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| Format: Ms Word | 1-5 Chapters | Table of Content|


Study Level: BTech, BSc, BEng, BA, HND, ND or NCE

Amount: ₦3,000.00


The purpose of this study is to assess the impact of information literacy skills on the use of e-library resources among students of Delta State University, Abraka. A survey research design was adopted in the study. The population of the study comprised 387 students and considering the manageable population size, all members of the population was used for this research. The major instrument used for the study was a questionnaire. Out of the 387 copies of the questionnaire administered, 376 were returned and found useable. The questionnaire return rate was 90%. Responses to the questionnaire were analyzed using descriptive statistics for the objectives and multiple regression analysis for the hypothesis. From the result and findings of the data analyzed, the major findings are outlined below: The extent of information literacy skill of the students was found to be to a great extent as more than half of them were able to identify a lack of knowledge in a subject area, could identify a search topic/question and define it using simple language, identify different formats in which information may be provided, determine their search question clearly and in an appropriate language among others were identified. The student do face challenges when acquiring information literacy skill due to lack of well-equipped library for practicing information literacy, lack of access to computers, inadequate information and communication technologies/ infrastructure for teaching information literacy, lack of understanding of the concept “information literacy”, lack of seriousness of lecturers in teaching information literacy, lack of professionals trained in information literacy, lack of interest among librarians and information professionals, and absence of curriculum or well developed syllabus on information literacy were identified among others. It was recommended that students should be properly trained on how to effectively use the computers and other information communication technology (ICT) infrastructure.

                                                 CHAPTER ONE


1.1Background of the study

University libraries are set up to provide the information requirements of students, staff, and others within the institution community.  Oyewusi and Oyeboade, (2009) Stated that the key reason for establishing university libraries is to uphold the teaching, learning, and research in a manner reliable with, and helpful of, the institution’s mission and goals. Moreover, the library resources and services should be satisfactory in worth, depth, variety, and up to date to support the institution’s curriculum. Iyanda and Salawu (2006) defined the library as an educational and self-improvement place that functions as a vital component of a university or a school. Adeoye and Popoola (2011) stated that libraries make available information resources that offer knowledge attainment, for leisure, for individual interest and lastly for inter-personal relations for every group of clientele; however in an academic environment, attention is placed basically on academic, non-academic staff, students and researchers.

The term Information literacy is synonymous to user education and orientation in the use of libraries. Information literacy has been expanded to deal with the needs by the concept such as information over load brought about by the speedy growth in digital technologies, and the desire of the information society for competent information patrons, and as well as meet with the prerequisites of the knowledge economy for a sensitive and well-versed labour force amongst medical practitioners (Andretta, 2005).

Information resources/library resources on the other hand according to Popoola and Haliso (2009)  are  all manner of information  materials which are both printed and electronic formats: Like textbooks, journals, indexes, abstracts, newspapers and magazines, reports, CD-ROM databases, internet/E-mail, video tapes/cassettes, diskettes magnetic disk, computers, micro forms etc. In time past, library resources were usually in the print format like books, journals, encyclopedias, gazetteers, atlases, newspapers, and maps, and also audiovisual materials like records, audiocassettes, videocassettes, etc. But with the advancement in technology, most libraries have now expanded their collections to include electronic resources such as: CD-ROM, online databases, e-books, e-journals. The change in formats of information resources and their availability, which is now in various media, calls for users of libraries to be guided and educated in their use. To educate users, most university libraries organize seminars, one on one instruction and orientation for new students in order to continually update users with knowledge on the retrieval and ethical use of information resources which is also known as information literacy.

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

Information literacy skill is essential in today’s information- rich environment due to the rapid growth in information resources which comes in various media and with the advancement in information communication technology (ICT). Literature has also established the importance of information literacy, as a means of empowering people in all walks of life to access, evaluate and use information effectively and efficiently to achieve their personal, social, occupational and educational goals. However, observation and research indicate that students encounter difficulty when using library resources which could be attributed to the fact that they lack search or retrieval competencies for exploiting resources, thus, making the level of use of resources very low. Likewise, information retrieval tools are often used on a trial and error basis, thereby resulting in time wasting. 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 staffs.

1.3       Objectives of the Study         

The aim of this study is to assess the impact of information literacy skills on the use of e-library resources among students. Specifically, the objectives of the study include to;

  1. To determine the degree of information literacy skill of students of Delta State University Abraka;
  2. To determine the methods of acquiring information literacy skills among students of Delta State University Abraka;
  3. To examine the influence of information literacy skills on use of library resources among students of Delta State University Abraka;
  4. To find out the challenges students face in acquiring information literacy skill for use of library resources in Delta State University Abraka.

1.4       Research Questions

The following research questions are formulated to guide this research:

  1. What is the degree of information literacy skill of students of Delta State University Abraka?
  2. What are the methods of acquiring information literacy skills among students of Delta State University Abraka?
  3. What is the influence of information literacy skills on use of library resources among students of Delta State University Abraka?
  4. What are the challenges students face in acquiring information literacy skill for use of library resources in Delta State University Abraka?
    1.  Research Hypothesis

HO1There is no significant influence of information literacy skill on acquisition and use of library resources among students of Delta State University Abraka.

HA1There is a significant influence of information literacy skill on acquisition and use of library resources among students of Delta State University Abraka.

1.6       Significance of the Study    

This study would create awareness among students on the need to possess information literacy skill in order to increase their search efficiency thus bringing about effective and efficient use of information resources. It would further expose information providers and librarians to the challenges faced by users/students in locating and using information resources both in print and electronic format. The finding of this study would equally enable policy makers in the library to put in place machinery to assist library users with the acquisition of information literacy skills in order to reduce challenges faced in the quest for information. Finally, it would contribute to existing literature on information literacy.

1.7       Scope of Study

The focus of this study was limited to the perceived influence of information literacy skill on acquisition and use of library resources among students of academic institutions. The geographical location of this study was limited to students in Delta State University Abraka

1.8       Limitation of the Study

In the course of this study, the researcher encountered some limitations. There was unwillingness of respondents to fill the questionnaires. Some of the copies questionnaires were also reported missing and it was severally replaced and this affected the researcher negatively finance wise. Also, the researcher faced time constraints and had to combine the research with other academic activities and coursework. Lastly, the researcher made use of Delta State University Abraka since all the academic institutions in Delta state could not be exhausted.

1.9       Definition of Terms

Library: it is a storehouse of knowledge wherein all human knowledge in various formats are acquired, processed, organized, and preserved for easy retrieval and use by patrons.

Library Resources: These are print and non- print resources that could be sourced or accessed manually or electronically by information seekers in the library. Such as: books, journal, monographs, magazines, on-line databases, e-books, e-journals, audio books etc.

Information Literacy: Information literacy is the ability to locate, evaluate, manage and use information resources from a variety of sources for problem solving, decision-making and research purposes.

Information Literacy Skill: This is the knowledge, competence and attitude which are applied towards recognizing information and is used to interpret, locate, access, retrieve, use and communicate information ethically and legally to a particular situation for successful learning and living.

Academic Institution: Academic institution is an educational institution dedicated to education and research, which grants academic degrees.

1.10     Organization of the Study

This study is organized into five chapters. Chapter one included the background of the study, research problem, research objectives and questions as well as limitation of the study. Chapter two contains the literature review. Chapter three includes the methodology and study area. Chapter Four contains the results and discussion of key findings of the study. Chapter Five finally looks at the summary, conclusions, and recommendations based on the findings.