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INFLUENCE OF ICT LITERACY SKILLS ON ITS APPLICATION
FOR LIBRARY USE AMONG ACADEMIC LIBRARIANS IN
SOUTH EAST NIGERIA
BY
UGWUANYI CHIJIOKE FERDINAND
REG NO:PG/MLS/99/27184
A PROJECT SUBMITTED IN PARTIAL FULFILMENT OF MASTERS
DEGREE IN LIBRARY AND INFORMATION SCIENCES OF
THE LIBRARY AND INFORMATION
DEPARTMENT,UNIVERSITY OF NIGERIA NSUKKA.
MARCH, 2011
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CERTIFICATION
UGWUANYI, CHIJIOKE F., a postgraduate student of the Department
of Library and Information with registration number PG/MLS/99/27184 has
satisfactorily completed the requirement for the research work. The work
embodied in this dissertation is original and has not been submitted in part or
full for any other diploma or degree of this or any other university
__________________________ _________________________
Chijioke F. Ugwuanyi Dr. R.E. Ozioko
Student Supervisor
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APPROVAL PAGE
This thesis has been approved for the department of library and
information science, university of Nigeria, Nsukka.
By
__________________________ _________________________
DR. R.E. OZIOKO Internal Reader
Supervisor
__________________________ _________________________
External Examiner Prof. V.W. Dike
Head, Dept of Lib & Inform. Sc.
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DEDICATION
This work is dedicated to my Baby, little Miss Chimeremma Ugwuanyi
who came into this world on 1ST
July, 2009.
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ACKNOWLEDGEMENTS
The researcher wishes to express his gratitude to my supervisor Dr.
Ozioko Reuben for his devotion, encouragement and useful suggestions which
led to the successful completion of this work. Equally acknowledged is my
mentor and Pastor Dr. Ezema Fabian for his prayers and encouragement for me
to work hard. The researcher is also grateful to Dr. Nwachukwu, V.N., Dr.
Mole AJC and Mrs. Ngwuchukwu for their useful contributions to the work
during the proposal.
The researcher will not fail to express his gratitude and appreciation to
Prof.( Mrs) V. W. Dike for her motherly advice and contributions to the
success of the work. Also included in the appreciation list are Dr. Omeje, E.O.
and Mr. Ekere F.C., all of Library and Information Science Department
University of Nigeria Nsukka for their contributions in validating the
instrument. I am also grateful to my colleagues in Nnamdi Azikiwe Library for
their encouragement and support.
My thanks also goes to all the academic librarians in the four Universities
who assisted in the data collection. Finally, I acknowledge Miss Agbo Chinenye
for helping in typing and data entry of the work.
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TABLE OF CONTENTS
Title Page ......................................................................................................... i
Certification Page............................................................................................ii
Approval Page ................................................................................................. iii
Dedication ........................................................................................................ iv
Acknowledgements ......................................................................................... v
Abstract- .......................................................................................................... vi
Table of Contents ............................................................................................ vii
CHAPTER ONE: INTRODUCTION
Background to the Study ........................................................................ 1
Statement of the Problem ....................................................................... 7
Purpose of the Study ............................................................................... 8
Research Questions.................................................................................9
Significance of the Study ....................................................................... 9
Scope of the Study.................................................................................. 10
CHAPTER TWO: LITERATURE REVIEW
An Overview of ICT Literacy ............................................................. 11
Infrastructural Facilities for ICT Literacy Acquisition ........................ 13
ICT Literacy Level................................................................................14
Training Methods for the Acquisition of ICT Literacy ........................ 18
ICT Literacy Application in Libraries .................................................. 21
Hindrances to ICT literacy skill acquisition ......................................... 26
Strategies for Enhancement of ICT Literacy Skill Acquisition ........... 28
Review of Related Empirical Studies .................................................. 32
The Availability of ICT facilities in Libraries ......................... 32
ICT Literacy Level ................................................................... 33
Application of ICT Literacy in Library .................................... 35
Summary of the Literature Reviewed ................................................. 37
CHAPTER THREE: RESEARCH METHODS
Research Design .................................................................................. 40
Area of the Study ................................................................................. 40
Population ........................................................................................... 40
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Instruments for data collection ............................................................ 41
Validation of the Instrument ................................................................ 42
Method for Data Collection ............................................................. 42
Method of Data Analysis ..................................................................... 42
CHAPTER FOUR: DATA PRESENTATION AND ANALSIS ............... 44
CHAPTER FIVE: DISCUSSION AND CONCLUSION ......................... 54
Discussion of Findings ........................................................................ 54
Implications of Study .......................................................................... 59
Recommendations ................................................................................ 62
Limitations ............................................................................................ 63
Suggestions for Further Research ........................................................ 63
Conclusion ............................................................................................ 63
Appendix
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ABSTRACT
The study investigated the influence of ICT literacy on its application for
library services by academic librarians. The study was guided by six research
questions. Descriptive survey design was adopted in carrying out the study .
The population of the study was made up of 93 librarians in 4 federal
Universities in South East Geo-political zones of Nigeria. Out of the 93,56.9%
were from University of Nigeria, Nsukka (UNN),9.8%were from Nnamdi
Azikiwe University Awka (NAUA),(25.8% from Federal University of
Technology Owerri (FUTO) and 7.5% from Federal University of Agriculture
Umudike (FUAU). A questionnaire was used for data collection, ―Influence of
ICT Literacy on its applications by Academic Librarians‖ (IILAAL).
Percentages and mean scores were used to analyse the data generated. The
results for the analysis showed that more than 75% of the respondents agreed
that most of the ICT facilities are available and functional. It was also found
out that the ICT literacy skills among the academic librarians are high.
Furthermore, it was found out that formal and informal education, colleagues,
self study, training at work place, attending IT programme and
workshops/seminars are methods of acquiring ICT literacy skills. It also
revealed that ICT literacy is required to effectively utilize the ICT applications
in the library. Financial problems and poor ICT infrastructure are the most
serious hindrances to the acquisition of ICT literacy skills as revealed by the
study. It equally showed that the use of public awareness platform, applied
ICT literacy, NGOs and Government collaboration enhance ICT literacy skills
acquisition. Based on the findings it was recommended that individuals
should be sensitized on the availability of ICT facilities and be encouraged to
use them for their personal and library services. Academic librarians should
constantly use computer system and the internet in order to attain ICT literacy
proficiency, they should also be sponsored abroad for ICT literacy training,
library management software should be acquired and installed for efficient and
effective library services; funds, ICT infrastructure and training opportunities
should be provided by the government, NGOs and other stakeholders .
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CHAPTER ONE
INTRODUCTION
Background of Study
Information and communication technology (ICT) in libraries is
holding a strong position in every ramification of library holdings and services.
The introduction of ICT in librarianship necessitated retooling and acquisition
of the skills required to operate in the global information society. The capacity
of users to exploit the ICT depends on the level of literacy, education and
mastery of the technologies convened. Menuo (2002) noted that the situation
on ground requires retooling of information professionals as the potentials of
the information age cannot be realized without expanding the scope of
information and computer literacy. He reiterated that people should be
sensitized to be able to use stand alone computers, use computer networks,
primarily the internet, use basic applications such as word processing,
spreadsheet, and electronic mail and possibly more advanced ones such as
presentations, production of web pages, construction of websites, use of digital
multimedia equipment and programs. The use of this is for the use of
information resources that can be found in the internet.
ICT is the convergence between the computer and communication
technologies, ICTs are technologies used to communicate and to create,
manage and distribute information. Such technologies includes computers, the
internet, telephone, television, radio and audiovisual equipment. However, this
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definition has been expanded to include any device and application used to
access, manage, integrate, evaluate, create and communicate information and
knowledge. These devices include but not limited to radio, television, cellular
phones, computer hardware and software, network hardware and software,
satellite systems, peripherals, connections to the internet, digital technologies
and others. Also considered in the ICT are the services and applications used
for communication and information processing functions associated with these
devices. ICT changes the way we live, learn and work. As a result of these
changes, technology tools, and creative application of technology, have the
capacity to increase the quality of people‘s lives by improving the effectiveness
of teaching and learning, the productivity of industry and government and the
well-being of nations. ICT was introduced to perform library functions and
provide innovative user services.
Considering the meaning of ICT, Oliver and Tower (2000) view ICT
literacy as the set of skills and understandings required by people to enable
meaningful use of ICT appropriate to their needs. In their settings, the ICT
literacy of a student is a relative measure of the student‘s capacity to make
appropriate use of ICT for educational and learning purposes. Likewise, the
ICT literacy for librarians is relative measures of the librarians‘ capacity to
make appropriate use of ICT for information acquisition, organization, retrieval
and dissemination as information professionals. This involves the level of skills
needed by librarians to use computer for their work and to independently
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function in a web-based, on-line learning environment. They also pointed out
that skills/competencies still remain the underpinning elements of computer
and ICT literacy and measures the extent and scope of ICT applications and
uptake among different computer users. Four distinct areas of skills and
expertise such as an ability to independently operate personal computer system,
an ability to use software for preparing and presenting work, an ability to use
the internet and its various features as communication device, and an ability to
access and use information from world wide web (www) were seen as
attributes of an ICT literate individual. ICT literacy skills generally is the
familiarity with mobile phones, computers, the internet and other ICTs; the
ability to use ICT features and applications and the ability to use ICTs to work
individually or in teams. In fact, it involves the awareness of technologies and
application of their relevance, use of technology for information and
knowledge encompassing skills or abilities to access, retrieve, store, manage,
integrate, evaluate, create and communicate information and knowledge and
participate in networks via the internet and understanding that ICT acquisition
and use impacts on personal and social development. Therefore, ICT literacy
has a positive impact on economic life of individuals and nations
The key role of library is to provide structured access to information
with the increasing reliance on ICT. Libraries are playing a significant role in
implementing and moderating a country‘s information society agenda. Library
is the focal point of learning and research activities in academic institutions due
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to its information acquisition, organization, storage, retrieval and dissemination
functions to the community. The achievement of the goals of the university is
paramount to the establishment of the university library. Librarians are at the
threshold of these activities and are now faced with the emergence of
information technology in the scene of information exchange. This brought
new tools and techniques of acquiring and handling information. To effectively
serve the academic community in the ICT environment, the librarians need to
move along with the new development. Librarians are those who have the care
of library and its content; the work includes selection of stock, its arrangement
and exploitation in the widest sense, and the provision of a range of services in
the best interest of all groups of users (Prytherch,1995).They are also involved
in the coordination of activities, setting of priorities, evaluation and other
managerial tasks and their involvement in the community they serve.
In the present age, apart from using the new tool to fulfil the traditional
roles of the library, it evolved some new practices in the profession. Some of
the new developments include digital environment for information acquisition,
processing and dissemination. Information is now mostly in electronic format.
Library services are also affected by the new format. Oppenheim and Smithson
(1999) described digital library as an information service in which all the
information resources are available in computer processable form. This
requires new managerial skills for the administration of the new environment
(digital library). Therefore, the new era librarians that can operate in the digital
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or ICT environment are indispensible. Librarians are compelled to be content
creators of information, web page planners and designers and internet
navigators. As a result of the digital technology inroad into the profession, such
nomenclatures as internet librarians, digital librarians, cyberians or weberians
were attributed to the emerging librarians. These are librarians that have
acquired the new literacy skills in the manipulation of the ICT tools for
information service delivery to the clientele.
Technology is changing rapidly and continuously, and learning to deal
with it requires not just one-off mastery of processes but also adaptability.
There is a developmental shift from analogue to digital librarianship.
Fabeyinde (2006) stated that ICT is the fusion of information technology with
that of communication while ICT literacy according to an international
independent panel of experts convened by Educational Testing Services (ETS)
in 2001 is using digital technology, communications tools and/or networks to
access, manage, integrate, evaluate, and create information in order to function
in a knowledge society. ICT literacy evolved as a result of the technological
changes brought about by the appearance of the information society and the
advances made by the technological world. To be digital is to be
acquainted/literate or skilled with the storage, retrieval, manipulation and
transmission of information electronically. Analogue is alphabetic
representation of graphics or characters. It simply means information in textual
forms. An information literate librarian who applies his literacy in the
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acquisition, organization, retrieval and dissemination of information in textual
forms is called an analogue librarian. Digital librarian is one who applies
digital literacy skills in his professional roles as a librarian.
Tornero (2004) emphasized that the integration of ICT into the society is
demanding complex and sophisticated changes in the way people think and act.
This shows that the introduction of ICT to the knowledge and information
society necessitates ICT literacy. To move along with the current trend in the
information world, digital literacy (ICT literacy) is indispensable. The world
summit on the information society (WSIS 2003) held in Geneva in 2003
reaffirmed on a global level the need for digital literacy skills in the 21st
century. It emphasized that ICT literacy policy will help to ensure that students
and employers are ready for the work force of the 21st century where digital
literacy will be critical to a nation‘s ability to compete successfully in a global
information and knowledge economy. Governments are therefore, compelled to
make necessary adjustments in their National information communication
infrastructure policy to facilitate the provision of ICT facilities and
encouragement of ICT literacy.
Gbaje (2007) noted that the deregulation of the telecommunication
industry and implementation of the information technology policies by the
federal government of Nigeria has resulted in the proliferation of internet cafes,
giving birth to a generation of internet-loving library patrons who regard the
internet as a primary source of information. He also emphasized that these
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online patrons are overwhelmed by information overload on the internet and
are crying for help to find reliable and accurate information quickly. To
achieve this, librarians are expected to be computer literate, information
navigators through the superhighways, creators of innovative information
systems for the collection, organization, dissemination and preservation of
information and new knowledge regardless of format and designing and
maintaining a library website as a platform for delivering online services.
However, there is a digital divide between the developed and the
developing world of which Nigeria is one. The digitally rich countries have
high ICT literacy skills because of the availability of sufficient ICT
infrastructure and usage while the digitally poor countries in comparison to
the advanced countries, have a yawning gap between them in the digital
atmosphere called ―digital divide‖. There is a need to abridge this gap for
efficient and effective globalization. To facilitate this, there is a need for
appreciable ICT literacy skills and infrastructure that achieve the traditional
goals and new innovations in librarianship.
Statement of Problem
The use of ICT in achievement of desired goals in workplace is
proportional to the ICT literacy possessed. Therefore, this affects the
proficiency of ICT use and efficiency of job performance. Many studies have
been carried out on information literacy among librarians. The most
outstanding ones are that of Adeyoyin (2005) on ICT literacy among librarians
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in Nigerian universities and the one in India by Babu, Vinayagamorthy and
Gopalakrishnan (2007) on ICT literacy among Engineering faculty. All these
tried to find out the level of ICT literacy without determining the effect of ICT
facilities availability and ICT literacy acquisition on its application for
utilisation in their professional day-to-day activities.
Currently, it appears that there has not been any frame work put forth to
assess if an individual has achieved ICT literacy to function successfully in a
knowledge-based society. There is no such studies in South East Geo-political
zone of Nigeria that exits in the literature available to the researcher as at
present . Therefore, the need to fill this empirical information gap in the area
of the influence of ICT literacy skills on its application by academic librarians
in South-Eastern Nigeria.
Purpose of the Study
The general purpose of the study is to ascertain the influence of ICT
literacy on its application for library services by academic librarians in South
East Geo-political zone of Nigeria.
Specific objectives of the study are to:
1. Find out the ICT facilities available to academic librarians in South
Eastern Nigeria.
2. Find out the extent of ICT literacy skills possessed by academic
librarians in South Eastern Nigeria.
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3. Find out the training methods mostly adopted by academic librarian in
South Eastern Nigeria.
4. Find out how academic librarians apply ICT literacy to their
professional work in the library.
5. Find the hindrances to the acquisition of ICT literacy skills by librarians.
6. Find out strategies that can be employed to enhance ICT literacy skills
acquisition.
Research Questions
The study is guided by the following research questions:
1. What are facilities put in place for the acquisition of ICT literacy skills?.
2. What are the levels of ICT literacy skills possessed by academic librarians in
South Eastern Nigeria?
3. What are the training methods used for the acquisition of ICT literacy skills?
4. In what ways do academic librarians apply ICT literacy skills to their
professional work in the library?
5. What are hindrances to the acquisition of ICT literacy skills by librarians in
South Eastern Nigeria?
6. What are the strategies employed for the enhancement of ICT literacy skills
acquisition by the academic librarians in South Eastern Nigeria.
Significance of the Study
As the application of ICT to all walks of life is the prevailing
phenomenon in our present information society, the findings of this study will
no doubt be useful to practicing librarians in adapting to the new trend. The
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library educators and students will also benefit from the findings of the study as
a roadmap to curriculum review. It will also be of immense importance to
National Universities Commission (NUC) and university administrations in
planning, budgeting and provision of ICT facilities.
The findings of the study will equally be useful for staff development
strategy by the university library administration. The result of the study will
contribute a lot to other scholars and researchers in the area of ICT literacy
skills and application and related areas by providing necessary background
information and insight to further research.
Scope of the Study
The study will be restricted to the influence of ICT literacy on its application
for library services by academic librarians in South-Ease Geo-political zone. It will
cover the academic librarians in four federal universities in the South-East Geo-
political zone of Nigeria. Academic librarians in state and private universities and
higher education institutions are not included in the study. This is because the federal
universities have some level of computerization.
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CHAPTER TWO
LITERATURE REVIEW
This chapter deals with review of related existing literature relevant to
the study. The reviewed literature is organized into the following sub-headings:
An over view of ICT literacy
Provision of ICT facilities for ICT literacy acquisition.
ICT Literacy Skills
Training methods used for the acquisition of ICT literacy
ICT literacy application in library.
Hindrances to ICT literacy skills acquisition.
Strategies for enhancement of ICT literacy skills acquisition.
Related empirical studies.
Summary of literature review.
An Overview of ICT Literacy
Information is defined by Aina (1995) as ―ideas‖, facts, and imaginative
work of the mind and data of value potentially useful in decision making,
question answering and problem solving. Laloo (2002) in his own view put it
as a stimulus that reduces uncertainty and denotes the knowledge
communicated, concerning some particular facts, subject or events. In fact, it is
a product of the mind significant in problem solving by individual and the
society at large. Information is an important factor in all aspects of human
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development. The generation, acquisition, storage, retrieval and dissemination
of this aspect of human and world phenomena forms the basic activities of
human life and universal existence. Various trends of technological
developments and human activities have led to the avalanche of information
thereby creating an information society.
To function effectively in the society, there must be an ability to find,
evaluate, use and create information in many forms for personal, social or
global purposes. This act or skill is necessary, considering the complexity in
finding, selecting and using information as a result of information explosion.
This means that the knowledge and ability to handle these challenges is the
embodiment of information literacy. Ayoku and Lumade (2005) described
information literacy as the ability to locate, evaluate, manage and use
information from a range of sources not only for problem solving but also for
decision making and research. Lwoga,Site,Busagala and Chilimo (2009) noted
that ICT covers many product that stores, retrieves, manipulates, transmits or
receives information electronically in digital form. This encompasses
computers, the rapidly changing technologies (radio, television, mobile phones
and internet), networking and data processing capabilities, and the software for
using the technologies (Primon,, 2003). In the same vein, the Wikipedia free
internet encyclopaedia (2009) defines information communication technology
(ICT) as the technology required for information processing. In particular, it is
the use of electronic computers and computer software to convert, store,
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protect, process, transmit and retrieve information. Information is rooted in
information technology, telecommunications and the media. Adeyoyin (2005)
citing Boyade agrees with the Wikipedia that ICT is a tool for information
processing put it as ―the acquisition, processing, storage, and dissemination of
information by means of computers and other telecommunication equipment.
A library is set up to satisfy the information needs of its clientele, where
a librarian uses the ICT tools to acquire, organize and disseminate the
information to the users. Therefore, the ability to define, access, manage,
evaluate, integrate, create and communicate information using ICT tools in the
ICT environment forms the overall perception of ICT literacy. Pernia (2008) in
his own view, conceptually presented ICT literacy in three dimensions:
knowledge, skills and attitude. Knowledge refers to foundational knowledge,
skills to technical skills and attitude to critical assessment skills. The
information society and the globalized world require ICT literate individuals to
prosper.
Infrastructural Facilities for ICT Literacy Acquisition
ICT infrastructural facilities are the basis of ICT literacy acquisition.
The availability of basic facilities such as computers, telephones and ICT
infrastructures encourages librarians ICT literacy and actualization of their
professional role in the new information environment . Blakes (2006) in
discussing the availability of ICT facilities and resource sharing noted that the
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ICT facilities in the Nigerian academic libraries are not adequate in number and
for digital or electronic library operations.
ICT infrastructural facilities are essential facilities in the present
globalized world. However, there are lack of these facilities in our universities
Onyeneke (2007) Pointed out that the unavailability of some ICT resources
such as internet, E-mail, computer conferencing, fax machines, digital cameras,
digital scanner, online information sources, and others is the major problem
and challenges facing the use of ICT in tertiary institutions in Nigeria. He also
stated that inadequate technological infrastructure to support the integration of
ICTs in the library services manifests in poor or lack of national ICT policy,
low internet connectivity, inadequate supply of electricity, inadequate number
of personal computers and their peripherals and low bandwidth. Faboyinde
(2006) quoting Chisenga asserted that unfortunately, there is a general absence
of viable National information infrastructure (NII) in most countries of sub-
Saharan Africa. This is attributed to lack of funds and presently global
economic meltdown. ICT includes computers, the internet, telephone,
television, radio, audiovisual equipment. It also implies to any device and
application used to access, manage, integrate, evaluate, create and
communicate information and knowledge.
ICT Literacy Level
Computer literacy is a basic component of ICT literacy and the
acquisition of ICT literacy is dependent upon computer literacy. Oliver and
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Tower (2000) view computer literacy as a description of people‘s skills a54nd
predisposition to the use of computers and information technologies. Nicholas
(1998) simply described computer literacy as ―having a basic understanding of
what computer is and how it can be used as resource‖. Following this
definition, Csapo (2002) enumerated some of the basic computer skills required
in work place as: using the computer and managing files, word processing,
spread sheet, database presentations, internet and e-mail. This is very important
because in the ICT environment, basic computer literacy is indispensable in
becoming ICT literate. Scher (1984) described computer literacy as appropriate
familiarity with the technology to enable a person to live and cope with the
modern world. In reality, the current trend of globalization forces one to join
the global village or be left out. He has to be acquainted with the new
technology and information communication. Hunter (1984) in his own opinion
identified computer literacy as ―the skills and knowledge needed by a citizen to
survive and thrive in a society that is dependent on technology for handling
information and solving complex problems. Therefore, for survival and
continuation in this ICT age, there must be skills and knowledge of computer
operations and applications with skills and knowledge of using the network and
internet tools for information handling.
Literacy ordinarily is the ability to read and write. Smith (2005) cites
wood and walther who recognize the skill of an in-depth understanding of what
information resources are available on the internet, as well as insight in terms
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of its reliability and scope as the present job description of academic librarian
brought by ICT. ICT literacy can summarily said to be the skills for using
computers or ICTs. By extension, Tornero (2004) elaborated ICT literacy as
the complex process of acquiring (by individual, humanity as a whole and
institutions), abilities and skills that are intellectual (perspective, cognitive and
even emotive), practical (physiological and motor) and organizational
(institutions), and that corresponds to the intellectual technological and social
transformation of the latter part of the twentieth century. Computers and
telecommunications are the fundamental aspect of ICT literacy with its
accompanying complex system of mental changes and knowledge. The great
shift in the knowledge and information society include shifts from printing and
book to computer and telematics, from linear alphabetic writing to interactive
hypermedia system, from families, towns, and nations to global societies and
cyberspace. ICT literacy is part of the cultural change in the present society.
Note that digital literacy is the same thing as ICT literacy.
Education Testing Services (2002) elaborated ICT literacy proficiency
to include the ability to use digital technology, communication tools, and
networks appropriately to solve information problems in order to fit in into the
society. This includes the ability to use technology as a tool to research,
organize, evaluate, and communication and the possession of the ethical/legal
issues surrounding the access and use of information. Competencies is a
complex mix of knowledge, abilities, capabilities and methods that allow
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human beings to prepare themselves to act or to resolve certain problems
(Torneror, 2004). In this study, literacy skills, competencies and proficiency
will be used interchangeably as the three point to the ability to use ICT.
Considering the importance of ICT literacy Igun (2006) noted that one
essential tool to operate in the knowledge society of the 21st century is ICT
skills. She reiterated that the new paradigm lays more emphasis on process,
analytical knowledge, skills and competencies. Lwoga, Site, Busagala, and
Chilimo (2009) identifies the components of ICT literacy as the combination of
communication tools such as e-mail, video-conferencing and the World Wide
Web (www) for locating information and the subsequent dissemination of
information. Eisenburg (1996) and Shapiro and Hughes (1996) indicated that
many skills acquired previously as computer literate individual has come to
become component of ICT literacy. Leu, Kinzer, Coiro and Cammack (2004)
were of the opinion that the ICT literacy assumes that proficient users of
internet also will understand how to construct, design, manipulate, and upload
their own information to add to the constantly growing and changing body of
knowledge that defines internet. In this sense, ICT literacy proficiency is the
ability to use digital technology, communication tools, and network
appropriately to solve information problems in order to function in an
information society. (Glister, 1997, Harrison and Stephen, 1996) emphasized
that networked environment (internet) and digital technologies provide
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increasingly greater access to large amount of information, thus requiring the
efficiency use of information skills in competitive workplace.
This is more reason why ICT literacy skills are very necessary as the
new literacy required to effectively use ICT to accomplish these functions in an
information age. The capacity of users and librarians alike to exploit the
internet depends on the level of literacy, education and mastery of the
technologies concerned.
Training Methods for the Acquisition of ICT Literacy.
Staff development is paramount in the life of any academic library.
Therefore, it should be followed vigorously by every academic library. In line
with this, Chiware (2007) emphasised that training librarians on the Job is one
of the approach that African university libraries have pursued often times with
a good measure of success. He then recommended continuous education
programs such as workshops and short courses as a veritable measure of ICT
literacy impartation. Lwoga, Site ,Busagala, and Chilimo (2009) noted that the
University of Dar Salam (UDSM), apart from a number of workshops,
seminars, public lectures and conferences that are conducted to publicize the
existence of ICT and deliver ICT competencies, uses newsletters, UDSM
website, posters, staff circular, notice boards and the University FM radio.
There are different training techniques applied in order to achieve
maximum result. These are enumerated by various authors among them is
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Ajidahun (2007) who pointed out that there are various training techniques that
University library personnel can be exposed to on short and long term bases.
He noted that silver identified ten training techniques for staff training as
follows: on-the-job training (OJT), vestibule training, Classroom/lecture
method., Case study, in-basket, case history method, Self study, Electronic
teaching media, Simulations, games, and role playing T-groups, encounter
groups, and sensitivity training Schools and outside seminars Consultants and
special training. Bourton,,and Manab,(1997) also listed five long term training
techniques as on-the job training, job rotation, coaching, apprenticeship and
modelling. These are management development programmes to train and
develop the manager to his or her fullest potentials. However, Ajidahum (2007)
enumerated some of the training techniques relevant for the development of
library personnel as study visits which broaden and updates their knowledge by
understanding computer operations in other information and automated
systems, in-service training which involves familiarizing staff with an
automated library system and to the variety of software that can be used for the
development and management of automated library systems.
Akhigbe (1997) and Ugbokwe (1988) are of the view that training
should take the form of continuing education, industrial attachment, formal
education programme leading to certificates, Diploma and Degrees; on- the-job
learning from experienced colleagues, coaching and special project and off-the-
job lectures, seminars, discussions and instructions of various types. Seamless
20
interface to catalogues of all libraries forced librarians to learn to organise,
manage systems and find out and produce access to information kept
elsewhere. The knowledge and skill acquisition of how to organise and manage
systems will facilitate resource sharing. Eyitayo(2008) in Aina, Mutala, and
Tiamiyu, in recognising the need for internet skill acquisition noted that though
information is available on the internet, skills are required in other to be able to
gather information on the web. He pointed out that apart from going directly to
URL, there are four major ways to source for information on the web. They are
search engines and meta-search engines, information gateways, subject
directory portals and online databases. Ashcroft and watts (2004) recognised
the importance of continued professional development as to keep skills and
expertise up-to-date for all aspects of work. They emphasised that changes in
the provision of information brought about by the emergence of electronic
resources have created subsequent changes in the skills needed by information
professionals. Chartered Institute of Library and Information Professionals
CILIP(2004) UK‘s CILIP and American library Association ALA noted that
Continued Professional Development (CPD) is significant in this electronic
environment. CILIP has equally produced a framework for CPD designed to
assist in the building of a personal portfolio, accessing competence and
recording CPD activities and needs. It also offers a number of facilities to
support CPD, including workshops (in ICT and internet skills and professional
and technical skills.), conferences, a charter shop scheme and advice on
professional practice.
21
Training is of great value in any establishment. Hyman (1991) opined
that without training, consumers may not be efficient in the use of computers.
They may not derive maximum benefits from their systems. This is supported
by Ajidahum (2007) who maintained that there is no doubt that staff trained in
information technologies will be more efficient in the use of information and
computer facilities than those who never had such training. Training of
personnel enhances productivity, improves job performance and promotes
management efficiency. Miliszewska (2008) noted that though information
literacy has been recognized in most policies, more advanced information
technology and communication (ICT) skills and digital literacy have been
largely overlooked.
ICT Literacy Application in Libraries.
Librarians apply their ICT literacy skills in the utilization of ICT for
different library services .The application of ICT has caused significant
changes in Libraries leading to automated cataloguing, circulation, information
retrieval, electronic document delivery, and CD-ROM database. The advent of
the internet, digitization, and the ability to access library and research materials
from remote locations created dramatic changes by the twentieth century.
Expert systems, wireless, virtual reference services, and personal web portals
have brought changes in librarianship, where digital and electronic libraries
complement, and in some cases replace traditional libraries.ICT brought a new
leaf in library operation by impacting on various spheres of librarianship. The
22
introduction of ICT has helped to heighten the rate of job performance and the
quality of work done in a minimal time.ICT literacy is indispensable to be part
of digital environment as it comes to play as the dexterity in operating in the
new library environment. Librarians therefore apply their knowledge and skill
of ICT in their emerging professional work.
The traditional roles of librarians are changing from traditional library
services to electronic library services. Oni, in Madu (2004) also stressed that
ICT are used generally in libraries for house keeping functions such as
acquisition, cataloguing, circulation and serials. He then emphasised that ICT
in cataloguing section facilitates the following activities; establishment and
maintenance of catalogue database, name authority files, subject files and local
authority lists, Online public access catalogue (OPAC),Inventory control and
inventory statistics. Librarians need quick access to suppliers of books, journal,
and electronic publications. And in respect of that internet is a simple and
efficient method of accessing and updating documentation and a seamless
interface to catalogue of all libraries. Oni, in Madu (2004) stated that computer
applications in circulation section of the library helps to eliminate some of the
repetitive nature of manual work such as charging and discharging of books,
writing overdue notice, reservation of books and compilation of accession list
of new arrivals, recording of fines and keeping statistics. ICT increases
efficiency and effectiveness in the library work routine. It encourages quick
information access and globalization as noted by Uchendu (2007) that through
23
ICT, researchers can have access to information available on computer
networks and online services across the globe. ICT is applied in libraries and
information centres to ensure that information delivery is timely, accurate,
precise and relevant. ICT literacy is a sine qua non to partaking in the
knowledge society and many developing countries have low level of skills
about computer use and internet navigation
In the electronic environment ,ICT literacy is required for effective
library services delivery. Ayo (2001) pointed out that ICT are used in libraries
for database management, internet search, web management and general online
service for their users. This simply shows that apart from the inroad of ICT into
the traditional library operation, it has brought librarianship into a novel
platform for operation (digital platform). Lwoga, Site ,Busagala, and Chilimo
(2009) noted that the differences in the ability of countries, regions, sectors and
socio-economic groups to access and use ICT often follows and reinforces
existing inequality and poverty patterns. The benefits of ICT are unevenly
spread between and within countries resulting in ‗digital divide‘. There are also
unequal distribution of ICT literacy skills among individuals even in the same
profession and work environment. Uchendu (2007) citing Okebukola stated
that ICT can be applied in libraries for resource sharing as no single library can
be all sufficient in terms of its acquisition. Internet has made simple and
speedy purchase of information Sources like books, journals and electronic
publications, publisher‘s catalogues, tools like books in print, as well as forms
24
for ordering documents are available on the internet. Rowley (1993)
maintained that it is applied in libraries for record keeping and library
management as well as information storage and retrieval.
Oni in Madu (2004) emphasized that subscription control, information
storage and retrieval services and management functions are traditional serial
work that ICT helps to facilitate. He also pointed out that Bar codes and laser
scanners have replaced hand stamped cards; due dates and patron fines are
stored in Database, not in file drawers again. Akintude (2004) listed some of
the uses of ICT in libraries as follows: Library management and administration,
Processing of library materials, Accessing off-line resources, Processing of
regular library services for users, Inter-library cooperation and lending, and
Video conferencing. Therefore, ICT has become a veritable tool for
information acquisition, processing and dissemination for both librarians and
library users for the progress of librarianship as a profession. Farmson (!999) in
discussing the impact of Information Technology in libraries noted that OPAC
has made card catalogues redundant and brought efficiency among other
benefits into bibliographical searching. The CD-ROM has greatly enhanced in-
service training and helped great deal in self tuition. Oni in Madu (2004) noted
that C.D-ROM is an information technology with great potential for libraries
because of its storage capacity, compactness, portability, reduced shelf space
and durability. In essence, it has some preservative function of the library
materials. He maintained that CD—writable accessories have solved the
25
problem of database creation in libraries which helps in storing archival
materials.
Library services are boasted by the ICT in libraries. Oni in Madu(2004)
summarized the use of ICT in libraries as house-keeping functions, users
services, CD-ROM searching and networking .It facilitates library services in
the homes by the online search of catalogue for books, place a book on hold or
reserve and request an inter library loan. Faboyinde (2006) emphasized that
communication tools such as E-mail, fax, computers and video conferencing
are being used to overcome the barriers of space and time and opens new
possibilities for library services. Anunobi (2004) stated that the implication of
this is that librarians should be literate and competent in the use of basic
computer tools for efficiency and relevance in their profession. There are
electronic opportunities for users and librarians in network information
resources environment. In electronic service concept, librarians‘ roles will
become more prominent as educators, information managers, information
management consultants, custodians of information, information providers,
publishers, change agents and even as custodians of public library facilities.
Therefore, the current trend is the digitization of the traditional libraries.
It is worthy to note that digitization Process and the operation in the digital
environment requires ICT literate librarians. Chiware (2007) noted that ICT
literacy which include the awareness of digital projects, the tools and resources
for building digital collections, collection developing and management and
26
marketing of the digital resources is applied in the digitization of African
university libraries. In this sense, the acquisition of ICT literacy as part of
training for the digital age helps in facilitating the digitization processes in the
library. The computer and information-literate user who comes to the library
for reference services can conduct searches and retrieve the results of such
searches with minimum assistance from the librarian if he is ICT literate.
User education is a means of achieving effective library services
delivery. Librarians have the onerous task of teaching the library users how to
use the ICT tools to achieve their information goals. Oliver and Tower (200 )
noted that ICT literacy is applied in the use of internet and communication
technologies in the delivery of both information and instruction for learners.
Hindrances to ICT Literacy Skill Acquisition.
ICT literacy acquisition is a boaster to academic librarians‘ work life.
However, many problems have been obstruction on the way of this ICT literacy
acquisition. Jordan (2003) suggested that barriers to adequate ICT skills
training in developing countries arise from both lack of ICT literacy and the
fact that many local library schools fail to integrate ICTs into their curricular.
Lwoga,, Site ,Busagala, and Chilimo (2009) identified the following
challenges as hindrances to effective ICT literacy acquisition: over-dependency
on donor support, low bandwidth, inadequate ICT facilities, under utilization of
the few available ICT facilities, inadequate ICT training and failure to retain
ICT manpower. Chiware (2007) noted that digital age is a reality and African
27
University libraries face many challenges in the implementation of digital
library project. These include funding, human resources, training and retention
of skills, internet connectivity, telecommunication infrastructure, and copy
right issue. He equally stated that the successful acquisition of ICT literacy
skills/competencies depends on the commitment of management and
availability of funds, trainers and time for participants to leave their jobs and go
for short courses at given intervals over a long period of time.
Attitudes of library schools, individuals and government draws back the
enthusiasm of people to receive training in ICT literacy Rosenberg (2005)
noted that new recruits in library profession do not have necessary ICT-related
knowledge and skills, because of the deficiency of library and information
science curricula in the ICT area. This indicates that the problem is from the
basic that is the library school. Womboh and Abba (2008) noted that a laissez-
faire attitude of lecturers, students and even librarians by feeling that their
employers should train them in ICT hinders ICT development in University
libraries. People should employ self effort in becoming ICT literate as
cybercafés is springing up in every street corner. He also pointed out that the
delay in the implementation of government policies on ICT plans retards ICT
literacy acquisition. He cited the non-implementation of the National policy on
information Technology with a mission to make Nigeria an ICT capable
country in Africa and a key player in the information society by the year
2005...and the provision of National Information Infrastructure ―backbone‘‘ as
28
the gateway to the global information infrastructure. He maintained that as at
2008, the policy has not been fully implemented.
Finance has been the backbone of every organizational success and the
implementation of the organizational staff development programme Balarabe
(2005) identified poor financial provision for staff training and development,
and conservatism by the older members of the profession to ICT change as
major hindrance to ICT literacy skill acquisition. Haneefa (2007) also attribute
lack of fund, infrastructure and skilled professionals to embark on automation
of all library management activities and application of ICT as problem of ICT
literacy acquisition. Adeyoyin (2005) recognized poor infrastructural
development, funding, ICT skills among staff as problems facing Nigerian
university libraries along the road to the 21st century. Faboyinde (2006)
pointed some problems of the ICT application in libraries as operational
orientation (conservatism), financial constraint, erratic power supply,
insufficient computer or ICT literate librarians and lack of political will to
implement ICT policies in the country.
Strategies for Enhancement of ICT Literacy Skill Acquisition.
In pursuance of staff development, the National Universities
Commission (NUC) has been making efforts to sponsor university libraries
abroad on ICT training. In recognition of this Womboh and Abba (2008)
suggested that the commission and other government organizations such as
ETF, should fulfil their own terms of reference of sponsoring short training
29
courses abroad for librarians especially on ICT. They equally noted that they
should provide increased fund for Nigerian Universities, self-reliant training in
ICT, at least on a part-time basis. Professionals engaged in library and
information services have to develop new indexing methods and evaluate
techniques to tap the information from the internet. they also mentioned that
there is a need for a retraining of traditionally trained classifiers and
cataloguers in the ICT environment in order to remain relevant in this day of
information society.
On her own part, Igun (2006) recommended that the training of the
librarians for the 21st century must follow cooperative education which
emphasises knowledge and acquisition of work-related skills and competencies
and practices in relevant workplaces. She pointed out that this will remedy the
theoretical knowledge and skill gap. She also reiterated that formal system
produces people with facts and theoretical knowledge but limited practical
skills and the apprenticeship (informal) system which produces people with
limited practical skills and no theoretical knowledge. Jordan (2003) in stressing
the need for in-service programs for librarians from developing countries noted
the need for customising the training of each individual or group, so that a
match is achieved between what they need to learn and what they actually
undertake during the training period. It will help both the trainer and the
trainees to achieve an enhanced workshop experience tailored to the trainer‘s
needs.
30
World Summit on Information Society WSIS (2007) advocated the
designing of specific training programs in the use of ICT in order to meet the
educational needs of information professionals, such as archivists, librarians
and museum professionals. It also stated that training of information
professionals should focus not only on new methods and techniques for the
development and provision of information and communication services, but
also on relevant management skills to ensure the best use of technologies. It
entreated library associations and libraries to prepare a written proposal for
their governments to benefit from these suggestions. Lwoga, Site ,Busagala,
and Chilimo (2009) noted that the University of Darsa lam (UDSM), uses
newsletters, UDSM website, posters, staff circular, notice boards and the
University FM radio to publicize its ICT programmes. They also emphasised
that the University offers consultancy services to her various campuses and
community at large.
However, Pond (2009) advocated the use of evidence-based
librarianship technique to enhance and improve ICT training programmes in
developing countries. This is a pre-training assessment tool to use with
professional librarians in developing countries, in ICT training. It helps both
the trainee and the trainer to assure the most efficient use of resources of
money and time. Chiware (2007) was of the opinion that the success of African
University libraries in the digital age depends on the adequate training on ICT
to initiate and manage digital resources. He emphasised that this can be
31
achieved through formal education in library and information science and as
part of continuing education for staff.
Lwoga, Site ,Busagala, and Chilimo (2009) stated that Universities
should promote ICT expertise to develop software and hardware to support the
local needs. They should adapt, maintain, customise and configure existing ICT
solutions to their specific requirement.
Still considering the need for lasting solution to favourable training
strategies, Education Testing Services (2004)suggested some strategies that
will help promote digital literacy. Among them are : formal education through
inclusion of a favourable environment for learning ICT in library school
curriculum and creating a favourable environment for learning ICT
competencies; innovative strategies and or intuitive learning strategy/
enjoyment strategy through video games; parallel literacy strategies through the
spread of more modern telephone systems, development of interactive digital
television; and the convergence of audiovisual media and the internet
connection equipment and multimedia facilities; and the involvement strategies
through NGOs, government ,private companies, universities, research institutes
and others.
32
Review of Related Empirical Studies
The Availability of ICT Facilities in Libraries
In another study, Idowu and Mabawonku (1999) carried out a survey
study of information technology facilities and applications in some Nigerian
research and University libraries. Twenty-two libraries were purposely
surveyed for this study. Nine (9) of these are research institute libraries while
the remaining thirteen (13) are University libraries. Sampling was restricted to
only the Nigerian government funded libraries. Two sets of questionnaire were
issued to heads of libraries and librarians respectively, to investigate the types
of hardware and software available for use in the libraries. The major findings
reveal that all the libraries surveyed have access to computer facilities but at
varying degrees. The researchers suggested that it is necessary that the
government provides adequate funding for complete computerization. The
study is relevant to the present research in that it is purposive sampling of
government funded libraries.
Ani and Bassey (2008) studied the availability and utilization of
information and communication technology (ICT) in Nigerian Law Libraries
for sustainable development. It is a survey design. The sample population was
44 law librarians using attendance list of a national workshop organised for law
librarians on accreditation of law programmes in Nigeria held in Nigerian
institute of Advanced legal studies, University of Lagos Campus, from June 21
– 23, 2005. 27duly completed questionnaire were retrieved and used for data
33
analysis. The findings of their study reveal that, Nigerian law libraries are
currently making progress to participate in the global adoption and utilization
of ICT for efficient service delivery. The paper recommends effective human
capacity building and user education programmes for sustainable adoption and
utilization of Nigerian libraries. That proprietors of Nigerian libraries should
increase their level of funding in order to increase ICT integration. They also
suggested that government should provide enabling environment such as stable
power supply and relevant ICT policy to include lower tariff on all imported
ICT equipment / accessories. The study is relevant as it studied the availability
of ICT.
ICT Literacy Level
Anunobi (2004) studied the Computer Literacy Status of librarians in
Imo State. It is designed to ascertain the level of Computer literacy among
librarians in Imo State of Nigeria. The study was a survey design with a sample
population of forty (40) librarians selected during their professional meetings.
Questionnaire method of data collection was also used. The study showed that
67.5% of the librarians who are computer literate are concentrated around
institutions with staff that have low service years of job experience ( 0 – 5
years). Such literacy is limited often to word – processing application, a
competency acquired through hand-on access to computers and seminar
attendance and formal education. She recommended that individual librarians
should make effort to engage in self-training. Most of librarians are trained in
34
the absence of ICT environment. This calls for ICT training for staff, structured
through groups short courses in order not to interfere with their daily activities.
Computer literacy is an integral part of ICT literacy and this makes the study
relevant to the present research.
Babu,vinayamgamoorty,and Gopalakrishnan (2007) studied the ICT
skills among Librarians in Engineering Educational Institutions in Tamil Nadu
(India). The study was a survey and the sample population was 225 selected
randomly among different categories of engineering institutions in Tamil Nadu.
171 out of the 225 administered questionnaire were responded. Data collect
was presented using tables and percentages. In his discovery, the study shows
that the library and information professionals working in engineering
educational institutions in Tamil Nadu in one way or the other are acquiring
considerable basic skills in ICT. However, the study pointed out that they need
to concentrate more on network-based services and digital library services. The
study is related to the present research because both of them are on ICT skills
among librarians. The research design is appropriate due to the nature of the
population.
Adeyoyin(2005) also carried out a survey on information and
communication technology(ICT) literacy among the staff of Nigerian
university libraries. A survey design was conducted among the 268
professionals,358 paraprofessionals and 1133 other members of staff of 18
Nigerian university libraries. Questionnaire method was used to illicit
35
information from the respondents. Findings of the study show that Nigerian
university library professionals and paraprofessionals should acquire an
enhanced level of ICT literacy. In other words, their ICT literacy is low. The
study recommended staff training and adequate ICT infrastructure for both
category of staff. The study is related to the present research in that the
professional librarians were among those studied.
Application of ICT Literacy in Library
Haneefa (2007) undertook a study on Application of information and
communication technologies in special libraries in Kerala (India).The study is a
survey of librarians and library users limited only to automated special libraries
in Kerala. The method of data collection was questionnaire, semi-structured
interviews with librarians and observational visits in the library. Frequency
tables and percentages were used to analyze the generated data. The analyses
revealed that though the libraries had hardware, software, and communication
facilities to some extent, ICT-based resources and services were not reaching
the users to the expected extent. It also shows that the library automation in
Kerala was largely commenced during the period 1990-2000. CDS/ISIS was
used more in the libraries than any other software. That the ICT-based resource
used by the largest percentage of the users was the E-mail. Most of the libraries
were hampered by lack of funds, lack of infrastructure, and lack of skilled
professionals to embark on automation of all library management activities and
application of ICT.A good number of the library users were not satisfied with
36
the application of ICT in their libraries and indicated ‗inadequate
infrastructure‘ as their major reason for dissatisfaction. The study also
proposed a variety of measures of formal orientation and training on ICT for
users to become more effective. The study is relevant to the present research in
that it talked of application of information and communication technologies in
libraries.
In their own study, Islam and Islam (2007) carried out a research on use
of ICT in libraries: an empirical study of selected libraries in Bangladesh. It is a
survey design. The population is made up of six University libraries and three
special libraries. Questionnaire was used as instrument of data collection. The
data was analysed using tables. Some major problems hindering the use of ICT
were identified as administrative barriers, lack of shared initiatives, lack of
skilled manpower, lack of financial support, lack of infrastructure, lack of ICT
resources, absence of local resources, lack of long – term planning,
psychological barriers, lack of ICT training programmes, lack of networks and
lack of E-resources policy. The study recommended some actions to help solve
the identified problems. These are: well-trained and skilled personnel,
provision of funds to libraries, removal of administrative bottle-neck, adequate
accommodation, provision of centralized database, support from the parent
organization, Networking, short and long – term training, and a comprehensive
collection development policy for e-resources. The study no doubt is related to
the present research in terms of the use of ICT in libraries.
37
Summary of the Literature Reviewed.
Available, relevant literatures relating to ICT literacy and ICT
availability in libraries were reviewed generally. Information and
communication technology literacy is the set of skills and understandings
required by people to enable meaningful use of ICT appropriate to their needs.
The ICT literacy for librarians is relative measures of the librarians‘ capacity to
make appropriate use of ICT for information acquisition, organization, retrieval
and dissemination as information professionals.
Conceptually, the literature reveals that information is indispensable in
human activities. And that the utilization of information requires information
skills/literacy which is also an essential component of computer literacy. It
shows that ICT literacy is the ability to use digital technology, communication
tools and/or networks to access, manage integrate, evaluate and create
information in order to function in a knowledge society. It also indicated that
the availability of basic facilities such as computers, telephone and ICT
infrastructures encourages librarians‘ ICT literacy skills and the actualization
of their professional roles in the new electronic information environment.
The review of literature also showed that the constituent of ICT literacy
include using the computer and communication tools to locate information and
the subsequent dissemination of information and for the success in the work
place. It also noted that the ICT literacy encompasses the recent dimensions of
technology brought about by networks and internet developments. The ICT
38
literacy level requires effective use of ICT by users and librarians to
accomplish tasks and exploit the internet in the information society.
The review also highlighted some of the applications of ICT in
achieving the professional goals of academic librarians. This include house
keeping functions such as acquisition, cataloguing, circulation, serials, clerical
and record keeping functions. It also revealed that ICT is used in libraries for
database management, internet search, web management and general online
services for their users. However, it also reveal that ICT facilities and
infrastructure are not adequate in number and for digital or electronic library
operations.
The literature review also identified that over-dependency on donor
support, low bandwidth, inadequate ICT training and failure to retain ICT
manpower affects ICT literacy acquisition. It also show that the laissez-faire
attitude of lecturers, students and even librarians in inculcating ICT literacy
together with non-implementation of national policy on information technology
hinders ICT literacy acquisition. It also revealed that poor financial provision
and conservatism are hindrances to ICT literacy acquisition. The literature
equally reveals that ICT literacy can be acquired through continuous education
programmes such as workshops, conferences and short courses. It also shows
that both short course and long-term training are applied in ICT and internet,
professional and technical skill acquisition. Various training programmes are
found to be necessary in ICT literacy skill competences acquisition such as
39
sponsored programmes of evidence-based librarianship techniques, awareness
techniques such as newsletter, website, posters, staff circular, notice board and
the development of institutional ICT capacity building techniques.
The research will contribute to literature on level of ICT literacy among
academic librarians in south-east geo-political zone of Nigeria. It will also
contribute to the literature on the influence of ICT literacy on its application by
academic librarian. However, most of the publications were not locally
available but were found through the internet. From the literature review, not
much has been written on ICT literacy in Nigeria and in particular South East
Geo-Political zone of Nigeria. Therefore the scope of the various literature
reviews studied did not cover the present area of study. Also important is the
dearth of information on strategies for enhancing ICT literacy acquisition.
There are gaps yet to be filled on the influence of ICT literacy on its
application by librarians. However, this study has the primary purpose of filling
up this missing link. In the present day globalized world, the level of ICT
preparedness, availability, use, and literacy are important variables in the
development index of a country. This buttresses the need for this study for
individual and societal development.
40
CHAPTER THREE
RESEARCH METHOD
This consist of research design, area of study, population of study,
instrument for data collection and method of data analysis.
Research Design
The descriptive survey study method will be used for the study. This
study is set to obtain data on the influence of ICT literacy skills on its
applications for library use among academic librarians in South Eastern
Nigeria. Osuala (1982) noted that survey research focuses on people, the facts
of people, and their beliefs, opinions, attitudes, motivations and behaviour.
Therefore, this design is appropriate for the study as it involves uncovering of
data, interpretation, synthesis, integration of these data and point to
implications and interrelationships among variables.
Area of the Study
This study will be carried out in the South East Geopolitical zone of
Nigeria. The four federal universities to be covered are located within the zone.
Population of the Study
The population of the study consists of all academic librarians in the four
federal universities of the South-Eastern Nigeria. The number of the academic
librarians in the four universities is 93(List of all academic librarians in all the
41
universities 2009-2010). Out of the 93 librarians, 53 (56.9%) were from
University of Nigeria, Nsukka (UNN), 9 (9.8%) were from Nnamdi Azikiwe
University Awka (NAUA), 24 (25.8%) Federal University of Technology
Owerri (FUTO), 7 (7.5%) Michael Okpara University of Agriculture (MUAU)
Umudike.
Sample and Sampling Technique
All the academic librarians in the four federal universities were used . There
was no sampling as it was not a very large population.
Instrument for Data Collection
The instrument for data collection was the researcher‘s developed
questionnaire ―Influence of ICT literacy on its applications by Academic
librarians‖ (IILAAL) (seeAppendix.I). It is made up of six(6) parts : part 1 is
on the ICT facilities available for academic librarians, part II is made up of 30
items on the extent of ICT literacy possessed by academic librarians, part III
has items on the methods of ICT literacy training, part IV has 11 items on the
application of ICT , part V which is on the hindrances to the acquisition of ICT
literacy by academic librarians has 8 items, part VI has 11 items on the
strategies employed to enhance ICT literacy acquisition. The questionnaire was
on a four-point scale in which the academic librarians were expected to tick
their responses to the under listed statements in each part.
In response to the items in the instrument, the following keys were used:
42
Key: AV=Available; NA=Not available; FUN=Functional; NF=Not
Functional
SA=Strongly Agree; A=Agree; D=Disagree; SD= Strongly Disagree.
VLE= Very Large Extent; LE= Large Extent; SE= Small Extent; VSE=Very
Small Extent.
Very High; H=High; L=Low; VL=Very Low
Validation of the Instrument
The instrument was subjected to face-validation. Three experts in library
and information science were involved in the validation. They were asked to
critically examine and scrutinize the items of content relevance, items clarity
and coverage. Some unacceptable items were removed and some were added
based on their suggestions (see appendix I).
Method of Data Collection
The researcher made use of a research assistant in administering and
collection of the questionnaire. 93 copies of the questionnaire were distributed
generally with 53 copies to UNN library,24 copies to FUTO,9 copies to
UNIZIK, and 7 copies to MUAU. A total of 59 copies were returned giving
63.44% return rate. Fifty-one copies (86.44%) out of 59copies of the
questionnaire that were returned were found usable. Thirty copies of the usable
questionnaire were from UNN library, nine copies from UNIZIK, seven copies
from FUTO, and five copies from MUAU.
43
Method of Data Analysis
Responses from the questionnaire and research questions 1-6 were
analysed using frequency, and mean for clear presentation and comparison of
various variables in each research question. The responses were categorized as
follows:
Table 1: Response categories and their nominal scale
Response
categories
Response
categories
Responses
categories
Nominal scale
SA VLE VH 4
A LE H 3
D SE L 2
SD VSE VL 1
The mean was interpreted in line with the 4 point scale ranging from
four (4) highest to one (1) lowest. For decision making, the lower limit of the
high degree response category, which is 2.50, was used as the cut off point.
Any item with a mean response of 2.50 and above was accepted as an
influencing factor.
44
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
The result were presented in line with the research questions. The
data relevant to each research question are presented and analysed in tables. At
the end of the chapter, a summary of the major findings is presented.
Research Question 1
What are the facilities put in space for the acquisition of ICT literacy skills.
Respondents were asked to indicate the availability and the nature of ICT
facilities in their library.
45
Table 2: Available ICT Facilities and their State of Functionality
N = 30 N = 9 N = 7 N =5
S/No ITEMS U N N U N I Z K F U T O M U A U
AV NA FU NF DEC AV NA FU NF DEC AV NA FU NF DEC AV NA FU NF DEC
1 Computers 97.3 2.7 97.3 - A&F 100 - 100 - A&F 100 - 100 - A&F 100 - 100 - A&F
2 Standby
generator
97.3 2.7 97.3 - A&F 100 - 100 - A&F 100 - 100 - A&F 100 - 100 - A&F
3 Interconnectivity 90 10 90 - A&F 100 - 100 - A&F 100 - 100 - A&F 40 60 40 -
4 LAN 73 27. 73 - A&F 100 - 100 - A&F 100 - 100 - A&F 40 60 40 -
5 CD-writer 73 27 73 - A&F 100 - 100 - A&F 100 100 - A&F 40 60 40 -
6 Cataloguing 86.5 13.5 86.5 - A&F 100 - 100 - A&F 100 - 100 - A&F 40 60 40 -
7 Power print
projector
83.8 16.2 83.8 - A&F 100 - 100 - A&F 87.
5
12.
5
100 - A&F 40 60 40 -
8 Digital camera 75.7 24.3 75.7 - A&F 100 - 100 - A&F 100 - 100 - A&F 60 40 60 -
9 Scanner 75.7 24.3 78.7 - A&F 100 - 100 - A&F 100 - 100 - A&F 40 60 40 -
10 Printer 46 54 46 - 100 - 100 - A&F 100 - 100 - A&F 100 - 100 - A&F
Percentages of Availability and Functionality of ICT Facilities.
46
The data presented in the table 2 shows that majority of the respondents
with a percentage of 75% and above in UNN agreed that all the enumerated
facilities are available and also functional. 2.7% on the other hand indicated that
computers, standby generator, Local Area Network. CD-writer are not
available.10% denied having interconnectivity, 13.5%indicated that there is no
cataloguing software and 16.2% were of the opinion that there is no power point
projector. 24.3% indicated that there is no digital camera and scanner while 54%
indicated that there is no printer.
All the respondents in UNIZIK attested to the availability and
functionality of all the facilities. In FUTO, almost all agreed that all the facilities
are available with the exception of 12.5% that indicated that they do not have
power point projector. In MUAU, all agreed that computers, standby generator and
printer are available. 40% indicated that there is interconnectivity. LAN, CD-
writer, cataloguing software, power point projector and scanner.
Those that indicated the availability of the materials also indicated that
they are equally functional.
Research question 2
What are the levels of ICT literacy possessed by academic librarians in
South East Geo-political of Nigeria.
Questionnaire was used in obtaining data to answer this research question
47
Table 3:The Mean Responses of librarians on the levels of ICT literacy among
academic librarians in south east geo-political zone in Nigeria. N = 30 N = 9 N = 7 N = 5 AVR
MEAN
DECISION
S/
No
Item UNN UNIZIK FUTO MUAU
X X X X
Computer Operation
1 Turning on 3.8 4.0 4.0 3.6 3.9 Accepted
2 Opening a computer file 3.6 4.0 4.0 3.2 3.7 Accepted
3 Interconnectivity 2.8 3.2 3.7 2.6 3.1 Accepted
4 Deleting a computer file 3.0 3.9 4.0 2.8 3.5 Accepted
5 Creating a directory or folder Accepted 2.9 3.2 4.0 2.8 3.2 Accepted
6 Copying a file from one disk to another 2.9 3.1 3.9 2.4 3.1 Accepted
7 Connecting to internet 2.8 2.6 3.4 2.6 2.8 Accepted
8 Installing program 2.7 2.3 3.4 3.0 3.8 Accepted
Application Software
9 Ms-Word 3.1 4.0 3.7 2.8 3.4 Accepted
10 Ms-Excel 3.0 3.8 3.4 3.2 3.4 Accepted
11 Ms-Access 3.0 3.3 2.7 3.4 3.1 Accepted
12 Ms-Power point 2.6 2.0 2.9 3.8 2.8 Accepted
13 Library software 3.2 2.2 3.4 3.0 3.0 Accepted
INTERNET SKILLS
14 Using the world wide web(www) 3.4 3.6 3.9 3.2 3.5 Accepted
15 Sending an email message 3.2 3.8 4.0 3.6 3.7 Accepted
16 Using the www to find specific information 3.2 3.7 3.7 3.0 3.4 Accepted
17 Taking part in an online discussion or chat
(video conferencing)
2.4 2.1 3.3 3.2 2.8 Accepted
18 Sending an attachment with an email
message
2.6 2.8 3.7 3.0 3.0 Accepted
19 Downloading a file from internet 3.2 2.6 3.1 3.2 3.0 Accepted
20 Saving an image or graphic from a www
page
2.9 2.7 3.7 3.2 3.1 Accepted
21 Using a www search engine eg yahoo 3.2 3.7 3.9 3.0 3.5 Accepted
22 Using keyword phrases to search for
information on the www
3.1 2.4 3.6 2.8 3.0 Accepted
23 Using more advance searc hing techniques
than keywords
3.8 2.4 3.7 2.8 3.2 Accepted
24 Finding useful information from www
searching
3.1 3.4 3.5 3.2 3.3 Accepted
25 Using information from www in projects 3.1 3.6 3.4 3.2 3.3 Accepted
Sourcing of Academic Data Basis such as
26 OARE 3.4 2.8 3.4 3.2 3.2 Accepted
27 AGORA 3.3 2.7 3.4 2.8 3.1 Accepted
28 EBSCOHOST 3.4 2.8 3.4 3.6 3.3 Accepted
29 HINARI 3.1 2.8 3.4 3.0 3.1 Accepted.
30 OPAC 3.1 2.8 3.4 2.0 2.8 Accepted
CLUSTER MEAN 3.2 3.1 3.6 3.4 Grand X 3.2
Accepted
48
The data presented in Table 3 revealed that the mean responses of all the
items are very high with average means above 2.50 which is the decision mean
or criterion mean. It can then be deduced from the table that the ICT literacy
skills among the academic librarians in Southeast Geo-political zone of Nigeria
are high. This is as a result of global emphasis on ICT in every area of life and
librarians have also catch up with the emerging trend . The individual cluster
means and the grand mean equally showed that all the librarians in these
universities have appreciable ICT literacy skills with cluster means of 3.2 for
UNN, 3.1 for UNIZIK, 3.6 for FUTO, 3.4 for FUAU and a grand mean of 3.2
which are all above the criterion mean.
Research question 3:
What are the training methods used for the acquisition of literacy skills?
Table 4: The Mean Responses of Respondents on the Means/Methods
used in Acquiring ICT Literacy Skill
N = 30 N = 9 N = 7 N = 5 AVR X Decision
S/N Item UNN UNIZIK FUTO MUAU
X X X X
1 Formal Education 3.4 4.0 3.6 3.5 3.5 Accepted
2 Informal Education 2.9 3.8 3.1 3.1 3.2 Accepted
3 Through colleagues 3.4 3.6 3.0 3.6 3.4 Accepted
4 Self-study 3.5 3.5 3.5 3.0 3.1 Accepted
5 Training at work place 3.5 3.9 3.2 2.8 3.4 Accepted
6 Attending IT programme 3.4 4.0 3.5 3.4 3.2 Accepted
7 Attending
workshops/seminars
3.4 3.9 3.3 3.2 3.6 Accepted
CLUSTER MEAN 3.4 3.7 3.3 3.2 Grand mean
3.4
Accepted
49
Table 4 above shows that the items received a response average mean of
3.1 and above which is greater than the criterion mean of 2.5. This indicates
that all the responses are accepted or agreed with the statements as
methods/means of ICT literacy skills. The cluster mean of 3.4, 3.7, 3.3, 3.2, and
a grand mean of 3.4 also show that all the universities agreed with the
statements on methods/means of ICT literacy acquisition.
Research Question 4
In what ways do academic librarians apply ICT literacy skills to their
professional work in the library ?
Table 5: The Mean Responses of Academic Librarians on the Ways of the
Application of ICT Literacy for Library Services. N = 30 N = 9 N = 7 N = 5 AVR
X
Remark
S/N Items UNN UNIZIK FUTO MUAU
X X X X
1 For speedy purchase of
information sources like books,
journals and electronic
publications, publishers
catalogue
3.6 3.9 3.0 3.4 3.5 Accepted
2 Establishment and maintenance
of catalogue database and online
public access catalogue (OPAC).
3.4 3.9 3.2 3.4 3.4 Accepted
3 Online cataloguing 3.6 3.6 3.3 3.2 3.4 Accepted
4 Resource sharing 3.6 3.0 3.5 3.0 3.3 Accepted
5 Virtual reference services 3.3 3.0 3.5 3.0 3.2 Accepted
6 Serials management 3.2 3.1 3.3 2.9 3.1 Accepted
7 Storing and retrieval of data 3.6 3.2 3.4 3.1 3.3 Accepted
8 CD-ROM searching 3.4 3.1 4.0 3.2 3.4 Accepted
9 General online services to users 3.3 3.1 3.4 3.0 3.2 Accepted
10 Internet search 3.5 3.1 3.7 3.3 3.4 Accepted
11 ICT proficiency 3.3 3.1 3.6 3.1 3.3 Accepted
CLUSTER 3.4 3.3 3.4 3.1 3.3 Accepted
50
From table 5, it can be observed that all items in the four universities
have their average mean rating from 3.3 and cluster mean of 3.4 for UNN, 3.3
for UNIZIK, 3.4 for FUTO, and 3.5 for FUAU . Speedy purchase of
information sources like books, journals and electronic publications, publisher
catalogue and establishment and maintenance of catalogue database and
online public access catalogue(OPAC) have 3.5 each showing that their responses
are very highly accepted. All other items have values above 2.50 indicating that they
are veritable library services where ICT literacy can be applied.
It is clear from the table that all the library services require ICT literacy skill
to be relevant in this information communication and technology age.
Research Question 5
What are hindrances to the acquisition of ICT literacy skill by librarians in
South east Geo-political zone of Nigeria?
51
Table 6: The Mean Responses of Academic Librarians with Regard to The
Hindrances to their Acquisition Of ICT Literacy Skills.
N = 30 N = 9 N = 7 N = 5 AVR
X
DECISION
S/N Items UNN UNIZIK FUTO MUAU
X X X X 1 Financial problem 3.8 3.2 3.5 3.0 3.4 Accepted
2 Poor ICT Infrastructure 3.5 3.2 3.5 3.2 3.4 Accepted
3 Library professionals not
interested in learning IT
knowledge(conservatism)
2.1 2.3 3.1 2.8
2.6 Accepted
4 Overload of working hours 2.8 2.3 2.6 2.6 2.6 Accepted
5 Lack of interest by the library
management in sending their
librarians to upgrade their IT
skills
2.7 3.0 3.1 3.0 30 Accepted
6 Lack of sufficient staff in the
library
2.4 2.5 3.1 3.0 2.8 Accepted
7 Limited opportunities offered by
IT(lack of training opportunities)
2.6 2.9 1.9 2.7 2.5 Accepted
8 Lack of professional recognition 2.3 1.7 3.1 2.3 2.4 Accepted
CLUSTER MEAN 2.8 2.6 3.0 2.8 2.8 Accepted
The results in table 6 indicate the responses of academic librarians on
the hindrances to the acquisition of ICT literacy skills by academic librarians in
Southeast geo-political zone of Nigeria. From the table, it is revealed that the
average mean rating for all items with the exception of lack of professional
recognition with average mean of 2.4 are greater than the criterion mean of
2.50.
Financial problems and poor ICT infrastructure are the most hindrances
to the acquisition of ICT literacy skills. All other hindrances are also accepted
by the librarians. The cluster means of 2..8, 2.6,.3.0, and 3.0 with the grand
52
mean of 2.8 indicate that the responses on hindrances to ICT literacy
acquisition are accepted.
Research Question 6
What are the strategies employed for the enhancement of ICT literacy
skills acquisition by academic librarians in Southeast Geo-political zone of
Nigeria.
Table 7: The Responses of Academic Librarians on the Strategies Employed for the
Enhancement of ICT Literacy Skills Acquisition.
N = 30 N = 9 N = 7 N = 5 AVR
X
Decision
S/N Item UNN UNIZIK FUTO MUAU
X X X X 1 Government sponsoring of study
visits to USA,UK and other
advanced countries
3.5 3.9 3.9 3.6 3.7 Accepted
2 Sponsoring of short training
courses abroad for librarians.
3.5 3.8 3.7 3.2 3.6 Accepted
3 Self-reliant training 3.5 2.9 3.9 3.2 3.4 Accepted
4 Development of new indexing
methods and techniques to tap
information from the internet
3.3 3.1 3.1 2.6 3.0 Accepted
5 Adoption of knowledge and
acquisition of work related skills
and competencies and practices in
relevant work place.
3.3 3.9 3.2 2.8 3.3 Accepted
6 Designing of specific training
programme
3.5 3.6 3.5 2.4 3.3 Accepted
7 The use of public awareness
platforms such as newsletters,
website, posters, notice boards,
staff circular and University FM
radio
3.3 3.1 3.6 2.0 3.0 Accepted
8 Use of Evidence-based
librarianship
3.2 3.0 3.5 3.0 3.2 Accepted
9 Intuitive strategy/ enjoyment
strategy through video games
2.9 3.0 3.1 2.8 3.0 Accepted
10 Parallel literacy strategies through
telephone system and interactive
digital television
3.2 3.0 3.1 2.2 2.9 Accepted
11 Involvement strategies through
NGOs, government, private
companies, universities and
research institutes
3.2 3.8 3.3 2.4 3.2 Accepted
CLUSTER MEAN 3.3 3.4 3.5 2.7 Grand
mean
3.2
Accepted
53
Table 7 revealed that the average mean rating for all the strategies are all
greater than the criterion mean value of 2.50 and 2 items having values above
3.50 indicating that they are very highly needed while 9 other items are needed
with average mean above 2.50
It can be inferred from the table that all the items are the necessary
strategies to adopted for the enhancement of ICT literacy skills acquisition.
Summary of the Major Findings
The results of the study are as follows:
1. Academic librarians in South East Geo-political zone of Nigeria have
very high and high level of ICT literacy.
2. There are varying degree of ICT facilities availability and functionality.
3. Academic librarians in South East Geo-political zone of Nigeria require
both formal and informal means of training to acquire ICT literacy
skills.
4. The application of ICT literacy for library services helps to achieve
greater organizational efficiency and effectiveness.
5. Finance, poor ICT facilities, conservatism are the most factors hindering
ICT literacy skill acquisition by academic librarians.
6 Self-reliant training and on-the-job training including sponsored short
and long training courses within and outside the country by the
government,NUC, and NGOs are recommended strategies to be
employed for ICT literacy skills acquisition.
54
CHAPTER FIVE
DISCUSSION OF FINDINGS, CONCLUSION, IMPLICATIONS AND
RECOMMENDATIONS
Discussion of Findings
This chapter presents the interpretations and discussion of findings as
well as inferences drawn from them. The discussion was organised according
to the purpose of the study and the research questions. It is organised under the
following subheadings.
Availability of ICT facilities
Levels of ICT literacy among academic librarians
Methods and means of ICT literacy acquisition
Application of ICT literacy skills for library services
Hindrances to the acquisition of ICT literacy skills.
Strategies for enhancing the acquisition of ICT literacy skills.
Availability of ICT Facilities
The study revealed that there are ICT facilities in the universities studied
as indicated by more than 75% of the respondents in each university. The
facilities availableare:computers,interconnectivity,LAN,CD-Writer,cataloguing
software power point projector and scanner . They equally agreed that they
are functional where they are available but those who indicated ‗not available‘
automatically indicated ‗not functional‘.
55
From the personal observation of the researcher in the universities
visited, it was confirmed that most of the ICT facilities are available as each
and everyone of them is making frantic efforts to participate in the global
adoption and utilization of ICTs for efficient services delivery. However, the
variations in responses within and among the universities is not unconnected
with the differing financial strength and priority of each institution to provide
these facilities. These are in line with the findings of Idowu and mabawonku
(1999) and Ani and Bassey (2008) that the libraries they studied have access to
computer facilities and are making progress in adoption and utilization of ICT
for efficient and effective services but require adequate funding for proper
provision of these facilities. On the contrary , Blakes (2006), Onyeke (2007)
and Faboyinde (2006) indicated that ICT facilities in Nigerian academic
libraries are not adequate.
The variations in responses within a university library is influenced by
the presence of these facilities within one‘s section and on his/her table.
Availability of ICT facilities motivates people to interact or use them which
produces ICT literacy skills and it‘s subsequent use for library services.
Levels of ICT Literacy among Academic Librarians
The result in table 3 revealed that all the items have their average mean
rating from 2.8 to 3.9. It can be concluded that they have high level of ICT
literacy. ICT has permeated every area of human endeavour , making it
56
mandatory on the people to be computer literate through various means.
Internet skills are necessary for academic librarians to provide efficient and
effective online services to their patrons in this period of high cost of books
and journals. The availability of internet connectivity as indicated in table 2 in
all the universities made it possible for the librarians to acquire the internet
skills through constant use.
Open access to scholarly publications by different databases has made
some institutions to register with some of them in order to access the open
access materials. This has made it possible for academic databases such as
QARE, AGORA, EBSCO HOST, HINARI and OPAC to offer Gratis OA (at
no-cost online access) and Libre OA (at some additional usage rights).
Participation of the studied universities in access to open access databases has
contribute immensely in raising their level of ICT literacy.
Means and Methods of ICT Literacy Acquisition
The analysis of Table 4 in respect of research question 3 indicates that
training is very important in the acquisition of ICT literacy skills. As a result,
formal education is the basic channel of acquisition of ICT literacy skills while
attendance to workshops/seminars have 3.50 which is a very high level of
acceptance . This is in consonance with the view of Akhigbe (1997) and
Ugbokwe (1988) that training should take the form of continuing education,
57
industrial attachment, formal education programme , on-the-job learning from
experienced colleagues, seminars and others.
ICT Literacy Application in Libraries
The result of table 5 in respect of research question 4 shows that the
items are all accepted as library services where ICT literacy services are
applied . Their average mean ratings ranges from 3.1-3,5 which is more than
2.5 . It follows therefore that all the items are the areas of application of ICT
literacy skills in library services. This finding agree with Ayo (2000) who
pointed out that ICT are used in the libraries for database management, internet
search , Web management and general online services.
The influence of ICT literacy is simply the benefits of ICT application
for library services. Farmson (1999) noted that OPAC has made card
catalogues redundant and brought efficiency among other benefits into
bibliographical searching .Though ICT literacy skills are unequally distributed
among individuals even in the same profession and work environment, it
enhances efficiency and professional relevance of the present day academic
librarians. It equally encourages resource sharing and globalization through a
bridging of digital divide within and outside library environment . Continuous
application of ICT literacy leads to ICT use proficiency.
58
Hindrances to Acquisition of ICT Literacy
From table 6, it can be observed that all the items have average mean of
more than 2.5 except the average mean of lack of professional recognition
which has 2.4 average mean . This points to the fact that finance and poor ICT
facilities were the most factors that hinder ICT literacy acquisition. However,
lack of professional recognition was rejected as a contributing factor to the
hindrances of ICT literacy acquisition . Chiware (2007) was of the opinion that
funding , human resources , training and retention of skills, interconnectivity
and telecommunication infrastructure were the problem along the way of
successful acquisition of ICT literacy skills. This agrees with the result above.
Strategies for the Enhancement of ICT Literacy Acquisition
It could be seen from examining table 7 that the average mean rating
value for all the items is more than the criteria means of 2.5 suggesting that
these strategies when applied accordingly will solve the problem of non-
acquisition of ICT literacy skills. Some of the strategies to be adopted include
government sponsorship, self reliant training and designing of specific
program. This suggests that government and individuals need collaborated
efforts to achieve high level of ICT literacy.
The result also suggests that public awareness platform helps to sensitise
the librarians on the importance of ICT and ICT literacy. Another important
strategy is the applied ICT literacy derived through interaction with telephone
59
system and digital television and through video games. The role of NGOs in
projecting ICT was also seen by the respondents encouraging ICT literacy.
These suggestions were consistence with the Education Testing and Strategies,
ETS (2004) proposals for promoting ICT literacy which include provision of
intuitive learning strategy/enjoyment strategy parallel literacy, modern
telephone systems, multi media facilities and NGOs.
Implications of the Study.
The current development in the information and communication
technology and its indispensable role as a vehicle for globalization and national
development has led to the emphasis on ICT on various aspects of human
endeavour. This has made it possible the acquisition of ICT literacy skills as
compulsory literacy skills to acquire in this information age. This is not only in
libraries and universities but also in industries, government and many aspects
of life.
The result of the study showed that ICT facilities are available in the
university libraries which implies that academic librarians have the opportunity
of acquiring ICT literacy skills and other skills required in electronic or digital
environment. This can be achieved through on-the-job training and self-
professional development. The recent quest for digitalization of library
resources and the adoption of electronic resource management system (ERMS)
requires new era librarians of sound ICT literacy skills. Therefore, the
60
university administration should embark more on the provision of ICT facilities
and training of staff on the acquisition of ICT literacy skills.
The high level of ICT literacy as revealed by the study indicates that
librarians are ready to join the global community in the ICT frontiers.
Therefore there is a calling on the government, universities, and National
Universities Commission (NUC) to ensure complete computerization and
digitization of the academic libraries and to subscribe to open access journals
and other online services that provides efficient and effective services to users.
.Library services are also simplified as a result of the availability of ICT
facilities and the acquisition of ICT literacy skills by librarians. It then lessens
the burden of work and serves the clients better.
Generally, with the ICT literacy skills, academic librarians can interact
and collaborate with other librarians , users, publishers, vendors and other
information professionals . In this effect, Web 2.0 tools are effectively utilized
for library services. In fact academic librarians with high level of ICT literacy
and use of 2.0 tools for library services can also be called librarians 2.0. These
are librarians that employ user interactive, collaborative and participatory tools
of Web 2.0 to enhance library services in different sections of the library.
The result of the study also showed the importance of ICT literacy skill
acquisition in order to remain relevant. The university library administration
and other stakeholders in the library development in academic libraries should
61
under a matter of priority embark on continuous training of her staff through
formal education, workshops and seminars.
The study indicated that the application of ICT literacy skills to library
services have some positive influence on the services. Library processes are
simplified and other new roles emerged requiring new skills to be able to
operate in the digital environment. Therefore, it needs continuous professional
development.
The academic librarians enumerated lack of finance and poor ICT
facilities as the most factor that hinders ICT literacy acquisition. The
implications is that government and NUC have to sponsor or subsidize ICT
literacy training and ICT facilities provision.
The result of the study also showed that government sponsorship , self
reliant training and designing of specific training program by the patron are the
foremost strategies that should be employed in order to enhance ICT literacy
acquisition. The implication is that there should be a collaborative efforts
among the universities in order to achieve this. Therefore, there must be
collaboration among these bodies in order to ensure proper ICT literacy
promotion.
62
Recommendations
The following g recommendations are made based on the findings of
this study;
1. Individuals should be sensitized on the availability of ICT facilities and
be encouraged to use them for their personal and library services.
2. Constant use of computer system and the internet is indispensable
among academic librarians in order to attain ICT literacy proficiency
3. Academic librarians should be sponsored abroad for formal education,
attending IT programs, workshops and seminars.
4. For effective acquisition, cataloguing, virtual reference services, serial
management and resource sharing, Electronic Resource Management
(ERMS) and other library management software should be bought and
installed by the library administration for efficient and effective services
to their patrons.
5. NUC which is the umbrella of all Nigerian universities should provide
academic libraries with funds, ICT infrastructure and training
opportunities for their staff.
6. NGOs, government, private companies, universities, research institutes
and individuals should be involved collaboratively in enhancing ICT
literacy skills through fund provision, sponsorship , ICT training
programme and personal development efforts.
63
Limitations of the Study
People‘s averse to the filling of questionnaire is reflected in the data
collection as it took the researcher and the research assistants several visits to
them before some of them could complete and return the questionnaire. Even at
that, not many of them filled the questionnaire.
Suggestions for Further Research
1. The replication of the study over a longer period of time than the one
used for this study, to include state and private universities.
2. The proliferation of e-resource calls for study on the impact of ICT
literacy on electronic resource management.
3. Study on the influence of internet literacy on the use of internet by
academic librarians can also be embarked on.
Conclusion
The role of librarians is continuing to evolve with the adoption of
internet and world wide web into the profession of librarianship . Therefore,
librarians need to play active role in this evolving scenario. This can only be
possible through the proper acquisition of ICT literacy skills which in turn
influence how librarians can use these new platforms to effectively meet the
information needs and services of their clientele.
The review of the literature indicated that the availability of ICT
facilities encourages librarians ICT literacy skills acquisition and the
64
actualization of their professional roles in the new electronic information
environment.
Six objectives of the study were posed and to achieve these, six research
questions were included. And influence of ICT literacy on its application by
academic librarians (IILAAL) was developed and validated through expert
opinion for data collection from academic librarians in South Eastern Nigeria.
The data generated were analysed using percentages and means.
From the results obtained, the researcher put forward the following
conclusions. The study showed that 75% and above of the respondents
indicated that there are ICT facilities in their libraries. Another important
revelation from the study is that there is high level of ICT literacy among
academic librarians in South Eastern Nigeria. This is as a result of the
availability and use of internet connectivity for the library services and
personal services. That ICT literacy skill are mostly acquired through formal
education workshops and seminars. It was also identified that the application of
these acquired ICT literacy skills to library services, enhances efficiency and
professional relevance of the present day academic librarians. It therefore ,
follows that continuous application of ICT literacy for personal services and
library services, produces ICT use proficiency among academic librarians .
The study also found out that there is a consensus opinion that finance , poor
ICT infrastructure, conservatism, overload of working hours, library
management nonchalant attitude, insufficient staff and limited opportunity for
65
the acquisition of ICT literacy skills hinders the acquisition of ICT literacy
skills by academic librarians in the South-East Geo-political zone of Nigeria.
They equally appreciated that librarianship is a noble profession relevant in
every academic institution. It also identified public awareness platforms,
interactions with mobile phone, telephones and video games as good strategies
of instilling ICT literacy skills on the academic librarians. It was also
discovered that Non-Governmental Organizations (NGOs) are indispensable in
the promotion of ICT literacy.
Based on the discussions of these findings of the study and the
implications, some recommendations were made such as sensitization on the
availability of ICT facilities, constant use of computer system and the internet
among academic librarians for ICT proficiency and others. Some suggestions
for further research were made and the limitations encountered in the study
were also mentioned.
66
REFERENCES
Adeyoyin, S.O. (2005). Information and Communication Technology (ICT)
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