ABSTRACT
This study examined the use of Electronic Information Resources [EIRs] for Research Output of Librarians in Federal Universities in South East Nigeria. The study was guided by six research question and six hypotheses. The population of the study consists of 219 professional librarians drawn from six federal universities in the South East Nigeria. The size of the population was manageable hence there was no sampling. Data were collected using a questionnaire which were validated by five experts. A reliability index of 0.83 was obtained. The data was analyzed using frequency counts, percentages, mean scores and standard deviation. The hypotheses were analyzed using t-test technique and significance was determined at a level of 0.05. Findings revealed that there was no significance difference in the research output of Practicing Librarian and Library and Information Science Educators. There is no significant difference between the mean responses of practicing librarian and Librarians educators on the extent of use of electronic information resources (EIR) for research purposes of librarian in the Federal Universities in South-East, Nigeria. There is no significant difference between the mean responses of practicing Librarians and Librarian educators on the frequency of use of electronic information resources (EIR) for research outputs of librarians. There is no significant difference between the mean responses of practicing Librarians and Librarian educators on the skills required for the use of Electronic Information Resources (EIR) for research outputs of librarians. There were challenges identified by the study which are limited restrictions from vendors, erratic power supply, lack of technical know-how, among others. In other to address the identified challenges the study suggested provision of unlimited access to computer and internet services, provision of steady power supply, user education on information retrieval strategies, provision of adequate band width as well as acquisition of electronic resources facilities among others.
TABLE OF CONTENTS
Title Page I
Declaration II
Certification III
Dedication IV
Acknowledgments V
Table of Contents VII
List of Tables X
List of Appendices
XII
Abstract IX
CHAPTER 1: INTRODUCTION
1.1
Background to the Study 1
1.2
Statement of the Problem 11
1.3 Purpose of the Study 12
1.4 Research Questions 13
1.5
Hypotheses 13
1.6 Scope of the Study
14
1.7
Significance of the Study 15
CHAPTER 2: REVIEW OF
RELATED LITERATURE
2.1
Conceptual Framework 17
2.11 Concept of electronic information
resources (EIRs) 17
2.1.2
Concept of utilization 27
2.1.3
Concept of research output 30
2.1.4
Concept of librarians 33
2.1.5
Concept of university 36
2.1.6 Extent of utilization of electronic
information resources 38
2.1.7 Skills and competencies needed to use
electronic information resources 43
2.1.8
Effect of the use of EIRs on research output of librarians 46
2.1.9
Problems militating against the use of EIRs for research output 50
2.1.0
Strategies for enhancing the use of EIRs for increased research output 53
2.2 Theoretical Framework 56
2.21
User acceptance of information technology theories 56
2.22
The technology acceptance model (TAM) 58
2.23
The unified theory of acceptance and use of information technology 62
2.3 Empirical Studies 66
2.31 Extent of utilization of electronic
information resources 66
2.32 Effects of use of electronic information
resources on research output 76
2.4 Summary of
Literature Review 85
CHAPTER 3: METHODOLOGY
3.1 Design
of the Study 88
3.2 Area of the Study 89
3.3 Population of the Study 90
3.4 Sample and Sampling Technique 90
3.5
Instruments for Data Collection 91
3.6
Validation of the Instrument 91
3.7
Reliability of the Instrument 92
3.8 Method
of Data Collection 92
3.9 Method of Data Analysis 93
3.10 Limit of range numbers
93
CHAPTER 4: RESULTS AND DISCUSSIONS
4.1 Results and Discussions 94
4.1.1 Research questions 94
4.1.2
Hypotheses 96
4.2
Summary of Major Findings 110
4.3
Discussion of Findings 113
CHAPTER 5: DISCUSSION AND
RECOMMENDATIONS
5.1
Summary of the Study 120
5.2
Conclusion 122
5.3
Implications of the Study 123
5.4 Recommendations
124
5.5
Limitations of the Study 125
5.6
Suggestions for Further Study 126
REFERENCES 127
APPENDICES 148
LIST OF TABLES
|
4.1:
|
Mean ratings on extent of use of
electronic information resources (EIR) for Research Purposes of Librarian in the Federal
Universities
|
91
|
|
4.2:
|
T-test analysis of mean responses of librarians and librarian & information science
educators on the extent of use of
electronic information resources (EIRs) for research purposes of librarian in
the federal universities in south east
|
93
|
|
4.3:
|
Mean ratings on the frequency of use
of electronic information resources (EIR) for research output of librarians
in the federal universities
|
94
|
|
4.4:
|
T-test analysis of mean responses of librarians and librarian educators on the frequency of use of electronic
information resources (EIR) for research output of librarians in the federal
universities in south east
|
96
|
|
4.5:
|
Mean ratings on the skills required for the use of electronic
information resources (EIR) for research output of librarian in the federal
universities.
|
97
|
|
4.6:
|
T-test analysis of mean responses of librarians and librarian educators on the skills required for the use of electronic
information resources (EIR) for research output of librarians in the federal
universities in south east
|
98
|
|
4.7:
|
Mean ratings on the effects of the use of
electronic information resources (EIR) for research output of librarians in
the federal universities in the south east
|
99
|
|
4.8:
|
T-test analysis of mean responses of
librarians and librarian & information science educators on the effect of
the use of electronic information resources (EIR) for research outputs of
librarians in the federal universities in south east
|
101
|
|
4.9:
|
Mean ratings on the problems militating
against the use of electronic information resources
(EIR) for research output of librarian in the federal universities
|
102
|
|
4.10:
|
T-test analysis of mean responses of librarians
and librarian & information science educators on the problems militating
against the use of electronic information resources (EIR) for research
outputs of librarians in the federal universities in south east
|
|
|
4.11:
|
Mean ratings on the strategies for enhancing the use of electronic
information resources (EIR) for research output of librarian in the federal
universities
|
104
|
|
4.12:
|
T-test analysis of mean responses of librarians and librarian & information science
educators on the problems
militating against the use of electronic information resources (EIR) for
research outputs of librarians in the federal universities in south east
|
105
|
APPENDICES
Appendix
i Validation
of Instrument 140
Appendix
ii Test of the reliability of
EIRROQ using cronbach alpha 146
Appendix
iii Analysis
of the Instrument 147
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
The emergence of Information and
Communication Technologies (ICTs) has greatly affected every aspect of academic
activities including the research output of librarians in the universities. Information
and Communication Technology (ICTs) and associated tools have brought about a
real paradigm shift in learning, teaching and in research activities. Ebenezer,
(2016) noted that the development of Information and Communication Technology
devices, the rapid rise of e-journals and e-book technologies have altogether
changed the entire state of informatics. Users attitude to the use of
information and communication technologies are gradually shifting from print
document to electronic resources especially on the area of teaching, learning
and research.
Electronic
information resources are the electronic representation of information and they
are available in various forms like e-books, digital libraries, online journal,
magazines, e-learning tutors, online test, e-journals, e-discussions, e-news,
data archives and e-mails, online chatting and deliver a collection of data, be
it text, image collection, other multimedia products like numerical, graphical
mode. (Thanuskodi, 2012). He equally noted that they can simply be defined as
resources that include documents in electronic or e-format that can be accessed
via internet. Online Dictionary of Library and Information Science (2004)
defines electronic information resources as material consisting of data/ or
computer program(s) encoded for reading and manipulation by a computer, by use
of a peripheral device directly connected to the computer such as a CD-Rom
drive or remotely via network such as internet.
The
category includes software application, electronic texts, bibliographic
databases, Institutional repositories, websites, e-books, collections of
e-journals etc. Electronic resources are easily accessible in the remote areas
and solve storage problems and control the flood of information (Munica, and Hira,
2018). This has increased the global dissemination of information, teaching,
learning and research. In this wise, Iroaganachi
and Izuagbe (2018), avers that electronic information resources (EIRs) are
information resources in electronic format only accessible and retrievable
through the use or application of a computer-network-aided technology, as well
as through the internet. Supporting this view points, Owolabi, Ajiboye, Lawal
and Okpeh (2012), posited that electronic information resources (EIRs) have
tremendous effect on research activities and are increasingly becoming very
useful assets in education, research, teaching and learning.
Dadzie (2005) mentions that “electronic
resources are invaluable research tools which complement print-based resources
in any traditional library and provide access to information that might be
restricted to the user because of geographical location or finance. They also
provide access to current information because they are frequently updated.
Through their various search techniques, electronic resources provide extensive
links to explore additional information resources or related content. In
addition, electronic information resources are convenient to use since users
are able to access information from the library, internet café, and offices or
at times from the comfort of their homes at any time of the day”. Also,
electronic resources reach their subscribers simultaneously. Articles in
electronic formats can be downloaded and printed simultaneously by several
readers depending on access right and permission.
According to the National Information Standards
Organization (NISO) (2008), electronic information resources (EIRs) comprises
digital learning objects, which are selected and organized to facilitate their
discovery, access, and use. They include all those information resources that
are either digitized or created electronically (born digitally), and which
accessibility and use are based on electronic systems and networks. Iroaganachi
and Izuagbe (2018); and Bamigboye,
Odunlade, Agboola, and Emmanuel (2018), asserts that electronic
information resources (EIRs) consists of; e-journals, e-books, online public
access catalogues (OPAC), Web public access catalogues (WebPAC), CD-ROM,
electronic mails, e-data archives, e-manuscripts, e-maps, e-magazines,
e-thesis, e-dissertations, e-newspapers, e-research reports, e-reference
sources, e-bibliographic databases, as well as such specific databases 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, and
several other educational information sources that are valuable to scholars and
researchers, which accessibility and use are electronically aided.
As already established, electronic information
resources (EIRs) have great potentials for research output of librarians in Nigerian
federal universities, when effectively, efficiently, and ethically utilized.
This is because electronic information resources (EIRs) can be easily
accessible, retrievable and useable from anywhere across the globe without any
geographical barriers, much time constraints, or high financial encumbrances;
provided that academic staff possesses and applies the necessary and requisite
information and communication technology (ICT) facilities and skills like
internet connectivity, computer systems, android phones, information and media
literacy skills, etc. Consequently, it is worthy to state that the use of
electronic information resources (EIRs) depends largely and significantly on
the academic and research needs at hand.
Thus, the use of
electronic information resources (EIRS) specifically means the way of using
(utilizing), applying, exploiting, consuming, or employing the information from
the varied fields which have been accessed for the purpose of meeting the
desired or already defined research needs of the academic librarians. Uhegbu (2007) argued that use of
information is the actual putting of the acquired information into suitable
context. So, the use of electronic information resources (EIRs) for research by
librarians in Nigerian federal universities, from all indications, has not only
become popular but has the potentials to influence and enhance their research
findings in a more timely manner, facilitating remote access devoid of
unnecessary restrictions to global electronic information resources that were
hitherto, only available through expensive on-site research visits.
According to Bitri and Akkaya (2018), as the
volumes of Electronic Information Resources (EIRs) are continuously escalating,
librarians as core researchers are equally critically learning new and key
research skills that facilitate their accessibility, location, evaluation and
utilization of the information for various and ever evolving teaching and research
needs. A critical observation has shown that the achievements of librarians in
the Use of Electronic Information Resource for research output has tremendously
improve teaching and learning which in turn brought about academic promotion of
staff, university and national development at large. That is to say that, librarians
play an important role in promoting national development through the volume of
well researched activities in the universities.
To
describe oneself as a 'Librarian' may be a sufficient definition of role and
function among librarians generally. It is widely accepted that there is an
essential commonality of ideals, expertise and subject matter for
'professional' workers in libraries that will allow the use of the term
'Librarian' as a generic descriptor. Nevertheless, it would be unwise to assume
either that this implies that all librarians 'are equal' or are engaged in
'identical activities'.
Organization of Economic Cooperation and
Development, (2003) defined librarians to mean personnel that work mainly in
the Universities libraries whose primary assignment are the custodian of
knowledge and public service. They are academies that have acquired much
education and are expected to give back to the society, by imparting acquired
knowledge to the coming generation. This
includes staff personnel who hold an academic rank with title such as
professor, associate professor, instructor, or the equivalent of any of those
academic ranks. Egwunyenga (2008) defined librarians (academic) staff as
individuals employed in academic institutions whose responsibilities are to
teach and conduct research leading to improvement in the society.
In Nigeria
today, the primary parameter used to assess librarians for promotion are
quantity (the number) and quality of articles published in reputable journals,
conference proceedings and papers (Okonedo, Popoola & Emmanuel, 2015). In
order to justify the academic status accorded librarians and the importance
attached to research and publications in universities in Nigeria, academic
librarians have accepted the reality of conducting research and publishing
their output in scholarly/reputable outlets like their teaching counterparts.
The consequence of not being able to accept and flow with the research trend of
getting published is tantamount to either becoming 'endangered species' in the
academic environment or 'perishing' in the 'academic sea' of career stagnation.
In line with this notion, Salaam and Agboola (2002) reported that failure of
librarians in the university libraries to produce the requisite number of
publications in learned journals would lead to forfeiture of their promotion opportunity
despite having met other criteria.
Since the
present study aimed at finding out the use of electronic information resources
for research output of library and information science educators and practicing
librarians, there is need to clarify the term library and information science
educators and practicing librarians. Library and information science educators in
this study which some literature referred to as faculty status are lecturers
that lecture in the department of library and information science (library
school). Popoola (2008) referred to them as
lecturers and defined them as staff in academic institutions whose duties pertain
to teaching, learning, research and community services. Library and information
science educators can be seen as those intellectuals (librarians) who are
qualified and employed in the universities to foster teaching, learning and
research for the growth and promotion of individuals and national development.
Library and information science educators in the universities are indispensable
human resources that contribute greatly to the work force of a country. Accordingly,
both practicing librarians and library and information science educators in the
universities are the pivot through which the vision, mission, and objectives of
any university institution are accomplished through their contributions in well
researched activities in the universities.
On the other hand, practicing librarians are academic
librarians that work in the academic libraries. According to Justine (2007) Academic
librarians are those that work in the academic libraries saddled with the
responsibility of acquiring, organizing, managing and distributing library
resources, and ensuring that library provision meets the needs of all its
users.
University as known is a higher level of education
after primary and secondary schools. It is the level of education that equips
the individuals of a country with knowledge, skills and right morals to take up
positions in the country that will aid all-round development. Its relevance in
tackling societal ills in Nigeria has led to the promotion of education (Akpotu
& Nwadiani, 2003). Universities, all over the world, are institutions of
higher learning for the facilitation of teaching, learning, research, community
service and the award of academic degrees at both undergraduate and
postgraduate levels (Webster, 2010). However, it is important to understand
that universities are not set up simply as degree mills to produce students in
learning centres, but primarily to do research, and disseminate outcomes and
propagate innovation through the society (Ibidapo-Obe 2012). The objectives of
the universities are to foster national development. In doing this, the
University promotes innovation and entrepreneurship through partnership with
government and business. The universities through academic research and
technologies help to drive an array of industries and provide the students with
the skills to compete in increasingly global workplaces. The universities
create room for academic mobility and research collaboration which on the other
hand create links in the global networks and promote internationalization.
According to Jean-Paul (2017), the Universities fundamental duty is to provide
enabling environment for education and in doing so improve the quality of lives
in the community. As an agent of change, universities are more than sites for
training and instruction, they are crucial intellectual milieus where knowledge
is created, disseminated and challenged. Hence, at the core of these responsibilities
of the universities, lies the primary task of promoting research and
development cum the dissemination of research output and propagation of
innovations for the betterment of the society (Ibidapo-Obe, 2012). Therefore, in
achieving the mandates of the universities as an agent of change, academic research,
provision of conducive environment for education, using electronic information
resources become a sine-qua-non in promoting the academic staff research
activities. This is because Information is power, information is a
transformational agent, and information is a purveyor of knowledge, which
facilitates the research output of academic staff of universities.
In the light of the above, accomplishing the research task
of the librarians in the universities, require more than just the provision and
use of the printed information resources. It calls for, and of course, requires
the use of the emerging electronic information resources (EIRs).
Research Output is combination of two words “Research”
and “Output”. “Research” means very careful, observant, and vigilant study or
investigation of phenomena, particularly to search and find out new
particulars, information and facts, while “Output” means productivity, produced
in duration of time. With reference to university education, research output
means, publications of papers in professional journals, in shape of books or
presentation of research papers in conference proceedings (Iqbal and Mahmood,
2011). Research outputs have been identified as the life wire of all
professions as they contribute to their growth and development.
Research output is seen as one of the outcomes of
research activities (Mahar and Quiliam, 2008). Over the years, research output
has been the channeled through which librarians contribute their quota to the
existing body of knowledge (Okonedo, 2015). For the purpose of this research,
research output refers to publications of papers in professional journals,
books and articles or presentation of research papers in conference proceedings
or displaying on the web or making its presentation on the television or radio.
Research output in academic institutions is reflected in the number and quality
of articles published by the affiliated faculty. Often, departments evaluate
their faculty on their “publication count” (Jaunch and Glueck, 2010).
Research outputs are products of creative enquiry,
systematically and rigorously undertaken by academic staff (librarians) of
universities to provide solutions to an identifiable problem, which focuses
primarily on extending the frontiers of knowledge and meeting the cardinal
objectives of the university education. As a matter of fact, research outputs
of academic staff (librarians) of universities remains an indispensable
requirement for their career progression, assessment for appointments and
promotions, institutional assessments and rankings, as well as local and
international recognition. Research output is the outcome of any research effort
which determines academic staff efficiency, and effectiveness, serving as the
parameter for measuring their intellectual acumen, teaching quality, contributions
to knowledge and overall soundness; in terms of the number of scholarly publications
produced over a period of time. In fact, Harman. (2010); Madu (2012); and Popoola
(2008), acknowledged that research output of academic staff (librarians) of
universities persists as one of the cardinal yardsticks in the evaluation and
ascertainment of academic staff efficiency. This, in a nutshell, gives strong
credence to the position of the National Universities Commission (NUC), which proposed
that academic staff of universities shall be evaluated for promotion every
three and four years for both junior and senior levels using their research
publications in referred works and patents as the overriding reason (Madu,
2012).
Universities exist for the purpose of promoting research
activities whether individual research, institutional research, commissioned or
contractual research, collaborative research and student research. Salaam and
Agboola, (2002) reported that failure of librarians to produce the requisite
number of research output in learned journals would lead to forfeiture of their
promotion opportunity despite having met other criteria.
This is because there is the need to ascertain
the use of electronic information resources and extent of use for research
purposes by librarians in South East Nigeria. South east Nigeria is a region of
Nigeria that borders Cameroon to the east and Atlantic Ocean to the south. It
is the homeland of speaking people and the dominant language of this region is
Igbo. In geo-political terms, it contains nine out of the 36 states of the
nation, namely Abia, Akwa-ibom, Anambra, Bayelsa, Cross River, Ebonyi, Enugu,
Imo, and Rivers States. South East Nigeria is also where the oil wealth of
Nigeria originates from, which has led to environmental degradation of its
extreme south in the mangrove, rivers, and swamps facing the Atlantic, it is a
tropical region known for its heavy rainfall. The major occupation there is
agriculture and the extractions of raw minerals such as limestone, gold, crude
oil, e.t.c. Though
there exist electronic information resources in the federal universities in the
South East Nigeria, the use of these resources by librarians for research
output is still in doubt. This study therefore is set to determine the use of
electronic information resources by librarians in South East Nigeria for
research output.
1.1 STATEMENT OF THE PROBLEM
Electronic
Information Resources [EIRs] have made research more interesting and have taken
the central stage in teaching, learning and research. Adoption of Electronic
Information Resources have contributed towards making researchers, students,
faculty members and the university more research driven. They provide instant
access to digitized information and services with the aid of computer or
telecommunication technologies. It can also serve as a medium for achieving
national and community development through provision of relevant information
necessary for decision making and policy enhancement. The emergence of
electronic information resources, according to Ani and Edem (2012), has
tremendously transformed the handling and management of information in Nigerian
academic environments and university in particular. Tenopir, (2003) stated
“users show a high acceptance of electronic resources and an unwillingness to
return to print only versions, as electronic information resources have been
rapidly adopted in electronic spheres”.
Hence, literatures have revealed that the
propensity of technological change is affecting the volume of research output
due to the inability of researchers to adapt and utilize the new technologies
for the purpose of research. These problems if not checked may result to a
continuous downward slide in research productivity and contribution to national
development as a result of inadequate information at the disposal of librarians
and other information users.
However,
alleviating these challenges require urgent need for libraries and other
information organizations to adopt and train librarians, researchers and
information users on the use of the new technologies in order to tap from rich
benefits of electronic information resources. This study therefore was geared
towards determining the use of electronic information resources for research
output of librarians in federal universities in South East Nigeria.
1.2 PURPOSE OF THE STUDY
The purpose of this work is to examine the
use of electronic information resources (EIR) for research outputs of librarians
in Federal Universities in South-East Nigeria. To achieve this, the specific
objectives are to:
i.
determine the extent of
use of electronic information resources (EIRs) for research purposes by librarians
in Federal Universities in South-East, Nigeria.
ii.
determine the most
frequently used electronic information resources (EIRs) for research activities
by librarians in Federal Universities in South-East, Nigeria.
iii.
found out the requisite
skills for the use of electronic information resources for research by librarians
in Federal Universities in South-East, Nigeria.
iv.
determined the effects of
the use of [EIR] on the research output of librarians in Federal Universities
in South East Nigeria.
v.
identify the problems
militating against the use of electronic information resources (EIRs) for
research outputs of librarians in Federal Universities in South-East, Nigeria.
vi.
suggest measures for enhancing
the use of electronic information resources (EIR) for increased research
outputs of librarians in Federal Universities in South-East, Nigeria.
1.3 RESEARCH QUESTIONS
This research work was
guided by the following research questions:
i.
What is the extent of use
of electronic information resources (EIR) for research purposes of librarians
in Federal Universities in South-East, Nigeria?
ii.
What are the most
frequently used electronic information resources (EIRs) for research activities
of librarians in Federal Universities in South-East, Nigeria
iii.
What are the requisite
skills for the use of electronic information resources for research outputs of librarians
in Federal Universities in South-East, Nigeria?
iv.
What is the effect of the
use of [EIR] on the research output of librarians in Federal Universities in
South East Nigeria?
v.
What are the problems
militating against the use of electronic information resources (EIR) for research
outputs of librarians in Federal Universities in South-East, Nigeria?
vi.
What are the measures for
enhancing the use of electronic information resources (EIR) for increased
research outputs of librarians in Federal Universities in South-East, Nigeria?
1.5
HYPOTHESES
The following null hypotheses were postulated
and tested at 0.5 level of significance:
Ho1: There
is no significance difference between the mean responses of practicing librarians
and LIS educators on the extent of use of [EIRs] for research outputs in
federal Universities in South East
Ho2: There
is no significant difference between the mean responses of practicing librarians
and LIS educators on the most frequently used Electronic Information Resources
(EIRs) for research in Federal Universities in South-East, Nigeria.
Ho3:
There is no significant difference between the mean responses of practicing librarians
and LIS educators on the requisite skills for the use of Electronic Information
Resources [EIRs] for research in Federal Universities in South-East, Nigeria.
Ho4
There is no significance difference between the mean responses of practicing librarians
and LIS educators on effects of research output in federal universities in
South East, Nigeria.
Ho5 There
is no significance difference between the mean responses of practicing
librarians and LIS educators
1.6 SCOPE OF THE
STUDY
This study focuses on the use of
Electronic Information Resources for research output of librarians in Federal
Universities in South-East, Nigeria. The key issues of concentration are the
extent of use of Electronic Information Resources for research by academic librarians;
the most frequently used Electronic Information Resources, requisite skills for
use of Electronic Information Resources of librarians in Federal Universities
in South East Nigeria.
The study covered five (5) States of the
South-Eastern geopolitical zone of Nigeria namely; Abia, Anambra, Ebonyi,
Enugu, and Imo. Accordingly, five (5) federal universities would be the anchor
of this study namely; Michael Okpara University of Agriculture, Umudike (MOUAU),
Abia State, Nnamdi Azikiwe University, Awka, Anambra State, University of
Nigeria, Nsukka (UNN), Enugu State, Alex Ekwueme Federal University,
Ndufu-Alike, Ikwo, Ebonyi State and Federal University of Technology, Owerri
(FUTO), Imo State. The study covered academic librarians from these five (5) Federal
Universities only. Academic librarians comprise those librarians with first
degree and above (Professional Librarians).
1.7
SIGNIFICANCE OF THE STUDY
Significance of study is an important feature of a
research as it provides the basis or rationale for undertaking a particular
research project or study. Nworgu (1991) asserted that justification/significance
of a study is necessitated by the fact that it tries to establish whether the
research is of some professional or practical value to the society or not. That
is, the study must make significant contributions to theoretical or practical
development of a given field of knowledge (such as Information Science) in the
society. Woodwall (2012) explained that significance of study seeks to
establish why the research is important and what contribution of new knowledge
the research would offer to the field of study. Furthermore, the significance
of study provides the context for understanding the importance of the research.
Firstly, the finding of the study would be helpful to
academic staff of universities as it will reveal to them the numerous Electronic
Information Resources and how to obtain them in order to enhance their research
outputs for improved career progression.
The study would bring to lime light the difference
between the research output of librarian educators and practicing librarians if
any and equally provide strategies to strike a balance since the condition for
promotion is based on the quantity and quality of research productivity.
The study would also promote interest in the management
of university libraries on the need to increase and/or re-strategize their
focus on the acquisition of Electronic Information Resources to promote
learning and research. This is because, Electronic Information Resources have
become much more sought-for sources of information due to their timeliness, currency
and geographical spread necessitated by the advancement of Information and
Communication Technologies (ICTs).
The finding of the study would also give Educational
Board the insight on the achievements of academic staff on research output and help
them to prepare the younger generation at the secondary level by introducing
use of Electronic Resources at the secondary Level.
Finally, this study would be an addition to the body
of knowledge, also serving as a reference material in the area of Electronic
Information Resources and research output by academic staff of universities.
This would be very helpful to students, researchers and scholars, revealing the
benefits of Electronic Information Resources for their overall academic
activities like teaching, learning and research.
The research findings will invariably have practical
implications in the overall development of the field of Library and Information
Science in respect of use of electronic information resources for research output
of librarians in Federal Universities in South East, Nigeria. This will also be
useful in the formulation of likely theoretical relationship between use of
electronic information resources and research output alongside existing
knowledge in the field.
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