TABLE OF
CONTENTS
TITLE PAGE I
APPROVAL PAGE II
CERTIFICATION III
DEDICATION IV
ACKNOWLEDGMENTS V
TABLE OF CONTENTS VII
LIST OF TABLES X
LIST OF FIGURE XI
ABSTRACT XII
CHAPTER ONE: INTRODUCTION 1
Background of the Study 1
Statement of the Problem 11
Purpose of the Study 13
Research Questions 13
Significance of the Study 14
Scope of the Study 16
CHAPTER TWO: REVIEW OF LITERATURE 17
Conceptual Framework 17
Concept of Academic Libraries 17
Concept of Information and Communication Technology (ICT) 21
Concept of Information Repackaging 34
Information Resources in Academic Libraries and Formats 38
Use of ICTs for Information Repackaging 39
Problems of use of ICT for Information Repackaging 53
Strategies for Enhancing the Use of ICT for Information Repackaging 55
Theoretical Framework 57
Laws of Library Science by Ranganathan (1963) 57
Information Repackaging Model by Ugwuogu (2015) 59
Review of Related Empirical Studies 61
Summary of the Review of Literature 66
CHAPTER THREE: RESEARCH METHOD 69
Design of the Study 69
Area of the Study 69
Population of the Study 70
Sample and Sampling Techniques 71
Instruments for Data Collection 71
Validation of Instruments 73
Method of Data Collection 73
Method of Data Analysis 74
CHAPTER FOUR: RESULTS 76
CHAPTER
FIVE: DISCUSSION, RECOMMENDATIONS AND CONCLUSION 85
Discussion of Findings 85
Implications of the Study 91
Recommendations 92
Limitations of the Study 92
Suggestions for Further Research 93
Conclusion 93
REFERENCES 95
APPENDICES 107
Appendix A: Population of the Study 107
Appendix B: Population and Sample Size Table 107
Appendix C: Questionnaire Distribution and Response rate 108
Appendix D: Information and
Communication Technologies Facilities Available in Academic Libraries in Benue State Tertiary Institution for Information Repackaging (IAALBSTIIR) 108
Appendix E: Use of ICT for Information Repackaging for
Students in Academic Libraries in Benue State Questionnaires (UIIRSALBSQ) 110
LIST OF TABLES
Table No Item Description Page
Table 1: Result of Information and Communication Technologies Facilities Available in Academic Libraries in Benue State Tertiary Institution for Information Repackaging 76
Table 2: ICT Used for
Repackaging Audio Information Resources in Academic Libraries 77
Table 3: Mean Ratings of Respondents on ICT Facilities for Repackaging Textual Information in Academic Libraries 78
Table 4: Mean Ratings of Respondents on ICT Used for Visual Information Repackaging in Academic Libraries 79
Table 5: Mean Ratings of Respondents on ICT Used for Audio-visual Information Repackaging in Academic Libraries 80
Table 6: Mean Ratings of Respondents on Problems Associated with the Use of ICT in Information Repackaging in Academic Libraries in Benue State 81
Table 7: Mean Ratings of Respondents on Strategies for Enhancing the Use of ICT in Information Repackaging in Academic Libraries in Benue State 82
LIST OF
FIGURES
Figure 1: Process of Information Repackaging 60
Abstract
This study examined the Use of
Information and Communication Technology in Information Repackaging for
Students in Academic Libraries in Benue State. The study adopted descriptive survey research design
in sampling the opinions of users and staff of three selected academics
libraries in Benue sate. The population of the study was 12902 respondents. Through multistage sampling technique,
557 respondents of the population were selected for the study. The instruments
for data collection were observational checklist and a researcher-developed
questionnaire titled: “Use of ICT in Information Repackaging for Students in
Academic Libraries in Benue State Questionnaires” (UIIRSALBSQ). The instruments
for data collection were face-validated by three senior lecturers in the
Department of Library and Information Science, University of Nigeria Nsukka.
The data for this study were collected by the researcher with the help of
research assistants from each of the universities involved in the study. Out of
the total of 557 copies of the questionnaire administered, 531 copies were
retrieved and only 516 were found usable representing 92.6% rate of return. The
data collected were analysed using mean and standard deviation. From the data
collected and analysed, the study among others found out that; result shows
that out 27 ICT listed 18 were available for information repackaging; Out of
eight ICT resources listed for repackaging audio
information in academic libraries in Benue State, It was observed that CDs, is the
highest utilized in this categories, while Tele-lecture is the least; among the
ICT resources used for repackaging textual information in academic libraries
www resources is the predominant resources; Projectors, Presentation Software,
Slide-show, E-Poster, Film-strips, Illustrated E-books and Videos are used to a
high extent, while E-globes, E-atlas,
E-maps, Models and Transparencies are used to a low extent in repackaging audio
information resources in academic libraries in Benue State; Films among others
are used to a high extent in repackaging
audio-visual information; Provision of adequate funding will enhance
utilization of ICT in information repackaging in academic libraries in Benue
State. Based on the findings, the study among others recommended that library
management should involve more sophisticated ICT facilities for information repackaging
and that greater percentage of library vote should be devoted to provision of
ICT facilities to facilitate information repackaging.
CHAPTER ONE
INTRODUCTION
Background of the Study
Academic libraries are those that are
established in tertiary institutions such as universities, polytechnics and
colleges of education etc.Afolabi and Abidoye (2011) stated that academic
libraries are libraries that belong to institution of higher learning, they are
found in tertiary institution such as universities, polytechnics, colleges of
education and advanced teacher training colleges. The academic
library as Iwu and Yusuf (2010) described it as the nerve center or the hub
around which scholarship revolves. It is an indispensable instrument for
intellectual development, being a store house of information to which users
(students as well as lecturers) may turn to for accessing information.
Their
major function is to provide information resources and services that support
the attainment of the broad objectives of teaching learning and research
activities of the parent institution. According to Okiy (2011), the roles of
academic libraries in Nigeria are to effectively support the institutions to
attain the key functions of teaching, research and community service. It could
therefore, be argued further that the position of academic libraries in
institutions of higher learning cannot be overemphasized. This is because
Bitagi and Garba (2008) observed that academic institutions and libraries are
like identical twins who share everything together possibly on equal basis.
These libraries are
established in their various institutions in order to support all academic
work, and achieve the objectives of academic libraries which are to provide
adequate information resources for teaching, learning and research for all
users. This is in agreement with Omeje (2005) who noted that academic libraries
worldwide may differ in size and sophistication, but they have one common
objective: to provide information resources, to facilitate teaching, learning,
research and community services embarked upon by the parent institution.
Academic libraries, according to Boakye (1994), are charged with the
responsibility of providing adequate information materials to satisfy the needs
of well-defined specialized users, who are lecturers, researchers,
administrators, or students of a particular academic institution. These
materials to be provided should be varied enough, to meet the functions of
teaching, research and development, publication and community services
particularly, of the lecturers and students and library users in general.
Edoka (2000) enumerated objectives of an
academic library as follows: to provide information materials required for the
academic programmes of the parent institution, provide research information
resources in consonance with the needs of faculty and research students, provide
information resources for recreation and for personal self- development of
users, provide study accommodation in a useful variety of locations, provide
protection and security for these materials, co-operate with other libraries at
appropriate levels for improved information services, and to provide
specialized information services to appropriate segments of the wider
community. He further stressed that the prime obligation of the academic
library is to provide appropriate information resources for the study and
research to the members of its own institution.
Academic library is the heart of the institution.
According to Okiy (2011) it is the heart because the academic health,
intellectual vitality and effectiveness of any institution depend largely on
the state of health and excellence of its library which is its life hood. To
buttress this point, Okiy cited the British University Grants Committee as
having noted that an adequate library is not only the basis of all teaching and
study; it is the essential condition of research without which additions cannot
be made to the sum of human knowledge. Bitagi and Udoudou (2013) argued that
the availability of all forms and types of information resources in academic
libraries is highly imperative if these libraries are to meet with the
information needs of researchers in their parent institutions.
Information
resources constitute a range of materials and equipment gathered by the library
in order to meet the information needs of both intended and anticipated users. According
to Aliyu (2006) information resources are made up of a variety of materials
which information could be stored, retrieved and disseminated for use.
Specifically, information resources include such things as books, journals,
theses; dissertations, technical report and all related materials in print
format and Information and Communication Technology (ICT) and related
electronic gadgets which store or provide information worldwide without any
serious geographical barrier capable of satisfying the diverse information
needs of researchers.
According to
Nwezeh and Shabi (2011), librarians have information dissemination as their
predominant function. The academic libraries has a unique position as a
potential educational force in the high institution community of staff and
students of different levels especially in this era of information
communication technology which can facilitate the libraries capability to reach
out to direct users as well as remote access users.
It
is established that academic libraries exist to provide some basic traditional
services to as many users as possible. Those services include selection,
organization, reference services, information services, readers’ advisory service,
inter library loans, information display services, user education and
bibliographic services. These strategies are strenuous and time consuming. This
is because they are performed manually, and they ranged from manually processed
acquisition to dissemination and retrieval of information as contained in
shelves.
Academic
libraries mediate between information and the seeker of information. A good
number of users currently interface directly with information with the aid of
new technologies. According to Sani (2015) the Internet which is an aspect of
Information and Communication Technology (ICT) has reduced the mediating role
played by the academic library, making it possible for students, faculty
members, researcher and the general community members to access information
without setting a foot at the traditional library structure. Thus, with just a
click, either at home or cyber cafe of remote location information can be
downloaded or uploaded.
Information
and Communication Technology (ICT) is an embracive term that combines information,
communication and technology. It is often used as an extended synonym for
Information Technology (IT). Lawal-Solarin (2013) defined ICT as a broad-based
term that encompasses the gathering (acquisition), origination (packaging),
storage and retrieval (dissemination) of information that can be textual or
numerical (books, documents), pictorial and vocal forms (audio-visual) or a
combination of all the above
(multi-media), using a combination of computers and telecommunications. In
the context of this study, ICT is any technology that provides, produces,
processes and preserves information and enables it to be communicated in audio,
text visual and audio-visual forms to effectively facilitate usage.
Availability of Information and Communication Technology
(ICT) facilities in academy libraries is strategic to the achievement of timely
and efficient user services. Etebu (2010) in studying the ICT facilities
available in Niger Delta University outlined the following as ICT resources
commonly used in Nigerian university libraries: computers, UPS, VSAT, LAN, WAN,
e-mail, CD-ROMs, audio-visual accessories, internet and its ancillary service,
mobile phone, telephone, scanners, radio etc. In the same vain Oduwole, Oyewumi
and Oyesiku (2003) identified the following as ICT facilities provided by
Nigerian university libraries: Online Public Access Catalog (OPAC), CD-ROM
databases, electronic mail (e-mail) and Internet browsing. He also noted that
students constitute the major category of users of electronic services in the
university libraries surveyed. In a survey on cyber cafe established in the
university environment to aid learning and research in Delta state. Adomi et al. (2003) reported that 77.8% of
the users were students. Ojedokun and Owolabi (2003) reported that e-mail is
the most used Internet resource by staff and students. All of these points to
the fact that the same ICT facilities are used irrespective of the university
where the library is situated.
The advantages of ICT
to libraries and librarians are numerous. Ugboma (2006) pointed out some of the
benefits to libraries as; being able to automate technical services, to network
operations such as cataloguing, to provide efficient reference and information
services, authority control, inter library loans, and international
bibliographic projects. Cochrane (1992) equally pointed out the elimination of
uninteresting and repetitive library duties, increasing range of services
offered, and providing marketing opportunities. Dilevko and Herris (1997)
reported that the traditional library practice is undergoing significant
changes due to the electronic revolution introduced into library sciences.
The global innovation as a result of ICT has
also affected the usage of library resources and services. According to
Titangos and Jan (2007), it is common for library professionals to express
sadness and complain that libraries these days are suffering from lower
reference services statistics and fewer user visits. To a great extent, such a
complain does throw a true light on today’s library world, a profession at a
crossroads in the 21st century. Traditional library services appear to be on
the decline while new technology-based services are on the rise. Ugwuogu (2015)
supported this by observing that technological advancement has eliminated many
of the traditional reasons for which patrons actually visit the physical library.
Effective dissemination
and use of information is facilitated by processing, transforming and
repackaging information into more readable and usable forms (Wamala, 2010).
Repackaging of information becomes necessary especially in this information age
where every sector of the economy is overloaded with information which
information resources may not be accessible to users in their original form for
a number of reasons: the language of presentation, reading level, or
differences in intended audience. In these cases, information must be
“repackaged” to suit the particular users. Information repackaging
according to Dike and Amucheazi (1997)
involves extracting relevant information from a variety of sources, simplifying
or translating materials into the language of the target population, and
presenting information in oral, visual, or a combination of media. It refers to
the presentation of information in more understandable, readable, acceptable
and usable forms. It is a systematic process of adding value to information (Iwhiwhu, 2008).
Saracevic and Woods (1981), and Bunch (1984) were the first to use the term in
their publications in describing how an information service selects appropriate
materials, reprocessing and packaging the information, and arranging materials
in a way that is appropriate to the users. Packaging is the bundling of
products and services to address specific needs. It can be done by: reformatting and synthesizing raw
information; combining expertise or consulting on a subject with access to
relevant information sources; providing training or assistance to a user in
accessing information products. Information repackaging is therefore the
provision of information to different categories of users in a form based on
team approach or needs assessment in order to facilitated or yield quick and
meaningful decision making for result-oriented impact.
Information and
Communication Technology (ICT) have provided more effective ways of rendering
services in libraries and information centers including information repackaging
(Kamba, 2011). As stated by Ugwu and Mbajiorgu (2011), the manipulation of
computer for communication and information services is the basis for the new
vista in library and information services of today. This is why the result is
complete transformation of the entire structure of information provision and
telecommunication. Hence, packaging, accessing and delivery of information is
handled with the aid of computer networks for speed, accuracy and wider reach.
Scott (2004) however opined that telecommunications also have new creation of
the electronic like e-mail, mobile phones Fax. Adeogun (2003) confirmed this
stating that these new creations also have features of speed, accuracy, wider
reach and time conservation to the barest minimum in the transfer and retrieval
of information. Therefore, the world today is referred to, as a global village.
In order for
academic libraries to remain relevant in the 21st century,
there is need for the use of ICT in information repackaging. Boon, Bothma and Cronje (2001) argued
that libraries and information systems should actively get involved in the
business of information repackaging other than only the traditional macro
selection and accessing of information. Following this argument, they proposed
a model that compares the traditional to the non-traditional information
processing. The model argued that activities like analyzing, editing and the
quality control of information should become core activities of academic
libraries. Adapting information for effective use and involvement in knowledge
management (knowledge sharing and transfer, learning in the organization;
aligning of organizational knowledge values) should become core activities of
information specialists in academic libraries.
According to Ugwuogu (2015), for information to reach right target and
provide long-term benefits, in packaging the scientific information should
consider the characteristics of the user;Knowledge of the
target audience, recurring pattern of the information needs of the target
group, select or chose format to repackage information, channel of
dissemination, feedback, evaluation. Users of academic libraries important
valued because they make use of the information materials and the services
renders. According to Agu in Ekere (2014) users of academic libraries cut
across the staff of high institution which the academic library is located, the
students in categories ranging from those pursuits of diploma programmes in
various field of learning; the undergraduate, and the postgraduates of either
the second or third degree programmes. Users according him can be classified
into general users, subject users, special users and non-reading users.
However, for the purpose of this study only academic library users are consider
for the study.
The
digital age has produced challenges for both libraries and librarians; the
sheer volume of information available in e-books, databases, archives and other
digital materials have spurred innovation in the organization, management and
distribution of library resources. Libraries that fail to key in this new
innovation are sometime likening to be bookstores. However, this could not be
further from the truth since there is no guarantee of the quality information
quickly and easily accessible in such libraries. Adewumi (2003)
found out that despite the problems of inadequate and absolute information
resources, scientists still rely heavily on their use. The consequent result of
this action is the production of sub-standard research result which will
contribute minimally to Nigeria’s development in every sector of national
economy.
According to
Boakye (1994), academic libraries provide information services that enable
users to locate, evaluate and access information in a variety of formats. In
that respect therefore, academic libraries in Benue state are expected to
provide all necessary information services that best meet the information needs
of their numerous users. Unfortunately however, Krubu and Osawaru (2011) lamented the
gross under funding of state higher institutions which has adverse effect on
the academic library collections and subsequently, the services they could
offer.
University of
Agriculture was established by the Federal Government of Nigeria in 1988. In
addition to the traditional tripartite mission of universities which is
teaching, research and community service, the university engages in the
scientific transformation of agriculture and provision of services needed to
raise the quality of life of rural dwellers. The University runs a collegiate
system made up of ten colleges and 37 departments in addition to a postgraduate
school which was established in 1996. The school is located7km along
Makurdi-Gbajimba road on the North Bank side of Markurdi.
The University Library
which is named after the pioneer vice-chancellor of the university Professor Francis
Idachaba has five major divisions in the library namely; collection
development, information and communication technology, readers services,
serials and technical services divisions. In addition, the main library has
established six college libraries in the colleges of fisheries, engineering,
food science and technology, science, management sciences, veterinary medicine
and veterinary teaching hospital.
The Library has a total
collection of 41224 volumes of books covering agriculture, science/technology,
and management sciences. Other materials include reference materials and
postgraduate students’ theses and dissertations. There are also 2,542 volumes
of journals. The library is connected to the internet and offers off line and
online services in some databases like Access to Global Online Research in
Agriculture (ACORA), Health Internetwork Access to research, Initiative
(HINARI), EBSCO host and Online Aces to Research in the environment (OARE) it
offers training opportunities to both staff and students. It has a strong inverter
that can last for one week without public power supply, it also has Lan20. The
Essential Electronic Agriculture Library (TEEAL) network locally (i.e. LAN). It
has a National Information Technology Development Agency (NTDA) domain which is
used as computer laboratory/workshop where ICT related activities are done.
There are in addition two E-libraries. The one at the ground floor has 22
computers and is meant for undergraduate students while the one on the 1st
floor is meant for postgraduate students and staff and has 33 computers
(Tsegba, Dike and Agbo, 2015)
Benue State University
(BSU), Makurdi was established in 1992 by the Benue State Government to augment
the specialized academic offering of the University of Agriculture, Makurdi.
The University runs a collegiate system that began with four faculties namely;
Arts, Education, Science, Social Sciences. Presently, in addition to a
postgraduate school which started in 1998/1999 academic session, Benue State
University, Makurdi has seven faculties namely; arts, education, law, science,
social sciences, management sciences, college of health sciences. The
university is located in Makurdi along Gboko road.
Benue
State University library founded in 1992 consists of the main library, the post
graduate library and seven faculties’ libraries. The main library is located in
the center of the main campus while the others are attached to the various
faculties’ buildings. At inception, the library had about 600 volumes of books
and 200 journals. Presently, all the libraries hold 66,235 volumes of books
(Accession register of the library, 2016). The University has installed digital
access and infrastructure with a network of computers, a server, VSAT equipment
and high speed internet connectivity, which enhances easy access to electronic
resources, e-journals and e-books. The facility is obtained in partnership with
Open Society Initiative for West Africa (OSIWA) who trained BSU Library staff
on networking. The Library has databases such as Health Internetwork Access to
Research, Initiative (HINARI), Access to Research for Development and
Innovation (ARDI), Access to Global Online Research on Agriculture (AGORA), Online
Access to Research in the Environment (OARE) [Ocheibi,2012].
University
of Mkar, Mkar on the other hand is a private Christian institution established
by the Church of Christ in Sudan among the Tiv (NKST) to make a mark in the
educational landscape of the nation. Founded in June, 2005, it is a model
University that is technologically driven. It has strong passion for academic
excellence that is committed to advancement of knowledge through quality
teaching, research and holistic education that puts God at the center of all
learning. The mission is that through learning the university can develop
change agents in the academy, church and society, using knowledge based on
God’s word for service. The university aims to develop a total person through
education that is qualitative, comprehensive and relevant, and that propels the
individual to be self-reliant. The University of Mkar operates a collegiate
system comprising of three colleges; the college of food science technology,
College of natural and applied science, college of social and management
science, with various departments. The university library has sitting capacity
or over 1000 students. It currently contains over 5000 volumes or books and a
good numbers of journals and newspapers (University of Mkar; the vision booklet
2006:3).
