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
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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.
This material content is developed to serve as a GUIDE for students to conduct academic research
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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