IMPACT OF LIBRARY USER EDUCATION ON THE UTILIZATION OF LIBRARY RESOURCES
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ABSTRACT
The study is based on the impact of library user education on the utilization of library resources was carried out in kashim Ibrahim library. Four research questions and objectives were raised. The research question among others is; What are the types of user education program available for you in kashim Ibrahim library and the objective among others include identifies the types of user education program available for users in kashim Ibrahim library. Some literatures related to the topic were reviewed. A survey research method was used for the study, A total number of one hundred and ten were drawn as population and used as sample size for the study, A questionnaire was used to collect data for the study. The data collected were analyzed and presented using frequency distribution tables and percentages. The summary of the finding among others indicate that: the users are more acquainted with library tour, and the researcher recommend that user education should be given more priority in the library.
Table of Contents
ABSTRACT……………………………………………………………………………………………………….. vi
CHAPTER ONE…………………………………………………………………………………………………… 1
INTRODUCTION……………………………………………………………………………………………. 1
- Background of the Study………………………………………………………………………… 1
- Statement of Problem……………………………………………………………………………… 5
- Research Question………………………………………………………………………………….. 6
- Research Objectives……………………………………………………………………………….. 6
- Significance of the Study……………………………………………………………………….. 7
- Scope of the Study………………………………………………………………………………… 7
- Operational Definition of Terms…………………………………………………………….. 8
CHAPTER TWO………………………………………………………………………………………………… 11
LITERATURE REVIEW…………………………………………………………………………………….. 11
- INTRODUCTION………………………………………………………………………………… 11
- User Education Programs……………………………………………………………………… 11
- Information Resources…………………………………………………………………………. 15
- Classification of Library Collection………………………………………………………. 17
- Reference Books…………………………………………………………………………………. 23
- Documented Materials…………………………………………………………………………. 25
- Challenges that Hinders Users from Accessing Resources……………………….. 26
- Strategies that can be Adopted to improve Effective and Efficient Use of Resources…………………………………………………………………………………………… 31
CHAPTER THREE………………………………………………………………………………………… 36
METHODOLOGY…………………………………………………………………………………………. 36
- Introduction………………………………………………………………………………………… 36
- Research Design………………………………………………………………………………….. 36
- Population of the Study………………………………………………………………………… 36
- Sample and Sampling Techniques…………………………………………………………. 37
- Instrument for Data Collection……………………………………………………………… 37
- Procedure for Data Collection………………………………………………………………. 38
- Procedures for Data Analysis……………………………………………………………….. 38
CHAPTER FOUR……………………………………………………………………………………………… 40
DATA PRESENTATION AND ANALYSIS………………………………………………………… 40
- INTODUCTION……………………………………………………………………………………. 40
- Response Rate……………………………………………………………………………………… 40
- Gender Distribution………………………………………………………………………………. 40
- Age Distribution……………………………………………………………………………………. 41
CHAPTER FIVE………………………………………………………………………………………………. 50
SUMMARY, CONCLUSION, AND RECOMMENDATION…………………………………. 50
- INTRODUCTION…………………………………………………………………………………. 50
- SUMMARY………………………………………………………………………………………… 50
- SUMMARY OF FINDINGS………………………………………………………………….. 51
- CONCLUSION……………………………………………………………………………………. 51
- RECOMMENDATIONS……………………………………………………………………….. 52
- Suggestion for Further Study………………………………………………………………… 53
Bibliography……………………………………………………………………………………………………. 55
APPENDIX I……………………………………………………………………………………………………. 60
APPENDIX II…………………………………………………………………………………………………… 61
CHAPTER ONE INTRODUCTION
Background of the Study
Students in the tertiary institution requires the use of library resources for their academic endeavour and for a life-long education. Most students use information resources for their academic workload which includes information to do their assignment, test and research; they also utilize information resources to satisfy their personal development, health, implementation and global information (Ossai, 2011). The phenomenal increase in the students enrolment in tertiary institutions in Nigeria, coupled with knowledge explosion, shortage of learning materials has warranted that every institution of higher learning in Nigeria must provide good library services to the students in order to achieve its set objectives (Akimbola, 2010). Primarily, the objective of an academic library is to implement, enrich and support the educational programmes of the parent-institution. Other objectives include the development of reading skills and instruction in the use of books and libraries. This instruction in the use of books and libraries is a programme that teaches students/library users how to make maximum and effective use of the resources of the library. This instruction in the use of books and libraries is often referred to as, “User Education.” It encompasses all activities undertaken to help students/users of libraries to locate and evaluate their information needs. Ultimately, the goal of user education is to bring information seekers together with the information they need. User education is a process whereby potential users to the library are made to learn how to make efficient and effective use of the library and its resources through the acquisition of knowledge and skills in identification, location, retrieval and exploitation of information. User education can be in the form of orientation/training programmes, workshop, and seminar; “know your library
programs” occasionally organized by the library for both new and old library users. These programs/activities may be packaged in hard copy that is manuals, hand out or in soft copies that is compact discs. The fundamental objective of user education is to expose, acquaint and inculcate in the clients, the basic knowledge of understanding and skills which are necessary for effective and efficient use of the library resources and services. User education is, therefore, all about empowering undergraduate students with knowledge and skills to enable them to make judicious use of information resources and services available in a given library. The adoption and implementation of technological devices obviously place on library service provider the responsibility of carrying library use along through design/packaging of quality user education determines the rate of use of nay library and also actualizes the sustainable optimal user satisfaction. The corollary to this is that a poorly packaged user education may account for low rate of use of library resources and services, which equally runs counter to the user satisfaction policy of the library (Uwakwe et al, 2016).
The focus of any library is to meet the information needs of its users. When the library acquired information materials and processed them for use, library users may not have easy access to its collection if the users are not familiar with the way the information materials are organized. Therefore, it is pertinent for library personnel to train the users on how to make effective use of library resources. When this is done, users would be acquainted with how library resources are organized. Thus, library users would be encouraged to make maximum use of the available materials. Fleming (1990), as cited in Suleiman (2012) defined user education “as various programs of instruction, education and exploration provided by libraries to users to enable them to make more effective, efficient and independent use of information sources and services to which these libraries provide access”. Murugan (2012) described library user education as instruction
which equips library users with the skills to enable them to be independent and sophisticated users of libraries and their resources. He added that it included all the activities involved in teaching users how to make the best possible use of library resources, services and facilities, including formal and informal instruction delivered by a librarian or other staff member one-on-one or in a group. There is a need to train the library users on how to use the library materials due to the incredible increment of information resources in variety of formats. In institutions of higher learning, it is assumed that students who are coming in newly have not taken the use of library in their secondary schools. This is one of the reasons why the Use of Library course is to be taken by students in year one and it is compulsory for students to pass it before they graduate.
In this era of digital library, electronic resources are acquired and subscribed to. These resources may require password and user identity. For these information resources to be used, the library personnel need to equip the users with technique and skill required. They needed to be able to retrieve materials by themselves or with the aid of library catalogue of Online Public Access Catalogue nature. Suleiman (2012) revealed, in his study on library user education, that all the respondents agreed that user education program helped the users better as they use the OPAC to retrieve materials in the library.
User education is a means of equipping users with enough knowledge on the use of the library. Furthermore, he said that through user education, the user is able to get any information he/she desires as well as developing the skills to use the resources of the library independently, Aina, L.
- (2014). User education programs are planned in tertiary institutions to ease the work of librarians and quicken the efforts of clientele in getting and utilizing the library materials. Users had perceived libraries as a dead institution that cannot meet their need, it then poses the question, how have libraries and librarians responded to the prediction of the death of libraries?
Oyesola (2014) in Suleiman (2012) reveled that library user education increases students’ ability to locate materials they need, extend their knowledge of useful library tools, encourage learners to make extensive use of the library and gives them rudimentary knowledge of correct study methods. One of the objectives of user education program is to enable students to patronize libraries for their academic activities independently. Kumar and Phil (2009) emphasized major reasons for the need of library user education. According to them, tremendous increase in the volume of publication as well as the resulting complexity of libraries and the methods by which literature is organized and disseminated necessitate the user education. Due to the rapid changes in teaching methods and the resulting trend towards a wider use of multi-media learning resources ranging from the press cutting to slide tapes package and multiple kit, there is need for library user education.
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