UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN TEACHING AND LEARNING LIBRARY AND INFORMATION SCIENCE (LIS) UNDERGRADUATE DEGREE PROGRAMMES IN UNIVERSITIES IN SOUTH – SOUTH NIGERIA

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ABSTRACT

Universities are seen as sources of new knowledge, innovative thinking, provider of skilled personnel  and  credible  credentials.  Library and  Information  Science  (LIS)  undergraduate degree  programme  is  not  left  out  of  these  benefits.  This  study was  geared  towards  an inquisition  into  the utilization  of Information  and Communication  Technologies  (ICT)  in teaching and learning LIS undergraduate degree programmes in universities in South – South, Nigeria. This involved the determination of acquisition of related ICT knowledge, skills and attitude  needed  to  work  in  the  libraries  world  of  work.  The  research  objective  was  to investigate the ICT facilities available in the  library schools for teaching and learning LIS undergraduate degree programmes, and the extent of utilizing these facilities for teaching and learning by LIS lecturers. In conducting this research, six research questions were formulated and three hypotheses stated to guide the study. The research questions were answered using frequency,  percentages,  mean  and standard  deviation  while  hypotheses  were tested  using Analysis of Variance (ANOVA) at .05 level of significance. A survey research design was adopted  for this  study because  it sought  the  opinions  of LIS  lecturers  on the  extent  of utilization of ICT facilities in teaching and learning of LIS courses. The entire population of 86  lecturers  from  the  six  universities  offering  LIS  in  South  –  South  Zone  was  used. Observation check – list and questionnaire titled Utilization of ICT in Teaching and Learning were the  instruments  used  for data collection.  These  instruments  were  validated  by five experts. Reliability coefficients of the following internal consistency indices of the sections testing different opinions were as follows: Section B = 0.75; Section C = 0.72; Section D = 0.79; Section E = 0.81 and Section F = 0.97. An overall reliability coefficient was found to 0.96. These indices were arrived at using Cronbach Alpha Statistic. Findings from analyzed data revealed that: some ICT facilities has not been made available to lecturers for teaching and learning LIS in these universities,  while some of the available ones  were in different proportions.   Lecturers in these universities required the essential ICT skills needed to teach LIS undergraduate degree programme. Lecturers strongly agreed that ICT can be utilized in teaching and learning all the various aspects of LIS undergraduate programme, yet numerous challenges impeded its utilization. Effective measures such as provision of adequate number of functional ICT facilities for regular practice by lecturers and students, organizing seminars, conferences and workshops for lecturers and students, as well as funding of LIS programme among others were adopted for the enhancement of adequate utilization of ICT for teaching and  learning  LIS  undergraduate  degree  programmes.  Two  of the  null  hypotheses  of  no significant difference were accepted while one was rejected. That is, there were no significant differences in the mean scores of ICT skills required and strategies adopted by lecturers in federal,  state  and private  universities  in teaching  and learning  LIS  undergraduate  degree programmes. While there was a significant difference in the mean extent of utilization of ICT facilities by lecturers in federal, state and private universities  in teaching and learning LIS undergraduate degree programme. The findings of this study have a number of implications for LIS lecturers, students and library and information science curriculum planners. From the above findings it was strongly recommended that, government should equip LIS classrooms and  lecturers’  offices  with  modern  functional  ICT  facilities  for  effective  teaching  and learning, LIS curriculum should be revisited for inclusion of utilization of ICT as a means of effective  teaching and learning. Training and retraining of lecturers on utilization of new ICTs in teaching and learning LIS should also be encouraged.

CHAPTER ONE

INTRODUCTION

Background of the Study

Library and Information Science (LIS) education in Nigeria today cannot be relevant without adequate preparation of a new generation of librarians to effectively use the new Information  and  Communication  Technologies  (ICT)  in their  professional  practices.  LIS education is geared  towards skill acquisition.  However,  Edegbo (2011) noted that a large number of LIS graduates do not posses the needed library ICT skills expected of them. This may make it difficult  for the graduates to  secure jobs in libraries and related information centres, on completion of their courses of study thereby contributing to an increase in the unemployment rate of the society.

Hence,  the  LIS  undergraduates  must  endeavour  to  acquaint  themselves  with  the practical utilization of various types of related Information and Communication Technology resources. This could only be obtained within the institution of higher  learning, where the provision of LIS programmes are done by professionally qualified personnel. This indicates that the LIS undergraduate programmes are provided in institutions of higher learning, such as the universities (American Library Association, 2011).

The university is an institution of higher learning providing facilities for teaching and research and authorized to grant academic degrees. Oyedepo (2012) viewed the university as a place  where solutions  to societal  problems  are found  and value added  to humanity.  A university is not a monastery but a factory that produces values and drives research. The real value of a university is only established by the problems it solves. Specifically, the university is made up of an undergraduate division which  confers bachelor’s degrees and a graduate division which comprises  a graduate  school  and professional  schools each of which may

confer master’s degree and doctorates (University of Arkansas, 2003). A university differs

1

other institutions of higher learning in that it is usually larger and has a broader curriculum. It is a place where truth is freely sought, inquiry is encouraged, new ideas and new ways may develop  and flourish at the expense  of the old. It is an institution  of change  in an ever- changing society.

The National Policy on Education (2014) stated that university education shall make optimum contribution to national development through: i. intensifying and  diversifying  its programme for the development of high level manpower within the context of the needs of the nation; ii. making professional course content to reflect our  national requirements;  iii. making all students, as part of a general programme of all-round improvement in university education to offer general study courses such as history of ideas, philosophy of knowledge and nationalism; iv. making entrepreneurial skills acquisition a requirement for all Nigerian universities.

From   these   objectives,   the   National   Universities   Commission   (NUC)   (2012) stipulated   objectives   of  LIS   programme   as  to:  i.  Produce   library  and   information professionals for all types of libraries, information and documentation centres; ii. equip the products  of  the  programme  with  relevant  theoretical   knowledge,  practical  skills  and techniques to develop and enhance their job performance; iii. to encourage the spirit of equity and creativity among the library and  information  professionals so that they are capable of understanding the emerging concepts of the role of information in a complex multicultural, multiethnic and largely non-literate society like Nigeria; iv. to provide prospective library and information professional with the intellectual and professional background adequate for their assignments  and  to  make  them  adaptable  to  any  changing  situation;  v.  to  provide  an understanding of the role of the new communications technology.

In the words of Okojie (2011), the NUC as a quality assurance agency responsible for the development of university education in Nigeria, recognizes the need to ensure  that our

educational  institutions  are  at  par  excellence  with  standards  worldwide  to  ensure  the production of graduates that will be globally competitive. It is in this regard that the NUC has been emphasizing that technology should play a leading role in moulding our activities and those of research, teaching and learning in universities.

Universities in Nigeria as a whole and in South-South in particular were guided by these objectives to set their specific objectives of LIS education programme. A  number of such specific  objectives of LIS education  programmes  as stated in some  universities  LIS prospectus involved:

      To offer basic theoretical knowledge and skills required for effective performance of professional studies in libraries, information centres and related institutions;

      To provide  relevant  practical  exposure  and  competence  necessary to  enhance  job performance;

      To develop and encourage the spirit of enquiry and creativity required to meet  the challenges of rapid change and the knowledge explosion, technological development; new media and new approaches in education;

      To explore means of meeting the information needs of all segments of the population and extending the library’s informational, educational and cultural roles in society. These  objectives  indicate  that  library and  information  science  discipline  provides

basic  professional  courses  such  as  Introduction  to  computers,  Introduction  to   library resources and services, Collection development, Technical services in libraries, Introduction to   bibliography,    Computers    and   data   processing,    Information    users,   Audiovisual librarianship, Reference and Information services, Contemporary technology in libraries and Indexing  and  Abstracting.  These  courses,  if properly  integrated  with  ICT  facilities,  will prepare  prospective  librarians  for  professional  work  in all types  of libraries  and  related documentation and information centres. That  is, the LIS programme of study according to

Diso (2009) provides directions for the course nomenclatures, contents and thematic profiles. The programme equally involves the course structures including course levels, course length, credit values, credit distribution and the assessment methods. It involves all the elements that are necessary for the implementation of the curriculum, i.e. staff  (academic, technical and administrative),   instructional   facilities,   Student   Industrial   Work   Experience   Scheme (SIWES), funding, and entry requirements. All these are geared towards the achievement of library educational goals and objectives.

In the assessment  of the training  of LIS  professionals,  Burnett  (2013)  noted  that “current LIS programme do not address current job market requirements due to; inadequate teaching resources at LIS training; lack of adequate ICT content in the courses; inadequate length of courses;  courses that are irrelevant  to the job market,  and inadequate  industrial attachment for LIS students. It is therefore essential that the lecturers of LIS undergraduate degree  programmes  possess  sufficient  technical  skills  and  preparedness  to  use  the  ICT facilities/resources  in  teaching  the  students.  Ugwoke  (2011)  emphasized  that  the  prime function  of  library  schools  is to  provide  qualitative  education  and  training  for  students. Therefore the relevance and viability of library education in Nigeria requires looking at both access to it and its quality.

To ensure access and quality of LIS programme, students who are qualified to pursue the LIS undergraduate  degree are normally admitted  into the universities  through Unified Tertiary  Matriculation  Examination  (UTME),  in  combination  with  Post  Unified  Tertiary Matriculation Examinations (PUTME) results. Nwalo (2000) noted that the Bachelor of LIS programmes as traditionally called in most Nigerian library schools may be completed full time in four years by candidates admitted through entrance examination and in three years for those admitted by direct entry.

Against this background, some universities offering undergraduate programme in LIS seem  to  operate  within  unifying  factors  of  education.  Lawal  (2009)  asserted  that  the minimum  academic standard document  specifies  the variety of LIS  undergraduate  degree programmes as:

      Bachelor of Library and Information  Science (BLIS)  in which LIS is taken  along some other academic subjects in the Humanities, social sciences or the sciences.

      Bachelor of Arts (Library and Information Science, i.e BALIS), in which Library and Information Science is taken along the other academic subjects in the  Humanities, social sciences or the sciences.

In addition, NUC (2012) listed library and information science undergraduate degree programmes under faculties of education and social sciences as follows:

A. Under Education

    Bachelor of Library Science (BLS)

    Bachelor of Library and Information Science (BLIS)

    Bachelor of Arts (BA) Library and Information Science

    Bachelor of Library Studies (BLS). B. Under Social Sciences

    Bachelor of Library Studies (BLS).

Each of the programmes according to Opeke (2009) has its own core courses, required courses and electives. It is so designed to provide a fundamental education that will prepare students for professional posts in information, knowledge, library services records/archives, management,  and cognate fields. Edegbo (2011) observed  that among  all the changes that occurred in LIS education, the ones that are most observable are found in the LIS curricula. That  is,  the  curriculum  for  LIS  contains  what  is  being  offered  to  train  librarians  and

information professionals’ in knowledge and skills to become qualified personnel in the field, and also meet the challenges the ever-changing information society brings.

However,   Burnett   (2013)   identified   skills   that   seem   to   be   lacking   by   LIS professionals.  One of them  is the teaching skill.  Teaching  according  to Oriahi  (2006)  is programmed development of the child in a classroom setting, by someone who has undergone the prerequisite training and is ascribed with the full responsibility of managing classroom in such a way as to enhance the learning process.

In the teaching of LIS undergraduate, Lawal (2009) advised that the curricula for the LIS programme should be adequate to take cognizance of the environment and  context in which the graduates will practice or work. Lawal posited a standard requirement that involves technological innovations for lecture delivery and provision of global knowledge. This access to global knowledge  could only be achieved  through the  utilization of ICT which allows educators  more  opinions  for  communicating,  facilitating  the  lesson,  and  enhancing  the teaching  and  learning.  This  makes  learning  easier,  more  efficient  and  more  motivating (Schacter and Fognano, 1999). Hence, Ezeani and Ekere (2009) also disclosed that the best medium by which the  highest quality service in the profession can be achieved is through ICT.

ICT,  according  to  Dudu  (2002),  means  the  use  of computer  and  communication facilities   in   collecting,   collating,   processing,   storing,   retrieving   and   disseminating information. Similarly, Ayo (2002) described ICT as the acquisition, processing, storage and dissemination of vocal, textural, pictorial and numerical  information by a micro-electronic based combination  of computer systems and  telecommunication  equipment  in information processing.    Witherspoon    (2005)    also    noted    that    IT    systems    use    computers, telecommunications  networks  and  other  programmable  and  non-programmable  electronic

devices. The author pointed out that because of the importance of communications in IT, the term ICT is often used in preference to IT.

There  are  various  forms of ICT  devices  utilized  for  teaching  and  learning.  Such devices  according  to  Ngwuchukwu  (2009)  could  be  computer  systems,  communication systems (telecommunication,  fax, video text, document delivery,  electronic  copiers, radio, television, etc). Saddike, Munshi and Sayeed (2011) posited that the use of ICT has a special role in the modernization  of library practices.  Thus,  with ICT,  such things  as electronic cataloguing, electronic Online Public Access catalogues (OPAC), electronic acquisition and serials  control,   electronic   circulation   functions,   electronic   distribution   of  commercial publications, multimedia information delivery systems, digitized collections and online LIS resources are all now practicable.  Also, Onyemaizu  and Ogunjobi (2011) posited that ICT encourages the use of visual software and MARC 21 cataloguing. It also facilitates subject heading  determination  for  original  cataloguing  and  makes’  automatic  creation  of  online catalogues possible.

Nworgu and Oyim (2006) examined the various forms of ICT in the society that are essential for teaching, learning and research. These ICT systems range from computer, audio- visual materials, laptops, note book computers,  Internet facilities,  teleconferencing,  digital calculator,  power  point,  CD-ROM  technology,  electronic  notice  board,  scanner,  library software  etc.  These  systems  are  important  instructional  facilities  that  have  relevance  in modern library schools as far as  teaching  and learning are concerned.  Although,  it would appear that the utilization of these new media for instructional purposes are at various levels of  development  and  use  in  different  library  schools  in  Nigeria,  it  is  still  necessary  to investigate  the  utilization  of  ICT  in  teaching  and  learning  LIS  undergraduate  degree programmes, in Nigeria library schools, in order to take steps to identifying and improving any observed lapses.

ICT  utilization  in  LIS  involves  teaching  students  with  ICT  resources  to  acquire relevant  knowledge  and  skills  in  library  operation.  This  is  because  in  many  libraries, professional library operations involve technical and public services. Both services are being overtaken by ICT applications. It is also pertinent to integrate and actualize ICT usage in the teaching and learning of LIS undergraduate degree programmes along the new paradigm shift and growth in library services.  Oladapo  (2005)  stressed  that  libraries  and their changing functions, activities, roles and tasks including information media of storage, systems access and services during these recent years have been brought about by ICT. Therefore, the ability to teach, and manage knowledge in different ways using ICT becomes essential.

In the context of this study teaching and learning  involve the act of utilizing  and imparting  knowledge  via  ICT  resources  that  will  bring  about  a  change  in  intellectual, emotional and skilled functioning of the LIS undergraduate degree students upon graduation. By  so  doing,  it  is  expected  that  they  should  achieve  the  objectives  and  goals  of  the programme. Moreso, the quality of learning received by students in LIS undergraduate degree programmes can be enhanced by the judicious application of appropriate ICT resources in the learning process.

Diso (2007) observed that Library and Information Science curriculum development in  Nigeria  has  shown  considerable  strides  by  infusing  ICT  competencies  in  most  LIS undergraduate programmes, developed relevant ICT courses and also merged relevant ICT knowledge in traditional curriculum. These ICT courses and ICT knowledge courses are not inherent in LIS students but acquired through a  process of teaching and learning by them. This is because of what Kamba (2010) later  noted that most LIS schools teach these ICT courses  theoretically  because  they  have  inadequate  laboratories  of  computers  and  poor Internet access. This may likely depend on the ownership of universities in the South-south. That is to say the  procurement of some of these ICT facilities revolves around funding of

these  universities.  This  implies  that the  mode of funding  of LIS  programme  in  Federal universities may differ significantly with that of state and private universities. Hence there is need  to investigate  the availability of ICT facilities  with reference  to  ownership.  This is because the utilization of ICT facilities  in LIS programme  depends  on the availability of facilities.

This ownership of universities tend to support what Kamba (2010) said that several African LIS educators and scholars have reiterated the need to produce efficient and effective graduates equipped with competencies for working in the current information environment, which is increasingly becoming ICT dependent. This can only be accomplished  through a well planned, effective and sustained teaching and learning procedures using ICT resources. Statement of Problem

Experience and literature have shown that the Nigerian Library Schools especially in the South-South Universities are still in the traditional method of imparting  knowledge to students. LIS students are being taught largely theoretically as against  innovative teaching and learning strategies  like employing the use of ICT systems.  From studies, it has been observed that the current state of activities in library practices is highly ICT demanding and as such, ICT utilization needs to be an integral part of the learner’s environment. This will help  the  students  to  have  the  relevant  ICT  experience  as  part  of  their  preparation  for employment upon graduation. This could  only be achieved through the LIS lecturers who supposedly have the required knowledge to impart the ICT skills.  Hence, the LIS lecturers, especially in South-South Universities, need to play a greater role in the teaching and training of LIS undergraduate students to equip them with the relevant ICT skills needed to function in current libraries and modern society. It then becomes necessary for a study to explore this prevailing  situation in the LIS schools with a view to critically examine the situation and proffer credible remedies.

This  study therefore  intends  to  identify  ICT  facilities  available  for  teaching  and learning; aspects of the programmes in which ICT can be utilized and the extent of utilizing the ICT facilities in teaching and learning and constraints in order to suggest strategies to be adopted for the enhancement of adequate utilization.

The statement of the problem therefore is to determine status of ICT utilization  in teaching and learning LIS undergraduate  degree programmes in the universities  in  South- South Nigeria?

Purpose of the Study

The main purpose of this study is to investigate the utilization of ICT facilities  in teaching and learning LIS undergraduate degree programmes in universities in South-South Nigeria. Specifically, the study intended to find out the following:

1.        ICT  facilities  available  in  teaching  and  learning  LIS  undergraduate  degree programmes in universities in south-south, Nigeria.

2.        Various aspects of LIS undergraduate degree programmes in which ICT can be utilized.

3.        The extent of ICT utilization in teaching and learning LIS undergraduate degree programmes in universities in south-south, Nigeria.

4.        The  essential  ICT  skills  required  by  lecturers  in  teaching  and  learning  LIS

undergraduate degree programmes.

5.        The  constraints  that  hinder  the  use  of  ICT  in  teaching  and  learning   LIS

undergraduate degree programmes in universities in south-south, Nigeria.

6.        The appropriate measures to be adopted in the enhancement of ICT utilization in teaching and learning LIS undergraduate  degree programmes  in  universities  in south-south, Nigeria.

Research Questions

The following research questions were formulated to guide the study:

1.        What are the ICT facilities available in teaching and learning LIS undergraduate degree programmes in universities in South-South Nigeria?

2.        What aspects of LIS undergraduate degree programmes can ICT be utilized?

3.        To  what  extent   are  ICT  facilities   utilized   in  teaching   and   learning   LIS

undergraduate degree programmes in south-south, Nigeria?

4.        What are the essential ICT skills required by lecturers in teaching and  learning

LIS undergraduate degree programmes in South-South, Nigeria?

5.        What are the constraints militating against the use of ICT facilities in teaching and learning LIS undergraduate degree programmes?

6.        What strategies could be adopted to enhance the use of ICT facilities in teaching and learning LIS undergraduate degree programmes?

Hypotheses

The following hypotheses were generated to guide this study and were tested at .05 level of significance.

Ho1:    There is no significant difference in the mean rating scores of LIS lecturers in Federal, State  and Private  Universities  on the  essential  ICT skills required  by  lecturers  in teaching and learning LIS undergraduate degree programmes.

Ho2:    There is no significant difference in the mean rating scores of LIS lecturers in Federal, State and Private Universities on the extent of ICT utilization in teaching and learning LIS undergraduate degree programmes.

Ho3:    There is no significant difference in the mean scores of strategies adopted by lecturers of Federal,  State  and  Private  Universities  to  enhance  the use of ICT  facilities  in teaching and learning LIS undergraduate degree programmes.

Significance of the Study

The findings of this study will be significant both theoretically and practically. Theoretically, the findings of this study will support the connectivity theory which stated that learning is a process of connected specialized modes of information sources. That is, the findings of this study are expected to prove that the utilization of ICT facilities  if properly integrated with LIS courses will facilitate learning. The connectivity theory also stated that the ability to see connections between fields, ideas and concepts is a  core skill, hence, the findings of this study  will  add  to  the  idea  that  acquisition  of  ICT  skills  will  enhance  the  knowledge acquisition  of LIS  programme  in the  South-  South  Universities.  The  Vygotsky’s  Social Cultural theory stated that social interaction plays a fundamental role in the development of cognition. Hence, lecturers’ interaction with ICT facilities will develop their cognition so that enhancement of the ICT competencies will bring about the social interaction involved in the LIS programme.

The findings of this study, if well implemented are expected to be of immense benefit to LIS undergraduate degree students and lecturers in LIS departments. It will also be of great benefit  to  National  Universities  Commission,  education  policy  makers  as  well  as  other researchers.

Undergraduate students in LIS departments are expected to benefit from the findings of the study if the result is used in their curriculum planning. The outcome of the research will add new knowledge to already existing knowledge in the area of ICT utilization among LIS undergraduate students.

In addition,  the  findings  of the  study will be useful  for  the  development  of  LIS lecturers who are expected to benefit from the them, by knowing the various aspects of LIS undergraduate degree programmes in which ICT is highly needed for training prospective

librarians. Basically LIS lecturers would use the findings to understand those competencies required for teaching the students.

Furthermore,  identification  of the available  ICT  resources  and  the extent  of  their utilization  by  lecturers  and  students  will  help  the  proprietors,  institutions  to  fund  the procurement   of  ICT  resources   for  teaching   and  learning  LIS   undergraduate   degree programmes. Institutions and proprietors will get to know of the appropriate strategies needed for efficient utilization of ICT resources for teaching and learning LIS undergraduate degree programmes.  It will also spur the government,  curriculum planners, NALISE and NLA to organize  capacity  building  workshops  for  lecturers  and  students  on  ICT  utilization  and equally donate more ICT resources for LIS undergraduate degree programmes in universities.

The  study will  also  be of immense  benefit  to  education  policy makers  in  better planning  of programmes  that will enhance  ICT utilization  for teaching and  learning  LIS undergraduate  degree programmes.  In particular,  by drawing attention  to  the needed  ICT facilities lacking in the institutions  investigated. Finally, the study will add to the existing literature  in library and information  science  and will serve  as a  reference  point to other researchers who may wish to undertake research in a similar area.

Scope of the Study

This  study  focused  on  utilization  of  ICT  in  teaching  and  learning  LIS  degree undergraduate degree programmes in universities in South – South, Nigeria. South – South is one of the zones that possess the highest number of universities offering LIS programmes in Nigeria. The choice of LIS undergraduate programme is because it produces professionals for all types of libraries irrespective of National, Academic,  Public, School, Special or Private Libraries. Also, LIS was deemed most appropriate for this study as a university programme associated  with the library and most likely to  have  ICT facilities required in teaching and learning it.



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UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN TEACHING AND LEARNING LIBRARY AND INFORMATION SCIENCE (LIS) UNDERGRADUATE DEGREE PROGRAMMES IN UNIVERSITIES IN SOUTH – SOUTH NIGERIA

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