Eason, et al (2000) and Tenopir (2003) showed that users’
discipline and institutional context strongly affect the use of electronic
resources. It was revealed in these studies that electronic resources are typically
more widely used by students and staff in natural and technical sciences than
in the humanities and social science. Earlier study corroborating this finding
above: Abels… et al (1996) explored factors that affect the adoption and use
of electronic networks and network services by science and engineering
faculties in small universities and colleges. In order to be indispensible,
university libraries and librarians must recognize a set of roles for providing
services to their patrons because library’s role in information service
delivery in Nigerian university environment should be in real time. Real time
information service delivery means making leaps in productivity by sharing more
information with more people. Today, university libraries are struggling to
keep their place as the major source of inquiry in the face of emerging digital technology which has
revolutionized not only the way information is packaged, processed, stored and
disseminated, but also how users seek and access information.
Service
delivery is a means put in place to ensure that functions/ activities carried
out by university libraries are transmitted by the librarians to the library
users. These services are geared towards satisfying the information needs of university
library patrons. Information delivery services in university libraries include selective
dissemination of information (SDI), current awareness services (CAS), research
services (RS). Bibliographic Services (BS), quick reference services (QRS), book
information services (BIS), entertainment information services (EIS), teaching,
educational and training services (TETS) to mention but a few. In addition,
Aboyade (1979) supported the view that library information delivery services
include:-
- Answering readers’
questions;
- Instruction in the use
of library materials;
- Inter-library loan
services;
- Photocopying services;
- Library publications;
- Exhibitions and
displays.
However, due to new storage media and new
channels of transmitting information. university libraries are reshaping
services while keeping the previous methods of service delivery in libraries,
Evans (1995) stated that “libraries through their services fulfil the role and
objectives of the university in informing, educating and training”. This means
that to act on these core purposes in today’s academic environments, requires
that libraries move beyond the parameters of earlier times to pursue new modes
of serving their institutions. (Rathinasabapathy 2005). These trends have
necessitated that librarians inculcate novel techniques in information service
delivery. While corroborating this, Raseroka (1999) submitted that the
application of information technology (IT) has made the library a new
information service unit such as providing electronic acquisition service,
electronic cataloguing service, electronic online public access catalogue (OPAC)
service, serial control services, electronic interlibrary service and
electronic circulation services. Commenting on the resent prevailing
circumstances surrounding service delivery, Anderson (1996) opined that the
digital age has re-defined the way librarians provide their service; hence he
identified the services of librarians in a digital age to include:
- Selecting
electronic information resources and evaluating their quality,
- Developing
expeditions and effective locator tools
to make complex web of resources more readily accessible to both sophisticated
and naive users,
- Teaching
novices how to find information resources, libraries now teach,
- Teaching
critical available skills, etc.
To remain indispensable, libraries
and librarians must come to fulfil a recognized set of roles for providing
services to their institutions. Library’s role in information delivery in Nigeria university
environment should be in real time. Real time information delivery means making
leaps in productivity by sharing more information with more people. Today,
university libraries are struggling to keep their place as the major source of
inquiry in the face of emerging digital
technology which has revolutionized not only the way information is packaged,
processed, stored and disseminated, but also how users seek and access
information. University libraries will no longer restrict themselves to manual
services such as collection development, cataloguing and classification,
circulation and reference services and other bibliographic services but will
extend their efforts to interdisciplinary concepts of computer software and
technology. To buttress this fact, Campbell (2006) asserted that “academic libraries
now offer services such as providing quality learning spaces, creating
Metadata, offering virtual reference service, teaching information literacy,
choosing resources and managing resources’ licensing, collecting and digitizing
archival materials, and maintaining digital repositories”. The responsibility
to provide effective and efficient but relevant information services to their
users rests on library managers if they have to be relevant to the academic
community in this information age. They have to incorporate the use of novel
trends in their university libraries for service delivery especially electronic
services. In the same vein, Stoica
(2001) observed that
Reshaping
of all functions of the library. As the integrations of all types of sources
primarily, either printed or numeric information using convergence fund that
documentary spectrum forever has, despite its final diversity becomes perhaps
the most important contemporary mission of the info-documentary structures. P84.
Stoic
(2001) further stated that libraries should continuously reconsider information
products from the perspective of integration that best meets the user’s needs. It
is pertinent to note that factors such as inadequate training , lack of
adequate publicity, incessant power outages etc may be inherent hindrances
militating against the provision and use of electronic information resources in
universities. Corroborating this statement, Kaur (2005) was of the notion that
increases in internet speed and access and inclusion of electronic resource use
manuals in catalogues with the provision of more computer terminals will
enhance the use of electronic information resources in libraries. Buttressing
his view in the same line for better use and access to e-resources in
libraries, Renwick (2004) recommended that there be a greater promotion of
availability and how to use library’s electronic information resources. This
development led to the $303,000 MacArthur Foundation grant to provide
professional development training on how to use technology and electronic
resources more effectively in meeting the needs of Nigerian students and
researchers (Lynn, 2008).
However,
the introduction and use of ICTs vis-a-vis electronic information resources in
Nigerian university libraries are not that novel. The University of Ibadan and
International Institute for Tropical Agriculture libraries as far back as the
early 70s initiated forms of technologies in their libraries. Also, Daniel (2002)
stated that “the University of Jos Library had initiated some forms of
automated systems in its library functions”. This has grown tremendously in universities
across Nigeria over the years given the significant increase in the need for
current information resources by the Nigerian academic community. Hence the
adoption and use of Information and Communication Technologies by academic
libraries seem to be a solution to the threat of information multiplication posed
by the information age, as it is no longer news at this digital (electronic)
age that many libraries in tertiary institutions are connected to the internet
or have plans to get connected soon. This has made the aphorism of an eventual
paperless society propounded by futurists such as Bell (1976) and Garfield
(1979) almost becoming a reality in this 21st century. It is glaring
that there exists actually a paradigm shift in the practices obtainable in
collection development departments in university libraries. This methods of selection
and acquisition of library resources have shifted from manual methods of book
vendors and publishers to automatic virtual methods through the use of computer
and the internet technologies. Again in the words of Okon (2005) over the past
25 years academic libraries have been affected by changes in information
t
