Library & Information Science Projects

Feb 22

AVAILABILITY AND UTILIZATION OF SERIAL PUBLICATIONS BY ACADEMIC STAFF

Serials are publications with an infinite shelf life that come out often or in series. As the name suggests, it is a publication that consists of being released in consecutive sections, having a number or chronological designation, and appearing on a regular basis with a distinguishing title. Serials, on the other hand, are renowned for being straightforward and precise when addressing any topic area intended just for teaching, learning, and study. Most serials include dates and numbers to denote the subject matter that the document covers. The following traits apply to serial publications: They have an astonishing capacity for change. Serials are published continuously, often at regular intervals (e.g. Annual, monthly, etc). There is often no title page for serials. Instead, you may find the title at the start of the text or on the book’s cover. Particularly with periodicals (magazines, journals, etc.) and newsletters, this is true. Serials include identifiers that identify the particular issues, such as numbers, dates, or both. Serials often don’t have individual writers. The majority of people involved in serials are editors or compilers. Serials are often produced by one or more business organizations that “issued” the serial. Serial names are often supplied many times and perhaps in various formats throughout the issue. Serials often have connections to other serials, such as companions, parts, language editions, translations, earlier or later titles, etc. Serials and monographs could be connected. Serials may either have supplements, indexes, reprints, or special issues, or they can be those things themselves. Serials are published continually, therefore the information on them may change at any time, including the title, issuing body, frequency of numbers, size, physical look, and pretty much everywhere else.

Serials are publications in any form that are released in a series of sections, each with a number or chronological designation and meant to be read continuously. Serials are books that are published and released in installments with a number or chronological designation with the intention of being maintained forever Ogbonna and Okenyi, 2006; Miller, 1980).

As they provide the most recent and relevant material in their specialized fields, serials are essential to postgraduate students’ academic studies. Serials give the most recent ideas and up-to-date facts, both of which are crucial for study. They give information on issues that the textbooks do not adequately address as well as supporting and completing academic courses. When a reader has read every book he can find on the topic and still needs more knowledge, serials provide it. They provide access to a range of viewpoints in several fields since they feature articles written by various authors on various topics.

Students may form informed opinions by weighing several points of view thanks to serials. They expose pupils to a variety of perspectives. In this way, the pupils are blessed with unparalleled wisdom, transforming them from servants of a single doctrine to rulers of an empire of knowledge. Serials prompt the development of new interests and pastimes in fields like athletics by giving pupils accurate information rapidly and in-depthly, especially on themes of current importance. Due to the up-to-date information they provide, they complement library books.

For all types of readers, serial publications serve as a valuable source of knowledge and information. Academic, religious, cultural, political, social, environmental, and entertainment topics are the sources of the information in serials. Also, they facilitate communication and information sharing between writers and readers. This makes new information accessible for further study. Serials are crucial for research since they provide up-to-date information. Serials are especially useful for keeping students, professors, and researchers current in their fields, according to Aina (1988). Serials are the main information sources in every government-approved library; as a result, both instructors and students greatly respect and use them.

Utilization is defined as using something for a certain purpose by Gadsby (2000). Post-graduate students may utilize serials usage to utilise the accessible serials publications in their academic study. Examining how much post-graduate students utilize the intellectual substance of serial publications in their research is the focus of this study.

According to Attenberg (1987), a postgraduate student is a person who continues their academic education in a field related to their field of study after graduating from high school or college. Due to their maturity in a certain field, postgraduate students are regarded as exceptional individuals who require serials most in their research work. As the majority of postgraduate students are currently employed by educational institutions, they need current knowledge from serials not only to complete their projects but also to publish articles and advance their careers. For this set of students, serials are the most recent sources of fresh concepts, information, and scientific advances. Researchers, academics, and post-graduate students earning their master’s and doctorate degrees in a variety of fields place a high value on serials.

Research generally refers to any investigation into the unknown. It is the process of looking for answers to issues or answers to inquiries. Hence, a lot of the person’s actions over the course of his daily functioning might be conceptualized as research. For instance, responding to inquiries about your financial history or the best way to feed your family, etc. Research is considered to be scientific when a systematic technique, or the scientific method, is used. Indeed, research is conducted in every area of human activity, but not every discipline uses the scientific method. In other words, not all study falls within the category of scientific research. Nonetheless, inasmuch as it applies the scientific method, educational research qualifies as scientific inquiry or investigation. Hence, educational research is a methodical way to addressing educational issues. Finding answers to educational issues entails using the scientific approach. Nworgu (2006). (2006).

academic libraries The university libraries strive to provide services of an infinite range since the range of the whole university program ranges from freshmen to PhD candidates who are involved in research. As a result, they provide a broader selection of resources in a variety of subjects, ranging from the most current to those of historical significance. They have general and specialized reference materials, research materials like incunabula (first editions), manuscripts, papers, letters, museum artifacts, historical maps, publications from the federal, state, local, and foreign governments as well as those of the United Nations, research reports, thesis, dissertations, archives, microforms, disc, tape recordings, films, sound tracks, language laboratories, video tapes, listening and viewing equipment, computers, and more in their collection. “Eze et al” (2004).

Sep 19

EXECUTIVE , LEGISLATURE AND JUDICIARY RELATIONS IN NIGERIA DEMOCRACY UNDER BUHARI (2015-2019)

EXECUTIVE , LEGISLATURE AND JUDICIARY RELATIONS IN NIGERIA DEMOCRACY UNDER BUHARI (2015-2019)

CHAPTER ONE

1.0 INTRODUCTION

The principle of separation of powers and the doctrine of checks and balances are the two major mechanisms that define power relations among branches of government in presidential system. Essentially, the primacy of power in governance necessitates the need for institutional control measures to avert disproportionate exercise of power. The assumption of the culture of presidential system is the near absence of personalization of power. Nigeria’s presidential constitution incorporates these measures with essential provisions aimed at ensuring respect for the rule of law . In other words, power relations among the three branches of government are clearly defined to ensure the promotion of good governance. Nevertheless, residual and inherent powers of the executive tower above the other two branches of government. Uneven distribution of powers among the three major structures of government, the legislature, the executive and the judiciary, in presidential system, to an extent, negates the primary essence of the system of checks and balance. Thus, the institutional safety valves will be ineffective in the face of primordial interests and other informal considerations among the political elites. This becomes more profound in divided societies in the developing countries like Nigeria, where corruption and impunity dominate the activities of the institutions of government. In this way, the structures of government constitutionally responsible for regulating powers against abuse gradually shrink in their capacities to maintain order. The outcome of this is the preponderance of governance crisis. Since institutional measures remain ineffective for the control of power, competition among political elites for political space endangers good governance.

1.1 BACKGROUND TO THE STUDY

Institutional conflicts have been a recurring decimal in Nigeria’s political history. It is a fact that such face-offs as experienced in Nigeria, is a common phenomenon in a democratic process (Nnelirk-Mmalive, 2005). However, the Nigerian experience has revealed that the struggle between these branches at some point had some semblance of personal dimensions, yet clothe in constitutionalism Ukase (2014). A critical examination of the relationship between the legislature, judiciary and the executive in Nigeria especially under the current democratic dispensation to have being highly conflictual with attendant implications on the entire democratic process Ukase (2014).

The three arms of government are very important political institutions in democratic regimes and they have a very critical task to play in promoting democratic governance. The achievement of this task however is dependent on whether the relationship that exists between these institutions is constructive or conflictive. In Nigeria’s Fourth Republic for example, the relationship between the arms of government has been characterized more by dysfunctional conflicts which often deadlocks the policy making and implementation process, ultimately inhibiting on democratic governance. More worrisome is the fact that even after thirteen years of democratization in Nigeria, the political players have refused to wean themselves off from the culture of impunity and flagrant disregard to the rule of law, which are the twin evil introduced into the country’s body politics by the military. These factors and others have remained the triggers of political conflicts in Nigeria .

There is the popular belief that the business of government usually suffers whenever the relationship between the 3 arms of government is strained. To observers in Nigeria, the constant feud between the critical organs of government usually affects the effectiveness of the government in its bid to deliver the dividends of democracy to the electorate. Besides, the constant conflict between the legislature, executive and judiciary could put the nation’s democracy in danger, if not properly tackled.

The conflictual nature of legislative-executive-judiciary relations in Nigeria, has over the years, been characterized by mutual suspicion, acrimony, budget process and political rivalry (Aiyede, 2005; Nwannekanma & Ogbodo, 2010). Legislative–executive –judiciary conflicts has been contributing to gridlock over public policy formulation and implementations, thus making government ineffective. The quest for good governance in Nigeria has been threatened more by the unending conflicts between the legislature, executive and judiciary who are often entangled in a constant battle for supremacy and control of the policy making and implementation process, thereby jettisoning the tenets of the principles of separation of powers which clearly states that the three arms of government namely, legislature, executive and judiciary shall be independent of the control of each other (Momodu & Matudi, 2013). There is impunity and flagrant disregard to the rule of law noticeable among members of the executives and parliaments both at the national and state levels in Nigeria since the commencement of the Fourth Republic which has negatively affected democratic governance. This has consequently heightened confrontations between these institutions, to such an extent that the quest for effective service delivery and good governance in the country has been affected negatively.

The conflicts at the federal and state levels have profound negative and positive impacts on good governance in the country. Essentially, the relationship that exists between the legislature, executive and judiciary is very crucial for facilitating good governance in any democratic regimes. This makes cooperation preferable to conflict in Legislative–executive –judiciary relations. As Remington (2004) avers that for legislators to be able to play their role of representation, oversight, and legislation, “there is need to be a certain degree of cooperation between the branches (legislature and executive) in policy making (each side must be willing to bargain and compromise in order to get some policy benefits), the legislature must have some capacity to monitor the executive, and the executive needs to be willing to comply with legislative enactments.” It is incumbent therefore on the legislature to make laws that would set the agenda for good governance and it must also ensure through its oversight function that the executive and its Ministries, Departments and Agencies (MDAs) delivers on their policy mandates to the citizens at large. It is also important that both institutions should base their relationship on mutual respect, understanding and adhering strictly to the tenets of separation of powers. This, according to Taylor (1996) will assist in ‘re-establishing the proper balance between parliament and the executive’- implying that both the legislature, executive and judiciary should balance the risks and benefits resulting from the frictions in their relationships for the primary purpose of running the state efficiently.

The Executive , judiciary and Legislative relationship in Nigeria is of great benefit to the citizenry and could yield more benefits if the doctrine of separation of powers is promoted to ensure the independence of each arm and then backed up by the principle of checks and balances to promote interdependency. Executive, judiciary and Legislative conflict prevent and demote national development. The rate of successful political development will depend on the healthy executive, judiciary and legislative relationship based on the principle of democratic ethics. The political and legal framework must be in place to avoid unnecessary conflicts. Divergent interests which sometimes characterize a heterogeneous society like Nigeria accounts for the Executive and Legislative conflict especially in a nascent democracy as Nigeria. The quest for political power by both the executive judiciary and the legislative must be sorted out in the manner in which the political environment of the country is structured in its constitution. It, therefore, means that when political power is achieved, it becomes less lucrative to the occupiers (Legislature, executive and judiciary) who will channel communication and policy programs of government to the total liberation of the plights of the masses and other developmental needs of the country.

1.2 STATEMENT OF RESEARCH PROBLEM

The inability of the executive, judiciary and the legislature to truly and genuinely democratize and provide the pillars for political stability and good governance through harmonious relationship between branches of government is one of the banes democratic governance in Nigeria. This is a paradox of the Nigerian state because effective budget formulation and implementation is at crossroads due to persistent conflicts and contradictions between the executive and the legislature with attendant socio-political and economic implications on the polity.

Legislative, judiciary and executive conflicts slow down the pace of democratic governance. It creates suspicion and hostility between the three organs. Encourages bad governance, public resources are deployed by executive to create factions in the legislature, which undermines the unity of the legislature; creates division between the legislature, executive and judiciary; creates distraction to the process of governance; creates tension and political instability; and encourages the culture of impunity and disregard for the rule of law among the political class .Legislative–executive –judiciary conflicts have profound consequences on the policy making and implementation process to the extent that it affects the smooth running of the affairs of the state. But a prompt and efficient management of Legislative–executive –judiciary conflict can assist in averting its dysfunctional consequences. From the economic perspective, the implications of the conflicts are even more glaring. Conflicts associated with the passage of Bills that have direct bearing on the economic well-being of the generality of the masses of the people leaves much to be desired. For instance, Nigeria has experienced serious disagreement and delay in the passing of appropriation Bills. As observed by Ayua (2003), series of confrontations between the executive, judiciary and the legislature have led to stalemate in government business, especially in national budgeting on which the welfare of the nation depends. It also has implication for rapid inflow and influx of foreign investors into the nation’s economy.

1.3 OBJECTIVES OF THE STUDY

The main objective of the study is to investigate Executive , Legislature And Judiciary Relations In Nigeria Democracy from 2015-2019

Other specific objectives include:

To examine the Failed Oversight Function Of The Legislature Over The Executive Under 2015-2019

2. To investigate the excess of Executives power Against The Judiciary In The Buhari Dispensation

1.4 SCOPE AND LIMITATIONS OF THE STUDY

Having made a feasibility evaluation on the research topic, and in order to save time, resources and to have more accurate and reliable data, the research will focus the on Legislative–executive –judiciary relations on democratic governance in Nigeria. Therefore, the study considers Legislative, judiciary and executive relations from 2015 -2019. In view of the limitations of this study various factors contributed in affecting the researcher’s comprehensiveness in carrying out the study. The National Assembly as an institution has been one of the most unsteady institutions of government in Nigeria. As a result, there is paucity of data and/or information and Literature on the workings of the National Assembly which indeed has not had the opportunity for growth and research. However, the Researcher being an insider was able to acquire the available data. Among other factors are scarcities to access relevant materials on the issue, financial constraints and other task of campus engagements. Despite, the aforementioned short comings and hindrances, the research study no doubt turned out to be successful.

1.5 SIGNIFICANCE OF THE STUDY

Until recently, executive, judiciary and legislative relations is one critical area in Governance and Public Administration in Nigeria that has attracted little attention in the academics and development experts. Thus, literatures on executive, judiciary and legislative conflict and its implications on democratic governance are scanty, hence the few reviewed concentrated more on general, relationship of the Legislative Arm of Government with the Executive and judiciary Arm. Hence the overriding significance of this study is to add up to the growing literature on conflict and relations. Thus the study is, therefore, both timely and significant. A detailed analysis of this phenomenon will reduce the dearth of knowledge in this area. In addition, the suggestions and recommendations proffered in this study will help improve inter-branch relationships. Finally, this work will be useful to scholars and students who may wish to carry out further research on the relationship between the executive and the legislature in Nigeria.

1.6 OPERATIONAL DEFINITION OF CONCEPTS

The idea of conceptual clarification stems from the necessity to understand some terms as used in this study. Osumah and Ikelegbe (2009) assert that the essence of conceptualization is to give operational definitions to some important terms used in the discourse. Conceptual clarification helps specify what we mean when we use particular terms for purposes of facilitating their contextual operationalization and comprehension (Rubbin & Babbie, 1989). This is because this study involves a social investigation, and it is therefore necessary to clarify basic concepts to avoid ambiguity in the use of terms. As rightly observed by Chafe (1994), the primary requirement for debating anything is to understand first and foremost the actual thing being discussed. Thus, clarifying some concepts used in this study helps remove ambiguity and cultural contextualization. In this regard, the following terms are defined

Conflict: Conflict is inherent in all societies and arises when two or more groups believe their interests are incompatible. Conflict simply means a state of disagreement, controversy or opposition. Conflict is a behaviour by a person or group that inhibits the attainment of goals by another person or group it could also be describe as a struggle, a clash between contradictory wishes, to be incompatible, to oppose. That is, it is opposing interest that occurs in relationship.

Democratic Governance: Democratic governance involves promoting the sustainability of democracy which includes an enduring capacity for: the separation of powers and independence of the branches of government; the exercise of power in accordance with the rule of law; the respect for human rights and fundamental freedoms; and, the transparency and accountability of a responsible civil service, functioning at both the national and locallevels.

Judiciary; is the system of courts that interprets and applies the law in the name of the state. The judiciary can also be thought of as the mechanism for the resolution of disputes.

Executive: It occupies a very crucial position in the administration of the state. Executive is the implementation organ of government. Executive are the irreducible core of government. Executive is the organ of government which bears the responsibility of putting into effect the laws enacted by the legislature subject, however, to the judgment and orders of the judiciary. The executive is the arm of government responsible for applying the authoritative rules and policies of a society. The executive may also be defined as the arm of government which carries out or executes the people’s will as enacted in the constitution.

Legislative Oversight: The process by which the legislative bodies take active role in understanding and monitoring the performance of the executive arm of government and apply such knowledge to its primary functions of: law making and public policy; budget setting; and revenue generations. A Legislature must know and understand the operations of government in order to make informed decisions on the laws to pass and the financial decisions to make.

National Assembly: The National Assembly is the two legislative houses at the federal level with members drawn from all states of the federation. The members of the House of Representatives’ are drawn from all federal constituencies based on the principle of population, while the members of the Senate are drawn from all states based on the principle of ‘equality of states.

1.7 STRUCTURE OF THE STUDY

Every undertaken scientific study or research is conventionally presented in chapters for quick perusal and the digestion of the ideas therein. Therefore, this study is going to be composed of five (5) chapters.

Chapter one gives a general introduction of the study by giving out the statement of the research problem, scope and limitations of the study, objective of the study, significance of the study, research propositions, and definition of key concepts, research methodology and plan of the study.

The second chapter is entirely devoted to “Literature Review and theoretical frame work” where evaluated scholarly literature relevant or germane to the research problem would be systematically revised.

Chapter three bothered on issues such asLegislative-Executive Conflicts in Nigeria and its implications on democratic governance, Legislative and Executive Power Relations in Nigeria’s Politics, The Roles of Legislature, executive and judiciaryin Democratic Governance

Chapter four will deals with the reinterpretation and analysis of research proposition.

The final chapter, which is chapter five will summarize and conclude the study as well as give out relevant recommendations.

Sep 17

BULLYING BEHAVIOR IN NIGERIAN SCHOOL

BULLYING BEHAVIOR IN NIGERIAN SCHOOL ( A STUDY OF NAVY SECONDARY SCHOOL OGBOMOSO)

ABSTRACT
This study examined the Bullying Behavior In Nigerian School ( A Study Of Navy Secondary School Ogbomoso). Four research questions and four hypotheses were asked and formulated respectively to serve as a guide in the conduct of the study. The descriptive survey research was used to conduct the study. The population of this study consists of all Nigerian Navy Secondary School (NNSS) Ogbomoso, Oyo state. Two hundred (200) respondents were randomly selected as sample for this study. A structured questionnaire was constructed and administered to the respondents for data collection. The data obtained after the administration of the questionnaire were subsequently analyzed using simple percentages, frequency distribution table; mean and standard deviation was used for analyzing the hypotheses raised. The findings of the study revealed that the students are aware of bullying behaviour in the schools, there are prominent causes of bullying in schools, bullying has effect on students and bullying behaviour is common among students in secondary schools in the study area. Some recommendations were stated as the way forward and they are: The schools and home should work with the counsellor collaboratively to instill good values in their children/students. The counsellor should inform parents to have skills and knowledge in classroom management and control. There should be school-wide education, training and bullying prevention programmes, through behaviour modification theories. The school should provide counselling and support for students at risk of being involved in bullying. Students who bully often need intensive support or intervention, so it is important for schools and social service agencies to work together. The counsellor and teachers must recognize the danger of violent films and discourage their children/students from watching them and use insight training to stop such viewing.

CHAPTER ONE
1.0 INTRODUCTION
1.1 Background to the study
The school is an institution established for the formal education of the citizens of any country. Students acquire relevant knowledge, skills, positive behavior, competencies, values and abilities for useful living in the society at school. While at school, students socialize with others as they work in groups for their positive development. Positive development of students morally, socially, intellectually, emotionally and physically cannot take place if they do not see the school environment as friendly, safe and secure.

According toFajoju (2009), only few students or pupils can blend harmoniously with their school mates without experiencing violence in school. World over, bullying of students is becoming more prevalent than ever before. It is also the most common form of aggression and violence in many schools that students engage in (Spiel, Salmivalli& Smith, 2011). Studies in some European countries (Smith, 2011), in South Africa (Malematsa, 2005) and in Kenya (Ndetei, Ongecha, Khasakhala, Syanda, Mutiso, Othieno, Odhiambo&Kokonya, 2007) show that bullying is not only common but also makes schools unsafe as perceived by learners, parents and educationists. Olweus, the pioneering researcher in bullying behaviour defined bullying as a long term exposure of the victim, to physical or verbal attack or social ostracism, intentionally perpetuated by a single or group of students (Olweus, 1993).

Bullying is one form of violence that has been threatening the life of students in school in Nigeria. Keashly and Neuman (2010) defined bullying as harassing, offending, excluding someone or negatively affecting someone’s work tasks. They continued by saying that bullying has occurred repeatedly and regularly and over a period of time. Bullying is characterized by acts of intentional harm, repeated over time, in a relationship where an imbalance of power exists (Pepler and Craig, 2007; Ma Stewin and Mah, 2001).Bullying is not just a child’s play but a terrifying experience faced by many school children every day (Craig, 1998; Beran, 2005; and Thornbery 2010). According to Einarsen, Hoel, Zapf, and Cooper (2003:15), bullying is an escalating process in the course of which the person confronted ends up in an inferior position and becomes the target of systematic negative social acts. Every day thousands of teens wake up afraid to go to school. Bullying is a problem that affects millions of students, and it has everyone worried, not just the kids on its receiving end. Yet because parents, teachers, and other adults don’t always see it, they may not understand how extreme bullying can get. Some bullies attack their targets physically, which can mean anything from shoving or tripping to punching or hitting, or even sexual assault. Others use psychological control or verbal insults to put themselves in charge.

Bullying among students of secondary school occur worldwide, among all problems of secondary school, none is as debilitating as bullying because of its effect on the bully and the victim as well. Bullying is a pattern of behaviour in which one individual is chosen as the target of repeated aggression by one or others; the target person (the victim) generally has less power than those who engage in aggression (bullies) (Baron &Bryne, 2005). Social psychologist in their definitions says that bullying is a psychological violence; a sustain aggression that strips a person of control and dignity (Paszkiewicz, 2010). Bullying is rampant in our secondary school and it has a lot of effects on the students. Is difficult to discover a secondary school today where bullying does not exist.
Generally, bullying occurs when one or more persons repeatedly say or do hurtful things to another who has problems defending him or her. Direct bullying usually involves hitting, kicking or making insults, offensive and sneering comments or threats. Repeatedly teasing someone who clearly shows signs of distress are also recognized as bullying. However, indirect bullying – the experience of being excluded from a group of friends, being spoken ill of and being prevented from making friends – can just be as painful. Crick, Nelson, Morale, Cullerton-Sen. Casas & Hickman (2001) observed that three forms of bullying exist: physical, verbal and relational.

Physical bullying involves behaviours whereby the perpetrator might punch, hit and/ or steal money from the victim. Verbal bullying includes behaviour such as the perpetrator making rude remarks and/ or name calling toward a victim. Relational bullying also known as indirect bullying (Salivalli, Kaukiainen and Lagerspetz, 1998) involves psychological harm and manipulation of social system. This third type involves situations where the perpetrator might spread rumours, backbite and/ or exclude the victim from the peer group. The forms of bullying change with age throughout the lifespan. The most common form of bullying according to Gadin&Hammarrstrom (2005) is verbal harassment – like teasing and name calling. This consistent with the findings of studies conducted on students in Norway (Due et al., 2005) and in England (Due et al., 2009).

Most bullying takes place at the same grade level. However, many times older students bully younger students. Although direct bullying is a greater problem among boys, a good deal of bullying takes place among girls. Bullying between girls, however, involves less physical violence and can be more difficult to discover. Girls tend to use indirect and subtle methods of bullying, such as exclusion from a group of friends, backbiting, and manipulations of friendships (Salivalli, 1998) far more boys than girls bully, and many girls are mostly bullied by boys, but both can be victims of bullying. Asamu (2006) opined that a good deal of bullying is carried out by older students toward younger ones. The older students often exposed the younger and weaker students to the act of bullying. Most bullying occurs on playground or in the classroom but these behaviours also occur in corridors, and in the school hall. Although a substantial portion of students are bullied on the way to and from the school. Bank (2000) observed that some children are at more risk of becoming bullies and victims than others, although this is in no way predetermined. It depends on a combination of individual, family, peer, and school experiences.

Among the characteristics of children at greatest risk of bullying and victimization researchers have identified the following: Olweus (1993) and Pepler and Craig (2000) observed that those who bully tend to be disruptive and impulsive and are generally aggressive towards their peers, teachers, parents, and others. They tend to be assertive and easily provoked, contrary to general belief. According to Olweus (1993) aggressive males who bully are not anxious and insecure under a tough exterior and they do not suffer from poor self-esteem. Typically, males who bully have an aggressive personality combined with physical strength. They have little empathy for their victims and show little or no remorse. Olweus further opined that those who bully may come from families where there is lack of attention and warmth toward the child, poor supervision, and use of physical and verbal aggression. They also had often been bullied themselves by adults and will continue bullying provided there are no consequences, the victim does not complain and the peer group silently colludes.

Generally, students who get bullied can be regarded as being passive or being submissive victims. They are usually quiet, careful, sensitive, and may start crying easily. They are unsure of themselves and have poor self-confidence or negative self-image. These boys in this group do not like to fight, and they are often physically weaker than their classmates, especially the bullies, and they have few or no friends. In Nigeria today, the attitudes of parents, educators and policy makers toward bullying are changing and it is no longer accepted as a part of a normal childhood experiences. Bullying is now considered a marker of serious or violent behaviour and information on how to effectively respond to bullying is not readily available. Of much concern is that thousands of children are afraid of going to school because of teasing and harassments. It is in the light of the above that the researcher has decided to embark upon this study in order to proffer solutions that might be of help to all stakeholders of Education in the country. Therefore, the research seeks to find out, the awareness, causes and prevalence of bullying behaviour among secondary school students in Kosofe Area of Lagos State.

1.2 Statement of the Problem
Bullying is a very serious problem in schools (primary and secondary schools). If not seriously tackled, bullying can lead to absence from school, damage to school property and even death. Some students had been hospitalized as a result of bullying which consequently affected their academic performance. In some cases, the victims of bullying do not report incidences of bullying to their parents, guardians and teachers and end up being emotionally depressed and truants. Students with special needs are worse hit because by their very nature, they are very vulnerable. Several reports on bullying that students loitering during lesson while some play in nearby compounds refusing to go to school because of fear of being bullied. As noted by Aluede (2006) and Fajoju (2009), the use of guns, knives and other dangerous weapons is now more common than ever in Nigerian school system. This causal observation and several reported cases of bullying in schools prompted this investigation with a view to identify the common types of bullying and the causes, factors of bullying and, teachers’ perception about bullying and its impact on academic performance of students and school administrators strategies for managing bullying in school so that the environment couldbecome student friendly for their effective learning. Therefore, this study was designed to explore the awareness, causes and prevalence of bullying behaviour among secondary school students in Kosofe Area of Lagos State. There is the need to be able to identify some bullying traits among schooling adolescents and techniques that could be adopted to curb or substantially reduce bullying among schooling adolescents.

1.3 Purpose of the Study
The main purpose of this study was to examine Bullying Behavior In Nigerian School ( A Study Of Navy Secondary School Ogbomoso). This general aim is expressed in the following specific objectives which are to:
1. Determine the perceptions and awareness bullying behaviour by students in Nigerian Navy secondary schools.
2. Determine the perceived causes of bullying behaviour among secondary school students.
3. Investigate the effects of bullying behaviour among students in secondary schools.
4. Examine the prevalence and extent of bullying behaviour among students in secondary schools.

1.4 Research Questions
The research following questions was answered in this study:
1. What are the perceptions and awareness bullying behaviour of students in secondary schools?
2. What are the perceived causes of bullying behaviour among secondary school students?
3. What are the effects of bullying behaviour among students in secondary schools?
4. What are the prevalence and extent of bullying behaviour among students in secondary schools?

1.5 Research Hypotheses
The following hypotheses were asked and guided this study;
1. The students are not aware of bullying behaviour in the schools.
2. There is no prominent cause of bullying in schools.
3. Bullying has no effect on students.
4. Bullying behaviour is not common among students in secondary schools.

1.6 Significance of the Study
The study has the following potential benefits. In the first place, the study findings would boost teachers’ understanding on the bullying behaviours in schools. Second, the study would provide greater insight to the school administrators, managers and teachers on the factors that contribute to bullying. Thirdly, it would provide the need for school counsellors to identify bullies, prevent victimization and help students to interact in more appropriate way with their schoolmates. Finally, it would help teacher preparation colleges and educational curriculum developers to improve their programmes so that teachers can be more effective in dealing with students’ behaviour.

1.7 Scope of the Study
The Study Covered Bullying Behavior In Nigerian School ( A Study Of Navy Secondary School Ogbomoso. The Scope Of This Study covered the perception and awareness, perceived causes, effects and prevalence and extent of bullying behaviour of students in secondary school.

1.8 Operational Definition of Terms
Relative to this study, definitions to the following terms are provided in order to clarify each in the context of the topic:
Bullying: Bullying is the process of using aggressive behaviour manifested by the use of force or coercion to affect others, particularly when the behaviour is habitual and involves an imbalance of power.
Behaviour: A particular way in which a person behaves in response to a particular situation or stimulus.
Awareness: In this context, is the ability to directly know and perceive, to feel, or to be of events. More broadly, it is the state or quality of being conscious of something.
Cause:A thing that gives rise to an action, phenomenon, or condition.
Prevalence:Is a term which means being widespread and it is distinct from incidence.
Effect:A change which is a result or consequence of an action or other cause.
Victim: Is the person who has been hurt.

Sep 15

COMPARATIVE STUDY OF THE READING HABITS OF THEOLOGICAL AND MANAGEMENT STUDENTS OF ST. PAUL’S UNIVERSITY COLLEGE,

ABSTRACT

This study was designed to compare the reading habits of the Theology and Management students of St. Paul’s University College Awka. The objectives of this study were to determine the demographic attributes of the reading habits of students of the two Faculties in St. Paul’s University College, Awka; to examine the attitudes of students in the two faculties towards academic and voluntary reading; the time the students of the two faculties spend on both academic and voluntary reading; the types of materials the students of the two faculties enjoy reading; the reading materials the students of the two faculties find relevant to their course of study and determine the factors students perceive as influencing their reading habits. Six research questions were posed to compare the attitudes of the students towards academic reading and voluntary reading and to examine factors that influence the reading habits of students. The research method used was comparative research survey design. A sample size of 497 of the Management and Theology Students was drawn using the proportional stratified sample technique; representing 10% population (213) from the Faculty of Management except in Theology where the entire population of 284 was used because it is the only department in the Faculty of Social Sciences. Questionnaire on the Comparative Study of the Reading Habits of Students was the instrument used for data collection. 213 copies of questionnaire were distributed to the students of Management and 213 (100%) were returned. While 284 copies were distributed to the students of Theology and 254 (89.4%) were returned. Data collected were analyzed using percentages, and mean scores calculated and presented on tables. Based on the analysis of data, the following findings emerged: Parental educational background of students assists the reading habits of students; students engage in academic reading because it helps them to excel in their studies; students prefer reading materials that are related to their course of studies to unrelated ones; students are interested in reading for their examination more than reading other things; students spend more time in academic reading than in voluntary reading. Furthermore, lack of conducive reading environment, access to books, equipped library and family background were found to be factors that influence the reading habits of students. It thereby recommended the encouragement of students to spend more time on both academic and voluntary reading; the provision of relevant materials for students in all Faculties, discouragement from reading only for examination purpose and improved funding for equipping the institutional libraries, with required reading resources.

CHAPTER ONE

INTRODUCTION

Background of the Study

A University College is an affiliate of a University. The term University College is used in a number of countries to denote college institutions that provide education but do not have full or independent university status. It is usually a part of a bigger university. University College can refer to institutions that offer college diplomas and undergraduate degrees. Therefore, the title ‘University College’ is extensively used by institutions that do not have full University status, but are protected by law to offer degree certificates through the universities they are affiliated to. Some University Colleges can be either public institutions or private owned institutions that are affiliated to full autonomous government approved universities. (Wikipedia, 2011). In line with the above concept of a University College, Merriam-Webster (2011) explained that it is a college attached to or affiliated with a University. It lacks the right to confer its own degrees and for this purpose is attached to, but physically separate from a University

The above is the same case with some University Colleges in Nigeria of which St. Paul’s University College which is affiliated to the University of Nigeria Nsukka is one of them. However, it is a private Anglican owned University College. It has authority to award diplomas but does not have authority to independently award degree to students.

The term student refers to one who learns and studies, an attentive and systematic observer. A student is a learner or someone who attends an educational institution. Portsmouth ( 2012) also explained the concept of a student as any person taking a course at a prescribed educational establishment or institution. The institution can be a polytechnic, college or a university and includes: a person on a full time course and a person on a part-time qualifying course of studies. In support of all the above terms, Registrar (2012) further explained that a student is any individual who is or has been in attendance at a higher institution and regarding whom the institution maintains education records. A student can be in attendance in person or by correspondence.

In line with the above, the students of St. Paul’s University College consist of students from the two Faculties of the University College; these students takes courses on full time to be awarded degree or diploma certificate at the end of a four year degree programme or a three/two year diploma programme respectively. The University College has two faculties: The first is the Faculty of Social Sciences with only the department of Religion offering the following programmes:

3 – year BA degree programme in Religion
4 – year degree programme in Religion
2 – year diploma programme in Religion and
3 – year Ordination Diploma in Theology programme for candidates nominated by their Bishops.
Programmes (1) to (3) above are offered in affiliation with the University of Nigeria Nsukka. Programme (4) above is offered directly by the College.

The second faculty is the Faculty of Management Sciences with four departments which offer only 4 – year degree programmes in Accountancy, Business Administration, Banking/ Finance and Marketing (St. Paul’s University College, 2001).

The present age is the age of communication with reading as one of the major avenues of acquiring rich ideas and ideals. Reading is an essential instrument for daily life and an indispensable factor in modern life; it presents the most illuminating and varied records of human experience. Reading is not an occasional activity; it is an activity that helps to develop the mind and the personality of human beings.

It is pertinent to note that reading influences the success of an individual both in school and out of school. One cannot be an educated person or an informed citizen without cultivating the desire or the habit of reading; which prepares an individual for a life long learning activity (Krashen, 1993). Reading is a process of communication through which most learning take place. It is the gate-way to the acquisition and development of educational skills taught in schools; hence reading habit facilitates the acquisition of knowledge and literacy. When a person acquires the skill of reading, he/she gradually acquires proficiency in seeking information. This is because according to Adigun (2003:77) ‘‘information literacy can be achieved or fulfilled if there is a lasting reading habit that goes beyond mere reading to pass in school’’. If information literacy forms the basis for lifelong learning which, makes the act of reading not just an act to pass examination, reading then becomes an enjoyable act that is desirable and interesting. A learner who develops the act of independent reading develops a reading culture and a good habit that enables one to search through information sources and to locate relevant information.

There are different types of reading; these include voluntary reading, recreational reading and academic reading. Voluntary reading is also known as free reading; it is free reading, because readers like students and lecturers determine what they want to read without external persuasion or force. (McQuiliam,1996). The purpose of voluntary reading is not for any specific assignment or examination, the students decide when, where, what and how to read. Recreational reading is related to voluntary reading, it is reading for pleasure during the relaxation period. It is the students’ major source of reading competence, acquisition of vocabulary, and ability to handle complex grammatical constructions, because according to Krashen (2003) voluntary and recreational readings are also seen as extensive reading because students and other readers decide the amount of reading to do and the type of materials to read.

On the other hand, academic reading is an intensive reading process where students have to read and learn the selected readings that their lecturers feel will change them to grow intellectually. In academic reading students are faced with the challenge of struggling to comprehend the academic jargon or technical terminology within their own academic discipline or course of study. The students read to understand some of the fundamental knowledge of their courses and to share in the highly specialized background of the academic discipline or course of study (Rosenberg, 2009).

Habit according to http//dictionary.reference.com/browse/habit (2011) is an acquired behavioural pattern regularly followed until it has become almost involuntary and occurs automatically. The habit of reading can become a regular pattern to be acquired by students who want to cultivate the habit of reading. When reading becomes a habit or part of a students’ behavioural pattern it builds up confidence so that whenever a student is faced with any task, it can be confidently handled through the knowledge gained as a result of reading various information resources. Habit of reading can go a long way to improve the memory of students as they are required to be remembering what they have read in their different subject areas. Moreover, a student who makes reading a habit will improve his/her focus and concentration in handling any task perfectly; this task includes reading, studying and preparing for examination.

The Federal Government of Nigeria in her National Policy of Education (Nigeria, 2004) as a way out of these family background educational challenges asserts that libraries are one of the most important educational services for the nation. Libraries promote the development of reading skills and encourage long learning habits through reading, listening to and viewing a variety of learning materials which form the key to continuous success in school. Library increases the students’ chances of success in their subsequent educational or professional pursuit. Therefore, the educational objective cannot be realized without the establishment of libraries right from the primary, to the secondary, and to the tertiary level.

Furthermore, library helps in achieving the aims and objectives of tertiary education through the provision of stimulating reading materials. The National Policy on Education (2004) states that the institutions of higher learning should pursue these aims through teaching, research, the dissemination of existing and new information and the pursuit of service to the community; which can be done through the library.

In line with the above policy, St. Paul’s University College Library was established in 1992 to support and facilitate the teaching, learning, research and recreational activities of the University College Community. The library inherited the collection of the former Teacher Training College, Library Awka. The collection expounded to Arts, Social and Management Sciences; by the frantic effort of the University College Management to stock the library with vital and relevant materials..

The University College Library is divided into three (3) departments: 1.Technical Services Department which consists of Cataloguing Section, Acquisition Section, Serials Section and Bindery /Reprographic Section. 2. Public/Readers Services Department which comprises of Reference and Circulation Sections. 3. Information Technology Department which has an ICT Section that will provide electronic library services, maintenance of computer hardware and software, internet operations, maintenance and use of audio-visuals.

A major challenge that students may be facing in developing proper reading habits is the students’ course of study. Course of study involves the various disciplines students undertake. The courses involve instruction which is the basic activity of studying and learning in order to acquire information, belief, knowledge and skill as they participate in the instruction (Clark, 1972). Over the years, it has been observed through the library records of the institution under study that students’ courses of study may be influencing their attitude to reading. For instance, students of theology appear to have more positive attitude to reading and using the library to read than the management students. This may be because of the exposure they have in their different course of study. It is against this background that this study attempts to compare the influence of course of study on the reading habits of the Theology and Management students of St. Paul’s University College, Awka.

St. Paul’s University College, Awka started its Theological/Religious studies in October, 1992 while the faculty of Management Science started in October, 1999 in affiliation with the University of Nigeria Nsukka. It offers degree programmes as well as diploma and certificate programmes. The institution has a big library that meets the information needs and reading needs of the students in the two faculties; that is the Faculty of Management Sciences and Faculty of Social Sciences. The students of the Faculty of Social Sciences study Theology and Religion, while those of the Faculty of Management Sciences study Accountancy, Business Administration, Banking/Finance and Marketing.

Under the Faculty of Social Sciences, Department of Religion the courses are organized in such a way that students can concentrate in the Biblical field covering both Old and New Testament exegesis. Students can also concentrate on the social aspects of Religion and the problems of men in the society. They take relevant courses along that line offered by the department, and are also allowed to take additional courses.

(University of Nigerian Calendar,2009). The philosophy and objectives of the Department of Theology are to acquaint students with the principal content of the major religious traditions locally, nationally and internationally. The students on graduation will be equipped to be ordained as priests, serve as teachers in the primary, secondary and tertiary institutions as well as public relations and cultural officers (University of Nigeria Calendar, 2009)

Under the Faculty of Management Sciences, the courses of the four departments examined are: Accountancy, Banking/Finance, Management and Marketing.

Accountancy aims at preparing students who will graduate and be in the position to carry out the duties and responsibilities of Accountants in Government and other establishments. (University of Nigeria Calendar, 2009). Banking and Finance inculcates in students the ability to identify, analyze and offer solutions to complex financial problems. Management as a course provides basic knowledge for students to understand and analyze problems related to management or administration of industrial, business, commercial, public and private organizations. The course helps the students acquire leadership skills, human relations, analytical, evaluative, synthetic and communicative skills needed for managing human organizations. (University of Nigeria Calendar, 2009) The last course of study to consider is Marketing. It provides students with both theoretical and practical knowledge with which to face the challenges of the competitive economy. Emphasis is placed on self-reliance and self-empowerment to enable the students contributes to national development and professional career. The emphasis is on education and training in General Marketing Research, Advertising, Public Relation and Transportation. (University of Nigeria Calendar, 2009).

The study concentrates on St. Paul’s University College, Awka because it has students from two contrasting courses of study. The students of Theology are all male students who are being prepared for ordination; some of them are for diploma programmes and others for degree programmes. The students of Management on the other hand, are made up of female and male students as in every conventional university. They are all for degree programmes. The goals and aspirations of the two groups of students are likely to differ; hence, there may be differences in their different attitudes and dispositions to reading. Their reading needs span from reading for their academics purposes to recreational reading for spiritual upliftment and pleasure. The attitudes of the two groups towards reading are significant because they are expected to enable them achieve their different goals and aspirations. If a study is carried out on the comparative study of the reading habits of these two groups of students, it would throw more insight into their different attitudes and offer strategies for the improvement of reading habits.

Sep 15

COMPARATIVE STUDY OF REFERENCE AND INFORMATION SERVICES IN ACADEMIC LIBRARIES

CHAPTER ONE

INTRODUCTION

Background to the Study

Information remains a vital aspect of human existence for without it, societal progress will be seriously impeded. Librarians have been the primary agents and providers of information and information materials. There is no doubt that all humans are living in an information age, an age where the difference between success and failure is hinged on information. That is why; it is globally acknowledged that, an uninformed person is basically deformed. Knowledge is what one knows; whereas, information is what people know. The fundamental distinction is that, knowledge is restricted to the individual who gains it while information is knowledge as is shared and communicated. If knowledge is recorded, then, it may be communicated at a distance in space and time.

Edoka (2005), sees information as relevant data, fact or idea available for useful purpose. Information is a vital tool for economic, social, cultural, spiritual and political development. Information plays important role in overall well being of any nation that desires to sustain its prominence in the global scene. The freedom of information bill 2011 ACT in Nigeria is a vital tool for empowerment that allows meaningful contributions to the society. Judging from the above scenario, one with a good sense of analysis should know that the librarian has a vital role to play in seeing that information gets into the hands of end users. It is in this context that academic libraries are so important in any educational enterprise.

Achebe (2005) notes that the study of ancient and medieval library leaves no one in doubt about the value of libraries in Education. She listed some protagonists of library services to include Edward of Edwards of Britain, Melvin Dewey of America and Antonio Pannizi of Italy who at various times in history of libraries worked tirelessly to establish libraries in their countries for the purpose of bringing education and knowledge to the doorsteps of their people thereby encouraging these people to read widely. Valid information is the key to knowledge which is a prerogative for any form of development. This is the reason why the value of any institution whose major stock in trade is information dissemination is a sine quo non in any growing nation. These immense benefits only come to play when the right information is provided to the user at the appropriate time. Problem solving requires information. Timely and valid information is the key to basic knowledge which is the baseline for any form of development.

Akinade (2000) emphasized that “the expectation of users whenever they visit the library to seek and retrieve information is always high. Therefore, when such high hopes are not met, the disappointments and frustrations that occur can be so devastating and so traumatic, hence librarians are not only willing to give help to users but they consider the assistance given to users as their professional responsibility and justification for their training.

Academic libraries in their generic term refer to all the libraries that exist in the institutions of higher learning. These are libraries that are located in universities, colleges of education, polytechnics, etc. there seems to be as many definitions of the term academic libraries as there are authors. For instance Reitz (2004) considers academic libraries as an integral part of a college, university or other institutions of post secondary education administered to meet information and research needs of her students and staff. Academic libraries exist and play significant roles to meet the teaching, learning, scholarly research and other needs of their faculties, students and affiliates in the institutions they are resident. Their mission is to create and maintain large self-sufficient collections for their users. All over the world, academic libraries play strategic role in human capital formation. It is a place where students are equipped with cutting-edge information in the ever-evolving globalized world.

Edoka (2000) writing in the same vein, defined academic library as a library that exists in institutions of higher education such as university, college of education, college of technology and polytechnic. These are largely tertiary educational institutions. Academic libraries and librarians are clearing ports and co-players in scholarly-communication. The over-ridding aim of the academic library is to support the objectives of academic institution which is to promote teaching, learning and research. The academic libraries are meant to serve the undergraduates, postgraduates, lecturers and other members of the communities. How this information gets into the hands of the end users at the time they need it and the way they need it is the hallmark of librarianship. Academic library has to make information resources accessible to patrons. By so doing, the library fulfils its role of supporting the parent institution in achieving the basic objectives of teaching, learning and research. To provide effective access, the library grapples with the challenges of acquiring, processing and making available up-to-date and relevant resources that should satisfy users’ information needs.

Reference service is one of the basic services provided in the library and information centres and here lies the core of librarianship. Personal attention is at the very heart of reference services. Serving users is the core mission of reference tasks and departments. It is also viewed as the most interesting and exciting of library services, the very life-wire of library and information profession, because it involves the interaction in various queries between library users and the reference librarian. Reference services are variously defined or referred to as “mediators between the user and the information; and navigators of information Superhighway, Schement, 2002, Lessick, 2000, Chowdury, 2002, Lankes, 2000. The term reference services or reference and information services can be defined as personal assistance provided by trained personnel to library users seeking information Bunge and Bopp (2001).

Reference service offered in academic libraries according to Everest (2008), take different forms, but central to them is the provision of assistance to individuals seeking information. He further said that ‘singular role which underlines the various forms have remained stable over the years. The success of implementing reference forms has remained stable over the years. The success of implementing reference service requires the ingenuity of the librarian, who is now made a cyorg, he/she is everything to the user…a councilor, an adviser, a teacher and a specialist.

Ifidon (2002) defined reference service as “the personal assistance given by librarians to individual readers who are in pursuit of information. This involves not only locating the materials where the required information can be found but also locating the information and sorting out what information is relevant from the mass of information. Lawal (2000) maintained that the reference service serves as link between the library and its immediate clientele be they public, community or groups of specialist users. The main aim is to provide a wide range of services and facilities which will enhance exploitative use of the literature through the concepts of assistance and self direction.

Adeyemi (2005) saw reference service as that part of library system which is charged with the responsibility of aiding readers in the use of resources and books within the library wall as distinguished from the withdrawal of books and other materials for use at home. The service is provided by professionals whose primary task is to identify exactly what the reader wants and provide same using one or a combination of reference books or tools.

Nwegbu (2005) stressed that provision of reference services goes beyond the actual use of reference books and the daily routine of responding to user’s queries. It covers anything/everything necessary to help the reader in his/her quest for information, education, and knowledge. She further, itemized the scope of reference service to include: the selection of an adequate and suitable collection of reference materials, the arrangement and maintenance of the collection for easy and convenient use., suggestion as to the materials to be used for special purposes, instructions to individual or groups in the use of reference books and reference methods, constant work in answering individual questions and helping individual readers to find some elusive facts, or in correcting some wrong method of research in the part of an inexperienced reader, promoting the library within the community, marketing library services that come there. Certain distinctive features of reference service have been identified which make reference service unique to some extent, they include the following: the willingness and ability of the librarians to provide reference aid, staff devotion exclusively to reference work, reference collections stored on open shelves in rooms planned as reference quarters, and ready guides to library resources such as dictionary catalogue, precise scheme of classification Kaplan 1964, Olanlokun 2003, Kumar (2006), citing Ranganathan, (1961) stressed that only lately have librarians learnt that their duties are not only and merely in storing and cataloguing information and literature that their most important, successes are to be achieved by an active policy of bringing information and literature to the notice of those in need of them.

Ifidon (1997) noted that understanding rationales for reference service in both academic and public libraries to be the need to instruct users of the library collections. Another reason for emergence of reference service is the ever increasing notice of the function of libraries as an active participation in the process of education. Reference service is important in introducing and guiding the users into the world of books and retrieval of information through reference service, the essence of academic library will be justified to the public who sponsors it.

Katz (1992) believes that reference services in libraries are essential and have mounted with the years because according to him, there is now greater need for the academic library to serve as the knowledge centre. Any time the news media do not issue the complete fact, the academic library can be relied upon for true and detailed information. He is also of the opinion that reference service is very much needed in the libraries due to the size of scientific literature. The chief reason for the increasing dependence of researchers upon libraries is of course an outstanding proliferation of scientific literature since the second world war. All of us have seen the fearsome statistics that prove this point, and it is now quite evident that the volume of patent in any single field, except possibly in most narrow specializations, has outstripped the capacity of the individual research man to cope with it without assistance.

Aboyede (1983) noted that intensive use of books and other library resources is vital to any program of development either at the personal level, or at different social or national level. She also acknowledged the need for reference when she stated that no matter how reputable a library’s collection is, if it is not used intensively, it might as well be regarded as mere decorations or frozen assets. Reference service ushers users into their needed information. Aboyede is also of the opinion that reference service is indeed the culmination of all library activities aimed at facilitating the use of the library and its resources. She goes further to say that the performance in reference service can lift or bring down the image of the library as a whole.

With respect to this study, reference service is defined as the ability of a reference librarian to strive within and outside available resources to provide answers to reference queries. Reference service is sine-qua non to educational support services that promote academic excellence. In order to appreciate reference service provision in libraries, one must as a matter of necessity, first of all, have a basic knowledge of the library system as a whole. It is with this mindset that, the researcher deems it necessary for the purpose of this study to define the subject.

Reference and information services provided in academic libraries include: abstracting services, indexing services, photocopying services, information services, selective disseminations of information (SDI) and user instruction services provision. The resources for these references and information services provision may include; dictionaries, encyclopedias, directories, manuals, handbooks, maps, bibliographies, biographies yearbooks, almanacs and online resources.

However, the methods employed in rendering these services in academic libraries are: answering of query, telephone, fax, e-mail, internet, readers advisory services, verification, referral services, inter-library loans, selective dissemination of information (SDI). Database searches and library user education programme. The concept of information services according to Kumar (2005) is the provision of information on demand which indicates that, a user who makes a specific request will be provided answer to his query on demand. It is also, the provision of information in anticipation, which hopes to keep the user well informed and up-to-date in his or her field of specialization and in related subjects. He further clarified that “the information aspects of the library is not that of propaganda but that of generating, collecting, synthesizing and disseminating up-to-date accurate and relevant information available in variety of formats, which can be stored and retrieved whenever, needed. The role of reference and information librarian is extremely important. A librarian’s competency is determined by his ability to relate properly with information at any stage of its degree. The reference department which is the focus of this investigation is one of readers’ services divisions of any academic library. The work in this department embraces a variety of activities which bring the librarian directly into contact with users of the library. It ranges from having ready answers for specific questions on any matter whatsoever to in-depth investigation and follow up of endless clues to lighten up the burden of those desiring information in serious studies. A good reference and information librarian is bound to encourage the use of libraries by acting as intermediary between users and information and being able to bring efficient flow of resources and the seeker of information together, without waste of time. The academic library is to provide reference and information services to users, such as students, lecturers and researchers who rely solely on the librarians advise for their desire and needed information in advancing knowledge. In view of the foregoing, the reference librarian is expected to possess wide range of intellectual skills and desire to assist users, flair for organizing documents, ability to search literature, ability to communicate fluently and adequate knowledge of library resources. Grogan (1992) stated that “library users if helped by the reference librarian will be able to get better value from a library collection than they could on their own volitions” the nature of reference and information services vary from one type of library to another. The nature differs due to the kind of clientele to be served and the objectives of the library to be fulfilled.

Philosophically, libraries of the present day-digital arena reflect wider variations in content, scope and character of assistance they render to those in search of information. Reference service makes the librarian to be informed, articulate and studious so as to be versatile in all subjects and in all areas in the library.

The reference librarian is not only expected by users to be familiar with the resources of the library but should anticipate future user needs. He should often look beyond his library in search of possible sources of required information even when the required information is not yet in recorded form, he is expected to know of human link who could offer the information he requires for the library users. A reference librarian should professionally have a wide range of intellectual interests beyond strictly his professional domain and a genuine desire to help library users utilize fully, information resources in his library and beyond.

In academic libraries, reference and information services are attached great importance to institutions in the use of the library. A whole lot of assistance is required in the provision of information to students, lecturers and researchers who constitute the bulk of academic library users.

Despite the overwhelming roles being played by reference and information services provision in academic libraries, academic libraries are confronted with hindrances such as; poor funding, inadequate trained personnel, inadequate and outdated reading materials, poor handling of users, lack of technology application in reference and information provision. These hindrances have no doubt constituted a great challenge to academic libraries in achieving their objectives. However, Olanloku (2003) Utor (2004) Igbo (2006) Madu (2008) observed the following strategies for enhancing effective reference and information services provision in academic, libraries.

There are indications that reference and information services provision vary in terms of service and practices among academic libraries in Ebonyi State. This is noticed on varied levels of personnel’s and infrastructures among, Ebonyi State university libraries, college of education Ikwo library and Akanu Ibiam Federal Polytechnic Uwana libraries.

It is in view of the above that, the researcher is carrying out an investigation on reference and information services provision in the academic libraries in Ebonyi State with a view to comparing the status of these services.

Statement of the Problem

In spite of the importance of reference and information service, preliminary observation and personal experience shows that library users in academic Libraries in Ebonyi State of Nigeria do not fully exploit the benefits of reference resources. Probably, this situation is as a result of the absence of qualified reference librarians, incompetent reference librarians, insufficient or outdated reference sources, lack of accommodation in the reference section of these libraries etc.

Reference and information service constitute the very heart of librarianship. Reference sources are very expensive. If acquired and they are not utilized the attainment of the library objective to support teaching, learning and research is compromised and money spent acquiring them is wasted. If sufficient and up-to-date reference sources are not acquired and stocked in academic libraries, the quality of graduates from institutions owning such academic libraries would be deficient.

Furthermore, the varied nature and existence of personnel services and infrastructure in these academic libraries seems to have effect on the attitude of library users, some of these users seems to have a distorted perception of the library services due to the nature of the library. Other scholars have researched into the problems of reference services, assessment of reference services in academic libraries, evaluation of reference resources, standards, services of public libraries and appraisal of reference services in public libraries but none has researched into the reference and information service comparison in academic libraries in Ebonyi State known to the researcher at the time of this study.

It is against this background that the researcher wishes to undertake a comparative study of reference and information services in academic libraries in Ebonyi State, to fill in the gap.

Purpose of the Study

The main purpose of this study is to compare the reference and information services of academic libraries in Ebonyi State. Specifically, the study is set to:

identify reference and information services provided in academic libraries in Ebonyi State?
find out resources available for reference and information services in academic libraries in Ebonyi State?
identify methods used for reference and information services in academic libraries in Ebonyi State?
determine hindrances to references and information services in academic libraries in Ebonyi State?
suggest strategies for effective reference and information service in academic libraries in Ebonyi State?

Research Questions

The study will be guided by the following research questions:

What are the reference and information services provided in academic libraries in Ebonyi State?
What are the reference and information resources employed in rendering reference and information services to users in academic libraries in Ebonyi State?
What are the methods used for reference and information services in academic libraries in Ebonyi State?
How effective are reference and information service in academic libraries in Ebonyi State?
What are the hindrances to reference and information services in academic libraries in Ebonyi State?
What strategies can be adopted to enhance effective reference and information services in academic libraries in Ebonyi State?

Significance of the Study

The researcher hopes that the findings of this study would be beneficial to reference librarians, lecturers who teach reference and information service, students of library and information science and administrators in the libraries.

It is expected that the outcome of this work will create necessary awareness for policy makers in academic library reference section. The researcher hopes that, the result of the findings will help the administrators of these institutional libraries in planning for an improved services as well as formulation of written down mission policies guiding reference and information services in their institutions.

It is also hoped that, if the findings are adopted, will help academic library administrators to make a case for improved funding of libraries to enable them stock adequate and relevant collections and accommodation for reference and information service provision.

In addition, users of these libraries will have a better reference service platform through the re-orientation of reference librarians. The recommendations if adopted, will help the institutions improve their operational problems. It is also hoped that, the findings will help in revealing the problems militating against the performance of reference services of academic libraries in Ebonyi State.

Finally, the study will generally add to the existing literature in the area of reference and information services in academic libraries in Ebonyi State and the result of the study will benefit students, researchers who will embark on similar studies in this area in future as this work will serve as a reference tool.

Scope of the Study

The study is limited to the comparison of reference and information services in academic libraries in Ebonyi State.

The study will focus on the three academic libraries in Ebonyi State, namely, Ebonyi State University (EBSU), College of Education Ikwo (CEI) and Akanu Ibiam Federal Polytechnic Uwana (AIFPOLY).

Sep 15

CLASSIFICATION SCHEME FOR SCHOOL LIBRARIES

CLASSIFICATION SCHEME FOR SCHOOL LIBRARIES IN NSUKKA EDUCATION ZONE,
ENUGU STATE, NIGERIA

PREAMBLE
This classification scheme for school libraries was developed as a result of the urgent need to solve the problem of either poor or zero organization of school library resources in Nigeria with special reference to Nsukka Education Zone. The scheme was developed after all possible adequate consultations and evaluations from proper authorities were conducted.
Findings generated from Post Primary School Board (PPSMB), Local Government Education Authority in Nsukka Local Government Area, school administrators, school librarians, etc suggested that there was an urgent need to develop a classification scheme for the organization of school library resources. Their recommendations basically from interview schedule and questionnaire proved that the research was timely and worthwhile.
The researcher nevertheless verified the above assertions through empirical data derived from observation checklist and document analysis guide. All the findings geared towards the essence of proper and efficient organization of school library resources.
In developing the scheme, school syllables and curriculum at all school (primary and secondary) levels were extensively studied in order to capture all the areas of school library collections that must be covered in the new scheme. On the other hand, several other relevant documents such as Government Policies on Education, Minimum Standards for School Libraries in Nigeria, School Libraries Worldwide, etc were studied in order to give the scheme the best possible coverage it deserves. New and contemporary fields/disciplines and subjects were taken into account and geographical areas were adequately and accurately covered/represented.

Sep 15

CHALLENGES LECTURERS AND STUDENTS ENCOUNTER IN THE USE OF AUDIOVISUAL RESOURCES IN UNIVERSITY LIBRARIES IN ANAMBRA STATE

ABSTRACT

This study investigated the challenges lecturers and students encounter in the use of audiovisual resources in university libraries in Anambra state. The specific objectives of the study are: to determine the types of audiovisual resources in University libraries in Anambra state; to determine the availability of audiovisual resources in university libraries in Anambra State; to ascertain the benefits of audiovisual resources in university libraries in Anambra state; to determine how audiovisual resources are used in universities in Anambra state; to ascertain the frequency of use of different types of audiovisual resources by users; to determine the challenges users encounter in the use of A/V resources in university libraries and to provide suggestions for improvement in the use of audiovisual resources. The population of the study was eight thousand, three hundred and fifty (8, 350), comprising lecturers and students. The sample size is eight hundred and eighty one (881). Proportionate stratified random sampling technique was used in selecting the respondents. Data was collected through questionnaire, interview and direct observation. Percentage and statistical mean were used to analyze data. The results revealed that there are different types of audiovisual resources in university libraries in Anambra state, though they are located in different units and that most of these resources are not frequently used. It was discovered that users lack knowledge of audiovisual material availability in the library, there is high cost of audiovisual resources, lack of technical know-how in its use, insufficient power supply, and there are improper management and maintenance of audiovisual resources. Recommendations were made, some of which are that government should provide adequate funding to the library and that NGO’s/ individuals should make donations to support the library.

CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the Problem 7
Purpose of the Study 8
Research Questions 9
Significance of the Study 9
Scope of the Study 10
CHAPTER TWO: LITERATURE REVIEW 11
Conceptual Framework 11
– Concept of audiovisual resources 12
– Users of audiovisual resources in university libraries 15
– The benefit of audiovisual resources 16
– Uses of audiovisual resources in university libraries 18
– Frequency of use of different audiovisual resources 20
– Challenges in the use of audiovisual resources 22
– Strategies for solving the problems associated with the use of audiovisual
resources 27
Review of Related Empirical Studies 31
Summary of Literature Review 36
CHAPTER THREE: RESEARCH METHOD 40
Design of the Study 40
Area of the Study 40
Population of the Study 41
Sample and Sampling Technique 41
Instruments for Data Collection 42
Validation of the instrument 43
Method for Data Collection 43
Method of Data Analysis 43
CHAPTER FOUR: PRESENTATION OF DATA 45
CHAPTER FIVE: DISCUSSION AND CONCLUSION 62
Discussion of Findings 62
Implications of Study 67
Recommendations 68
Limitations of the Study 68
Suggestions for Further Research 69
Conclusion 69
REFERENCES 70
APPENDICES 76

CHAPTER ONE

INTRODUCTION

Background to the Study

Academic libraries are located in tertiary institutions like universities, polytechnics and colleges of education. These libraries are an integral part of these institutions of higher learning and are indispensable instrument for intellectual development. Budd (1998) defined academic library as a library which serves an institution of higher learning, such as a college or a university. Akporhonor (2005) defined academic libraries as libraries attached to tertiary institutions such as universities, polytechnic institutions, colleges of education, colleges of agriculture, colleges of technology and also research institutes. According to Ekere (2006) academic libraries in Nigerian context, include all libraries attached to universities, polytechnics, colleges of agriculture, colleges of education, military institutions like the Nigerian defence academy, the war college, Nigerian institute for strategic studies and other post secondary institutions. According to him academic libraries can be grouped into university libraries and college libraries. University libraries are attached to a university while college library are attached to other tertiary institutions. The main purpose of an academic library as stated by Aina (2004) is to support the objectives of an academic environment in the areas of learning, teaching, research, and service. Ekere (2006) noted that the university library is meant to serve the undergraduates, postgraduate, lecturers and other members of the university community and that its supposed to provide information resources in different format.. While Singh and Kaur (2009) stated that preservation and access to knowledge and information is the main mandate of academic libraries along side supporting the mission of their parent institutions in teaching and research. The support of teaching requires materials for class readings, and for student study skill. In the past, the materials for class readings, intended to supplement lectures are prescribed by the instructor. These are called reserves. In the period before electronic resources became available, the reserves were supplied as actual books or as photocopies of appropriate journal articles.

One of the objectives of setting up a university is to encourage and promote scholarship and conduct research in all fields of learning and human endeavour. This cannot be achieved without the provision of adequate facilities in university libraries. Ajibero (1995) sees the university library as the heart of the university and no other non-human factor is closely related to the quality of university education. University libraries are at the forefront of providing information services in various formats to their respective communities which comprise students, lecturers, and researchers in order to support their teaching, learning and research needs. Popoola (2008) affirmed that the information resources and services available in university libraries must be capable of supporting research activities among the students and faculty members. University libraries collect a variety of materials for preservation and use by the library patrons. These resources include not only traditional print-on-paper media like books, journals, and newspapers, but also audiovisual resources like records, audiocassettes, video cassettes,, maps, microfiches, CD-ROMs, photographs, computers, globes, art works, computer software, PowerPoint presentations etc.

The term audiovisual is made up of two words, audio and visual. Audio materials are materials that appeal to the sense of hearing while the visual materials appeal to the sense of sight. Audiovisual materials are designed to assist teachers in teaching so as to enhance students’ understanding of the subject content. They possess some inherent advantages that make them unique in teaching. They provide the teacher with interesting and compelling platforms for conveying information since they motivate learners to want to learn more and more. Also, by providing opportunities for private study and reference, the learner’s interest and curiosity are increasingly stimulated. Moreover, the teacher is assisted in overcoming physical difficulties that could have hindered effective presentation of a given topic. Audiovisual materials generally make teaching and learning easier and less stressful.

Audiovisual resources, according to Dike (1993), are those materials that do not basically depend upon reading to convey meaning and may present information through the sense of hearing as in audio resources, or through the sense of sight as in visual resources or through a combination of both senses. Prytherch (1995) defines audiovisual as non-book materials such as records, tapes, slides, filmstrips and video tapes, while Norton (1995) defines audiovisual in education as the use of supplementary teaching aids such as recordings, transcripts, tapes, motion pictures and video tapes- radio and television and computers to improve learning. Keena (1996) sees audiovisual materials as items that are not completely dependent on printed word to transmit meaning as they use audio and visual formats. Most, but not all, audiovisual materials require some sort of display equipment to be used. Nwoji (2002) defines audiovisual resources as that field of human expression that employs visual and auditory aids such as filmstrips, slides, projectors, television, pictures, radio and a variety of graphic arts to teaching and learning. Audiovisual resources as seen by different authors simply mean that they are non-book materials that depend solely on sensory experience. These materials make use of sense of hearing, sense of sight or a combination of both senses in transmitting knowledge.

There are three types of audiovisual resources and they include: Audio resource; these include the most common types like tape player which plays tapes and cassette, and radio which is a stand alone device. These are less expensive and more available, portable and make use of either electricity or battery. Most times they are combined in one machine as in the three-in-one (radio-cassette recorder- record player) and two-in-one combination. They are also available in record and cassette form and can be used independently or in combination with visual materials. Audio resources can be used in any subject but mostly in subjects that rely heavily on aural component. For example: proper pronunciation and intonation of a given language can be recorded from a native speaker who may not be available in person to participate in an interview. These materials also play an important role in diagnostic and remedial work. Visual resources; these come in variety of forms which could be projected or non-projected. The projected materials require a piece of equipment containing a lens system and light source by which the image is projected onto the wall or screen; these include slides and transparencies. Examples of those requiring no equipment are real objects, chalkboard, graphs, maps, cartoons, posters, pictures, models, photographs, drawing and art works. Audiovisual combination; these make use of both sound and visual senses. They include the following: sound recordings, films, video, television, and dramatization, filmstrips and multimedia computer programme.

Uzokwe (1991) grouped audiovisual resources into non-projected materials like charts and flat pictures, projected materials like slides, transparencies and filmstrips and audio materials such as radio, records and record players while Obi (1992) grouped audiovisual resources into printed media, three dimensional objects, graphic arts, photographs, electronic media and projectors.

The use of audiovisual resources is based on the principle that teaching can be greatly improved by these resources because they can make learning memorable. These materials enhance teaching and learning, especially subjects that are abstract to the student. Blotiner (1993) states that best results are achieved when a variety of audiovisual resources and printed materials are used together in teaching and learning.

Mika (2012) noted that the teaching profession is filled with countless opportunities to enrich the academic lives of students. While some concepts and educational objectives will be easy for students to grasp, others will require you to think creatively to ensure that important learning objectives are met. Using audio/visual aides in teaching is one way to enhance lesson plans and give students additional ways to process subject information. Patil (2012) opined that for effective teaching to take place a good method must be adopted by the teacher. The lecturer is always free to choose effective audiovisual resources in the class room. Audiovisual resources help the lecturer to clarify, establish, co-relate and co-ordinate accurate concepts, interpretations, appreciation and enable him to make learning more concentrate, effective, interesting, inspirational, meaningful, and vivid. Audiovisual resources give the necessary variation and a change of pace in lecture which helps to maintain students’ attention

Student’s ability to comprehend and assimilate subject content is highly improved with the use of audiovisual resources. Obi (1992) revealed that the high, middle and low ability students taught economics by multi-media approach achieved better results in cognitive gains than their counterpart taught the same topics by talk-chalk dictated not method. Patil (2012) noted that a balanced, rational, scientific use of audiovisual resources develops, motivate, experience, attract the attention of the students and provides a variety of creative outlets for the utilization of their tremendous energy and keeps them busy in classroom work. These resources are also good for non classroom situations. They are good for self instruction and in individualizing learning.

The availability of these materials allows the student to learn and to take considerable initiative in education but most often these materials are available in university libraries and students may not make use of them, perhaps they lack the skill of using them or skilled personnel to guide them in their use. Audiovisual resources are also hampered by some challenges that inhibit their uses in university libraries. There is issue of lack of skilled personnel and poor maintenance culture to effectively offer audiovisual services in a library. Mohammed (1994) opined that there is an absence of efficient mechanism for and manpower to properly handle the job of production and maintenance of audiovisual resources. Academic libraries are grossly under funded. Okiy (2005) noted that lack of fund is a big challenge for most libraries in Nigeria. According to her, though the university libraries are allocated 10% of the recurrent annual budget of their parent institutions, such monies are not forthcoming as most university administrators tend to flout this decision. Mostly there is epileptic power supply in the country, this adversely affects the use of audiovisual resources in university libraries.

These materials are important at all levels of learning from the lowest to the highest, including informal education that starts at home, and then the nursery, primary, secondary and tertiary institutions. This makes availability of audiovisual resources important in all types of libraries including university libraries.

Universities in Anambra state, according to UTME (2012) include the following: Nnamdi Azikiwe University, Anambra State University, Madonna University, Paul University and Tansian University. This comprises one federal university, one state university and three private universities. The researcher selected the federal and state university for the purpose of this study. This is because of the population of students and lecturers in the selected institutions.

Nnamdi Azikiwe University library known as Festus Aghagbo Nwako Library was established in 1991 following the split of former Anambra state into two states. The university was taken over by the Federal Government with effect from September 1, 1992. The library is improving in its mode of serving its clientele from manual to computerized system. Meanwhile Anambra State University Library is the main library of the Anambra State University. The university formerly known as Anambra State University of Science and Technology was established by law No. 13 of 2000 by the Anambra State Government. The University was conceived on a 2-
Campus structure with the main campus of the university located at Uli and Igbarim.

These libraries offer a wide range of services to users, including reference services, circulation service, serial service, audiovisual services and special collection service. These services help the libraries to meet the different information needs of their users. The libraries are also improving in their mode of services to users.

Statement of the Problem

The primary purpose of university libraries is to support teaching, learning and research in ways consistent with, and supportive of, the institution’s mission and goals. In addition, library resources and services should be sufficient in quality, depth, diversity, and currency to support the institution’s curriculum. Audiovisual resources contribute to research, teaching and learning at all levels. The use of audiovisual resources is important in teaching and learning process. It helps in stimulating interest and making learning permanent when used by the lecturers as instructional materials. It offers researchers a variety of materials in their search for information. It also helps libraries in the preservation and dissemination of information.

Despite the contributions of audiovisual resources in teaching and learning, research conducted in this area indicates that there is inadequate use of these resources for teaching and learning process. This might be as a result of lack of availability of these resources in university libraries in the state. More so, many lecturers and students seem ignorant of the potentials of audiovisual resources and how to use them to achieve their purpose. Students as well may not identify the value of audiovisual resources in their studies. University education in Nigeria is facing a critical challenge in meeting new demands of 21^st century, with its ever increasing inadequate library facilities, resources, epileptic power supply and insufficient funding. Inability of university library to meet with the increasing demands of information needs of students, researchers and lecturers leads to a drastic fall in the university education as the university finds it difficult to fulfill its curriculum requirements. This failure gives rise to poor quality of university graduates inversely undermining the productivity of the nation as unskilled manpower and poor material resources are in the nation. Consequently, the nation suffers the problems of this abnormality, there is therefore an urgent need to bring this problem to an end.

In view of this, the researcher sought to find the problem that hampers effective use of these resources in university libraries in Anambra state, since according to Ifidon (1997) the primary role of a university library is to properly and effectively meet the information needs of its users, which include staff, students, researchers and the parent organization.

Purpose of the Study

The general purpose of the study is to investigate the challenges in the use of audiovisual (AV) resources in Nnamdi Azikiwe University and Anambra State University libraries in Anambra state.

The specific objectives are:

To determine the types of audiovisual resources available in Nnamdi Azikiwe University and Anambra State University libraries in Anambra state.
To determine the level of availability of audiovisual resources in university libraries in Anambra State.
To ascertain the benefits of audiovisual resources in university libraries in Anambra state.
To determine how audiovisual resources are used in universities in Anambra state.
To ascertain the frequency of use of different types of audiovisual resources by users.
To determine the challenges users encounter in the use of A/V resources in university libraries.
To provide enhancement strategies for improvement in the use of audiovisual resources in university libraries.

Research Questions

This study will attempt to answer the following research questions.

What are the types of the audiovisual resources available in Nnamdi Azikiwe University library and Anambra State University library both in Anambra state?
What is the level of availability of audiovisual resources in university libraries in Anambra State?
What are the benefits of audiovisual resources in university libraries in Anambra state?
How are audiovisual resources used in university libraries in Anambra state?
What is the frequency of use of different types of audiovisual resources by users?
What are the challenges users encounter in the use of A/V resources in university libraries?
What are the enhancement strategies for improvement in the use of audiovisual resources in university libraries?

Significance of the Study

The results of this study will be beneficial to the government, university library board, universities as institutions of learning, lecturers, librarians, the users and other researchers.

This result will help in creating awareness to the uses of audiovisual resources in university libraries and on the level of provision of audiovisual resources in university libraries, thereby exposing the users to different types of audiovisual resources available for use in university libraries.

The government will be exposed to the need of audiovisual resources in university libraries, thus, they will empower the products of our educational system to fit well into the modern industrial system through acquisition of digital literacy by the use of audiovisual resources, they will therefore provide enough funds to parent organization of the libraries in order to meet the financial demand of A/V resources for effective teaching and learning process. It will also help the institution in planning their budget and allocating funds to the library for their collection development which includes A/V resources.

The university library board and the libraries are expected to benefit as it will expose them to the advantage of A/V resources over print forms and the areas of their lack in the libraries. They will therefore support the libraries in creating awareness of their use to users in the libraries and provision of needed resources.

The librarians will also benefit from this study as it will motivate them to improve on their duties and intellectual development; thereby acquiring the necessary skills to guide their use. The operation of some of these resources gives the librarian an opportunity for personal training and development.

Finally, this work will expose users to potentials of audiovisual resources thereby making them not to solely rely on print materials but also to use A/V resources which enhances their learning, and exposes them to the world around them. The lecturers will benefit as they are exposed to the benefits of using audiovisual in their lecture; they will therefore, improve on their classroom activities by using A/V resources as this will help them with little effort to express their ideas to students understanding of the lectures. It will also increase literature in this field.

Sep 15

LAW CATALOGUERS’ UTILISATION OF CATALOGUING TOOLS AND RESOURCES IN UNIVERSITY LAW LIBRARIES IN SOUTHERN NIGERIA

CHAPTER ONE

INTRODUCTION

Background of the Study

Law libraries are cornerstones of legal education, research and practice all over the world. They are special libraries and serve the information needs of law students and law teachers, legal practitioners, paralegals and general public. Law libraries generally are found in universities, law schools, law research institutes, courts of all kinds, legislative houses, ministry of justice and private law firms.

The importance of law libraries (university law libraries inclusive) can be better understood from the stand point of lawyers who equate its importance to a laboratory. Just as a laboratory is important to laboratory scientists, so also is a law library to lawyers (Milles, 2004; Dada, 2011). Thus, the success of any lawyer or a law student depends on the access and utilisation of a large collection of legal information resources. Gilbert (1908) succinctly explains that there is no class of men, professional or otherwise as dependent upon books as the lawyer and that the lawyer’s books are his tools without which he would be unable to provide for himself and his family. These assertions have a strong bearing on the study and practice of law. Whether as a law student, law teacher or legal practitioner, a lawyer engages in finding, interpreting and applying the law to solve societal problems. The law is embedded in legal information resources which the lawyer must have access to in order to do his job.

Legal information resources are made up of local and foreign primary and secondary sources of law. Ryesky (2007) explains that constitutions, statutes, judicial opinions and administrative regulations are considered primary authorities while pronouncements of private parties or entities such as journal articles, treatises, restatements and model codes are secondary legal authorities. Legal information resources generally consist of parliamentary publications such as Acts, laws, by-laws, constitutions; courts decisions in form of law reports; and legal texts such as text books, journals, reviews, reference sources, case books and non-legal texts. The multi-disciplinary nature of law makes the law library collection enormous. Moreover, advances in information and communication technologies have greatly impacted on law and its information resources. Thus, among the collections of law libraries are included digital resources such as Easy law, Digital Rules of Courts and Legalpedia and well established legal databases such as LexisNexis, Westlaw, Law Pavilion and Bloomberg. Other free online legal resources and legal sites exist that the law libraries organise for access.

The law library services are geared toward the provision of the right kinds of information needed for legal education, research and practice. The services are divided into two broad parts- readers’ services and technical services. The technical services include acquisition, cataloguing and classification. Cataloguing and classification, also known as organisation of information materials, are the back bones of any law library services. Acquisition department takes charge of collecting enough of the legal information resources both in print and digital formats. Acquisition service follows the normal acquisition processes existing in other types libraries. On the other hand, organisation of law information materials provides intellectual access to the law collection but differs so much from that of other subjects. Levor (2006) and Ryesky (2007) concur that an academic law library is different in its content, organisation and use from other types of academic libraries. Kenyon (1963) explains that the organisation of law is different from that of other subjects due to the nature of legal materials and the method of supplementation by pocket parts, loose-leaf pages, semi-loose-leaf supplements, replacement volumes, advance sheets and other devices.

Organisation of information materials has both theoretical and practical underpinnings in library and information science and practice (Hjorland, 2008; White, 2011). It is an aspect of a broader term, knowledge organisation (KO). White (2011) acknowledges that terms such as classification, documentation and information organisation are used to mean KO in library and information science. KO is about activities such as document description, indexing and classification performed in libraries, databases and archives (Hjorland, 2008). According to Hjorland, these activities are concerned with the nature and quality of such knowledge organising processes (KOP) as well as the knowledge organising systems (KOS) used to organise documents, document representations and concepts. They are performed by librarians, archivists, subject specialists as well as by computer algorithms.

Organisation of information materials is a process of making the information already acquired in the library available to users so that it will be easy to retrieve for use when needed (Aina, 2004). Knowledge organising processes (KOP) are employed in libraries to describe, categorise and identify information resources are known as cataloguing and classification in Library and Information Science (LIS) theory and practice. Cataloguing is a process by which information materials are identified by their attributes- authors, titles, editors, editions, imprint (place of publication, publishers, and date of publication), pagination, dimension, series and subjects. Classification on the other hand is the process of assigning class numbers (class marks or call numbers) to the identified subjects. However, Cataloguing is a general term among library professionals used to cover both cataloguing and classification activities. Esse (2013) also alludes to this when she said that the activities of cataloguers in the cataloguing work environment are cataloguing and classification. Thus, a cataloguer performs both cataloguing and classification work. For the purpose of this study, cataloguing is used as a general term to cover cataloguing and classification.

These processes produce bibliographic data that assist both the library users and the librarians in retrieving appropriate resources with ease and on time too. Dunshire (2006) explains the cardinal function of a bibliographic metadata, i.e., cataloguing records, as assisting people and machines to find, identify, select and obtain relevant information. This function is particularly crucial to libraries of all types around the world. Thus, as far back as 1942, Hicks stated that “a law library is not merely a collection of books. It is a collection of legal literatures properly housed and organised for service” (cited in Jegede, 2007:17). Nwalo (2001) deliberating on the essence of library organisation maintains that a building filled with books and other information resources is not necessarily a library unless those books and resources have been organised for access and made available for use.

Thus, organisation of collections available in a law library facilitates easy access and retrieval of the information sources (Amusa and Iyoro, 2011) which enables law students have access to relevant materials that will help them accomplish their educational objectives (Olorunfemi, Mostert and Ocholla, 2012). Cohen also concurs to the need to organise legal information resources stating that “one of the primary professional obligations of law librarians is to assure their readers access to the literature of the law” (cited in Butler, 2006:336). Hence, the overall goal of law library is to provide access to its priceless collections to its clientele in order to satisfy their information needs. Cohen concludes that “law librarians must assure their readers access to the materials they collect and administer… Without both physical access to the books and bibliographic access to the information within them, our readers cannot be adequately served” (Butler, 2006: 337).

Tools and resources used for cataloguing and classification are referred to as KOS (Hjorland, 2008). A resource according to Miller (2011) is any object or collection of objects that is of interest to the information providers and the users and that can be described in some ways. He identifies two types of resource as physical or analogue resources and digital resources. Though his definition fits more of information resources like print and digital information resources found in libraries, museum and archives, it can also be applied to cataloguing resources which are also of interest and necessity to cataloguers and which are also of benefit to users indirectly. The users of the library benefit when cataloguers use the cataloguing resources effectively in cataloguing work. This enables access to information resources in the libraries. Furthermore, a resource can be seen as something that one uses to achieve an objective. Thus, cataloguing resources are used to achieve the purpose of information retrieval in libraries.

Tools, on the other hand, are equipment used in a profession. Every profession has its tool of trade. Thus, cataloguing tools are equipment used by cataloguers for the purpose of information retrieval. They are used in cataloguing and classification activities, and also in encoding bibliographic information into the library catalogues. According to Manaf, Nadzar and Ibrahim (2009:13) cataloguing tools are “authoritative rules, codes, guidelines that are acceptable and used by the communities of practice, and regarded as essential to attain accuracy and consistency in the creation of a catalogue record”. Nampeya (2009:17) also defines cataloguing tools and resources as, “any device or document (print-based or electronic) that assists in the creation of an original bibliographic record or in the verification of bibliographic information in existing records”. Cataloguing tools and resources can also be viewed as reference sources and equipment used for bibliographic description, subject classification and for encoding bibliographic information into library catalogues. For the purpose of this study, cataloguing tools and cataloguing resources are used to mean one and the same.

Cataloguing tools and resources are in the form of codes, rules, subject headings and classification schemes. Anglo-American Cataloguing Rule 2 (AACR2) was developed in 1978 but before then many other codes and rules were created by people like Anthony Panizzi, Charles Coffin Jewett and Charles Ammi Cutter. Other codes were developed by American Library Association, Library Association of the United Kingdom and Library of Congress. Esse (2013:8) observes that “AACR2 is the standard rule for document description (cataloguing) for printed materials” while Nwalo (2009) says that it is the most popular code. Today, the AARC2 is being replaced by a more robust code that is friendlier to the digital information environment. This code is called Resource Description and Access (RDA). Cerbo (2011:4) states that RDA is a new cataloguing standard designed to improve “flexibility in rules for dealing with the changing landscape of resource description and access”. RDA was initially envisioned as a third edition of AACR and was accordingly called AACR3 but in an effort to emphasize the break from the past, it was renamed RDA (Coyle and Hillmann, 2007).

Subject heading lists are another important tools use for subject cataloguing and providing subject access to the items being catalogued. Subject cataloguing enables a user of the library to retrieve information resources on a given subject that the authors might not be known to him. In subject cataloguing it is important to “ensure uniformity and consistency” (Aina, 2004:150). According to Aina it is the basic principle in cataloguing that ensures that cataloguers all over the world assign the same subject(s) to the same document. The only principle that can produce uniformity and consistency is a controlled vocabulary. Subject headings are examples of controlled vocabulary used in most university libraries around the world. The two most popular subject headings being utilised in the library are the Sears List of Subject Headings and Library of Congress Subject Headings (LCSH) (Nwalo, 2012).

Classification schemes are the tools used in assigning class notation (number) or call number to a document. According to Amusa and Iyoro (2011), the most popular classification schemes are Bernard Classification Scheme (BCS), BLISS Bibliographic Classification (BC), Colon Classification (CC), Dewey Decimal Classification (DDC), Library of Congress Classification (LC) and Universal Decimal Classification (UDC). These classification schemes are general schemes used in school, academic and public libraries and other information centers all over the world. Special libraries by their nature (special user needs and special information materials) tend to employ special schemes in classifying information resources. Some of the popular special schemes used in special libraries are National Library of Medicine by National Library of Medicine (NLM), Oxford Decimal Classification (ODC- for special libraries generally) and Moys Classification and Thesaurus for Legal Materials (MCT) developed by Elizabeth Moys in 1968.

Other cataloguing tools are online resources which aid the cataloguer in his/her job. Some of these are: MARC formats, Dublin core; integrated library systems (Alice for Window, Millennium, GLASS, KOHA, among others.); social media such as MARCit, collaborative tagging, LibrayThing, among others; and online catalogues (Library of Congress Online Catalogue, WorldCat, and Adelaide University Online Catalogue). Reference materials such as Black Law Dictionary and other dictionaries, national bibliographies, union catalogues; and typewriters, computers, catalogue cards, pen, pencils and rulers are also part of the cataloguing tools and resources.

The concept of utilisation is a common phenomenon in library services. This means the act of using something, the manner in which something is used, or the state of being used. Use as an activity has been the most valid measure of any item of worth to a library or information system. Utilisation of cataloguing tools and resources in libraries is very crucial to the work activities of the cataloguer. From the definitions of cataloguing tools and resources, it can be deduced that the use of cataloguing tools and resources and cataloguing job activities are inseparable.

According to Nwalo (2001), the classification schemes used in Nigeria for the arrangement of books on the shelves are traditional ones. Academic libraries mostly use LC while the public libraries tend to use DDC. Nwalo, however, observes that the three popular schemes which are used in teaching and learning cataloguing in the library schools in Nigeria are the DDC, LC and UDC. Therefore one can reasonably conclude that special classification schemes like MCT and NLM are not utilised in the library schools. Thus, efficient use of these resources in the work place cannot be guaranteed.

The concept of availability is another phenomenon which is associated with use. It is impossible to use what is not available. Hence, for cataloguers to perform optimally cataloguing tools and resources must be readily available and the cataloguers must possess the necessary competencies to use them. It has been observed that cataloguing tools and resources are not always available in libraries, even in library schools. Nwalo (2001) laments the dearth of these resources in the library schools. Some law librarians have also complained about lack of cataloguing tools and resources in their libraries. In fact, at the recent Workshop organised by the Nigerian Institute of Advanced Legal Studies, law librarians were photocopying the current edition of Moys Classification and Thesaurus for Legal Materials. Aderinto and Obadare (2009) confirm high cost and obsolete cataloguing materials as major challenges facing cataloguers. Notwithstanding that cataloguing tools and resources are usually very expensive, they should be made available for use in the libraries for effective organisation of knowledge.

A cataloguer is a librarian who performs the task of cataloguing and classification for the sole purpose of providing easy access to materials available in the library. Sung (2013) states that the minimum qualification for a cataloguing librarian is Masters in Library and Information Science (MLIS) or Masters in Library Science (MLS). However, Aderinto and Obadare (2009:138) describe cataloguing staff as comprising professional librarians, Para-professionals (library officers), library assistants, data entry clerk or typists and clerical staff. They further explained that the professional staffs are cataloguers who spend most of working hours on cataloguing the library materials in the collection from the scratch most especially the original cataloguing. They are responsible for the intellectual analysis of the materials before users could retrieve them. The library assistants usually engage in copy cataloguing, making bibliographic entering, preparing catalogue cards, labelling book spines and filing them in the catalogue cabinets and shelf list catalogues.

In these days of digital technology, the library assistants use computers to input cataloguing data which will be accessible from online public access catalogues (OPAC). For the purpose of this study, cataloguers include librarians and lawyers with PhD, MLS, MILS, LLB, LLM; library officers, and library assistants that work in cataloguing departments in university law libraries in Southern Nigeria. A good number of law cataloguers have dual qualifications in law and librarianship.

A Job is a task, an economic role for which a person is paid. It is also defined “as a group of homogeneous tasks related by similarity of functions www.businessdictionary.com/definition/job.htm). When performed by an employer in an exchange for pay, it consists of duties, responsibilities, and tasks that are defined and specified which and can be accomplished, quantified, measured, and rated. Cataloguers’ job in university law libraries include identifying legal and non legal information sources, assigning appropriate headings and class marks to them. This will provide access tools that aid retrieval and use of the resources to law students, teachers and other students and staffs who are interested in law information materials.

Job performance on the other hand, can be viewed as “scalable actions, behaviour and outcomes that employees engage in or bring about that are linked with and contribute to organisational goals” (Viswesvaran and Ones, 2000:216). Saka and Haruna (2013:10) see it as “the ability to carry out statutory functions which are based on the field of specialisation or areas of development as well as an organisation’s objectives”. For the purposes of this research, job performance can be viewed as the quantity and quality of work done by employees and set of abilities that contribute to the organisational goals. Job performance can be high or low depending on some variables inherent in the work environments, including competencies of the employees.

The competencies required of a cataloguer to perform cataloguing job optimally are basically professional knowledge. Sung (2013) succinctly explains it saying that no competence is more important in cataloguing than professional knowledge. These include theoretical background as well as technical skills for cataloguing. According to Sung, knowledge of cataloguing tools is a must-have and the cataloguer must keep abreast of the latest changes and updates since cataloguing tools and rules change regularly to reflect or accommodate changes or new developments. It can be deduced from the literature that in the whole gamut of job performance, personnel competence is very central. Without a certain level of competence (knowledge and skills), the law cataloguer will not be able to produce qualitative and quantitative bibliographic records nor provide timely access to legal information to law students and teachers.

The primary responsibilities of a cataloguer are to prepare bibliographic records and provide efficient access and retrieval tools for users. Cataloguers have constantly described this task as tortuous, brain tasking, boring, time-consuming and expensive. Omekwu (2007:65) supports this claim when he asserts that “the journey of the book and other information resources do not just jump to the shelves, it follows a delineated process that is both technical and intellectual”. Thus, for the job performance of the cataloguer to be effective and efficient, certain competencies in terms of knowledge and skills in the application of the rules and use of appropriate schemes, subject headings and ICT technologies are expected.

A cataloguer’s job activities involve firstly; identifying and describing the information items based on the information provided in the items such as the authors, titles, editions, imprint, collation, ISBN/ISSN. The cataloguer uses the cataloguing codes or rules to arrange the bibliographic information according to internationally accepted standards. This aspect is commonly done by support staff- paraprofessionals and even library assistants with the supervision of the cataloguer. Secondly, he assigns subjects to the items using standard subject heading lists. This aspect is the most difficult and requires cataloguer’s judgements to be able to provide and not misdirect access to the items. Sung (2013) concurs to this by saying that in assigning subject headings, many issues arise causing uncertainty and ambiguity. Sung also notes that these issues are not easily dealt with and thus require good judgement.

The third aspect is the assigning of class marks or call numbers to the items using classification scheme chosen by the library. Levy (1995) categorises cataloguers’ work into two distinctive activities-descriptive cataloguing and subject cataloguing. According to Levi, descriptive cataloguing is concerned with creating catalogue records for items by describing their characteristics. Subject cataloguing on the other hand, is concerned with classifying the subject matter, the intellectual content of an item and it is the subject cataloguer who assigns an item to a class within a classification scheme which in turn determines a place on the shelf.

From the above discourse concerning cataloguers’ job activities, it is obvious that cataloguers cannot perform these activities without the use of cataloguing tools and resources. Sung cited above says that knowledge of the tools is a must have. Miksa (2008) opines that just as a carpenter cannot build a house without his tools, so also a cataloguer cannot catalogue without using cataloguing tools and resources. However, a survey by Modeste and Dina (2007) on the use of Moys Classification Scheme in the Caribbean did not establish whether the use or none use of MCT affected law cataloguers’ job performance.

In this study, demographic variables such as subject background, law cataloguing experience and continuous professional development of law cataloguers were examined in relation to cataloguers’ utilisation of cataloguing tools and resources and cataloguers’ job performance in university law libraries in Southern Nigeria. Subject background or subject degree in the context of this work means having background or subject degree in law; law cataloguing experience means having experience in cataloguing of law materials by having worked for a long time with law information materials; and continuous professional development has to do with training and retraining through either formal education or attendance to specific training, mentoring, conferences and workshops.

Subject degree has been discussed in literature to influence cataloguers’ job performance. According to Levor (2006), providing bibliographic access to scholarly research in general relies heavily on subject matter expertise and familiarity with specialised resources. As bibliographers, librarians must possess sufficient levels of these qualifications to organise and manage information and to guide researchers to ample and appropriate information. Boydston and Leysen (2006:7) concur by using “describing chemistry department photographs” as an example. The writers conclude that a cataloguer with knowledge of chemistry can provide accurate and detailed subject access by supplying the correct names of scientific apparatuses and processes.

Subject knowledge of law is particularly required by a law cataloguer to be able to assign appropriate subject headings and classification symbols to law materials. Raju’s (2014) study found that subject knowledge requirement emanates largely from law libraries. Mayer and Terrill’s (2005) survey on subject degree reveals a positive relationship with job performance in reference, bibliographic instruction, cataloguing, collection development, distance education and electronic resources. Also, Gede and Lawanson (2011) found a significant relationship between educational background and job performance. However, no study has proved whether having a law degree improves law cataloguers’ use of cataloguing tools and resources and thus their job performance or not.

Another important factor in cataloguing job performance is professional experience. Generally, the longer the year an employee is engaged on a particular job, the more experience (knowledge and skills) he/she acquires. Thus, experience of employee is a measure for skill levels. An employee is expected to improve his/her skill level depending on the length of time employed with the organisation. This may invariably increase productivity and job performance. Hence, “employers frequently employ persons with previous work experience to fit for the knowledge and skill that contribute to performance” (Sallah, Yaakub and Dzulkifi, 2011:33). Law cataloguing is a complex technique which requires a combination of general cataloguing principles, intellectual skills and experience with legal publications (Keyon, 1963). Having experienced cataloguers in the law libraries will be tantamount to opting for a high job performance. Gede and Lawanson (2011) found a significant relationship between experience and job performance of employees. Modesta and Dina (2007) also found a positive relationship between experience of law cataloguers and their use of Moys Classification and Thesaurus for Legal Materials in the Caribbean law libraries.

Continuous professional development/training has long been recognised by all professions to impact on the work force performance. Quite a number of literatures in the LIS have alluded to the poor training in cataloguing and classification in the library schools globally (Li, 2005; Nwalo, 2009). The general notion is that such training cannot equip entry level cataloguers to perform optimally. Hence, there is need for continuous professional development for law cataloguers in university libraries in Nigeria. Moreover, new cataloguing tools and resources are emerging especially as it relates to digital environment and so continuous professional development will be needed. Morrow, cited in Adebayo (2013:16) reported that “in many library schools, cataloguing courses are essentially traditional and do not cover new trends and issues in the organisation of knowledge and information”. Adeboye also discovered that graduates of the library schools surveyed lacked required skills for various cataloguing positions in libraries, especially in an electronic or automated environment. Continuous professional education will impact on the knowledge and skills of cataloguers to efficiently use cataloguing tools and resources thereby improving their job performance. Saka and Haruna (2013) posit a high correlation between training programme and job performance.

Despite the established importance of the use of cataloguing tools and resources to cataloguers’ job performance, it has been observed that cataloguers generally and law cataloguers specifically experience some challenges while using cataloguing tools and resources. For instance, using MCT to classify legal information resources presents some challenges. Jegede (2010) observes that the MCT is very suitable and easy to classify the common law legal materials than to classify civil law materials. Common law countries include England, Australia and U.S.A among others. Africa and Asian countries are mostly civil law countries. The challenge stems from the fact that the Scheme has an obvious English-speaking common law bias (Moys, 2001). Dada (2010) also concurs that “Moys designed her scheme for the classification of materials on Common Law” (p.10). Experience has also shown that law cataloguers find it difficult to use the Tables in MCT. Another challenge posed by using MCT is lack of frequency in updating the scheme. This in particular contributed to the University of British Columbia (UBC) decision to abandon it in 2006 (Abaee cited in DeCaen, 2008).

Barman (2011) further observes that the cost of purchasing DDC is very high and as such many libraries in India and other developing countries cannot afford to have their own set of DDC. Another challenge of using cataloguing tools and resources is lack of awareness of the tools (Miksa, 2008). For instance, most law cataloguers are not aware that Library of Congress Subject Heading List could be used to assign controlled vocabulary to law materials. They use Thesaurus attached to MCT as subject heading list. This may not be elaborate enough to take care of law subjects which are robust and constantly emerging.

Furthermore, Manaf, Nadzar and Ibrahim’s (2009) study revealed that the cataloguers encountered various problems with the tools which most of them attributed to a lack of training to adequately prepare them for cataloguing requirements. In addition, the majority of libraries had cataloguing backlogs which were attributed to various factors such as a lack of professionally trained staff in cataloguing and a lack of cataloguing tools and resources.

To be able to overcome most of the challenges discussed above, it has been suggested that university libraries should provide financial resources to acquire the right cataloguing tools and resources. Another widely suggestion made towards improving the use of cataloguing tools and resources is training and retraining of cataloguing staffs (Nampaye, 2009). Bello and Mansor, (2012) opines that the quality and quantity of education cataloguers received in LIS programmes is observed to be insufficient, hence, the need for continuous professional development. El-Sherbini and Klim (1997) recommend that library schools must now also relate their teaching of cataloguing and classification to the emergent technology.

A correlation study is a scientific investigation of the associations between variables. This research design is used to identify the extent to which values for two or more factors are related. According to Akinsola (2005), correlation studies are used to quantify the magnitude of the relationship between variables being studied. In this type of research, a statistical measure called the coefficient of correlation is computed to identify the extent to which the values of the two variables or factors are related or changed in an identifiable pattern. In this study therefore, the researcher is set to establish a relationship (if any) between the law cataloguers’ use of cataloguing tools and resources and their job performance in federal and state university law libraries in Southern Nigeria.

University law libraries in United States of America are called the law school libraries or college of law libraries. This is because law is studied as a graduate course, thus, one system of legal education is practiced. The law school library is not under the control of the university librarian (Milles, 2004). In the United Kingdom, two tier systems of legal education and training (university and law school) exist, thus, separating the academic from the vocational stages (Onoloja, n.d). Most of the law school libraries in US and UK are autonomous and are being manned by the directors who are professors of law and also hold library qualifications.

In Nigeria, like the United Kingdom, two tier systems of legal education and training (university and law school) exist. The university law libraries exist in the universities with law faculties while the law school libraries exist in the six law schools. Some of the university law libraries have separate structures from the university libraries like the Lagos State University and University of Nigeria, Enugu Campus, while some are located within the university libraries. However, not minding their locations, they are under the university libraries. This explains the many agitations for the autonomy of the law library from the university library even outside Nigeria (Milles, 2004). Elements of such agitations still exist in Nigeria among the law faculties who have questioned the university law libraries under the control of the university libraries. Orman in Milles, notes the argument by law librarians: “the domination of the law library functions by the university librarian operates to impair the service of the law library….it results in delays caused by centralised ordering, receipt and cataloguing of law library materials in the general library” (p.388).

Consequently, the Council of Legal Education (CLE) through the National University Commission (NUC) mandates that universities have their law libraries in the law faculties or a distinct sections in the university libraries to house law libraries collections and reading sections for law students and teachers and that lawyer librarians head the university law libraries. A lawyer librarian is a librarian who having obtained a law degree goes further to obtain a master’s degree in LIS. There are librarians who also have obtained law degree to qualify as lawyer librarians. It is expected that a lawyer librarian will be in a better position to handle acquisition and organisation of legal information materials having been well acquainted with the complexity of legal information resources and the user behaviour of lawyers who use the materials. To ensure adequate collection of legal information resources in the universities, the CLE mandates the law faculties to make available large collection of legal information resources from different local and foreign sources for the purposes of accreditation (NUC, 2007).

Academic law libraries development started after the country’s independence. However, the classification of law books came later just like their counterparts in other countries (Jegede, 2007; Tuyo, 2011; Solon, 2006). The major reasons for delay in law classification are the absence of suitable classification scheme for law and a long debate over author arrangement against subject classification by law librarians (Milles, 2004). Though the Library of Congress Classification Scheme existed since 1920, class K Law was not developed until 1968. This led to the establishment of so many in-house classification schemes for law. Consequently, Elizabeth Moys developed MCT to fill the void created by absence of suitable classification scheme for law.

The first faculty of law in Nigeria was established in 1961 at the University of Nigeria, Nsukka followed by University of Ife (now Obafemi Awolowo University Ile-Ife, the Ahmadu Bello University, Zaria and University of Lagos in 1961, 1962 and 1965 respectively. Other law faculties were established from the 1970s in the federal, state and private universities. A total of forty-four (44) accredited law faculties presently exist in the federal, state and private universities in Nigeria (Fapohunda, 2014). These universities started classifying their law resources using either DDC or LC. Today, all the universities classify their law resources using MCT.

The Southern Nigeria comprises the South West, South East and South South with seventeen states. There are thirty-one (31) federal, state and private, accredited law faculties in Southern Nigeria (Fapohunda, 2014). Though the Lagos High Court and the Ministry of Justice libraries existed since 1900 in the Southern Nigeria. Cataloguing and classification of law resources were not practiced in the law libraries until the establishment of academic law libraries in the universities. The major reason given was absence of suitable classification scheme for law. Today, experience has shown that most of the courts and private law libraries in the Southern Nigeria do not catalogue their law materials.

University of Lagos was among the first generation university having been established in 1965. Elizabeth Moys became the first university librarian of the University of Lagos. So, it can be reasonably assumed that the university started classifying its law resources using the draft copy of MCT. The insistence of the Council of Legal Education to evaluating a well organised law collection being managed by lawyer librarians for granting or withholding accreditation to law faculty has added impetus to a proper maintenance of law collection. Subsequently, most of the university law libraries in Southern Nigeria have complied with the mandate of the Council of Legal Education to have librarians with law degree to manage the law libraries. Studies have also shown that most of the university law libraries in Southern Nigeria use MCT to classify their law materials (Azigba, 1995; Popoola, Udoh and Aderibigbe (2001); Orbih and Aina, (2014).

However, it is not clear if these university law libraries make effective use of MCT and other essential cataloguing tools and resources, such as cataloguing rules and codes, subject heading list among others, to catalogue and classify their law resources. It seems as if they are not using adequate and appropriate cataloguing tools and resources and this may be the reason for their poor performance in cataloguing.

Statement of the Problem

Cataloguing and classification of legal information materials are the basis for access and utilisation of legal information materials by law students, teachers and researchers in the universities. The law library catalogue which is the product of cataloguing and classification enables users to identify and access legal information needed for legal studies, teaching and research. Without creating efficient catalogue records or delay in creating them, the users will find it very difficult to locate and access legal information materials and this will hinder legal studies, research and quick dispensation of justice. Hence, the need to have competent law cataloguers for enhanced performance.

Law cataloguing is a complex technique that requires firstly, the principles of knowledge organisation; secondly, subject knowledge of law and thirdly, law cataloguing experience in the use of cataloguing tools and resources. Efficient use of cataloguing tools and resources is a sine qua non for enhanced cataloguing performance. Without this, the cataloguer may not be able to efficiently perform the tasks of cataloguing and classification. However, it is often not easy to have law cataloguers with such competencies. Experience has shown that in some universities, law materials are catalogued by new entry cataloguers who may have law degrees but do not have cataloguing experience. The issue is that the cataloguers may not have the competencies to be able to efficiently use cataloguing tools and resources which may influence the level of their job performance.

Experience has shown that cataloguers find it difficult to classify law materials. This may be the reason for backlogs of legal information materials in the cataloguing departments in the universities. This has been a major concern of the Nigerian Association of Law Library (NALL), the Nigerian Institute of Advanced Legal Studies (NIALS) and the Nigerian Law School who had at one time organised workshops to train law librarians on the use of cataloguing tools and resources.

The poor performance in cataloguing may be due to non availability and inadequate or poor use of cataloguing tools and resources. It seems that cataloguers in law libraries in the Nigerian universities have not mastered the use of cataloguing tools and resources for cataloguing legal information materials. Moreover, new cataloguing tools and resources are emerging and it seems as if universities are not training and retraining their law cataloguers to use the new tools.

Few studies in the use of cataloguing tools and resources are available. For instance, Miksa (2008) and Nampaya (2009) investigated the use of cataloguing tools and resources in the public and university libraries respectively however, no empirical research known to the researcher exists that established how the none-use or use of cataloguing tools and resources influence cataloguers’ job performance. Consequently, this study investigated utilisation of cataloguing tools and resources as a correlate of cataloguers’ job performance in university law libraries in Southern Nigeria.

Purpose of the Study

The main purpose of the study was to investigate cataloguing tools and resources utilisation as a correlate of cataloguers’ job performance in law libraries in the Southern Nigerian universities. The specific purposes were to:

Ascertain the tools and resources provided for cataloguing and classification in law libraries in Nigerian universities.
Examine the extent of use of the cataloguing tools and resources in law libraries in Nigerian universities.
Ascertain the competency level of the cataloguers in the use of the cataloguing tools and resources in law libraries in Nigerian universities.
Determine the level of job performance of cataloguers in the law libraries in Southern Nigerian universities.
Determine the extent of relationship between law cataloguers’ use of cataloguing tools and resources and their job performance in law libraries in Nigerian universities.
Determine the extent of relationship between law cataloguers’ demographic variables and cataloguing tools and resources utilisation for their job performance.
Identify the challenges the law cataloguers face using cataloguing tools and resources
Suggest ways of tackling the challenges cataloguers face while using cataloguing tools and resources

Research Questions

The study was guided by the following research questions:

What are the tools and resources provided for cataloguing and classification in law libraries in Southern Nigerian universities?
To what extent are the tools and resources utilised for cataloguing and classification in law libraries in Southern Nigerian universities?
What is the competency level of the cataloguers in university law libraries in the use of the cataloguing tools and resources?
What is the level of job performance of cataloguers in the law libraries in Southern

Nigerian universities?

What is the extent of relationship between law cataloguers’ use of cataloguing tools and resources and their job performance in law libraries in Nigerian universities?
What is the extent of relationship between law cataloguers’ demographic characteristics and cataloguing tools and resources utilisation for their job performance in law libraries in Nigerian universities?
What are the challenges law cataloguers face using cataloguing tools and resources?
What are the suggestions to tackle the challenges?

Hypotheses

The following null hypotheses were formulated to guide this study. They were subjected to a test at 0.05 level of significance.

Ho1: There is no significant relationship between the extent of use of cataloguing tools and resources and cataloguers’ job performance in law libraries in Nigerian universities.

Ho2: There is no significant relationship between demographic characteristics and cataloguing tools and resources utilisation for cataloguers’ job performance in law libraries in Southern Nigerian universities.

Significance of the Study

The findings of this study are expected to be beneficial to the universities, law faculties, university libraries, law cataloguers, government and general public.

The two theories used in the study are theory of self-efficacy (1977) by Albert Bandura and theory of value-expectancy (1975) by Fishbein and Ajzen. The tenet of the theory of value-expectancy will benefit the stakeholders in that when law cataloguers are properly motivated through training and retraining and also by providing up-to-date cataloguing tools and resources to the cataloguers, they will value their job and this will invariably enhance their use of cataloguing tools and resources and cataloguing performance. On the other hand, the theory of self-efficacy requires the universities to employ librarians with high self-efficacy who have the capabilities to handle law cataloguing. When this is done, law students and teachers will have easy access to legal information resources that will enhance their academic and research productivity. This will impact on the law cataloguers’ job satisfaction; the general public will also benefit when access to legal information translates to quick dispensation of justice.

The results will inform the universities to make decisions towards employing highly competent law cataloguers to ensure quick access to legal information resources. Also, the results of this study will guide university libraries to choose cataloguing staff with high level of self-efficacy for training and development programmes. This will improve law cataloguers’ performance in cataloguing and will invariably earn the universities high accreditations.

The law faculties will benefit from the findings of this study in the sense that the implementation of the recommendations to improve on cataloguing job performance in the law libraries will result in the improvement of access to current legal information resources which will ultimately support research and studies.

Cataloguers working in law libraries will benefit from the result of this study in that the need for the universities to acquire up-to-date and current formats of both print and online cataloguing tools and resources; and implementation of continuous professional development for the law cataloguers as a critical factor in their job performance, will be exposed. Implementation of the recommendations to this regard will improve the competency and performance level of law cataloguers and also their job satisfaction.

Finally, it is hoped that this study will serve as a reference tool for further studies and research in the fields of law librarianship, cataloguing in general and law cataloguing specifically, as well as contribute literature on study of utilisation of cataloguing tools and resources as a critical factor in job performance of cataloguers, which is sparse.

Scope of the Study

This study was limited to the federal and state universities in Southern Nigeria that have law faculties. It excluded the private universities. The choice of the Southern Nigeria is based on the fact that it has the largest number of accredited law faculties (31 out of 44) in the federal, state and private universities. Nine accredited law faculties are in the private universities in the Southern Nigeria while twenty-two law faculties are in the federal and state universities. Thus, 22 university law libraries in the federal and state universities were covered in this study.

The study also covered utilisation of cataloguing tools and resources by librarians, lawyers and library officers in the federal and state university law libraries in relation to cataloguers’ job performance. Factors that affect utilisation of cataloguing tools and resources in law libraries such as subject background, continuous professional development and cataloguing work experience were also studied.

Sep 15

AWARENESS AND UTILIZATION OF OPEN ACCESS RESOURCES IN LIBRARIES OF PRIVATE UNIVERSITIES BY POSTGRADUATE STUDENTS IN NIGERIA

ABSTRACT

The purpose of this study was to determine the awareness and utilization of open access resources in libraries of private universities by postgraduate students in Nigeria. Nine research questions and two null hypotheses guided the study. A descriptive survey research design was used for the study. The population of the study (603) consisted of all postgraduate students in Nigerian private universities, irrespective of their courses of study. A total sample size of 120 respondents was selected using multi-stage sampling technique. The researcher developed a questionnaire titled “Awareness and Utilization of Open Access Resources Questionnaire” (AUOARQ) and an observation checklist, which were used to collect data for the study. These research instruments were trial-tested for reliability in a South-West Nigerian private university. The reliability of 0.97 was established using Cronbach Alpha procedure. A total of 120 copies of the questionnaire were distributed to respondents, out of which 113 copies were returned and found to be correctly filled. This gave a response rate of 94.2%.The questionnaire was administered and collected by the researcher and two research assistants who were librarians and who were adequately instructed to ensure effective administering and collection. The data collected were analyzed using Mean (X) and Standard Deviations to answer the research questions. Two null hypotheses guided the study and were tested at.05 level of significance. The major findings of the study were that the overall availability of open access sources in the libraries was poor. Also, the general awareness and utilization of open access resources amongst postgraduate students were also low. Some major challenges that led to the preceding were that libraries did not organize seminars and workshops to sensitize students on open access resources, little or no information materials on open access resources in the library, erratic power supply, slow Internet connectivity, lack of Internet searching skills, inability of library staff to assist users to access to open access resources easily online and most especially, lack of awareness of the existence of open access resources contributed to its poor utilization by users. However, there was no significant difference in the mean ratings of awareness and also in the mean ratings of utilization of open access resources in libraries of private universities by postgraduate students in Nigeria. Based on the findings, it was strongly recommended that the library should oftenorganize seminars and workshops on open access for both students and other library stakeholders, the library should acquire information materials that teach the basics of open access and how to utilize it maximally,provision of power inverters as backup for stable electricity andincreasing the Internet bandwidth in the library to avoid slow downloading or slow Internet connection when browsing the Internet. Also, library staff should be given in-house training and orientation on the general concept of open access and how to assist users access these resources easily online and making open access a compulsory course to be taught in class to create its awareness

TABLE OF CONTENTS

TITLE PAGE i
APPROVAL PAGE ii
CERTIFICATION PAGE iii
DEDICATION PAGE iv
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vii
LIST OF THE TABLES x
LIST OF FIGURES xi
ABSTRACT xii

CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the Problem 13
Purpose of the Study 14
Research Questions 15
Hypotheses 16
Significance of the Study 17
Scope of the Study 19

CHAPTER TWO: LITERATURE REVIEW
Conceptual Framework
Concept of Open Access Resources 21
Concept of Awareness 26
Concept of Utilization 31
Concept of Postgraduate Students 36
Concept of University Library 40
Concept of Private University 44
Emergence of Open Access Resources 49
The Role of the Library/Librarian in Open Access to Knowledge 51
Challenges of Open Access to Knowledge 54
Theoretical Framework
Ranganathan’s Laws of 1931 59
Wilson’s 1981 Model of Information Seeking Behavior 64
Review of Eempirical Studies 67
Summary of Literature Review 79
CHAPTER THREE: RESEARCH METHOD
Design of the Study 82
Area of the Study 83
Population of the Study 83
Sample and Sampling Technique 84
Instruments for Data Collection 85
Validation of the Instrument 87
Reliability of the Instrument 87
Method of Data Collection 88
Method of Data Analysis 88
CHAPTER FOUR: RESULTS
Research Question 1 90
Research Question 2 93
Research Question 3 95
Research Question 4 96
Research Question 5 98
Research Question 6 100
Research Question 7 102
Research Question 8 104
Research Question 9 106
Hypothesis 1 108
Hypothesis 2 109
Summary of Major Findings 110

CHAPTER FIVE: DISCUSSION OF FINDINGS, IMPLICATION, RECOMMENDATIONS ANDCONCLUSION
Discussion of the Results 113
Implications of the Study 125
Recommendations 127
Limitations of the Study 129
Suggestions for Further Research 129
Conclusion 130
REFERENCES 132

CHAPTER ONE

INTRODUCTION

Background to the Study

Accessing and dissemination of free scholarly publications should be a basic human right which should be advocated and explored because of its ability to close the gap between developed and developing countries.Free exchange and use of information especially research based information forms the basis for economic, cultural, social and scientific development, yet this has been compromised by restricted access model of publishers and the dependency of researchers on research works published in qualitative but restricted access journals (Canada, 2009). Canada further opined that Open Access is capable of fostering information and knowledge sharing within research, educational and scientific communities especially in traditionally or economically disadvantaged regions. Therefore,open access to knowledge has become essential for a country’s educational, socio-cultural, and scientific development.

Traditionally, scholarly publications have been sold on subscription to libraries and in the age of print on paper this was the only model available that enabled publishers to disseminate scholarly publications and recoup the cost. Unfortunately, this meant that only researchers in institutions that could afford to pay the subscription charges were able to read these scholarly articles. Even wealthy universities could only afford a proportion of the world’s research literatures and for institutions in poorer countries this proportion is tiny or even non-existent. However, the Budapest Open Access Initiative in 2002 was the first global Open Access initiative. Attending scholars were asked to sign an agreement to preferentially publish their findings in open access journals. This agreement can still be signed online today. In 2003, the Berlin Declaration on Open Access to knowledge in the Sciences and Humanities was published after a Conference with that name. Open access basically emerged to address the issue of escalating cost of scholarly and scientific journals, which had restricted scholars free access to research works globally.

Since the emergence of Open Access initiative, the concept has been defined in different ways by numerous authors. The concept of Open Access was first defined globally by Budapest Open Access Initiative in Swan (2012:15) thus:

Free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the Internet itself.

In the same vein, Bethesda (2003) sees open access as, where the author and copyright holder grants all users a free, irrevocable, worldwide, perpetual right of access to, and license to copy, use, distribute, transmit and display the work publicly and to make and distribute derivative works, in any digital medium for any responsible purpose, subject to proper attribution of authorship as well as the right to make small numbers of printed copies for their personal use. Also, Suber (2010)sees Open Access (OA) as broad, and goes beyond scholarly publications. The writerdescribes openaccess literature asdigital, online, free of charge and free of most copyright and licensing restrictions. Suber further stressed that open access contents are not restricted only to peer-reviewed research articles.They can be in any format from texts and data to software, audio, video and multi-media. However, the Open Access movement focuses on peer-reviewed research articles and their preprints. Open Access can also apply to non-scholarly contents like music, movies and novels, even if these are not the principal focus of most Open Access activists. Therefore, from the foregoing definitions, the researcher simply define Open Access as a barrier-free access to online works and other resources which can be in any format from texts and data to software, audio, video and multi-media.

Consequently, like any other information resource, open access resources have their forms or characteristics for which they are known. However, Harnad (2008) has described the characteristics of Open Access as information, which is free, immediate, permanent, full-text, on-line and accessible. Harnad further suggested three main justifications of Open Access. These are, to maximize the uptake, usage, applications and impact of the research output of a university; to measure and reward the uptake, usage, applications and impact of the research output of a university (research metrics); and to collect, manage and showcase a permanent record of the research output and impact of a university. Therefore, from Harnad’s view and description of Open Access distinctiveness, it will not be wrong to say that Open Access has seven peculiarities:

It is free availability of scholarly publication;
It is free of copyright and licensing restrictions;

Its materials are available online or on the Internet;

Its materials are full text;
Its materials can be accessed by anybody from anywhere without any discrimination;
Its materials can be freely used by anyone;

Open Access contents can be scholarly articles and their preprints in any format from texts and data to software, audio, video, andmulti-media.

Conversely, any form of scientific output (research work) can and should be made openly available by simply postingit onto a website. This can and does happen for journal articles, book chapters and whole books, data sets of all types including graphics, photographs, audio and video files and software. Wallis (2009) observed that academic libraries have come up with two major Open Access initiatives which are Institutional Repositories and Open Access Journal Systems. Institutional Repositories (IRs) are also known as Digital Repositories, Open Access Repositories or The Green Route to Open Access. Swan (2012)defined Open Access repository as that technology that houses collections of scientific papers and other research outputs and makes them available to all on the Web.Swan further opined thatOpen Access Repositories may be institutionally-based, enhancing the visibility and impact of the institution or they may be centralized, subject-based collections like the economic repository (research papers in economics). The researcher went further to explain institutional repositories as digital collections of the outputs created within a university or research institution.

Institutional Repositories (IRs) is seen as the hallmark of open access publishing.Grundmann (2009) opined that IRs are widely seen as the fastest route to open access to the widest range of scholarly and research literatures since they allow authors to publish in their choice of journals while providing the broadened access without pay barriers. Grundmann also observed that scholars retain their ability to publish in the most prestigious journals in their field while simultaneously breaking down barriers to the wide dissemination of their research. Reviewed literature further reveals that Open Access repositories (or archives) are digital collections that make their contents freely available over the Internet. These digital repositories collect the research output of the members of a university’s research community and support the archiving and long-term preservation of the institution’s intellectual output. Mostly, institutional repositories are hosted within academic libraries around the world to digitally collect and preserve academic papers and documents in order to make them freely accessible to the students, faculty and the public.

As for the second type of Open Access initiative which is Open Access Journals (OAJ) which is also known as ‘The Golden Route to Open Access publishing’, it is seen as another major initiative towards Open Access itself. According to Abukutsa-Onyango, (2010), Open Access can be achieved by launching Open Access Journals or converting existing journals to Open Access. Abukutsa-Onyango further stated that the best-known Open Access software is the Open Journal System. However, Suber (2006) went ahead to define Open access journals as scholarly journals that are available online to the readers without financial, legal or technical barriers other than those inseparable from gaining access to the internet itself.Hirwade and Rajyalakshmi (2006) further buttressed that Open access journals are peer reviewed journals made available, free of charge, to the public through the Internet.

Some Open Access journals charge a document management fee from authors. Open Access journals allow free access to read, download, copy, distribute and print articles and other informational material. They are peer-reviewed. Open access to research journals and literature accelerates research and enriches education and knowledge sharing between more developed countries and less developed countries. Stranack (2008) opined that, several libraries have launched Open Access journals. Stranack further gave examples which included the University of Toronto’s Journal Hosting Service, The Canadian Online Journal of Queer Studies in Education, Clinical & Investigative Medicine which is the official journal of the Canadian Society for Clinical Investigation and, The University of Toronto Journal of Undergraduate Life Sciences (JULS).

Giarlo (2005) observed that even if scholars did not turn to Open Access in order to bypass unaffordable access fees, they would turn to it in order to take advantage of the Internet as a powerful new technology for sharing knowledge instantly, with a worldwide audience, at zero marginal cost, in a digital form amenable to unlimited processing.Giarlo further observed that open access can provide numerous benefits such as researchers having wider visibility and usage of their research findings, open accessresources give a significantly larger and more diverse audience, increased exposure to research also increases citation rate, open access also provides an avenue to connect with a global society more easily and researchers can publish without printing costs and readers around the globe can have barrier free access to the latest literature and research findings. In the same vein, Willinsky (2010) buttress that Open Access can give authors a worldwide audience larger than that of any subscription-based journal no matter how prestigious or popular and demonstrably increases the visibility and impact of their work. For journals and publishers, Open Access makes their articles more visible, discoverable, retrievable and useful because they are displayed on the World Wide Web. If a journal is Open Access, then it can use this superior visibility to attract submissions and advertisement, not to mention readers and citations. In addition, the benefit to libraries is that Open Access solves the high subscription price and permission crisis for scholarly journals. Open Access also serves library interests in other indirect ways especially where librarians want to help users find the information they need. Regardless of the budget-enforced limits on the library’s own collection, Open Access augments the limited library collection. Universities can also benefit from their researchers’ increased impact created by their publications in Open Access and the university’s visibility is also being increased as their researchers are cited and their publications referenced globally.

However, from the preceding facts on the concept of open access and its profits to library users, awareness is still a pre-requisite to subsequent use of open access publications unless an individual uses it unknowingly. According to Stevenson (2008:28), “awareness is having knowledge of something”. This could also mean having information about something or even being familiar with something. However, according to Dinev, Hart and Mullen (2008), awareness raises consciousness and knowledge about a certain technology and its personal and social benefits. Dinevet al further supported this view by establishing awareness as the central determinant of user attitude and behaviour towards technology. In the open access environment, awareness has also been acknowledged as an important factor determining the use of this mode of scholarly communication (Fullard, 2007). However, the awareness of open access resources entails; being conscious of its existence, its features, its benefits, and subsequently how to easily access them online. Although the awareness of open access cannot be over emphasized, the concept of open access is assumed not to be widely known among researchers from different geographical localities and research disciplines. Some related literature indicated that open access is an unknown concept to many researchers and academicians. Even so, the library must go into deliberate awareness creation and advocacy amongst its users for open access resources to be maximally utilized. The users especially postgraduate students who are the major users of scholarly publications for their research, thesis and dissertation would need to be sensitized by the library on the basics of open access resources and how best to access them easily online.

Nevertheless, in any given library, quite a number of resources (finance, human and material) are usually devoted towards achieving its target objectives. The efforts geared towards making a variety of information resources available and accessible in a library will be a waste of time if such materials are not adequately utilized. It is through the use of available library materials that academic excellence can be achieved. Ashiru (2003) opined that libraries all over the world play vital roles in the intellectual development of students because such libraries are the nerve centres of all academic activities in any citadel of learning. Ashiru further opines that to achieve academic excellence, students should make significant use of library resources, open access resources inclusive.To Aguolu and Aguolu (2002), it is impossible for any nation or institution to develop without creative and imaginative utilization of accumulated information.Muthiah (2016) acknowledges that the Five Laws of Library Science formulated by Ranganathan revolve around the user or are user-centered, thus emphasizing the service nature of the profession. One of the laws, “books are for use” implies that information resources in a library system are for utilization. Therefore, utilization in this present study refers to the proper use of information in order to achieve a desired educational or scholarly result.Utilization of Information resources and services is usuallydetermined by the library statistical record, which shows the number of materials consulted and those actually borrowed for home reading but for open access resources utilized to be ascertained, the history of websites visited by users on the computer system will need to be visited and checked.However, it may be appropriate to deduce that the decision making of an individual, to a great extent, depends on the degree of his or her information resources patronage or use, especially utilization of open access resources. This is because it encompasses current and relevant research findings that are panacea to issues of life. Hence, the need for open access utilization by library users including postgraduate students who are potential researchers in the university learning environment cannot be over emphasized.

Presumably, university education has assumed a centre stage in the development of Nigeria. The rate universities are established and the immense population seeking admission in these universities in Nigeria shows that the quest for knowledge is increasing. This was supported by Ajadi (2010) who observed that it is the importance attached to university education for the development of high level manpower that has led to the proliferation of universities in Nigeria. In the same vein the writer also opined that the university among other institutions trains the country’s high level manpower and is invariably a potent driver of its economic, political and social development. In the present age, it is no gainsaying that no country can develop beyond the level of its educational institutions, especially universities. Ajadi further observed that Public Universities have a near monopoly in providing university education in Nigeria until 1999. However, the market-friendly reforms initiated under the Structural Adjustment Programme (SAP), the deregulation policies and the financial crisis of the states created an encouraging environment for the emergence of private universities in Nigeria.

According to Gabriel (2013), a private university is one established and run by entities other than a state or federal government which may include those run by faith-based organizations, individuals, community development associations, among others. Gabriel further stressed that in Nigeria, faith organizations, group of individuals and individuals largely constitute proprietorship of private universities. Ajadi in Belfied and Lerin (2003) defined private universities as non-public or independent universities which do not receive governmental funding and are usually administered by denominational or secular boards. Others are universities operated for profit. Ajadi further observed that, private universities can be said to function independently of any federal or state funding. They are privately owned and operated and maintain their faculty and campuses through private endowments. As privately operated institutions, they can set their own rules and regulations and can maintain exclusive attendance requirements. Private universities may be affiliated to certain religious groups or certain specific fields of study or they may be exclusive to women or men. Also, private universities are as varied as the students who attend them.

Besides the hike in school fees which is assumed to be the major internally generated revenue (IGR) for private universities, some positive peculiarities can be associated with them ranging from highly qualified teachers and fewer students in class when compared to public ones. This gives a more personal learning experience as opposed to being in a large lecture hall. Also, the issue of lecturers going on strike and disrupting the academic calendar is completely eradicated. However, private universities in Nigeria within the past decade have started running postgraduate education in many diverse fields of study at different levelsand to maintain and protect their global reputation, these universities besides providing physical structures, must willingly meet their supreme goal of producing qualified graduates that will steer the country’s educational, economic and socio-cultural sector forward. Thus, in attaining this, private universities via their libraries need to provide their students, especially postgraduate students with adequate, current and relevant information resources that will meet their information need.

Consequently, besides undergraduate students who are the major applicants to private universities, it is envisaged that Nigerian private universities will be teeming in the nearest future with postgraduate students since some of the private universities have started running postgraduate programmes. Postgraduate education, in the submission of Asogwa, Wombo and Ugwuoke (2014)involves learning and studying for degrees, professional or academic certificates or other qualifications for which a first or Bachelor’s degree generally is required and it is normally considered to be part of higher education.Pertinently, those involved in postgraduate education, as the name implies, should also be postgraduate students. Collins (2012) asserted that postgraduate students are learners who continued to study for an advanced degree after earning a bachelor’s degree or other first degree. Asogwa et al (2014) further buttress that postgraduate students are individuals who are studying for a degree beyond that of their bachelor’s degree to obtain postgraduate diploma, masters or doctorate degree.This was stressed by Ugwu, Ifeanyieze and Agbo (2015) when they said postgraduate students are individuals who are furthering their studies in universities after obtaining their bachelor degree. These students carry out research into a problem area in their different fields of study. They are students who have obtained degrees from a university or other tertiary institutions and are engaged in studies for a more advanced qualification. Therefore, in the context of this study, postgraduate students are individuals who have first degree and are studying for postgraduate diploma, masters or doctorate (Ph.D.) degree.

Postgraduate students are in two major groups, masters and PhD students although there are some students that are studying for postgraduate diploma in different areas of knowledge. In North America, this level is generally referred to as graduate school. The organization and structure of postgraduate education varies in different countries as well as in different institutions within countries. Though, there are two main types of qualificationstudied for at the postgraduate level: academic and professional degrees. Meanwhile, the term degree in this context means the moving from one stage or level to another. However, from the preceding, postgraduate students are obviously the future of the academic world. They are assumed to be users of research and scholarly information resources in most academic information centres especially in academic libraries because of the nature of their research orientated curriculum which is evident in the extensive nature of their project, thesis or dissertation work. In order for them to have an improved academic performance and quality research, these students will need to be provided with apt, current and relevant information resources that Open Access Initiative can provide for. Thus, there is the need to create awareness among library users, especially postgraduate students on the existence of open access resources and the numerous benefits that can be derived from them.

Inspite of the statednumerous benefits which Open Access has to offer to academic libraries and their users in developing countries, inadequate advocacy and misconceptions of Open Access can bring a setback in developing countries. It is, however, assumed that there is the possibility of misconception of the existence and benefits of Open Access Publishing in some parts of developing countries. For instance, at the University ofWest Indies (UWI) in Trinidad, only 23% of the staff were aware of open access journals and 8% were aware of digital archives and repositories. As an example of misconceptions of open access sources, one lecturer’s publication in an open access journal was refused to be considered for his promotion by the University’s promotion committee, since he had paid money to publish in open access journals, which is the usual way to publish in an open access journal (Papin-Ramcharan and Dawe, 2006). Hence, from the preceding, the knowledge of open access institutional repositories is very low amongstsome major stakeholders in some developing countries, butis this the case in West Africa, especially withNigerian Private Universities? This is partly what this present study hopes to find out.

Statement of the Problem

Open access resources are seen as possible solution to university libraries limited collection development by offering easy and more comprehensive free access to scholarly research works that can be downloaded, printed and bound for users use and accreditation purpose. Open access initiative can provide library patrons withfree access to apt, relevant and current online scholarly and research works at little or no cost. It can also enable a library offer help to other libraries around the world especially those in disadvantaged areas by giving them free access to important scholarly research articles from their institutional repository. There is therefore need for the advocacy and promotion of open access resources in the library to create awareness and maximize their utilization among library stakeholders.

Libraries in higher institutions of learning are central to the attainment of the goals of their parent institutions. The effectiveness of any library depends to a great extent on the quality and quantity of the resources at its disposal, in-which finance plays a vital role. In fact, effective library services cannot be carried out nor sustained without sufficient funds. Like any other library, a library in a Nigerian private university requires adequate funding for the provision of information, human and physical resources. The proprietors of Private Universities in Nigeria are the major sources of funding for their university libraries and sadly, this major source of funding has been reported to be not forthcoming or grossly inadequate. Besides, private universities rely heavily on tuition fees from the students and other Internally Generated Revenue (IGR) to meet their expenditure. This has adversely affected resources provision which in turn has led to so many of the private universities failing NUC accreditation exercise in many subject areas because of limited or inadequate collection of information resources.

Also, collection development, especially in libraries of private universities has been hampered by high costs of essential information resources. Even for the rich students, these resources are not quite easy to come-by for purchase. Therefore, this has put students’ personal and individual search for knowledge and understanding at stake. This has also resulted in poor academic performance of these students in both internal and external professional examinations as a result of shallow knowledge-level. In other words, a basic problem that affects the academia is the rising price of scholarly publications especially the ones published in currentInternational academic journals.

Although, a lot of empirical studies have been conducted on Open Access, there is a great dearth in research literature associated with awareness and utilization of open access resources in libraries especially of private universities by postgraduate students in Nigeria.This motivated the present study.

Purpose of the Study

The general purpose of this study is to investigate the awareness and utilization of open access resources in libraries of private universities by postgraduate students in Nigeria. Specifically, the study sought to:

Identify the open access sources availablein libraries of private universities for postgraduate students in Nigeria;
Identify the methods for creating awareness of open access resources in libraries of private universitiesfor postgraduate students in Nigeria;
Determine the extent of awareness of open access resources in libraries of private universitiesto postgraduate students in Nigeria;
Determine the extent of utilization of open access resources in libraries of private universitiesbypostgraduate students in Nigeria;
Identify the influence of awareness of open access resources on its utilization in libraries of private universities by postgraduate students in Nigeria;
Identify challenges associated with awareness creation foropen access resources in libraries of private universities for postgraduate students in Nigeria;
Identify challenges associated with utilization of open access resources in libraries of private universities by postgraduate students in Nigeria;
Proffer strategies for enhancing open access awareness in libraries of private universities among postgraduate students in Nigeria;
Proffer strategies for enhancing open access utilizationin libraries of private universities by postgraduate students in Nigeria.

Research Questions

To achieve the purpose of the study, the following research questions were raised:

What are the open access sources available in libraries of private universities for postgraduate students in Nigeria?
What are the methods for creating awareness of open access resources in libraries of private universitiesfor postgraduate students in Nigeria?
To what extent is the awareness of open access resources in libraries of private universities to postgraduate students in Nigeria?
To what extent is the utilization of open access resources in libraries of private universities by postgraduate students in Nigeria?
What is the influence of awareness of open access resources on its utilization in libraries of private universities by postgraduate students in Nigeria?
What are the challenges associated with awareness creation foropen access resources in libraries of private universities for postgraduate students in Nigeria?
What are the challenges associated with use of open access resources in libraries of private universities by postgraduate students in Nigeria?
What are the strategies for enhancing open access awareness in libraries of private universities among postgraduate students in Nigeria?
What are the strategies for enhancing open access use in libraries of private universities by postgraduate students in Nigeria?

Hypotheses

The following null hypotheses guided the study and were tested at 0.05 level of significance:

HO₁: There is no significant difference in the mean ratings of awareness of open access resources in libraries of private universities by postgraduate students in Nigeria.

HO₂: There is no significant difference in the mean ratings of utilization of open access resources in libraries of private universities by postgraduate students in Nigeria.

Significance of the Study

It is expected that the findings and recommendations of this work will be of benefit to the following groups of people: institutions, library administrators, librarians,researchers,lecturers, students of tertiary institutions and will contribute to theliterature of library and information science.

Institutions and library administrators will benefit from the theoretical framework of this study which is basically modified and built around theories like theWilson’s 1981 Model of Information-seeking Behaviour and Barriers. It revealed possible elements that are components of ICT and showed that any deficiency in them could impede the search for free scholarly based information in an information environment.This study is expected to enable the aforementioned benefactors appreciate open access to knowledge and educate them on possible obstacles to its maximal use.

The findings of this study are intended to offer institutions and library administrators the opportunity to discover alternative means of augmentinglimited collection development in their libraries despite budget-enforced limits. Open access initiative provides them with the opportunity to freely access current and relevant scholarly resources such as books, journals and monographs in numerous fields of study which they can also download, print, bind and disseminate for users’ use. This will, in no small measure, enhance user patronage of the library and also arrest the issue of inadequate, current and relevant information resources during academic accreditation exercises supervised by regulatory or professional bodies like the National Universities Commission (NUC), Nigeria Medical and Dental Council, among others. This is feasible because the study is meant to create more awareness on the essentials and ideals of Open Access capability in augmenting their resources at little or no cost, for the sake of improving library patronage and for accreditation purpose.

This study is expected to provide alternative sources to current, relevant and essential information resources for ardentlibrary users who are basically students, most especially postgraduate students by proffering useful pertinent websites linking diverse and numerous open access resources that can enhance the quality of learning and research thus, increasing good academic performance of these students in both internal and external examinations as a result of in-depth knowledgelevel and also enhance quality research works.

This study will inevitably also provide library stakeholders such as lecturers and researchers with vast current academic works published in various open access journals that can boost their citations and increase the quality of their research work as well as equip them with relevant and required knowledge that can help them to impact and produce ‘well baked’ graduates who are potential leaders and who will in-turn train the country’s high level manpower which is invariably a potent driver of any country’s economic, political and social development. The study will as well reveal numerous open access journals with their websites thus, allowing them to have access to editors for the purpose of publishing their research works. This will in turn increase their work visibility internationally thereby increasing the number of scholars that will be citing their work.

Scope of the Study

This study covered the libraries of private universities in Nigeria. Postgraduate students of the universities under study were used as the respondents. Moreover, the study narrowed its limit to open access sources available in libraries of private universities for postgraduate students in Nigeria to cover the following: Directory of Open Access Journals (DOAJ), Directory of Open Access Books (DOAB), Journal Storage (JSTOR), Bentham Science Publishing (BSP), Google E-books (GE-b), Hindawi Open Access Journals (HOAJ), BioMed Central (BMC), High Wire Press (HWP), Open J-Gate, African Journals Online (AJOL), Bioline International (BI), Online Access to Research in the Environment (OARE), and Health InterNetwork Access to Research Initiative (HINARI). The influence of awareness of open access resources on its utilization covered in this study include: increase in the quality of academic assignments and research work, boosts in citations in academic assignments and research work, improvement in references in academic assignments and research work, broadening of academic knowledge which will in-turn boosts academic performance, providing relevant literature for academic assignments and project work, saving cost in getting essential literature for academic assignments and research work, and supplementing the limited information resources available in the university library.

Sep 15

AVAILABILITY OF LIBRARY RESOURCES AND RESEARCH PRODUCTIVITY IN NIGERIAN MEDICAL SCIENCE RESEARCH INSTITUTES

ABSTRACT

The work embodied on this thesis is principally meant to describe availability of library resources and research productivity in five medical science research institutes in Nigeria. There were seven objectives which included the determination of: availability of library resources in the institutes; extent of accessibility to the resources; areas where the resources were majorly applied; extent of research productivity in the institutes; problems affecting provision of library resources in the institutes and measures to improve the identified problems affecting provision of resources. These were discussed using seven research questions and one null hypothesis as guides. The work which was anchored on Elgin William’s theory of Marginal Utility of Productivity adopted a descriptive survey research design. The population size of the study was 215 (198 researchers and 17 librarians) drawn from five research institutes of which 166 (83.8% of researchers) and 17 librarians were actually used for discussions. The area of study is Nigeria and the institutes are distributed in Abuja, Kaduna, Lagos, and Plateau states of the country. The research instruments used for data collection were questionnaire which appeared in two categories (type 1 and 2) and an observation check-list. The tools were all face validated and the Cronbach’s Alpha reliability analysis procedure was applied to determine the internal consistency of the questionnaire items. About 85.1 percent of the questionnaires were returned and data obtained in the work were presented in tables and analyzed using descriptive statistics. The Pearson’s Product Moment Correlation coefficient procedure was applied in research question five to determine the relationship which was found positive but not strong. Also, the null hypothesis was tested using the t-statistics and was found non significant (P> 0.05). The study found that periodical resources were inadequate against existing library standards but books and non print resources were sufficient in the libraries of these institutes; access to relevant resources like e-books, manuals, patent documents, handbooks and indexes were limited. The institutes met the required productivity benchmark at each rank of the researchers as required by their conditions of service. It was also found in the study that funds, lack of acquisition policies, poor management and high cost of resources were the major problems affecting the provision of information resources in these institutes. The work recommended library reforms in terms of strengthening the capabilities of the library and use of acquisition policies. Also, that the government should institute a separate library budget, grant tax- free importation of library materials and encourage continuous training of all cadres of staff of the research institutes amongst many others. It was concluded that since research is very essential, the findings if adopted is expected to encourage good provision and access to information and information materials that will in turn enhance productivity of medical science researchers towards production of interventions that would be used to address the health problems affecting Nigeria and her people. The work highlighted some limitations like general apathy on filling of questionnaires shown by respondents. Areas of further studies suggested include study of the impact of user services on development of interventions in Nigerian medical-based research institutes and study on the pattern of resource sharing amongst Nigerian medical-based research institutes.

TABLE OF CONTENTS

Title page – – – – – – – – – – i

Approval page – – – – – – – – ii

Certification page – – – – – – – – iii

Dedication – – – – – – – – – iv

Acknowledgements – – – – – – – – v

Table of Contents – – – – – – – – – vii

List of Tables – – – – – – – – – x

Abstract – – – – – – – – – xi

CHAPTER ONE: INTRODUCTION – – – – – 1

Background of the Study – – – – – – – – 1

Statement of the Problem – – – – – – – – 11

Purpose of the Study – – – – – – – – 13

Research Questions – – – – – – – – – 13

Hypothesis – – – – – – – – – 14

Significance of the Study – – – – – – – – 14

Scope of the Study – – – – – – – – – 16

CHAPTER TWO: REVIEW OF RELATED LITERATURE – – – 17

Conceptual framework- – – – – – – – 18

Concept of library resources – – – – – – – 18

Standards for library resources – – – – – – 21

Concept of research productivity – – – – – – 23

Benchmark for productivity in Nigerian Research Institutes – – – 24

Theoretical framework – – – – – – – 26

The Theorem of Marginal Utility of Productivity – – – – 26

An overview of research in Nigerian medical science research institutes – – 27

Variables of the study- – – – – – – – 31

Empirical studies – – – – – – – – 54

Summary of the literature review- – – – – – – 57

CHAPTER THREE: RESEARCH METHOD – – – – – 60

The Research Design – – – – – – – – 60

Area of study – – – – – – – – – 60

Population of the study – – – – – – – – 61

Sample and sampling technique – – – – – – – 62

Instruments for Data collection – – – – – – – 62

Validation of instrument – – – – – – – – 64

Reliability of the instrument – – – – – – – 65

Method of Data collection – – – – – – – – 65

Method of Data analysis – – – – – – – – 66

CHAPTER FOUR: PRESENTATION OF RESULT – – – 67

CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSION AND RECOMMENDATIONS- – – – – – – – 91

Discussion of findings: – – – – – – – 91

Implication of the study – – – – – – – 99

Recommendations – – – – – – – – 101

Limitations of the study – – – – – – – 102

Suggestions for further studies – – – – – – 102

Conclusion – – – – – – – – – 103

References – – – – – – – – – – 106

CHAPTER ONE

INTRODUCTION

Background of the study

The goal of health for all by the year 2000 had become a mirage by the end of the last century. This was a set objective for global health equity that was endorsed by the World Community at the Alma-Ata conference (Russia) on Primary Health Care in 1978. Twelve years after the set date, the objective still proved difficult to achieve due mainly to world health disparities. The present global health disparities are the result of uneven progress in health and development. An aspect of this disparity was shown in the World Health Organization report (WHO, 2004) that people in the developed world are seen to enjoy an average life expectancy of 87 and 91 years for males and females respectively. But that about 1.6 billion people of the world’s 6.8 billion population living in the least developed countries of Africa, Asia and Latin America die prematurely at 47 and 57 years for males and females respectively. The short life cycle in these areas is due to the burden of avoidable illness and diseases and this condition calls for immediate intervention and planning.

With regards to the development of interventions to deal with a wide range of diseases and illnesses, science has made significant contributions. From the time of Hippocrates, humanity has struggled to grasp the fundamental principles of science and apply them to human health. Thus, from Leonardo da Vinci’s groundbreaking sketches of the human body to James Lind’s studies of scurvy, from John Snow’s broad street pump to Joseph Lister’s discovery of antiseptics and from Wilhelm Roentgen’s x-rays to Frederic Banting’s discovery of insulin, science, and medical science in particular, has an impressive history of identifying and analyzing problems, making diagnoses, articulating prescriptions and mounting effective responses.

The history of medical science has revolutionalized people’s approach to public health. The World Health Organization (2004) report accepted the fact that medical science has led to dramatic improvements in health worldwide but also assumed that all is not yet well. It showed that disparities and inequities in health remained major development challenges in the present time. This is because Human Immuno Virus / Acquired Immune Deficiency Syndrome (HIV/AIDS), Malaria and Dengue fever have continued to wreak havoc, new foes like the Severe Acute Respiratory Syndrome (SARS) and Avian Flu Viruses appear, yet old scourges like Leprosy and Tuberculosis have remained. As a way of bridging the health gap between the developed and the developing countries, the World Health Organization (WHO) ministerial arm identified the need and the importance of medical science research as a channel for providing tools for improved health and development by marking out the problems, developing new and effective interventions, empowering individuals and communities and informing policy and action in public health. Indisputably therefore, there is need for research in the health systems of all nations in order to save humanity, poor and rich, from the present day scourges that are quietly ravaging world communities.

Research has no one definition because there is more than one kind of research. Howard and Sharp (1983) defined research as seeking through methodical processes to add to bodies of knowledge by the discovery or elucidation of non-trivial facts, insights and improved understanding of situations, processes and mechanisms. Mouly (1978) stated that research is best conceived as the process of arriving at dependable solutions to problems through the planned and systematic collection, analysis and interpretation of data. The National Health Research Ethics Committee, Nigeria provides that research is a systematic investigation including, development, testing and evaluation of methods designed to establish or contribute to a generalizable knowledge. This definition went further to classify research into therapeutic and non-therapeutic procedures. In this study, research is seen as a systematic step or provable conduct taken to find answer or solution to an envisaged problem.

These general definitions suggest that there are at least two major types of research. One of these is basic research while the second one is applied research (Powell and Connaway, 2004). Basic research is primarily interested in deriving new knowledge and is at most only indirectly involved with how that knowledge will be utilized in a specific, practical or real problem. Applied research on the other hand encompasses a variety of specific research techniques such as systems analysis and operations research. It emphasizes the solving of specific problems in real situations. The library has a central role to play in both of these two types of research. This central role is the provision of research information resources, which are the ingredients needed to conduct research.

Research, whether basic or applied in nature, has relevance in human society. One of the major reasons for research is the advancement of knowledge. Scientific research is designed to lead one from the known to the unknown. This requires that such research goes beyond experience and common sense, thereby promoting knowledge advancement and the progress of mankind. Research is also useful in enabling man to relate more effectively to his environment, accomplish his purposes and resolve conflicts facing him. As for Powell and Connaway (2004), research provides the field to test the various myths, assumptions, rules-of-thumb and conventions in all professions; it links concepts which have been proven through testing to be valid and thereby establish principles and theories on which services can be based. They also posited that research builds a foundation for evidence-based practice. It helps to solve professional problems, develop tools and methods for analysis of organizations, services and behaviour. Research helps to determine costs and benefits of services as well.

The ultimate benefit of research lies not only in the generation of new knowledge but in the translation of knowledge into technologies, interventions and strategies effectively and appropriately delivered to the poor. Presently medical science research processes are being pursued within the context of contemporary knowledge, good ethics, effective policy, adequate resources and international cooperation. Thus far, advances in medical science research and scientific knowledge have brought about development and have also led to the discovery of medicines, vaccines, diagnostics and medical devices that have improved health worldwide (Lansang and Dennis, 2004).

The World Health Organization (2006) expressed the view that a substantial share of the unnecessary illness and early deaths in the developing world can now be prevented, treated, or alleviated by sound policies and action using strategies and technologies that exist as a result of age long research activities. The organization presumes that medical science research (a systematic step or provable conduct taken to find solution, with regards to use of natural or synthetic plants and animals properties to an envisaged health problem), is needed to guide and accelerate the application of the existing knowledge and technologies in diverse settings around the world. The presumption is that with genomics (study of gene sequences in living organisms) and proteomics (application of evolving technologies to analyze gene products) revolutions underway, more impressive research-driven innovations may be on, since there is need for interventions to fight communicable and non-communicable diseases; a vaccine for AIDS or pandemic influenza; a new treatment for tuberculosis; cures for cancer, heart disease and diabetes; better methods to prevent and diagnose sexually transmitted infections. Medical science research is also needed in order to discover fresh strategies and new tools required to tackle difficult problems for which current knowledge is inadequate.

The dynamic shifts taking place in the patterns of disease require a capability to monitor change and target interventions for the highest priority problems. This implies that just as oral rehydration therapy for watery diarrheas came from research undertaken in South Asia about twenty years ago (WHO, 2006), research is urgently needed on a worldwide basis to find better and lower-cost means of dealing with many health problems for which existing knowledge does not provide effective solutions. Research in the medical sciences is needed to develop approaches that will sustain health progress and overcome health disparities. In the view of Kabir and Holmgren (2005), the development and implementation of evidence-based health care policy and practice depends on research that addresses the needs of the local population. They maintained that all countries, including the least developed need some capacity for analysis and research. Areas where such current researches are needed in medical science include a sustainable health financing system; achieving universal access to safe, effective and affordable interventions and developing a reliable health information system.

In spite of the fact that billions of dollars have been used before and are being presently earmarked for global research in medical science, there is still great need for more research effort since it provides a partial answer to human health problems. This may have informed the call by Obasanjo (2005), that all African leaders should accept the challenge of improving the health sector by supporting medical science research in the continent. Perhaps the call may have achieved something in the West Coast of the continent as a body called Programme Regional Sante en Afrique de l’Ouest (PRSAO) meaning West African Regional Programme for Health was initiated almost immediately by the Economic Community of West African States (ECOWAS) with support from the European Union (EU). The body is charged with the coordination and harmonization of health policies in the region, building of capacities to fight against cross border epidemics, developing regional functions for health research/training and strengthening cooperation and exchange of information and experience on the aspects of health et cetera (www.prsao.org). Since research programmes seem not to solve human problems on their own, there is need for human commitment in the provision of all types of resources relevant to research, and managerial skills to ensure success of research results in medical research institutes. The World Health Organization (WHO, 2006) reported that efforts are being advanced by ECOWAS towards closing the huge knowledge gap in the health issues of the rich and the poor countries of Africa.

Institutes devoted to research activities began as a result of the industrial revolution of the late 18^th through the 19^th century in Europe and America. In Nigeria, historical records have it that the first set of research institutes in the country was established during the colonial period (Aluko-Olokun, 1999; Barrow, 2002). The essence of establishing these institutes was to make in-depth enquiries and discoveries into the unknown areas in the field and perhaps to ensure sustainable provision of adequate raw materials for industries. The growth of these institutes in the country was as a result of the realization and acceptance of the need for information in specific subject fields like Medicine, Agriculture and Engineering. Thus most of the early research institutes reflected the colonial government’s interest in the investigation of tropical medicine, agriculture and geology. One of the early medical science research institutes established by the colonial government in the country was the National Department of Veterinary Research, Vom, in today’s Plateau State which was set up in 1924. This institute is known today as the National Veterinary Research Institute (NVRI). The Nigerian Institute for Trypanosomiasis Research (NITR) was set up in 1947 as West African Institute for Trypanosomiasis Research (WAITR) with its headquarters located in Kaduna (Aguolu, 1977). The institute has research interest in two diseases of economic importance; the African Trypanosomiasis and Onchocerciasis. Both diseases still remain obstacles to good public health, poverty alleviation and agricultural development. The establishment of the Nigerian Institute for Medical Research (NIMR), Lagos was possible because of the presence at Yaba- Lagos, of the Yellow Fever Commission of the International Health Division of Rockefeller Foundation of New York (Obaka, 1985).

Other similar health-based research institutes came in later and these include the National Institute for Pharmaceutical Research and Development (NIPRD), Abuja. The institute was established in 1989 as a result of an agreement between the Federal Government of Nigeria and the Pharmaceuticals Manufacturers’ Group of the Manufacturers’ Association of Nigeria (PMG-MAN). The institute has interest in drugs’ development and formulary. The latest of the research institutes is the Nigeria Natural Medicine Development Agency (NNMDA), Lagos. It was established in the late 1990s to actualize the critical and strategic mandate of researching, developing, documenting, preserving and promoting Nigerian’s natural medicines, defined as traditional (indigenous) health care systems, medications and non-medication healing arts with a view to integrating these into the nation’s national health care delivery systems.

The research institutes in the country have major functions of initiation and coordination of research programmes, provision of research requirements and management of human and material resources. According to Kibua and Oyugi (2005), the research institutes generally support research by:

Formulating policy guidelines on research expectations of their specialized area.
Managing human and financial resources available for research programmes.
Capacity building (in terms of conferences, seminars, workshops and training).
Serving as a link between the government and stakeholders.
Creating an enabling channel for intellectual inventions/growth.
Documenting research results and information synthesis etc.

The research libraries of these institutes are normally charged with some roles in order to ensure that the institutional mandates are achieved. The roles for the libraries could include:

Planning and organizing a research and information centre necessary to meeting the information needs of researchers in the research and development tasks of the parent organization;
Establishing close and continuous contacts with all researchers and other users of the services so that their interest profiles are identified and properly catered for;
Providing policy guidelines for the administration of the research library;
Developing routine methods for the discharge of these services (Christianson, 1980).

Research libraries in the health sector, as in other fields are conventionally the custodians of literature containing information that is relevant to research and useful to the people. The importance of information and library resources to individuals and the society in particular are overwhelming as remarked by Mahathir (2001). Dalrymple (2003), and Lansang and Dennis (2004) agreed that the central function of providing a pool of information resources to support both basic and applied research is presumably the role of the library in enhancing the research productivity of the research institutes. To achieve this supportive role effectively, there is need to have well-coordinated development of dynamic and comprehensive resource information in our medical research institutes’ libraries which will in turn enhance productivity. These library resources are generally defined as all resources in form of print and non-print including the traditional tools and the modern information and communications technology facilities (electronics) useful for information synthesis, dissemination and storage. Dike (1993) listed them to include reference resources (like dictionaries, encyclopedias, handbooks, manuals etc) which are used to refer to specific topics or items of information and can answer questions involving definitions, about, formulae, descriptions, spellings, abbreviations, or background knowledge and periodical resources, which appear in regular intervals to give current information on general issues or in a given field of study. Examples are newspapers, journals, magazines and proceedings. There are also the information and communications technology resources (commonly called the electronic resources) including computers, used in typesetting, printing and storage of documents; fax machines (used in the transfer of mails); CD-ROM (used in the storage of written documents or pictures); photocopiers, internet resources and scanners (used in the duplication of photos and printed documents).

Research libraries, including those in scientific and technical areas like medical science, have collections that are largely in the traditional format of books, journals, technical reports, patent documents and reference works. These resources are central to research since they contain information that is required in carrying out research activities. Researchers access, distill and utilize the information from these library resources for development of ideas and new products. The differences in these resources are basically the information content they bear and perhaps, their formats. Thus such differences determine their users, applications and relevance. Some of them give a lead to use of other resources, some transmit ready-made information and some resources are used to manage existing information.

Some challenges in sustaining the roles of the research libraries have been reported by Ehikhamenor (1983), Asamoah-Hassan (2000) and Barrow (2002). The major part of the challenges is availability of library resources to support research activities. Availability here encompasses accessibility and usefulness of the resources to the needy at the right time and place. The needy, with regards to this study are users of library resources who expect that the contents or application of the resources would add value to their research endeavours.

Be this as it may, how these research institutes and their libraries are able to perform these functions determines their rating, with special emphasis on the productivity level of the staff. The institutes’ employees are expected to progress in rank by evidence of peer reviewed publications (as in Nigeria) or other products bearing intellectual input; they are employed based on academic attachment and seen to be conducting research in their area of academic specialty in the parent organization. Today, emphasis is placed on current and up-to-datedness of resources, but retrospective materials that are pre-determined by need and availability are very relevant, especially in the present era that is powered by information in all its ramifications.

On the other hand the productivity being discussed here, is defined as gains or output obtained for the use of a certain input (human or material resources) in a research process. It depends on how efficient the institutes are in initiating, coordinating and managing the resources at their disposal to earn a maximum result. Essentially, productivity is a ratio to measure how well an organization converts input resources (labour, materials, machines etc.) into goods and services. Argyris (2005) had shown that number of publications and the impact factor of journals where research results are communicated are accepted estimates of the quantity and quality of research productivity, especially in an academic environment. In a core research setting, productivity is considered by factors like number of products on shelf, number of registered patents and publications communicated in peer-reviewed journals (Halil and Darrell, 1998).

In a research organization, the human resources are the staff while the material resources include the library resources, laboratory equipment and other physical objects required in conducting research. Therefore, research productivity is speculatively being complimented by library resources, facilities and equipment available for research in a research establishment. Since library resources are considered relevant to research productivity, the essence of this study is to examine the relationship between availability of library resources and research productivity in Nigerian research institutes with particular reference to federal medical research institutes located in Abuja, Kaduna, Lagos and Plateau areas of the country.

Statement of the problem

Research in the medical sciences is necessary for the attainment of quality health care that is accessible to all who need it. Fundamental to this vision are the supporting information resources and an acceptable pattern of delivering information where and when needed and in a form that will increase use. A good number of health researchers and health care administrators recognize the importance of information to excellent and value-added research results. Since libraries are channels where information needs of researchers are provided, the establishment and management of libraries are understood to be central to medical science research institutes in many countries of the world including Nigeria. It is assumed that technical information available in these resources would aid researchers through their research activities by providing information that would contribute positively on research initiatives and findings and as well enhance general productivity of both the researcher and the organizations.

However, productivity in medical science research seem not to be providing the desired result since mortality rate and disease profile of Nigeria continue to grow higher on daily basis. It is difficult to say if availability of library resources has any contribution to this challenge or whether there could be some expected leverage the information resources could provide to enhance research productivity in the country. These gaps cause a necessity for this study. More so, pre research discussions point to the fact that research libraries in Nigeria seem not to have adequate resources to support medical science research in the country and if this could be true, it would lead to poor research productivity in the population being covered by the study. Nonetheless, the issue of tackling health problems is paramount in today’s world and particularly Nigeria because the country has a huge population and is the centre of economic activities in Africa. So a continued devastation of the country by diseases and preventable illnesses could spell doom for the continent and this is unacceptable.

This unattended gap in library science research about identifying the relationship of library resources and research productivity in the medical institutes in Nigeria is where the study of availability of library resources and research productivity is focused and wants to fill. Thus, the question being investigated is; what are the available library resources in Nigerian medical research institutes and what is their relationship with research productivity in these research organizations?

Purpose of the study

The purpose of this study is to determine the relationship existing between availability of library resources and research productivity in the Nigerian medical science research institutes. Specific objectives are to investigate:

the availability of library resources for medical science research activities in the institutes under study.
the extent to which researchers have access to these library resources in the medical research institutes under study.
the areas where library resources in these institutes are applied.
the extent of research productivity in these institutes.
the relationship between available library resources and research productivity in the institutes under study.
the problems encountered in the provision of library resources in these institutes.
the strategies for improving the provision of these resources in the population under study.

Research questions

The following questions were framed to guide the study.

What are the available resources in the libraries of the medical science research institutes under study?
To what extent are these resources accessible to researchers in these research institutes?
In what areas are these resources applied in the institutes covered by the study?
What is the extent of research productivity in the institutes under study?
What is the relationship between the library resources and research productivity in the research institutes under study?
What are the problems facing provision of library resources in these institutes?
What measures would improve provision of library resources in the institutes covered?

The Null Hypothesis

The null hypothesis framed to guide the study is as follows:

There is no significant relationship between available library resources and research productivity of the medical science research institutes in Nigeria.

Alternative hypothesis (H_a): There is significant relationship between the available library resources and research productivity in the medical science research institutes in Nigeria.

Significance of the study

This study is considered important to librarians because they will use the result as basis for demand for the development of the research libraries by way of providing necessary information materials that could help them in information synthesis. It will open up the contributions of library resources on research productivity in the medical science research institutes in the country and this will be a reference point to the usefulness and request for support for libraries in aid of health research in Nigeria. The result will help librarians in decision-making process during procurement periods in medical research libraries.

On the other hand, the management of medical research institutes in the country would benefit from the result by applying it in self-assessment of their own commitments towards research and library development with regards to the provision of facilities and resources for health research. The result of the work will form a guide for medical research institutes’ management on the type of information resources needed in their organizations.

If the result of the study could be effectively applied during acquisition by the libraries, researchers, medical practitioners and other staff of the research institutes may stand to benefit from the outcome. This is because the desired information resources relevant to medical research would have to be made available in these research libraries. Therefore useful materials would be at their door steps for consultations and consequently, knowledge application.

Again, since it is believed that the technical information from library resources is expected to enhance research results, government on one hand would be provided with promising medical research results that would help her health policies and programme implementation through research/es conducted with state-of –the –art information resources. There would be enhanced research productivity in all medical research institutes in Nigeria since researchers would share relevant and selective research information based on their profiles. The entire health research programmes of the country would flourish when desired information resources are made readily available. Government would be seen to have achieved in this aspect affecting the citizenry.

Finally, library schools and student interns would also benefit indirectly from the outcome because research libraries of various medical research institutes would be somewhat engaged in their training with appropriate and state-of –the –art resources. This will provide a good channel for capacity building with quality facilities for future medical librarians.

Scope of the study

The present study involves only the libraries of the medical research institutes established by the federal government of Nigeria, that are principally involved in medical science research and development (R & D) activities of the country. In addition, a veterinary research institute is included in the study because it deals with diseases affecting both man and animals.

The content scope is strictly limited to availability of library resources, accessibility profile of the researchers (librarians and others in medical and paramedical fields) to resources for purposes of medical science research in Nigeria, areas where the resources are applied, extent of research productivity in the study population, relationship between library resources and research productivity, the problems facing provision of library resources in libraries of these institutes, and the measures to improve the provision of library resources.

These resources as mentioned earlier are in two categories. The first are the traditional (print/non print) resources made up of books, monographs, maps, charts, reference works, periodicals et cetera. The second type are the electronic/ICT resources that include; audio-visual materials, Internet, World Wide Web, topical Compaq discs, e-mails, fax, handsets, telephone and the storage facilities et cetera. All these are useful resources required for research activities which add value to research results. Finally, the geographical scope of the study is Nigeria.

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