User Orientation and its effects on use of library resources in Kashim Ibrahim library, Ahmadu Bello University, Zaria.
CHAPTER ONE
INTRODUCTION
1.1 Background
of the Study
Nowadays
there is enormous waste of information resources due to non-use and miss used
in all types of libraries. This present a great challenge orienting the use is
the proper solution. With shrinking budget libraries must encourage user to
make greater and better use of available resources. In addition orientating the
library user improves the quality of the use. User orientation aims to provide
knowledge and skills necessary for a user to find his way in the library.
User
orientation is day-by-day getting more relevant especially in the present
context when new sources of information are available. Further more information
and that too in fraction seconds, so he/she has to be orientated about not only
the use of library resources ie the various sources of information, but also
about the various complexities involved the success of orientation programme
would depend upon planning knowledge of psychology of the users and investment
of reference librarian.
Academic
library as defined by Fabunmi (2012) are organized collection of information
resources (prints and non-prints) which form an integral part of tertiary
institution. In essence, the academic library provides resources to support the
teaching and research activities of their parent’s institutions.
Furthermore,
academic library is referred to as a library that is attached to post-secondary
institution which they serve. Academic library is one which is established in
institutions of higher learning to support learning, teaching and research
activities of the universities and colleges. More so, academic library serves
the research needs of institutions they serve and it is also the responsibility
of any libraries to ensure that the use of its information sources, resources
and services are maximized to benefit of its users.
Library
resources as defined by Popoola and Haliso (2009) as those information bearing
material in both material in both printed and electronic formats, such as text
books, journals, indexes, abstracts, newspaper and magazines, report, CD-ROM
databases, internet /Email, video tapes/cassette, diskettes, magnetic disk,
computers, microforms etc. these information materials are the raw material
that libraries acquire, catalogue, stocks, and make available to their patrons,
as well as used to provide various other services. Library resources available,
accessibility and use are important factor in knowledge acquisition, learning
and research. Indeed every academic library regardless of size is expected to
have adequate information resources available for its community for reading,
learning and research.
In
October 1962, the central library of Ahmadu Bello University, Zaria which was
designed originally for the Nigerian College of Arts, Science and Technology
and was officially opened and named “Kashim Ibrahim Library” (KIL). The library
was established to cater for the academic or educational needs of students and
staff in terms of teaching and research. It also comprises the Kashim Ibrahim
Library (the main Library) and eleven other satellite libraries located in
different campuses of the university. Within the first three years of its
existences, it started experiencing accommodation problems which was
accentuated by rapid expansion of stock in its constituent’s libraries. Its
bound periodicals were then shelved away in an adjourning block formerly used
as classrooms and which also housed the bindery.
At
that time, Kashim Ibrahim Library was serving twenty four departments of the
faculties of Agriculture, Arts, Architecture, Engineering, Sciences and
Veterinary medicine. It was also offering all sorts of assistance to the other
libraries such as inter-library loan and cooperation. The library was known as
ShettimaKashim library, until 30th June, 1963 when the name Shettima
was dropped. This was because Shettima was not part of the name he was given
and he was popularly known as Kashim Ibrahim. During the formal opening on the
3rd November, 1963, his Excellency, the then governor of the
Northern State, Sir Kashim Ibrahim after whom it was named, said that it was a
great honor and privilege to be called upon to open the great library which
would be named after him. He went on to say that any library consists of books,
non-books and building which are normally provided in that order.
According
to Aguolu in Sirajo (2008) a library was the collective memory of mankind and
it provide the students with the knowledge and wisdom of all times and climes.
He further stated as a very small collection of books. By the Nigerian college
of Arts, Science and Technology and additions have been made every year since
the time. The library building then was that small building that is now the
university staffs club. But collection of books in this great magnificent
building which I shall open in a few minutes is a collection worthy of the
great centre of learning which the library is designed to serve. Already it is
the largest store – house of information in Northern Nigeria and it has very
important role to play in the extension of higher learning and education in
general.
The
librarian was Mr. W. J. Plumber, when he left; his successor Mr. J. M. M. Grey
there of took the post and in addition left his own marks. He did not convert
the stripdex catalogue which was used at that time back to cards but also
change the classification scheme from the BLISS Bibliographical classification
to the library of congress classification scheme by 1973. The university based
selection policy remained flexible.
Between
November 1973 and January 2018 the library has a total holding of over
1.2million volumes of books and 66,000 periodical titles. The university
library has always been at the center of research and scholarship university
library has always been at the center of research and scholarship playing major
role in acquiring, processing, lending library materials and responding to
patron’s inquiries. (http://library.
abu.edu.ng/pages/about/php).
The
library management in the past few years has been striving to upgrade the IT
skills of the staff to enable them cope with challenges of the information age.
Recently, thanks mostly to donations by the Mac-Arthur foundation and the
Carnegies Corporation. Rapid progress has been made not only in updating the
collection, but also in automation the resources and service of the library
system. Today, online and CD-ROM searches are a common feature among, staffs
and students of university. With staff strength of 42 professional and 109
para-professionals, 22 senior staffs and 102 junior non-professional staffs in
the entire university library system, the library management is striving to
upgrade the IT skills of the staffs to enable them cope with challenges of the
information age. Kashim Ibrahim Library has gone through several hands and at
present the librarian is in person of Prof. Umar Ibrahim. (http://library.
abu.edu.ng/pages/about/php)
1.2 Statement
of the Problem
Most
of the newly admitted students of Ahmadu Bello Univesity (ABU)come from public
schools with different background some of which possess little or no skills as
how to utilize library materials such as retrieving appropriate books from
shelves, use of internet and library catalogue. The institution library conduct
orientation programmes in every first semester of each session, but still there
are some students who face difficulties in accessing and use of library
materials. They take long time to ask and go around themselves searching for
particular resources. This situation made the researcher to embark on this study. With the hope of finding why these students
are not responding positively to the orientation given to them on usage of
library resources in Kashim Ibrahim Library (A. B. U) Zaria.
1.3 Research
Questions
The
research questions are as follows:
1.
How often does the KIL conduct user-
orientation for their users?
2.
What is the effect of the orientation
for the users of the library?
3.
What are the problems encountered in
conducting the orientation?
4.
What are the ways to improve on the
orientation programmes of the KIL ABU Zaria?
1.4 Objectives
of the Study
The
following are the objectives of the study:
1.
To determine how often KIL conduct user
– orientation for the users of the library.
2.
To find out the effect of the
orientation on the users of the library.
3.
To find out the problems encountered in
conducting the orientation.
4.
To determine ways to improve on the
orientation programmes of the K.I.L ABU Zaria.
1.5 Significance
of the Study
The
need for effective use of information resources in the library gave rise to
user orientation which is the most effective way of helping library users to be
able to find their way in the library.
This
study on user orientation will help the library patron find his way in the
library with ease because of the knowledge and skills provided during
orientation. It will reduce the lack of or non-use and misuse of all types of
information materials.
Users
orientation will promote longevity of library resources, that is because users
will be oriented on the proper use of all types of materials in the library.
Management will save cost on replacement of misused and damaged information
resources as a result of proper, usage due to user orientation.
1.6 Scope
and Delimitation of the Study
This
study covers only Kashim Ibrahim Library ABU Zaria and it is limited to user
orientation program of the library and its effects on usage of library
resources.
1.7 Operational
Definition of Terms
1.
Academic Library: Academic Library is
one which is established in institutions of higher learning to support learning
teaching and research activities of the university and colleges
2.
Library Resources: Library resources is
a platform or media on which information is documented with the intension to
store, preserve, manage, disseminate or retrieve and utilize.
3.
Orientation: means the adjustment or
enlightenment of oneself or ones idea to surround or circumstance.
4.
User: Any person who uses something
REFERENCES
http://library.
abu.edu.ng/pages/about/php
Fabunmi, P. M. (2012). User education and library
use in college of education in Abia and Imo State Library philosophy and
practice
Popoola, S. O., and Haliso, Y. (2009). Use of libray
information resources and services as predation of teaching effectiveness of
socialist ceinectist in Nigeia universities. AJAIS 19 (i): 65 – 77.
Sirajo, H. (2008). User orientation and its effect on use of serial
publication. A case study of Kashim Ibrahim Library, Ahmadu Bello University,
Zaria. An unpublished project submitted to Department of Library and Information
Science, Ahamdu Bello University, Zaria.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
This
chapter presents the conceptual framework and literature review of this study.
The concept and review was done under the following sub-headings:
2.2
User education
programmes
2.3
User orientation
in libraries
2.4
The effect of
user education programmes onusers of the library
2.5
The problems
encounter in conducting the orientations programme
2.6
The ways to
improve on the orientation programme of the library
2.7
Summary of the
review
2.2 User
education programmes
User
education programmes should be developed in order to assist library users in
developing necessary skills to access the new information and communication
technologies available in the libraries. Library orientation and user
orientation programme form parts of such a user education programmes. Tucker in
Sirajo (2008) summarizes these as the art of discrimination together with
independent of lifelong learning skills. These higher levels skills have been
codified under the banner of information literacy. This thinking has developed
along dual path. There is tradition of theoretical deliberation about pedagogy
of information skill teaching, and alongside if there is practitioner tradition
of documenting practice which shows how far library professional have been able
to embody good instructional models in their teaching. Thus to cite one example
from many, the practitioner Hanson took instructional model from Bruner and
Gagno(2006) and applied them within the sphere of library user education. Such
models emphasized important facets of learning process. Hanson work took from
Bruner (2006) the need to acknowledge the nature of the learner and the way in
which the learner obtain knowledge. Drawing on demonstrate how they have
understood the rules of information system while receiving feedback on their
performance during practice in “spaced review”. The ultimate aim of any user
education programme in the use of library is to enrich users educational
experiences by enabling them maximize their use of library services and
materials. According to Fox, in university this task needs to be based on their
definition of the library. The key word here is “awareness” and “utility”.
Library user should be aware of existing library resources and how best to
exploit and use them.
It is lack of awareness that prompted Wiggins in Sirajo (2008) to
observe that everyday patrons walk out of libraries convinced that; there is
little or nothing in our collections on their topic of study. Musisi in his MLS
Thesis argued that the need to adopt library user education in Kenya as a means
for effective dissemination of information and knowledge for national
development. In his findings, he placed enough emphasis on the place of library
education in higher institution and summed-up the general aims of library user
education as:
i.
Having a
general knowledge of existing channels of scientific and technical
communication and their importance.
ii.
Acquainting the
readers in the rudiments of libraries and helping them to overcome difficulties
when they begin to make use of library; the ultimate and in view being the
encouragement of readers into the use of reading material available in the
library.
These are vital aims because most student do not know what the
library services is all about let alone know to exploit the resources. Fleming
(2010) stated that the user education "as various programmes of
instruction, education and exploitation provided by libraries to users to
enable them to make more effective and efficient and independent use of
information resources and services to which these libraries provide access
to". Some specific components of user education are:
i.
Librarians
introducing new students, some of whom come from school systems where there are
generally no school libraries or well established libraries, to the
complexities of university library facility.
ii.
Librarians
familiarizing users, who have little or no information seeking skills at all
with a broad range of library resources in order to develop library skills.
iii.
Librarians
educating user on how to find materials manually orelectronically using on-line
Public Access Catalogue and CD-ROMS.
An evaluation of user education literature reveals the importance
of user education in academic libraries. It is believed that improving users'
knowledge of their library’s collection and services could be a motivating
factor for more usage and more demand on the library.Mews (2010) argues that
training in the use of information should be parts of student’s education.
There is need for instruction in the use of libraries and information services.
He sees user education as a continuous process which should cover use of the
catalogue, abstracts, bibliographies, and reference books. At the post-graduate
level detailed instruction in method of searching and formulation of clear
request is necessary.
Rathore (2010) observed that user education means educating the
patrons, whether students, staff, or member of the public, in how to use the
library and its services. It is generally agreed that there are three (3)
levels of user education which have been summarized by Rathore (2010).
1.
The library
orientation is to be given at beginning of every academic year or semester. It
should be applicable to all those who are using the library for the first time.
2.
The second
stage, i.e. subject oriented instruction for undergraduates at a stage when
they are admitted to a special branch or subject of their choices or at the
time of project work.
3.
Literature
search training should be provided at the beginning of their research work.
The literature search is specified as being part for post-graduate
students but with students developing as self-guided independent learners there
is no reason why this should be the case. Depending on the students, the
course, and the assignment there may be some overlap between three stages.
Knowing which level of user education is required by particular group of
students enable the librarian to determine the aims and objectives of the
session. The three main aims of user education regardless of level are:
i.
To train the
user to exploit the library resource effectively
ii.
To provide the
user with the skills for independent information seeking.
iii.
To encourage
the user to seek the assistance of library professionals.
Carson and Miller (2005) give a working definition of what
constitute integrated user education. It has three essential elements. First,
the user education should take place as part of subject specific classes. This
would include an assignment involving use of information sources in the
library. Secondly, because it is part of subject classes, librarian and
teaching staff must work every closely together to ensure quality and focus of
the class. Full co-operation by teaching staff is essential. Thirdly, the main
dose of instruction should be given in lecture although this does not preclude
the student from seeking further help in the library.
By making user education part of existing courses it could be
assessed by including one element in a standard piece of coursework which meant
that evidence of their research gained them marks, e.g. producing a full
bibliography of course searched during the assignment, whether they provide
useful or not, as separate from bibliography for the assignment itself. This would
be marked by librarians and would lead to piece of work that the student could
see in the context of a real assignment rather than as an abstract piece of
work. This would lead to deeper learning of the research skills, Morris in
Sirajo (2008).
Culkin and Peter (2005) said the aim of user education programme
are:
·
To advertise
the existence of basic library resources and services.
·
To offer
systematic instruction in the use of resources/facilities available in the
library.
The main aim of these programmes is to equip a user with enough
knowledge on the use of library. These programmes will enable the user to use
library resources effectively and efficiently.
Foss (2006) corroborates this by arguing that user education should
be organized at different information levels to ensure that need of all users
are met. Foss outlines these different levels within the Fourah Bay College
(Sierra-Leone) user education programmes. The first stages provide a general
introduction to the library. The next stage is concern with more subject and
bibliographical material. The third stage of instruction would cater for the
needs of advanced and research student. His further basis his level of user
education on information levels, the China Ministry of Education on (2008) recommended
three levels of user education based on the users educational background. The
first level is library orientation for freshmen; the second course of
bibliographic instruction for juniors and seniors; and the third is more
sophisticated user education involving the sorting and summarizing of document
and the studying and analyzing of information for all graduate students
Ford (2006) stated that in South Africa, Australia, Netherlands,
issues related to information access and use have become increasing concern
and, therefore concepts of user education and information literacy are being
incorporated in their school and higher education curriculum. She further point
out that the International Federation of Library Association and Institution
(IFLA) recognizes the importance of the development of information seeking
skills to all members of society.
User education in libraries evolved at the end of the nineteenth
century. It appeared that library users were failing to make best use of
library and other information resources because of a number of factors (Salony,
2005). Firstly, users did not possess the practical skills needed to exploit
libraries. But beyond this, an intelligent information user needed more complex
set of intellectual skills, habits, and attitudes.
Vasanthi (2010) observed that user education is essential. It helps
publicize library services. It improves the image of the library. Above all,
user education and training are the best ways to implement Ranganathan's five
laws of library science. User education and training often fee-based, because
developing the infrastructure for the network environment are very
costly.According to Fjallbraut and Malloy (2010) stated that user education
consists of two elements, namely: orientation and instruction. These two
elements are not mutually exclusive and can be combined.Orientation is
"primarily concerned with ways of introducing the user to the general
techniques of library usage and services available, and the organization,
layout and facilities of a particular library".Instruction is
"concerned with learning to make use of the information resources within
specific subject disciplines".
Aina (2014) affirm 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. According to him, there are various
methods of impacting the skill on the use of a library. It could be one-to-one
session, library orientation/tours, or classroom instruction. It also include
information literacy programmes.
Other programmes that have been identified by scholars include:
general guides, newsletters, and sign postings, ALA Glossary of Library and
Information Science define user education as the term, which encompasses all
types of activities design to teach user about library services, facilities and
organization, library resources and search strategy. It include instruction in
the use of one or more reference sources as a part of reference transaction,
library use presentation and bibliographic instruction.
The above views indicate that user education is a continuous
process which has to be performed for all user groups. To ensure that users are
equipped with efficient method of accessing, evaluating information from variety
of sources and synthesizing the information into a coherent whole, training can
be organized around level of difficulty of information and or users educational
background. The goal of user education should be improved the quality of users
research output and ensure learning.
2.3 User
Orientation in Libraries
Emdad
and Rogers as cited in Sirajo (2007) stated that the library needed to develop
on orientation programmes to introduce the library to students. They further
observed that the librarians needed to do so with the aid of faculty. Emdad and
Rogers also called establishment of a library skills course taught by
librarians.
Various
terminologies have been used to discuss ways of teaching library patrons how to
use the library resources. Some of this term are user education, bibliographic
instruction, user instruction, information literacy, library orientation etc.
These terms are used interchangeably to describe formal and informal library
programme on how to maximally utilize library resources (Akalum, 2006). This is
useful to make library users acquire necessary skills required to make them
competent library users. Several literatures abound by different scholars and
writers on the concept of user education in librarianship.
Maduako
(2013) defines user education as a planned process and techniques that is armed
at equipping library users with the basic skills to help them make optimal use
of the resources available in their library. Iheaturu in Edom (2007)
corroborating this defines user education as a process whereby potential users
of information are made to learn how to make effective and efficient use of the
library and its resources through acquisition, location, retrieval and
exploitation of information. It is any effort or programme which will guide and
instruct existing and potential users individually or collectively with the
objective of facilitating the recognition of their information need, effective
and efficient use of information services and the assessment of these services.
User education consists of all types of activities designed to teach users
about library facilities, services, organization, resources and search
strategies in order to equip them with basic skills to enable them make
optimal, effective, efficient and independent use of information resources and
services available in the library (Akimbola, Ogunmede & Emahara: 2010).
The
indispensability of user education as instrument for effective utilization of
library resources is not in question. This is because the extents to which the
library resources are used depend largely on users’ skill and knowledge of
information search and retrieval. Esse and Ugwumba (2014) are of the opinion
that there cannot be a connection between user and materials or tools without
proper education given to users who may not have prior knowledge or idea on the
use of such materials or tools. Onyesikuru in Sirajo (2008) notes that
effective use of library is expected to be one of the principal objectives of
establishing libraries. He insists that for this to be achieved, librarians
must instruct the students on how to use the library; they have to familiarize
them with the technique of library use and information retrieval.
Esse
quoting Ishola (2005) avers that the need for user education has become more
urgent as most students come into the university without background. He noted
that even where students are probably exposed to the use of the library, the
size of the library resources and the organization are complex so they must be
introduced to it. Jain (2006) opines that increase in data base in various disciplines
has made the need for user education imperative. Moreover, the use of ICT in
library operations and services has also expanded the demand to train the users
on how to access needed information. Aligu (2011) states that changes brought
about by the use of ICT facilities in storing, retrieving and dissemination of
information poses challenges on the library users hence the need to instruct
them on how well to use them to retrieve information. He insists that the
application of ICT into library system demand from an exposure to ICT
facilities and be taught on how to use them.
User
education is not taught in a vacuum. There are goals and objectives guiding the
programme which must be pursued and realized. Iheaturu in Edom (2007) outline
the following as the objective of user education. Teach the children how to
make efficient use of the library, Make the students aware of the resources of
the library in the widest sense, contribute to the personal and intellectual
development of the student and to develop his ability to continue with
independent learning after his formal education, provide him with capacity to
conduct research, obtain and access relevant information and present his
findings in a manner acceptable to his peers. Dillroric (2004) insists that the
objective of user education is to make the student have Knowledge of the basic
kinds of print and non-print materials, knowledge of basic bibliographic tool
and how to use them, knowledge of the subject areas related to the primary
areas of interest and how to find reference to them. Maduako (2013) quoting
NCCE guidelines (1994) summaries the objective of user education and opines
that it is aimed at making library user aware of the available and scope of
library resources and services.
Edom
(2007) contributing on the objective of user education programme avers that it
involves all the planned instrument given to library users to enable them make
use of the library, explain the information resources and return the piece of
information needed with minimal assistance by the library staff. Edoka in
Sirajo (2008) asserts that the objective of user education is to help the user
make best use of overall library resources. He outlines the following as the
objective of user education over information resources available to them as: to
develop skill necessary to retrieve required materials; to develop knowledge of
materials in readers subject area; to develop skill in presenting bibliographic
references; to develop skill required in making advanced studies; and to create
a positive attitude to information searching which will stimulate the user to
make use of the resources available in different libraries.
There
are various methods of impacting the skill on the use of library. Uhegbu in
Sirajo (2008) asserts that the success or failure of any user education
programme depends to a large extent upon methods adopted to teach it. Ania
(2004) states that it could be one-on-one session, library orientation formal
or classroom instruction. M. Ramshirish in Sirajo (2008) observed that
orientation means familiarization of adjustment to with particular situation.
User orientation is concerned with enabling the user to become aware of the
existence of the library and the services available there, aiding the user to
learn about the general use of library.
According to the Collins Concise "Dictionary" (2005)
stated that, the term "orient" means to adjust or align (one self or
something else) according to surroundings or circumstance". The term
"orientation" means the adjustment or alignment of oneself or one's
ideas to surroundings or circumstances. Also called; orientation course: a
course, lecture, etc., introducing a new situation or environment.It further
observed that orientation is "primarily concerned with ways of introducing
the user to the general techniques of library usage and services available, and
the organization, lay-out and facilities of a particular library".
Rangathan as cited in Sirajo (2008) preferred the use of term
initiation of a freshman instead of orientation. He further observed that the
success of an orientation programme in any library would depend upon the proper
planning knowledge of the psychology of the users and investment of reference
librarian.Suchitra Kar (2006) observed that orientation programme can include
imparting education or instruction to the users in:
Introduction to library
1.
About the
library: A brief introduction about the library.
2.
Library
timings: Opening and closing hours on week days and holidays, closed days,
timing for issue and return of books.
3.
Layout of
library buildings: Floors, areas, collection, etc, location of various
sections, services.
4.
Library rules:
Number of books to be issued according to category of borrowers; types of
books, loan period for reference books, periodicals, general books and other
categories of books, overdue charges; reservation of books.
5.
Staff:
Introduction to the in-charge of each section.
6.
Procedures:
Membership and registration, borrowing procedures.
7.
Others: Some
special features related to the library can be included.
Introduction to library technique
1.
Scheme of
classification:Its features, class numbers representing broad subject,
arrangement of subject.
2.
Catalogue:
Inner form, author title, subject, etc. catalogue, how to catalogue, how to
find book with the use of catalogue.
3.
Facilities:
Security, etc.
Introduction to information sources and
services
1.
Types of
reference books and information contained in these, e.g. directories,
encyclopedias, bibliographical directories, gazetteers, subject encyclopedia,
subject bibliographies, abstract, indexes, serial publication, demographic
sources, yearbooks, patents, standards, primary and secondary information
sources, use of non-traditional sources.
2.
Types of
services provided by the- library to its users like reference services,
circulation services, CAS etc. should be mentioned.
Use of indexing and abstracting periodicals, thesaurus, Citation,
indexes, style manuals, how to use citation, prepare bibliographies etc.Suchitra
Kar (2006) further stated that the emergence of information society has put
forth the new challenges and responsibilities before the library. Since the
libraries are the first place to welcome the forth-corning applications of
information technology, as an intermediary of information communication,
library professional should know the latest development and let to the users of
library know also, user orientation programmes play a vital role in
communication between the library and its users.He further stated multi-media
based library user orientation program will educate or instruct the user about
the library, library techniques, sources and services provided by the library
in more efficient and attractive way.He further observed that the general objective
of user orientation can be considered as:
a.
The user
recognizes the as a primary source of recorded information.
b.
The user
recognizes the library staff, particularly the reference staff, as a source of
information and is comfortable in seeking assistance from staff members.
c.
Given a map of
the library, the user is able to locate key services point (e.g. circulation,
reservation, periodicals). The user can identify the location of information
and/or reference area(s) of the library.
d.
The user can
identify the members of the reference staff by sight and locate their offices.
e.
The user will
be familiar with (or has knowledge of) the library resources that are available
to him.
f.
The user will
know what library units exist on his campus and where they are located. The
student know what major information resources and collections will be available
in these units.
g.
The user will
understand the procedures established for using all or available library
facilities.
h.
The user will
make effective use of the library resources available to him e.g.
i.
Use of
institutional holdings record (such as the card catalogue and serial holdings
lists).to locate material in the library system.
j.
Use of
reference tools basic to all subject areas, and know how information is
organized in their own field of interest, and its basic reference tools.
User orientation takes effort, but is worth in the long run,
benefiting both library personnel and library users. The main beneficiaries are
the latter of course. Their new knowledge and search-and-find skills would
stand them (and their users) in good stead in future. User orientation is
important in overcoming threshold fear and establishing and promoting a culture
that values books and libraries. (Benjamin Pule Leinancy Public Library, 2007:
1, p3).
2.4 Effect
of User Education Programmes on Users of the Library
The
effect of userorientation programmes on students cannot be overemphasized.
Mohammadi,Moghaddam and Yeganeh (2008) found out that 76.9 percent of the
students indicated thatuserorientation was very much important and aided them
in their chosen career. It is evident in that study that majority of the
students who received training through userorientationprogram were familiar
with reference department, the non-circulatory feature of reference books,
bibliographies, indexes in reference works among others. Similarly, Fidzani in Omeluzor
et at., (2017) affirmed that userorientation helps to improve user's skills in
exploiting library resources and services which can lead to greater use of the
library. Esse (2014) studied the effect of userorientation on satisfaction with
the use of the library and its services by undergraduate students. The finding
revealed that use of library course has a significant effect on students'
understanding of the library. It also showed thatmajority or 70.3 percent of
the respondents indicated that they do not have any difficulty accessing
information at the library. User education enhances library use, while
inappropriate provision for user education course on the timetable has a
negative influence on users' quality of library use (Maduako, 2013).
Atarodi,
Alami, and Saeed (2015) assessed user education impact on medical students and
found out that 87 percent of the students in their study mentioned that
training in the use of library had a positive effect on their knowledge in
using databases and existing resources in their resource centers. Also, 74
percent of the students indicated that userorientationinfluenced them to visit
the library and medical information databases.
A
study by Madukoma, et al. (2013) on userorientationand academic performanceof
undergraduates at Babcock University, Nigeria revealed that library instruction
helps theundergraduates to know where to search for information in the library
(X = 3.30, SD = 0.82). To identify the extent with which library instruction
assisted the respondents in locating and retrieving information in the library,
the study showed that library instruction helped the respondents to acquire the
necessary skill needed for locating/retrieving information (X = 3.46, SD =
0.76). The respondents in that study claimed that through library instruction,
access to information was easier because they were exposed to various
information materials and services. The study also reveal that userorientation
helped users to be familiar with various information retrieval tools and be
able to retrieve information materials in the library without much assistance
from the librarians and library staff.
An
assessment of userorientation program in relation to academic success
byBowles-Terry (2012) reveal that students in the focus group were able to show
skills or toolslearned in library instruction sessions and were able to use
them in research projects assignedfor various classes. The study showed a significant
relationship between information literacy instruction and GPA at graduation.
Similarly, Shen (2014) studied the effect of online and in
personuserorientations on graduate students' information literacy skills. The
study shows a significant relationship between user orientation and information
literacy skills of the students. It shows that majority of the respondents
choose the library or librarian as their starting point for research and had
the ability to identify book or chapter title in a citation, while most of them
improved in their academic works after the library sessions. Maduako (2013),
studied user education and library use in colleges of education inAbia and Imo
States and found out that a mean of 3.59 and 3.23 of the respondents stronglyagreed
that userorientationprogram turned them into a regular library user. It also
revealsthat userorientation made them to be aware of available library
resources and services.
Furthermore,
Ogunmodede and Emeahara (2010) found out that due to adequate userorientationthat
was given to the library users at the Ladoke Akintola University ofTechnology
(LAUTECH) library, 76.5 percent of the respondents indicated that there was
noneed to rely on the librarians and library staff to access information in the
library.Miller in Sirajo (2008), in this study of programme of thirteen
libraries, observed that alternatives to formal library instruction programs
were point of use devices, expanded references service, and written guides
which in his opinions were the best alternatives if they were used. Another
issues is where does responsibilities lie for developing and maintaining the
user education programmes? Breivik in Sirajo (2008) believe that agrowing needs
a single person with a defined role to provide leadership and handle the day-to-day
issues. Carlson and Miller as cited in Sirajo (2008) noted such problems as
cost, faculty dependency, and the challenges of teaching and the difficulty of
evaluation. Other complications they identified were difficulty of achieving a balanced
programme and the inability of users to transfer library knowledge from one
course to another. Kumar and Kumar as cited in Sirajo (2008) stress the need to
supplement practice and techniques of user education with the category and
methodology. The application of general principles was considered important, so
that the skills acquired could retain usefulness well beyond the immediate
learning requirement. In a study done in the late 1960s, Kramaer and Kramer as
cited in Sirajo (2008) found a significant correlation between student use of
the library and grade point average. They also found a correlation between
length of time in school and library instruction.
Nearly fifty years ago, Palmer in Sirajo (2008) criticized
librarians for instructing in a vacuum, over-emphasizing the card catalogue,
and relying too much on the one short lecture. Palmer also said that librarians
must look at the resources that go into instruction, equate that with small
number of students reached, and decide if that form of instruction is
justified. Her advice was to teach students to find their way from where they
are to where they want to go, using whatever method is suitable, and to teach
for lifetime learning.
Course-related instruction has long been viewed as one of the most
effective user education method. A complication of course-related instruction,
however, is the, requirement for facility coop oration and the faculty member's
authority to decide when instruction is given and who receives it. In short,
librarians have limited control over course-related instruction. These forms of
instruction are also-very staff-intensive and this is exacerbated by the high
ration of student to librarians that exist in most institution. Those
criticisms do not mean an abandonment of the teaching activities of the post,
such as course-related instructions, but the librarians need to continue to
look for additional ways of reaching students. Course-related instruction,
workshops, and land outs are still viable means of teaching information seeking
skills
Kumar and Kumar in Sirajo (2008) stress the need to supplement
practice and techniques of user education with the category and methodology.
The application of general, principles was considered important so that the
skills acquired could retain their usefulness well beyond the immediate
learning requirement.Irving in Sirajo (2008) suggests the following range of
skills: "those associated with reading, writing, searching, retrieving,
processing, thinking, analysis, and preventing. Above all its includes the
skill of formulation questions and hypotheses knowing what there is to know
about and what question to ask in order to find out". Irving hits the
button when he emphasizes " Knowing what there is to know about, and what
questions to find out". We might all know this to be true and many people
encounter feelings of inadequacy when visiting doctors for many doctors are not
good at communicating what their patients need to know. And because the field
of medicine is fairly esoteric to most of us we are unaware not only of what we
have a right to know but also of what question to ask so that the relevant
information can be communicated to us.
Basslor in Sirajo (2008) postulated that perhaps user do know what
is good for them and that service, not instruction, should be the goal. She
believes that libraries that concentrate their resources on collections and
services that patrons want will be more successful than those that focus their
energy on instructing the patrons. Eadia in Sirajo (2008) goes even further in
stating that reserve reading can be adequate for the information needs of most
students and describes a library with minimal reference service as working
well. Eadia believes that user education came into being not because users
asked for it but because librarians thought it would be good for them.Eadia
points out that one reason for ineffective library instruction is lack of
student motivation. He argues that the generic instruction session trivializes
information gathering, that course-related instruction is simply oral
bibliography; that audio visual does not hold student interest; and finally,
that computer-assisted instruction is very time intensive to produce. He
furthered believes handouts are all right if kept short and informal. He
advocates a return to the 1960s where things are kept as simple as possible for
most students and personal service was provided for those who needed it.
Drucker in Sirajo (2008) has defined an educated person as
someone" who has learned how learn and who continues learning especially
by formal education throughout his or her life time" (PP66-67) Library
user education programs need to support the concept of educating for a
lifetime. In examining the future, what factors will affect change? What will
be the impact on libraries and librarians? Finally, after looking at the
future, a description of the gateway to information will show how and why it
may be response to the demand of future education programs.
Green and Gilbort in Sirajo (2008), stated that an information
literacy is vowed objective of most library user education on programs, is an
expansion of instruction as to objectives materials and methods. I evolved in
the way that instruction evolved from library orientation into bibliographic
instruction. The Think Tank II report on bibliographic instruction defined
"information literacy" as encompassing the entire world of
information and seeking to prepare people to pursue the concept of life long
learning.
In summary, library user education can encompass a broad range of
activities. Its need and importance have received increasing recognition to
which librarians have responded with considerable success. There is some
concern whether this success can be continued to encompass the broader concept
of information literacy.
2.5 Challenges
Facing UserOrientation in Academic Institutions
Despite
the importance of userorientation on library users, several challenges
havebeing identified in research as factors militating against it in academic libraries.
Esse (2014)observed that library users all over the world faces various
challenges which to an extent affected the way library resources are put to
maximum and effective use. Agyen-Gyasi (2008) in his assessment of user
education at the Kwame Nkrumah University of Science and Technology found out
that students' low turnout in user education programme was a challenge. Finding
in Agyen-Gyasi's study shows that out of 1000 students from the Facultyof
Social Sciences, only 250 students attended the user education programme in
2004/2005 session.
Similarly,
Anyaoku, Ezeani and Osuigwe (2015) identified students' apathy to information
literacy skill programme as a problem in academic libraries. Suleiman (2012)
explored user education program in academic libraries in International Islamic
University, Malaysia. He stated that majority of the new students entering
universities are seriously facing problems of understanding new environment and
therefore need special guidance to help them to deal with various sources of
information independently. In line with that, Fleming (2006) identifying the
greatest problem that library user education programme in the South-East
Nigeria and perhaps other areas of the world is facing suggested that libraries
should acquire, process and disseminate information resources in a manner that
is accessible to library users.
A
study conducted by Idoko, Asogwa and Ugwuanyi (2015) on the problems of libraryUser
education in Nigerian Unity Schools showed several challenges as noted by staff
andstudents including lack of confidence in the use of library, librarian’s
mode of instruction not adequate to help students, school libraries not
adequately equipped with current text books, lack of adequately equipped school
library, and inadequate information resources for learning e.g. computers,
among others. On staff strength to handle library instruction in academic
institutions, Agyen-Gyasi (2008) in his study found out that shortage of staff
to handle user education programme is a problem as the number of registered
students outweighed the number of academic librarians to take the library
instruction classes. Similarly, Maduako (2013) study showed that an average
mean of 2.99 and 3.51 strongly agreed that inadequate library staff to handle library
instruction was an impediment. Findings in her study also revealed that short
time span, inappropriate provision for user education, lack of interest by
students and resource constraintwere among the challenges facing library
instruction.
Furthermore,
Busawayo in Omeluzor et al. (2017) survey on the perception of students on use
of library as a prerequisite course revealed that lack of personnel and
professional time for teaching are two major problems facing library user
education. However, Case (2007) is of the view that library instruction program
would increase the need for space, materials and public services personnel,
which according to him will drain funds for other pressing needs of the library
and services such as reference and will also create personnel problems relating
to scheduling, competence and assessment of teaching. According to Eze in
Omeluzor et al. (2017) factors militating against user education are not
far-fetched, including insufficient funds, insufficient number of computers, lack
of computer appreciation among librarians, teachers and students, absence of
properly developed curricula, lack of infrastructure generally and lack of
enabling policy environment.
Unarguably,
the problem of inadequate or failure to instruct students and new library
patrons in using the library may lead to patronage to unauthorized sources and
sites. Head (2013) study on how freshmen conduct course research once they
enter college revealed that 70 percent of university students frequently turned
to social networks, such as Facebook on information-seeking for personal needs.
Search engines such as Google received the highest patronage with 95 percent
while friends had 87 percent as sources consulted by students for information.
Dike
and Amucheazi in Omeluzor et al. (2017) assessed the barriers of information
literacy education in Nigeria. They confirmed that learning environment, lack of
resources, language barrier, illiteracy, teaching orientation and practice were
the factors. The study by Okoye (2013) on user education in federal university
libraries across Nigeria revealed that the major challenges facing the program
include lack of practical and demonstration on the use of the Internet to conduct
researches, inadequate ICT facilities in teaching, and inadequate number of professional
staff to conduct user education.
Joseph
in Sirajo (2008) identifies the following as problems of user education;
Over-dependence on one day orientation progarmme; Lack of collective curriculum
for user education programme in Nigerian universities; Use of unqualified
personnel to teach the course. Edom (2007) itemizes the problems as follows:
Inadequate time, large number of students, inadequate number of
instructors/lecturers, inadequate facilities/equipment, high cost of A.V
materials, the attitude of lecturers, the attitudes of students and use of
library combined with use of English.
2.6 The
Ways to Improve on the User Orientation Programme.
Adequate and qualified
librarians should be employed to teach user education programme. This will help
to solve the problem of over population. When there is enough and qualified
instructors to handle the course, the number of students assigned to a particular
teacher will reduce. This will create room for adequate monitor of the students
as well as guarantee quality teaching and learning of the course. The course
should be made compulsory and more credit load assigned to it. Again attendance
to lectures should be made condition for examination. Students who abscond from
class for certain number of times should not be allowed to write examination.
This measure will help to check the student’s negative attitude towards the
programme.
The time
allocated to the teaching of the course should be relevant. More time should be
allocated to the course and the scheduling should be made to connect to
students. Conducive and enabling environment should be made available for the
teaching of the programme. This calls for provision of more and larger spaces
to accommodate the students. The facilities and the environment of the
classroom should be made conducive for learning.
Instructional
materials such as audiovisual materials, public address system and projectors
should be made available. This will help to make the course interesting and
stimulate student’s interest towards the course. The course should be designed
to be more practical oriented to complement the theoretical aspect of it.
2.7 Summary
of the Review
The review examined some literature that is related to user
orientation programme in university libraries and importance of these
programmes to library users on use of library resources. The terms, User
Education, User Orientation and Library Orientation are deemed synonymous. But
in recent years differences are attributed to them, particularly User Education
and other concept.
The User Education Programmes especially in this category/ are
considered as higher level of orientation programmes. Whereas orientation and
other instructional training courses are rather initiation types freshman
guidance technique. User orientation programmes should aim to make all users
aware of information resources available, both directly in the library and form
external sources and enable the users to enjoy the search of information.It is
interesting to note that most of literature review cited in this chapter
emphasize and stress the self-sufficiency users of through a successful user
orientation programmes.
REFERENCES
Agyen-Gyasi, K. (2008). User education at the Kwame Nkrumah
University of Science and Technology (KNUST) Library: Prospects and challenges.
Library Philosophy and Practice. Retrieved from http://www.webpages.uidaho.edu/~mbolin/agyen-gyasi.htm
Aina, L.0.(2014). Library and information science text for Africa.
Ibadan: third world information publishing limited.
Akimbola, O., Ogunmede, A. & Emahara, D. (2010). Significance
of user education programme on the use library. International Journal of
Research in Education. 4(1&2): 188-192
Atarodi, A., Alami, A. & Saeed, S.J.G.M. (2015). User
education impact on Medical students. Scholar Journal of Applied Medical
Sciences (SJAMS). 3(3C), 1252-1258.
Bowles-Terry, M. (2012). Library Instruction and
Academic Success: A mixed - methods assessment of a library instruction
program. Evidence Based Library and Information Practice 7 (1), 82-95.
Bruner, P. (2006). Evaluating library instruction in academic
libraries: A critical review of literature, 1980-1993. The Reference Librarian,
24 (51-52), 53-71
Carson I. and Miller G. (2005). Orientation session in Israel
Academic libraries. Research strategies, 13 (summer), and pp. 165 - 75
Edom, B.O. (2007). The Impact of user education on the University
Libraries in Nigeria. Heartland Journal of Library and Information Science.
1(1) 43-48.
Esse, O & Ugwumba, C (2014). Effect of library instruction on
the satisfaction with the use of library and its services: A case study of
undergraduates in five universities in Southern part of Nigeria. European
Scientific Journal, 10(13).
Esse, U. C. (2014). Effects of library instruction on satisfaction
with the use of library and its services: A study of undergraduate students in
five universities in the Southern part of Nigeria. European Scientific Journal,
10(13), 441-450.
Fjallbraut N. and Malloy M. (2010). User education in libraries.
London: Clive Bingley
Fleming, H. (2006). User education in academic libraries in the
U.K. British Journal of Academic Librarianship. 1(1):18-35.
Fleming, H. (2010). User education in academic learing in Nigeria
libraries 16 (13). Pg 102
Ford, B.T. (2006). User education in academic libraries: A study of
trends and developments in Southern Africa.
Foss, V. M. (2006). “Reader instruction at Fonirah Bay College
Library”.University of Sierra Leone Journal. 1 (1): 36 - 39
Head, A. J. (2013). How freshmen conduct course research once they
enter college. Retrieved June 2016
http://projectinfolit.org/images/pdfs/pil_2013_freshmenstudy_fullreport.pdf
Idoko, N. A., Asogwa, B. E. & Ugwuanyi, R. N. C. (2015).
Problems of library user education in Nigerian Unity Schools. Library
Philosophy and Practice (e-journal), Retrieved from http://digitalcommons.unl.edu/libphilprac/1216
Ishola, S. O (2005). User education in the institutions of higher
learning in Nigeria. Nigerian Libraries 16(3):102.
Maduako, W. (2013). Serial publication in large libraries 16
Allerton Park Institute.
Mahdi Mohammadi, M., Moghaddam, A. I. & Yeganeh, M. E. (2008).
Students’ perception of the impact of user education on the use of reference
resources: An Iranian experience. Retrieved from http://www.webpages.uidaho.edu/~mbolin/mohammadimoghaddam-yeganeh.htm
Mews, K (2010). Training on user education programme in Nigeria. Lagos
Journal of Library and Information Science 3(5) 20-24
Mohammadi, M., Moghaddam, A.I. & Yeganeh, (2008). Student’s
perception of the impact of user education on the use of reference resources:
An Iranian experience. Retrieved June 30, 2016 from http://unilib.unl.ed/LPP//PP2010.htm
Ogunmodede, T. A. & Emeahara, E. N. (2010). The effect of
library use education as a course on library patronage: A case study of LAUTECH
Library, Ogbomoso, Nigeria. Retrieved from
http://digitalcommons.unl.edu/libphilprac/426/
Ogunmodede, T. A. & Emeahara, E. N. (2010). The effect of
library use education as a course on library patronage: A case study of LAUTECH
Library, Ogbomoso, Nigeria. Retrieved from
http://digitalcommons.unl.edu/libphilprac/426/
Omeluzor, S., Akibu, A. A. & Dika, S. I. (2017). Methods,
Effect and Challenges of Library Instruction in Academic Libraries. Library
Philosophy and Practice (e-journal). 1465. http://digitalcommons.unl.edu/libphilprac/1465
Rathore J. (2010). User education programme in Academic Libraries. Lucknow
librarian, 24 (3) 2010, 104 - 107
Salony, M (2005). The history of bibliographic instruction:
changing trends from books to the electronic world. The reference librarian.
Shen, L. (2016). Both online
and in-person library orientations have positive effects on graduate students’
information literacy skills. Evidence Based Library and Information Practice,
11(2), 189-191.
Sirajo, H. (2008). User orientation and its effect on use of serial
publication. A case study of Kashim Ibrahim Library, Ahmadu Bello University,
Zaria. An unpublished project submitted to department of library and
information science, Ahamdu Bello University, Zaria.
Suchitra, K (2006). Library organization, New Delhi, Vikas
Publishing House Ltd.
Suleiman, S. A. (2012). User education programs in academic
libraries: The experience of the International Islamic University Malaysia
students. Library Philosophy and Practice.Retrieved from: digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1851&context=libphilprac
The ministry of education china (2008): A few view – points on
improvement for course of bibliographic instruction. Quoted by Fang P. and
Daniel Callision (2008) “user education in Academic libraries of China”.
International Library review, 22, 95 - 103
Tiefel, V.M. (1995). Library user education examining its past,
projecting its future. Library Trend; 4 (2) 318-338.
Vasanthi, M.C. (2010). Transforming administration in academic
libraries. The Journal of Academic Librarianship 23 (3): 183 - 189
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This chapter focuses
on the method of research adopted for this study. It is discussed under the
following sub heading:
3.2 Research Design
3.3 Area of Study
3.4 Population of the Study
3.5 Sample and Sampling Techniques
3.6 Instrument for Data Collection
3.7 Validity of the Instrument
3.8 Reliability of the Instrument
3.9 Procedures for Data Collection
3.10 Procedures for Data Analysis
3.2 Research Design
The
research design adopted for this study is survey research method. This method
will deliberately be used because it will help the researcher to gather some
factual information which will be used to solve the problems of the study,
Osuala (2003).
3.3 Area
of the Study
The
study was carried out at Kashim Ibrahim Library, Ahmadu Bello University Zaria
Kaduna State – Nigeria.
3.4 Population
of the Study
The population of
the study consists of the entire registered students of the Ahamdu Bello University Library, Zaria which is Fifteen
thousand (15000).
3.5 Sample
and Sampling Techniques
The
researcher is going to make use of two percent (2%) of the total population of fifteen
thousand. Therefore, the sample size is 300 students and the researcher is
going to make use of random sampling techniques to choose the respondents.A simple random sampling technique will be adopted for the study.This
is line with the recommendations of Krejcie and Morgan (1970) table of
determining sample size for a very large population.
3.6 Instrument
of Data Collection
Questionnaire was
the instrument employed to collect data for the study. This choice was
motivated by the belief that it allow for the use of large sample. It also
allows the respondents privacy and time to preserve it and answer the question
objectively.
3.7 Validity of the Instrument
For effective
validity of the research instrument, the draft of the questionnaires was given
to my supervisor and two other lecturers in the department. The corrected
version of the instrument was retyped and there after distributed to the target
respondents.
3.8 Reliability
of the Instrument
The
instruments were also being taken through pilot testing to improve on the
efficiency of the research instrument. Reliability dealt with the quality of
measurement thus it is the “consistency” or “repeatability” of the research
measure. Mugenda (2015) states that reliability measure the degree to which a
research instrument would yield the same result or data after repeated trials,
is influenced by random errors that may arise from coding, ambiguous
instructions and bias among others.
Reliability
was done using pilot test. In this study, reliability testing was done by using
test-retest method. The questionnaires were administered to some selected
students of the college so as to test the reliability of the data is often.
3.9 Procedure
for Data Collection
The data collected were analyzed under the framework of description
analysis. Simple percentage (%) were used to compute the date of the subject on
the basis of the answer provided.
3.10 Procedure
for Data Analysis
Questionnaires will be duly analyzed using descriptive statistics
which includes simple percentages based on the responses from the respondents.The
interview will be interpreted normally.
REFERENCES
Krejcie, R.V., & Morgan, D. W. (1970). Table of determining
sample size for research activities. Educational and psychological measurement.
Mugenda, V. A. (2015). Social science research;
principles, method and application. Enugu: El “Demark publisher.
Osuola, B. (2003). Introduction to research
methodology in social science. Ibadan: University of Ibadan Press.
CHAPTER FOUR
DATA PRESENTATION AND
ANALYSIS
4.1 Introduction
This
chapter presents data presentation and analysis.
4.2 Response Rate
Three
hundred (300) questionnaires were administered to the users of Kashim Ibrahim
Library, ABU Zaria. Only 145 response rate was achieved which indicate a
percentage of 48.3%. This is because short time was given for the respondents
to respond to the questionnaires and subsequent follow up for completion and
returned of the questionnaires.
4.3 Data Presentation and Analysis
The
returned questionnaires were thoroughly examined and analyzed as shown in the
following tables:
Table 4.3.1: Level
|
Variable |
Frequency |
Percentage
(%) |
|
100 Level |
40 |
27.6 |
|
200 level |
35 |
24.1 |
|
300 level |
28 |
19.3 |
|
400 level |
22 |
15.2 |
|
Others |
20 |
13.8 |
|
Total |
145 |
100% |
Source: field survey, 2019
Table 4.3.1 shows the level distribution
of the respondent. It response representing 27.6% were 100 level, 24.1% of the
respondent were 200 level, 19.3% of the response represent 300 level, 15.2% of
the response rate represent 400 level while 13.8% of the response represent
others. This shows that majority of the respondent are from 100 level.
Table 4.3.2: Faculty
|
Variable |
Frequency |
Percentage
(%) |
|
Agriculture |
5 |
3.4 |
|
Art |
25 |
17.2 |
|
Education |
20 |
13.8 |
|
Engineering |
13 |
8.9 |
|
Environment design |
17 |
11.7 |
|
Medicine |
10 |
6.9 |
|
Pharmaceutical science |
8 |
5.5 |
|
Science |
25 |
17.2 |
|
Social science |
15 |
10.3 |
|
Veterinary medicine |
7 |
4.8 |
|
Total |
145 |
100% |
Source: field survey, 2019
Table 4.3.2 shows the faculty of the
respondents. 3.4% of the response represent agriculture, 17.2% represent Art, 13.8%
represent Education, 8.9% represent Engineering, 11.7% represent Environment
design, 6.9% represent Medicine, 5.5% represent Pharmaceutical science, 17.2%
represent Science, 10.3% represent Social science, while 4.8% represent
Veterinary medicine. However, this shows
that the respondents from faculty of Art and Science are more than other
faculties.
Table 4.3.3:
Gender
|
Variable |
Frequency |
Percentage
(%) |
|
Male |
69 |
47.6 |
|
Female |
76 |
52.4 |
|
Total |
145 |
100% |
Source: field survey, 2019
Table 4.3.3 shows the gender of the respondents. 52.4% of the response
were female while 47.6% of the response rate were male. However, this shows
that the population of females are more than the males.
Table 4.3.4:
Age distribution
|
Variable |
Frequency |
Percentage
(%) |
|
15-20years |
17 |
11.7 |
|
21 – 25years |
50 |
34.4 |
|
26 – 30 years |
40 |
27.6 |
|
31 – 35 years |
20 |
13.8 |
|
36 and above years |
18 |
12.4 |
|
Total |
145 |
100% |
Source: field survey, 2019
Table 4.3.4 shows the age distribution of the respondents. 34.4% of the
response were within age (21-25yrs), 27.6% response were within age (26-30yrs),
13.8% of the response were within age (31-35yrs), 11.7% response were within
age (15-20yrs) while 12.4% of the response were within the age of 36 and above
years. This shows that the majority of the respondents were within the age
bracket (21-25yrs).
Table 4.3.5:
Did you attend any orientation programme at the start of this semester?
|
Variable |
Frequency |
Percentage
(%) |
|
Yes |
89 |
61.4 |
|
No |
56 |
38.6 |
|
Total |
145 |
100% |
Source: field survey, 2019
Table 4.3.5 shows if the respondents attend any orientation programme at
the start of the semester. 61.4% of the respondents said yes while 38.6% of the
respondents said No. This shows that majority of the respondent attended
orientation programme at the start of semester.
Table 4.3.6: Library services in which the
orientation centers on users
|
Variable |
Frequency |
Percentage
(%) |
|
Circulation services |
33 |
22.7 |
|
Reference services |
22 |
15.2 |
|
Technical services |
14 |
9.6 |
|
Serial services |
21 |
14.5 |
|
Media services |
25 |
17.2 |
|
All of the above |
30 |
20.7 |
|
Total |
145 |
100% |
Source: field survey, 2019
Table 4.3.6 show the library services the orientation centers. 22.7%
represent circulation services, 17.2% represent media services, 15.2% represent
reference services, 14.5% represent serial services, and 20.7% represent all of
the above while 9.6% represent technical service. It shows that the orientation
centers on users in all of the above services.
Table 4.3.7:
Form the orientation takes
|
Variable |
Frequency |
Percentage
(%) |
|
Lectures |
80 |
55.2 |
|
Tours |
45 |
31.0 |
|
All of the above |
20 |
13.8 |
|
Total |
145 |
100 |
Source: field survey, 2019
Table 4.3.7 shows the form in which the orientation takes. 55.2% response
represent lectures, 31.0% represent tours while 13.8% represent all of the
above. This means the orientation usually take lectures form.
Table 4.3.8: The
effect of orientation programme on users
|
Variable |
Frequency |
Percentage
(%) |
|
Helps students to get familiar with the library sections |
10 |
6.9 |
|
helps to
improve user's skills in exploiting library resources and services |
9 |
6.2 |
|
Improves students' understanding
of the library |
18 |
12.4 |
|
Helps students to know where to search for information |
16 |
11.0 |
|
Easy access to information resources in the library |
10 |
6.9 |
|
All of the above |
82 |
56.6 |
|
Total |
145 |
100 |
Source: field survey, 2019
Table 4.3.8 shows the effect of the
orientation programme on users. 6.2% choose helps
to improve user's skills in exploiting library resources and services, 6.9% choose Helps students to get familiar
with the library sections, easy access to information resources in the library,
11% choose helps students to know where to search for information, 12.4% choose
improves students' understanding of the library while 56.6% choose all
of the above. This shows that all of the above mentioned are tremendous effects
on the users because it improves their consulting skills.
Table 4.3.9:
The problems encountered in conducting orientation programme
|
Variable |
Frequency |
Percentage
(%) |
|
Low turnout
during conducting user education programme |
35 |
24.1 |
|
Shortage of
staff to handle user education programme |
12 |
8.3 |
|
Inappropriate
provision for user education |
17 |
11.7 |
|
Inappropriate
provision for user education |
20 |
13.8 |
|
Lack of
interest by students |
45 |
31.0 |
|
Insufficient funds |
16 |
11.0 |
|
Total |
145 |
100 |
Source: field survey, 2019
Table 4.3.9 shows the problems
encountered in conducting orientation programme. 24.1% said low turnout during conducting user education programme, 8.3% said shortage of staff to handle
user education programme, 11.7% said inappropriate provision for user education,
13.8% said inappropriate provision for user education, 31% said lack of
interest by students while 11% choose insufficient funds. This means lack of
interest by students is the major problems encountered in conducting orientation
programme for users.
Table 4.3.10:
The ways to improve the orientation programme
|
Variable |
Frequency |
Percentage
(%) |
|
Adequate and qualified
librarians |
10 |
6.9 |
|
Instructional materials
such as audiovisual materials should be made available |
56 |
38.6 |
|
Adequate fund should be
provided |
35 |
24.1 |
|
The course should be made
compulsory for students |
27 |
18.6 |
|
More time should be allocated for the programme |
17 |
11.7 |
|
Total |
145 |
100 |
Source: field survey, 2019
Table 4.3.10 shows the ways to improve
the orientation programme. 38.6% said instructional
materials such as audiovisual materials should be made available, 24.1% said
adequate fund should be provided, 18.6% said the course should be made
compulsory for students, 11.7% said more time should be allocated for the
programme while 6.9% said adequate and qualified librarians. However, it can be
deduce that instructional materials such as audio visual materials is the major
way to improve orientation programme in the library.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction
This
chapter presents the summary of the study and the major findings, conclusion
and recommendations.
5.2 Summary
of the Study
The
purpose of the study was to the investigate user orientation and its effects on
use of library materials in Kashim Ibrahim Library, Ahmadu Bello University
Library. The researcher therefore, attempted to determine user orientation in
libraries, the effect of user education programmes on users of the library, the
problems encounter in conducting the orientations programme and the ways to
improve on the orientation programme of the library. In order to achieve the
objectives of the study, four research questions were raised. The researcher
made use of survey research method for the study. The choice of this research
method was informed by the nature of the research problem being investigated.
The
population of the study consists of the entire registered students of the Ahamdu Bello University Library, Zaria. A simple random sampling
technique was adopted to choose the respondents for the study. The research
instruments used to collect data for the study were questionnaire. Descriptive
analysis using frequency table and simple percentages were used to analyze the
data collected. The results of the findings were presented in tables, figures
and showing their relative frequencies to their corresponding percentages.
5.3 Summary
of the Findings
The
summary of the major findings of the study are as follows:
1.
Kashim Ibrahim Library does not usually
conduct user – orientation for the users of the library.
2.
The effect of the orientation on the
users of the library are; It helps to
improve user's skills in exploiting library resources and services, helps students to get familiar with the
library sections, easy access to information resources in the library, helps
students to know where to search for information and improves students'
understanding of the library.
3.
The problems encountered in conducting
the orientation are; low turnout
during conducting user education programme, inappropriate provision for user
education, lack of interest by students and insufficient funds.
4.
The ways to improve on the orientation
programmes of the K.I.L ABU Zaria are; instructional
materials such as audiovisual materials should be made available, adequate fund
should be provided, the course should be made compulsory for students, and more
time should be allocated for the programme.
5.4 Suggestions
for Further Research
1. User orientation and its effect on use
of reference materials in Ahmadu Bello University Library, Zaria
2. Effect of user education on students’ use of
the library in Ahmadu Bello University Library Zaria, Kaduna – Nigeria
3. Impact
of library instructionprogramme on students of North Federal-University:
University of Ahmadu Bello University, Zaria-Kaduna; Nigeria.
5.5 Conclusion
From the analysis of the findings; it could be
concluded that Kashim Ibrahim Library does not usually have an orientation
programme and the orientation centers on circulation library services for easy
access and retrieval of information resources by users of the library. It is
done to educate the users on the use of library. However, users anticipate in
all form of the orientation and they visit the sections in the library
frequently.
5.6 Recommendations
In
the light of the finding of the study, it is suggested that:
1.
General courses on
library education should be created so that users might know about information
sources and resources and how to exploit such resources effectively and
efficiently by following the rules and regulations of the library.
2.
Establishing exchange
programmes which would enable exchange of user education publications used to
educate large numbers. This promote sharing of ideas in addressing similar
problems.
3.
Problems which hinder
the effective and efficient implementation of the programmes such as shortage
of professional staff to handle large numbers of users, inadequate time
allocated for user orientate and lack of cooperation between the library staff
and faculty. Librarians have to ensure effective and efficient user orientation
programmes.
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APPENDIX I
Department of Library and Information Science,
College of Administrative Studies and Social Sciences,
Kaduna Polytechnic,
Kaduna State.
September, 2019.
Dear Sir/ma,
This
questionnaire has been designed to obtain information for a research on the
topic, User Orientation and its effects
on use of library resources in Kashim Ibrahim library, Ahmadu Bello University,
Zaria.
This is done in
partial fulfillment of the requirement for award of Higher National Diploma
(HND) of Library and Information Science in Kaduna Polytechnic, Kaduna State.
It will be appreciated if your respond to these questions is sincerely and
objectively. Be assured that all information given shall be treated with utmost
confidentiality and will be used for research purpose only. Your prompt
response to this questionnaire will be highly appreciated.
Thank you for
your anticipated cooperation.
Yours Sincerely,
APPENDIX II
QUESTIONNAIRE
Instruction: please tick the appropriate box
Section A: Personal Data
1. Level
a. 100 Level
( )
b. 200 level ( )
c. 300 level ( )
d. 400 level ( )
e. Others ( )
2. Faculty
a. Agriculture ( )
b. Art ( )
c. Education ( )
d. Engineering ( )
e. Environment design ( )
f. Medicine ( )
g. Pharmaceutical science ( )
h. Science ( )
i.
Social science ( )
j.
Veterinary medicine ( )
3. Gender
a. Male ( )
b. female ( )
4. Age distribution
a. 15-20years ( )
b. 21 – 25years ( )
c. 26 – 30 years ( )
d. 31 – 35 years ( )
e. 36 and above years ( )
Section B
5. Did you attend any orientation programme
at the start of this semester
a. Yes ( )
b. No ( )
6. On which library routine did the
orientation center?
a. Circulation services ( )
b. Reference services ( )
c. Technical services ( )
d. Serial services ( )
e. Media services ( )
f. All of the above ( )
7. What form did the orientation take?
a. Lectures ( )
b. tours ( )
c. all of the above ( )
8. What is the effect of orientation
programme on user?
a. Helps students to get familiar with the
library sections ( )
b. helps to improve user's skills in exploiting library resourcesand
services ( )
c. improves students'
understanding of the library ( )
d. helps students to know where to search
for information ( )
e. easy access to information resources in
the library ( )
f. all of the above ( )
9. What are the problems encountered in
conducting orientation programme?
a. low turnout during conducting user education programme ( )
b. shortage of staff to handle user education programme ( )
c. inappropriate provision for user education ( )
d. inappropriate provision for user education ( )
e. lack of interest by students ( )
f. insufficient funds ( )
10. What are the ways to improve the
orientation programme?
a. Adequate and qualified librarians ( )
b. Instructional materials such as audiovisual materialsshouldbe
Made available ( )
c. Adequate fund should be provided ( )
d. The course should be made compulsory for students ( )
e. More time should be allocated for the programme ( )
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