ABSTRACT
This study examined information technology literacy skills of librarians as correlate to electronic information services provision in public university libraries in South-East Nigeria. The study adopted the correlational research design with seven (7) research objectives, research questions and seven hypotheses. The population of the study was eighty-four (84) librarians comprising ten (10) university librarians and seventy-four (74) heads of departments/units from ten (10) public university libraries. There was no sampling since the population was small and manageable. A two (2) set of structured questionnaires with reliability coefficient of 0.987 for the independent variable and 0.972 for the corresponding dependent variable on Cronbach Alpha coefficient index and semi-structured interview schedules well-validated by research experts were used to collect quantitative and qualitative data for the study. The data collection processes yielded 90% response rate. The quantitative data generated were analyzed using Pearson Product Moment Correlation Coefficient (PPMC) and linear regression for answering the research questions and testing of the hypotheses at 0.05 level of significance, while the qualitative data were analysed qualitatively by reading and transcribing the audio recordings into notes to interpret the associated inferences using relevant subjective headings. The findings of the study revealed that word processing skills, online search skills, library automation skills, and Radio Frequency Identification (RFID) management skills of librarians have a positive significant correlation with electronic information services in public university libraries in South-East Nigeria. It also showed that Web 2.0 skills, online collaboration skills and institutional repositories (IR) management skills of librarians had no statistical significant correlation with electronic information services provision in public university libraries. The findings further revealed that the expression of information technology literacy skills of librarians for electronic information services provision was affected by their preoccupation with managerial responsibilities, lack of adequate technological facilities such as library automation and RFID systems, lack of established institutional collaborative arrangement and Web 2.0 technologies, poor funding of university libraries, inadequate ICT skilled librarians, poor internet connectivity, and epileptic power supply. Based on the findings, the study recommended, among other measures, that management of universities should make information technology literacy skills mandatory requirements for appointment of librarians, while providing adequate funds to university libraries to enable the acquisition IT tools, RFID systems, Internet, library software and online databases as well as training of librarians for improve electronic information services provision in the public university libraries.
TABLE OF CONTENTS
Cover
page i
Title
page ii
Declaration iii
Certification
iv
Dedication v
Acknowledgments vi
Table
of Contents ix
List
of Tables xii
List
of Figures xiii
Abstract xiv
CHAPTER
1: INTRODUCTION
1.1
Background
to the Study 1
1.2
Statement
of the Problem 12
1.3
Purpose
of the Study 14
1.4
Research
Questions 15
1.5
Hypotheses 16
1.6
Significance
of the Study 17
1.7
Scope
of the Study 19
CHAPTER
2: LITERATURE REVIEW
2.1 Conceptual Framework 20
2.1.1 Information
technology literacy skills 20
2.1.2 Electronic information services 27
2.1.3 Public university libraries and librarians 31
2.1.4 Information technology literacy skills of
librarians 39
2.1.4.1 Word
processing skills 42
2.1.4.2 Online
search skills 43
2.1.4.3 Library
automation skills 45
2.1.4.4 Web
2.0 skills 47
2.1.4.5 Online
collaboration skills 48
2.1.4.6 Institutional
repositories management skills 51
2.1.4.7 Radio
frequency identification (RFID) management skills 53
2.1.5 Factors
associated with Information technology literacy
skills’
acquisition of librarians 56
2.2 Theoretical Framework 59
2.2.1 Jerome
Bruner Theory of Constructivism 59
2.2.2 Davis
Technology Acceptance Model (TAM) 61
2.2.3 George
Siemens and Downes Connectivity (Connectivism) Theory 62
2.3 Review of Empirical Studies 64
2.4 Summary
of Literature Review 80
CHAPTER 3: METHODOLOGY
3.1 Design of the Study 83
3.2 Area of the Study 83
3.3 Population of the Study 88
3.4 Sample and Sampling Technique 89
3.5 Instrument for Data Collection 89
3.6 Validation of the Instrument 90
3.7 Reliability of the Instrument 91
3.8 Method of Data Collection 92
3.9 Method of Data Analysis 93
CHAPTER
4: RESULTS AND DISCUSSION
4.1 Results 95
4.2 Summary of Findings 109
4.3 Discussion of the Findings 111
4.3.1 Word Processing Skills and Electronic
Information Services Provision 112
4.3.2 Online Search Skills and Electronic
Information Services Provision 112
4.3.3 Library Automation Skills and Electronic
Information Services Provision 113
4.3.4 Web 2.0 Skills and Electronic Information
Services Provision 113
4.3.5 Online Collaboration Skills and Electronic
Information Services
Provision 114
4.3.6 Institutional Repositories Management Skills
and Information Services
Provision 115
4.3.7 Radio Frequency Identification (RFID)
Management Skills and Electronic
Information Services Provision 115
CHAPTER
5: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary of the Study 117
5.2 Conclusion 118
5.3 Implications of the Findings 119
5.4 Recommendations 122
5.5 Limitations of the Study 124
5.6 Suggestions for Further Studies 125
References 126
Lists of Appendices 137
LIST
OF TABLES
4.1 Pearson Product Moment
Correlation Coefficient Between Word Processing Skills of Librarians and
Electronic Information Services Provision in Public University Libraries in
South-East, Nigeria 96
4.2 Pearson Product Moment
Correlation Coefficient Between Online Search
Skills
of Librarians and Electronic Information Services Provision in Public
University Libraries in South-East, Nigeria 98
4.3 Pearson Product Moment
Correlation Coefficient Between Library Automation Skills of Librarians and
Electronic Information Services Provision in Public University Libraries in
South-East, Nigeria 100
4.4: Pearson Product Moment
Correlation Coefficient Between Web 2.0 Skills of Librarians and Electronic
Information Services Provision in Public University Libraries in South-East,
Nigeria 102
4.5 Pearson Product Moment
Correlation Coefficient Between Online Collaboration Skills of Librarians and
Electronic Information Services Provision in Public University Libraries in
South-East, Nigeria 104
4.6 Pearson Product Moment
Correlation Coefficient Between Institutional Repositories Management Skills of
University Librarians and Electronic Information Services Provision in Public
Libraries in South-East,
Nigeria 105
4.7 Pearson Product Moment
Correlation Coefficient Between Radio Frequency Identification (RFID)
Management Skills of Librarians Correlate to Electronic Information Services
Provision in Public University Libraries in South-East, Nigeria 107
LIST OF FIGURES
1.
Researcher’s thematic
Representation of Information Technology
Literacy Skills of Librarians 56
2.
Researcher’s Theorization
for the Study 61
CHAPTER
1
INTRODUCTION
1.1
BACKGROUND TO THE STUDY
The exponential growth in the rate of availability and
increased preference for electronic information services by users place a
greater responsibility on public university libraries and librarians. This is
typically because with increasing awareness and interest in automated library
system, which in fact, drives effective implementation of electronic
information services among public university libraries in developed countries
of the world, Nigerian public university libraries cannot continue to rely on
manual operations and practices.
Public university libraries are libraries established in
government-owned and funded universities such as state or federal universities for
the purpose of supporting the actualization of the vision, mission and
objectives of public university education. In other words, public university
libraries are libraries that are state-owned and
funded by the governments (Sheikh, Tasnima & Tahira, 2021). They have the responsibilities of promoting teaching,
learning, research and intellectual development by providing relevant
information resources and services, including electronic information services. Public
university libraries are established as
essential organ of the public universities to facilitate teaching by promoting
human resource development in all fields of study, supporting research by
extending and disseminating knowledge, fostering moral values and raising
social consciousness, as well as consultancy and community services (Mange,
Onyango & Waweru, 2019). They are
administered by professional librarians who are responsible for providing sound
leadership as well as intellectual and professional services for the
satisfaction of changing users’ needs and preferences. However, the evolving
challenge to take advantage of the information and communication technology
(ICT) in providing electronic information services require possession of
relevant information technology literacy skills by librarians in the public university
libraries.
Arua and Udoh (2019) opine that librarians are
bibliographic officers of the university libraries, including the university
librarians. They are the heads of the various divisions, departments or units
of the university libraries and members of the university library management
team. Librarians are at the top positions in the hierarchy of the
organizational structure of the university libraries and carry out professional
duties, intellectual and non-routines activities (Etim, 2015; Ibegwam, Nelson
& Jude-Iwuoha, 2019). They are responsible for the planning and supervision
of the core functions of the university libraries such as; collection
development, organization, dissemination, preservation and conservation. In
other words, librarians are responsible for the selection, ordering,
acquisition, user education, and other key functions and services that lead to
the accumulation and dissemination of information resources and services,
including electronic information services. Librarians such as the university
librarians are the head of the university library management committee and
serve as a linkage between the university libraries and the university
management.
They are the Chief Executive Officers (CEOs) of the
university libraries; the drivers of the vision and mission of the university
libraries. They are duty bound to provide sound leadership and direction in all
ramifications for the delivery of effective library services in order to meet
the teaching, learning, research and community service needs of the university
institutions. Librarians are very fundamental in the planning, organizing,
directing, leading, coordinating, controlling, budgeting, deciding and
reporting the entire information resources and services (print and non-print)
of the university libraries (Arua & Udoh, 2019). They need a high level of
knowledge, skills, and competencies in library practices including sound
information technology literacy skills and quest for media and digital technologies.
In fact, Kumar (2010) summarily asserts that librarians should be clear
thinkers with good observational power, logical and analytical minds, positive
and fair sense of judgment, flair accuracy of details, high degree of
intellectual curiosity and honesty, clarity in expression and effective in
communication and interpersonal skills with unquenchable appeal for digital and
media revolution, as well as high level of administrative acumen and ability to
progressively enhance the resources and services of the university libraries.
This hinges further on the fact that librarians make far-reaching decisions,
especially in the acquisition and in ensuring the satisfaction of library users
with relevant information resources and services such as electronic information
services.
In the light of the above, possessing adequate
information technology literacy skills such as; word processing,
troubleshooting, electronic files management skills, uploading and downloading
of documents, conversion of documents from one format to another, etc., become
a necessary requirement for effective provision of electronic information
services in the public university libraries. This has become a necessity in
order to enhance their effectiveness in meeting the electronic information
needs and preferences of the 21st century users in the public university
libraries. It holds that with information technological literacy skills,
librarians would be able to galvanize electronic information services provision
by effectively leveraging on social networking, internet surfing, real time
messaging, blogging as well as effective management and provision of other
electronically stimulated library information services.
Consequently, information technology
literacy is a 21st century skill encompassing and encircling the
awareness, attitude and capability of individuals to fittingly utilize
technological tools for the purposes of identifying, accessing, managing,
integrating, evaluating, analyzing and synthesizing electronic resources and
services, as well as create new knowledge, media expressions, and communicating
such knowledge and expressions with others, within a technologically regulated
environment (Bitri & Akkaya, 2018). It denotes a practical knowledge,
abilities, skills, and behaviours possessed by librarians to use such
technological devices as laptop computers, desktop computers, smart phones,
tablets, etc., in the provision of library services (Emiri, 2015). It is the
practical and technical abilities to effectively and critically navigate,
evaluate and create information using a range of technological tools.
Information technology literacy is one of the various forms of literacy, which
have come to stay in librarianship. It is closely interrelated with other concepts
like information literacy, media literacy, computer literacy, information and
communication technology literacy, and digital literacy, portentous competences
that are particularly fundamental in contemporary society with a strong link to
the ongoing development of information and communication technology and digital
media (Anjaiah, 2016; Bansode & Visve, 2017; Bitri & Akkaya, 2018;
Emiri, 2015; IFLA, 2019; Limberg, Sundin & Talja, 2012; Odu & Omosigho,
2017; Udoh & Okafor, 2022).
The International Federation of Library
Associations and Institutions [IFLA] (2019) conceives information technology
literacy as the embodiment of abilities and capacities to harness the potential
of digital tools. To be information technology literate means to be able to use
information technology tools to its fullest efficiently, effectively and
ethically in meeting information needs in personal, civic and professional
lives. It involves the ability to operate a computer and perform basic
tasks such as typesetting, editing, formatting, and reformatting of texts,
images, files and documents; form filling, searching, uploading and
downloading, as well as understanding how the Internet works in terms of data
travels, ability to use information technology tools creatively, stretching
from blogging or editing Wikipedia to designing websites or writing code, as
well as creative expressions through multimedia tools such as podcasts and
videos (IFLA, 2019).
Possessing the above information technology
skills, abilities and competencies lead to more personal fulfillment,
professional, intellectual and entrepreneurship opportunities for librarians.
These sets of information technology literacy skills promote the provision of
effective electronic information services to library users in the university
libraries. It also enables librarians to use electronic information services
effectively for their works, including performing professional duties and
scholarship most easily, efficiently and effectively. This may include using
word processing for day-to-day responsibilities, SPSS for research data coding
and statistical analysis, spreadsheets, creating databases, electronic
presentations, managing networks, using internet, performing automated
activities, providing ICT based services, managing social and ethical issues in
the university libraries. Contextually, information technology literacy as used
in this research refers to the gamut of skills, knowledge, abilities,
competencies or attitude that individuals such as librarians require to be able
to use or manipulate information technology tools such as the computers,
internet and associated tools in the acquisition, processing, storage, use and
communication of information.
Similarly, Gui and Argentin (2011) posit
that information technology literate persons possess a variety of skills such
as the knowledge of the fundamental principles of computing devices,
competencies in using computer networks, as well as abilities to connect to
online communities and social networks ethically. Such skills assist librarians
in the ease of receiving, applying, sharing, and creating information that
meets users’ electronic information service needs. This is because information
technology literacy skills have become more essential and of course,
indispensable in using digital technologies for better living, communication,
learning, use of government services and to work effectively (IFLA, 2017;
Kamba, 2011). This is also in tandem with the view of Odu and Omosigho (2017) who posit that acquiring digital technology
literacy skills by librarians promote digital libraries, professional
effectiveness, costs saving in buying duplicate copies of printed books because
a single digital or electronic resource that is accessible, downloaded and
archived in the university libraries can be accessed and utilized by several
library clients at the same time and from different locations without damaging
to the original copy of the information source.
In the light of the above, some specific
information technology literacy skills and competencies, according to Ajeemsha
and Madhusudhan (2012); Bajpai and Margam
(2019) include;
word processing skills, library automation skills, digital library
competencies, Web 2.0 competencies, computer hardware competencies,
institutional repository competencies, library management software skills, web
page creations, RFID, e-journal , e-book, e-resources, knowledge management
competencies, virtual reference skills, online metadata schema, database
creation, and internet competencies. Specifically, word
processing skills are the ability to operate a computer and perform basic tasks
such as typesetting, editing, formatting, and reformatting of texts, images,
files, and documents as well as form-filling. It encompasses the knowledge,
attitude or capability to independently create text documents, edit (insert,
delete and replace) text and objects, format the documents to increase or
enhance readability and appearance, print a copy of the document and save the
document for future use or reference (Jones & Bartlett Learning, 2021). A
good knowledge of word processing skills facilitates effective manipulation of
texts and related objects such as pictures using the word processor. It is
fundamental in providing professional, intellectual and non-routine services as
well as in enhancing the ability of the librarians in providing electronic
information services to support teaching, learning and research activities of
library users in the university libraries.
Kurt and Emiroğlu (2018) opine that online search
skills are significant for easy and rapid access and
retrieval to accurate and reliable information, and for various information
management processes such as analysis, evaluation and decision-making. It also
involves the ability to search,
uploading and downloading, as well as understanding how the Internet works in
transferring electronic information services. Online
search skills enhance the manipulation of multiple search systems, exploration
of popular search engines, use of basic search function, construction of
multiple search queries, multi-tasking reformulation, parallel reformulation
and recurrent reformulation. Online search skills also involve the ability to
use Boolean operators, phrase searching, proximity search, fuzzy search, stemming,
truncation searches, and wildcard searches (Xie & Joo, as cited in Eke,
Omekwu & Agbo, 2014).
Library automation skills refer to the abilities, attitudes and competencies involve in the conversion of
paper-based library resources into machine-readable formats by initiating,
promoting and implementing automated library system for ease of access,
visibility and prestige of information and digital services. Library automation skills are sets of skills
derivable from the understanding of the process of library automation, which
involves the conversion of manual library resources into machine-based
services (Gavit, 2019; Singh, 2017). It
facilitates the ease, convenient and timeliness of librarians in providing
electronic information services to users, while conserving space and reducing
duplications in the university libraries.
Web 2.0 skills are also necessary skills or proficiencies that are
capable of helping librarians in the acquisition, creation, processing,
storage, dissemination, sharing or publishing of information. Web
2.0 skills embeds the potentials to create more interactive and powerful
environments in which librarians create, produce, edit, and evaluate
information services (Akwang, 2021; Richardson, 2009). The use of Web 2.0 skills equips librarians in handling Web 2.0 tools
and facilities in order to incorporate personalized, scalable and customized
systems for effective, more productive and timely provision of electronic
information services in university libraries. It facilitates the ability to
create and share information in several formats such as text, pictures, music,
videos, and images using available social media platforms such as: Facebook,
LinkedIn, Academia.com, GoogleScholar, Instagram, MySpace, Wikis, Blog,
Wordpress, Podcasts, YouTube, Flickr, social bookmarking services, WhatsApp,
Twitter, etc., to enhance interactivity for sharing electronic or online
information services to library patrons.
Online collaboration skills refer to those abilities, aptitude,
attitudes or competencies required by librarians to work in groups for the
purpose of sharing tasks and information services across multiple levels within
a local library and with other libraries to meet patrons’ information needs
(Monash University, 2021). The ability to effectively use online collaboration
tools is a key to providing electronic information services in university
libraries. Online collaboration skills enable librarians to communicate or
disseminate information, collect data, generate ideas, build teams, solve
problems and make effective decisions. Online collaboration skills facilitate
the possibility of librarians to effectively participate in collaborative
learning opportunities that require evaluation of ideas and activities for the
provision of electronic information services. It helps in sharing information,
discussing ideas, solving problems, and sharing tasks in the university
libraries.
Institutional repositories management skills denote the abilities
and competencies to initiate, set up and manage institutional repositories for
the purpose of enhancing better access and utilization of intellectual contents
of the universities. It involves the ability or
knowledge in customizing, deploying and managing repositories and associated
software such as E-Prints, DSpace, Fedora, Greenstone, CONTENTdm, DigiTool,
ENCompass, Hyperion, MetaSource and VITAL. According to Anenene, Alegbeleye and
Oyewole (2017); Sharma, Saha and Meichieo (2008),
institutional repositories management skills encompasses the ability
to manage repository services by identifying goals and future strategies for
improvement in the services; ability to develop workflows to manage the
capture, description and preservation of repository outputs; ability to manage
the day-to-day running of the repository including any mediated-deposit
services like self-archiving by authors; ability to arrange and carry out
testing of the system and evaluate results; ability to design and develop
repository interface and tools; ability to identify and develop value-added
services such as community and collection pages in the repository. Institutional repositories management skills are essential attributes
for electronic information services provision in information technology
regulated university libraries.
Radio frequency identification (RFID)
management skills refer to the ability to facilitate the functionality and
workability of radio frequency identification system for the purpose of
enhancing effective users’ services and security system in university libraries.
According to Singh and Mahajan (2013), REFID management skills helps in item
tagging, and monitor the functionality of the RFID readers and antennas in
order to help in providing information services to users. RFID
management skills also involves the ability to determine a suitable software
application required in an RFID environment so as to effectively manage the
flow of information between the readers and the backend, as well as filter data
feeds to application software, generate inventory movement notifications,
monitor tag and reader network performance, capture history and analyze
tag-read events for application tuning and optimization (Thornton, as cited in Singh
& Mahajan, 2013). RFID management skills could assist in
determining a suitable server component of the RFID system and library
integrated management system, which are transaction database for reporting the
operations of the RFID system in the university libraries.
Moreover, Obaseki (2014) defines electronic
information services as information services that are available online or
offline via electronic formats and accessible through the use of technological
devices such as computer networks, internet, desktop computers, laptop
computers, tablets, smarts phones, e-book readers (e.g. the Amazon Kindle,
Barnes, Noble Nook, etc.), multimedia players, media capture devices like the
Flip video camera and the Zoom H2 audio recorder, scanners, printers,
note-taking helpers, CD-ROMs readers, memory card readers, projectors, world
wide web (www), digital libraries, among others. They
are information services and sources available online and accessible through a
variety of electronic media such as computers (Ndinoshiho, 2010).
In the same vein, Odunewu and
Aluko-Arowolo (2018) define electronic information services as computer-based
database of books, journals, dictionaries, encyclopedias and other information
services which are accessible through electronic media. Electronic
information services that can be implemented by university libraries are many
and include: Online Public Access Catalogues (OPACs), Web public access
catalogues (WebPAC), CD-ROMs, e-literature search services, e-mails, e-books,
e-Current Awareness Services (e-CAS), mobile apps like blogs, digital library
and institutional repository services, e-Selective Dissemination of Information
(e-SDI), e-journals, e-newspapers, e-manuscripts, e-maps, e-magazines,
e-thesis, e-dissertations, e-research reports, e-reference services, etc. (Mallikarjuna & Padmamma, 2020; Okogwu
& Dike, 2017; Udoh, Ekpenyong & Olowookere, 2020).
Expatiating further with examples, Bamigboye, Odunlade, Agboola and Emmanuel
(2018); as well as Iroaganachi and Izuagbe, (2018) posit that university libraries as reservoir of
knowledge can also provide access to electronic databases such as: Health International Network Access to Research Initiatives
(HINARI), Access to Global Online Research in Agriculture (AGORA), Joint System
to Order Resources (JSTOR), The Essential Electronic Agriculture Library
(TEEAL), Ebscohost, Oxford online journal, National Universities Commission
(NUC) virtual library, and other electronically accessible databases. They are
information and communication technology (ICT) induced services and are
essential in facilitating teaching, learning, research and community services.
They are fundamental services designed to complement the
print-based sources and services in a traditional library setting with multiple
merits, including enhanced accessibility to current and relevant information
services without geographical, financial and time restrictions (Dadzie, as
cited in Emiri, 2015).
Electronic
information services are easily accessible notwithstanding the geographical
location of the university libraries and library users. They are not time bound,
that is, they are not limited by time, but only require relevant technological
gadgets and skills such as technological literacy as well as information
retrieval and search skills from the users. With access to and utilization of
electronic information services, greater academic tasks such as teaching,
learning, research, uploading and downloading documents in diverse formats,
search engines, sending and receiving messages, texts, files, documents, etc.,
can be accomplished with ease and less time. Contextually, electronic
information services refer to all the information services that are available
and accessible via electronic or online media as the products of Information
and Communication Technology (ICT).
They are computer-mediated information services that facilitate teaching,
learning, research and community services.
Flowing from the above, librarians need to
acquire relevant information technology literacy skills to effectively play
their roles and facilitate the process whereby the university libraries in
Nigeria will compete favourably with their counterparts in developed countries
of the world. This is because as central organs of the universities, university
libraries are established with the prime mandate of supporting teaching,
learning, research or scholarship and community services (Ibegwam, 2015;
Kolawole & Igwe, 2016). They are the foundation, the nerves, the nucleus,
and the very temple which emits all knowledge within which the entire
university’s purposes of teaching, learning, research and community services
are actualized (Arua & Udoh, 2019). They are the linchpin in the process of
attaining the vision, mission, and objectives of the universities for students’
self-actualization and national economic, educational, technological, political
and socio-cultural development. This is the reason why the information services
of the public university libraries, particularly, the electronic information
services must be adequately provided.
Meanwhile, managing and providing
electronic information services in public university libraries require
librarians to possess sound information technology literacy skills (Emiri,
2015; IFLA, 2019). This is because the need for some level of technicalities,
competencies and skills in the planning, acquisition, processing, storage and
dissemination of electronic information services cannot effectively harnessed
without these skills. This implies that a technologically literate librarian is
fundamentally indispensable in the whole process of ensuring that the public university
libraries function effectively and efficiently in the provision and
dissemination of electronic information resources and services. It aligns with
the position of Ibegwam, Nelson and Jude-Iwuoha (2019) who observe that
librarians are experts in the 21st century scholarship, facilitating
students’ and lecturers’ skills as well as saving their time in order to
enhance their research productivity with innovative ideas, techniques and
processes.
However, scholars have indicated that
information technology literacy skills of librarians, though generally
essential in providing effective electronic information services in public university
libraries, is far below expectation (Aiyebelehin, Ikenwe & Okpetu, 2017;
Anyim, 2018; Anyira, 2011; Anjaiah, 2016; Edem,
2008; Emiri, 2015; Nkamneben
et al., 2015; Odunewu & Aluko-Arowolo, 2018). In this wise, Edem (2008) pointedly argues
that the major obstacle to the 21st century public university
libraries is not underfunding, as some assumed, rather the poor performance of
librarians is due to poor information and communication technology literacy
skills. Affirming this position, Anyira (2011); and Emiri (2015) assert that inadequate
basic skills like information technology literacy skills for the use of
information technologies has become a clog or obstruction to better library
services in public university libraries. Therefore, with the rapid trends
toward automated and hybrid libraries, information technology literacy skills
have become essential requirements for driving electronic information services
provision in public university libraries in order to enhance quality teaching,
learning and research activities.
Therefore, based on the above background,
this study examined information technology literacy skills of librarians as
correlates to electronic information services provision in public university
libraries in South-East, Nigeria.
1.2 STATEMENT OF THE PROBLEM
In a mounting situation where most university libraries in Nigeria are practically
persisting on manual library practices despite societal preference for
electronic information services, one would wonder what the problem could be.
Although scholars have noted that librarians’ inaptitude, among other
variables, is a potent challenge to implementation of electronic information
services in academic libraries (Aiyebelehin, Ikenwe & Okpetu,
2017; Anyim, 2018), it will be imperative to understudy the
information technology literacy skills of librarians in relation to the
realization of electronic information services in public university libraries.
This is because even as literature generally emphasizes the necessity of information technology
literacy skills of librarians for efficient delivery of electronic information
services for the betterment of the university libraries as a whole (Abbas & Siddique, 2020), but
the correlation between the variables is not clear. Regrettably,
there is no available literature to show the information technology literacy skills of librarians as those who provide
leadership and determine the effectiveness or otherwise of the services of the
university library institutions. As such, no one knows what transpires among
librarians as regard how their possession of information technology literacy
skills affects or inspires the implementation of electronic information
services in the university libraries they superintend. This is an obvious gap
in the literature and necessitates the need for this study.
1.3
PURPOSE OF THE STUDY
The
purpose of this study was to examine the information technology literacy skills
of librarians as correlates to electronic information services provision in
public university libraries in South-East, Nigeria. However, the specific
objectives are to:
i.
determine the correlation
between word processing skills of librarians and electronic
information services provision in public
university libraries in South-East, Nigeria.
ii.
examine the correlation
between online search skills of librarians and electronic
information services provision in public
university libraries in South-East, Nigeria.
iii.
ascertain the correlation
between library automation skills of librarians and electronic
information services provision in public
university libraries in South-East, Nigeria.
iv.
investigate the
correlation between Web 2.0 skills of librarians and electronic
information services provision in public
university libraries in South-East, Nigeria.
v.
find out the correlation
between online collaboration skills of librarians and electronic
information services provision in public
university libraries in South-East, Nigeria.
vi.
ascertain the correlation
between institutional repositories management skills of
librarians and electronic
information services provision in public university libraries in South-East,
Nigeria.
vii.
examine the correlation
between radio frequency identification (RFID) management
skills of librarians and
electronic information services provision in public university libraries in
South-East, Nigeria.
1.4
RESEARCH
QUESTIONS
This research study was
guided by the following research questions:
i.
What is the correlation
between word processing skills of librarians and electronic
information
services provision in public university libraries in South-East, Nigeria?
ii.
What is the correlation
between online search skills of librarians and electronic
information
services provision in public university libraries in South-East, Nigeria?
iii.
What is the correlation
between library automation skills of librarians and electronic
information
services provision in public university libraries in South-East, Nigeria?
iv.
What is the correlation
between Web 2.0 skills of librarians and electronic
information
services provision in public university libraries in South-East, Nigeria?
v.
What is the correlation
between online collaboration skills of librarians and electronic
information
services provision in public university libraries in South-East, Nigeria?
vi.
What is the correlation
between institutional repositories management skills of
librarians
and electronic information services provision in public university libraries
in
South-East, Nigeria?
vii.
What is the correlation
between radio frequency identification (RFID) management
skills
of librarians and electronic information services provision in public
university libraries in South-East, Nigeria?
1.5
HYPOTHESES
The
following null hypotheses were tested at 0.05 level of significance.
Ho1:
There is no significant relationship
between word processing skills of librarians and electronic information
services provision in public university libraries in South-East, Nigeria.
Ho2:
There is no significant relationship
between online search skills of librarians and electronic information services
provision in public university libraries in South-East, Nigeria.
Ho3: There is no significant relationship
between library automation skills of librarians and electronic information
services provision in public university libraries in South-East, Nigeria.
Ho4: There is no significant relationship
between Web 2.0 skills of librarians and electronic information services
provision in public university libraries in South-East, Nigeria.
Ho5: There is no significant relationship
between online collaboration skills of librarians and electronic information
services provision in public university libraries in South-East, Nigeria.
Ho6: There is no significant relationship
between institutional repositories management skills of librarians and
electronic information services provision in public university libraries in
South-East, Nigeria.
Ho7: There is no significant relationship
between radio frequency identification (RFID) management skills of librarians
and electronic information services provision in public university libraries in
South-East, Nigeria.
1.6
SIGNIFICANCE
OF THE STUDY
The findings of this study are expected to be beneficial
to a number of stakeholders in the university system, in general and library
and information science profession, in particular. It is expected to be
specifically useful to the university administration, university library
management, library and information science professionals, postgraduate
students of library and information science, researchers/scholars in the
library and information science and related disciplines, and the entire body of
knowledge.
The findings of this study are expected to be helpful for
university administration in fine-tuning their policies and priorities
regarding the selection of the librarians. This is because in the 21st
century library practices, any librarian who does not possess adequate
information technology literacy skills may not be able to manage the electronic
information sources and services which have become a vital component of the
university library information resources and services. This study is also
anticipated to be useful to the university administration because it pinpointed
the requisite information technology literacy skills that a librarian should
possess in order to be effective in galvanizing the functions and programmes of
the university library for users’ satisfaction. The findings of the study are
also expected to encourage the university administration to increase their
financial allocation to the university libraries in order to acquire necessary
ICT facilities and promote ICT-related training in order to boost the training
and development needs of librarians.
The findings of the study are also expected to be
useful for the university library management in enhancing training and
development programmes to equip the librarians who are in charge of key
positions in the hierarchy of the university libraries. This is likely to be
achieved by unveiling key information technology literacy training areas for
optimal functionality of the librarians in the information and communication
technology regulated world.
Regarding library and information science professionals,
the findings of this study are expected to encourage effective implementation
of electronic information services by pointing out information technology
literacy skills necessary for librarians. This is to enable them further align
their inclination with the global paradigm shift in librarianship profession by
looking beyond the analogue system of library information services provision.
It is equally anticipated to encourage them to embrace necessary training and
development programmes in information technology so as to equip themselves with
necessary information technology literacy skills for global competitiveness and
satisfactory services delivery to users.
The findings of this study are equally expected to be helpful
for the postgraduate and undergraduate students of library and information
science in enhancing better understanding and becoming effectively relevant in
their chosen field of learning. This is because they need to acquire new skills
such as information technology literacy skills, media skills, etc. These new
indispensable skills will enhance their career progression and in becoming
effective and efficient information service practitioners.
Concerning researchers and scholars in the field of
library and information science and related disciplines, the findings of this
study are expected to be valuable as a reference material for future research
works. It will inspire other researches into the concept of information
technology literacy skills of librarians. Researchers/scholars will also rely
on the findings of this study for their empirical reviews.
Finally, this study is expected to expand the horizon
of knowledge by adding to existing literature and the entire body of knowledge on
the subject matter of information technology literacy skills of librarians,
electronic information services and public university libraries.
1.7
SCOPE
OF THE STUDY
This study examined how information technology
literacy skills of librarians correlates to electronic information services
provision in public university libraries in South-East, Nigeria. Specifically,
it examined how word processing skills, online search skills, library
automation skills, Web 2.0 skills, online collaboration skills, database
institutional repositories skills, and radio frequency identification (RFID)
management skills relate with electronic information services provision in
public university libraries in South-East, Nigeria. The study was conducted in
the South-East zone of Nigeria comprising Abia, Anambra, Ebonyi, Enugu and Imo
States. It covered ten (10) public university libraries, consisting of five (5)
federal university libraries and five (5) state university libraries, located
within the five (5) states of the South-East geopolitical zone of Nigeria. It
concentrated on librarians as those in leadership and supervisory positions as
well as bibliographic officers and heads of departments/units in the university
libraries under study.
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