EFFECT OF INFORMATION LITERACY SKILLS ON THE USE OF E-LIBRARY RESOURCES AMONG STUDENTS
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CHAPTER ONE
INTRODUCTION
1.1Background of the study
The library has long been perceived as a building with walls and filled with books for reading. Issa (2003) notes that librarianship as a profession came into existence to preserve and make widely accessible the records of human experience. The emergence of Information Technology (IT) has recreated the face of librarianship. IT has permeated evenly into our daily activities. Okerulu (2003) states that IT has created limitless opportunities for open access to information. Larnikanra (2003) describes the history of the Internet which “grew out of the ARPANET, a computer network developed by the Advanced Research Project Agency (ARPA) in the 1960s.” The term “e-library” refers to information accessed through the Internet. Unlike traditional libraries, e-libraries are not limited by location or time. Libraries have changed with the emergence and application of IT. They have assumed the role of educators, teaching users to find, evaluate, and use information both in the library and over electronic networks. As the use of e-library continues to soar, users are expected to develop information literacy skills. These skills, as Julien (2002) observes, will enable users to make efficient and effective use of information sources. Information literacy is increasingly important. Academic libraries have responded by providing instruction in information literacy, described as “the ability to locate, manage, critically evaluate and use information for problem solving, research and decision making” (Orr, Appleton, and Wallin, 2001). In developing countries like Nigeria however, both IT and the use of the e-library are still at an embryonic stage. The limits of the tradition library and the increasing popularity of IT have caused the use of the e- library to grow rapidly. Although people need no longer go to a building for some kinds of information, they still need help to locate the information they want
United Nations Educational Scientific and Cultural Organization (UNESCO) Information for All Programme (IFAP) defines information literacy as the capacity of people to recognize their information needs; locate and evaluate the quality of information; store and retrieve information; make effective and ethical use of information and simultaneously apply information to create an communicate knowledge. Information literacy is a lifelong learning process. Information literacy skills is a fusion of library literacy, computer literacy, media literacy, technological literacy, critical thinking, ethics and communication, which when acquired would enable users of information to become independent
1.2 STATEMENT OF THE PROBLEM
Issa, Amusan & Daura (2009), in a study focused on the University of Jos library, reported that the library has provisions for students to use e-library resources, in addition to a computer section with Internet connectivity that students can use for accessing the resources. They also reported most students are aware of the e-library resources but do not use them because they lack the skills, as they had not been formally and comprehensively taught the use of e-library resources, as the teaching of information literacy is embedded in a “General Studies” course. Since then, Internet access has exploded in Nigeria and laptops, mobile devices and data subscriptions have become more available and cheaper for Nigerian students. Also, the University of Jos has begun to implement a policy of mandatory ownership and use by new undergraduate students, deployed a courseware portal, improved its range of subscription databases, and has been improving its on-campus facilities for Internet and portal access by students and staff
1.3 OBJECTIVE OF THE STUDY
The objectives of the study are;
- To ascertain whether e-library resources are available at the University of Jos Library
- To ascertain whether the information literacy skills’ acquisition affect the use of e-library resources
- To ascertain the problems encountered in teaching information literacy skills to students
1.4 RESEARCH HYPOTHESES
For the successful completion of the study, the following research hypotheses were formulated by the researcher;
H0: e-library resources are not available at the University of Jos Library.
H1: e-library resources are available at the University of Jos Library.
H02: the information literacy skills’ acquisition does not affect the use of e-library resources
H2: the information literacy skills’ acquisition affects the use of e-library resources
1.5 SIGNIFICANCE OF THE STUDY
The study will be very significant to students and educational sector in more information on e-library. The study will give more insight on the Effect of information literacy skills on the use of E-library resources among students: a case study of Library and information science students of the university of Jos. The study will also serve as a reference to other researcher that will embark on the related topic
1.6 SCOPE AND LIMITATION OF THE STUDY
The scope and limitation of the study covers Effect of information literacy skills on the use of E-library resources among students: a case study of Library and information science students of the university of Jos. The researcher encounters some constrain which limited the scope of the study;
- a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
- b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
1.7 DEFINITION OF TERM
INFORMATION LITERACY SKILL: Information literacy is a set of skills required by a person to find, retrieve, analyze and use information. Information literacy is directly linked with lifelong learning, critical thinking, and learning to learn concepts of education.
E-LIBRARY: A digital library, digital repository, or digital collection, is an online database of digital objects that can include text, still images, audio, video, or other digital media formats
1.8 ORGANIZATION OF THE STUDY
This research work is organized in five chapters, for easy understanding, as follows
Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding. Chapter five gives summary, conclusion, and recommendations made of the study.