Full Project – EFFECT OF INFORMATION LITERACY SKILLS ON THE USE OF E-LIBRARY RESOURCES AMONG STUDENTS

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ABSTRACT

This study was carried out to examine the impact of information literacy skills on the use of e-library resources among students in Delta State University Abraka.The study is was specifically set to determine the degree of information literacy skill of students of …… State University ……; determine the extent students utilizes e-library resources in ….. State University Abraka; examine the influence of information literacy skills on use of library resources among students of ….. State University Abraka; and find out the challenges students face in acquiring information literacy skill for use of library resources in ….. State University Abraka. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprised of students of …… State University Abraka. In determining the sample size, the researcher conveniently selected 147 respondents and 141 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables. The hypotheses was tested using Chi-square statistical tool.The result of the findings reveals that the degree of information literacy skill of students of …. State University ….. is high. Furthermore, The result of the findings reveals that there is a significant influence of information literacy skill on acquisition and use of library resources among students of ….. State University ….. Therefore, it is recommended that various methods should be employed in the teaching and assessing information literacy skills among students. These methods may include: one-on-one instruction, interactive classes, online tutorials, as well as building assignments around research situations. This will help the students to develop necessary information literacy skills, built the already gained knowledge by the students as well as prepare them for life-long learning. To mention but a few.

CHAPTER ONE

INTRODUCTION

1.1 Background 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;

To determine the degree of information literacy skill of students of ……State University …..;
To determine the extent students utilizes e-library resources in …… State University …….
To examine the influence of information literacy skills on use of library resources among students of ….. State University …..;
To find out the challenges students face in acquiring information literacy skill for use of library resources in …… State University …….

1.4 Research Questions

The following research questions are formulated to guide this research:

What is the degree of information literacy skill of students of ….. State University ……?
What is the extent students utilizes e-library resources in Delta State University ……?
What is the influence of information literacy skills on use of library resources among students of Delta State University ……?
What are the challenges students face in acquiring information literacy skill for use of library resources in Delta State University …..

1.5 Research Hypothesis

HO1: There is no significant influence of information literacy skill on acquisition and use of library resources among students of …… State University …….

HA1: There is a significant influence of information literacy skill on acquisition and use of library resources among students of ……State University …….

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 …….. State University ……. since all the academic institutions in ……. 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 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.

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