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ibrahim.wada.fut

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Jewel Journal of Librarianship

ISSN: 2141-3908 (Print); ISSN: 2736-0881 (Online)

Volume 19, Issue 3; Published: September, 2024
https://www.jeweljournals.com

Collection Development Policies and Effective Service Delivery

Benue State University Libraries, Nigeria
Hindan Henry Tsedoo1
08165789974 : [email protected]

Prof. Solomon A. Uganneya2, (CLN).

08037727563 : [email protected]

Asom Faga, (CLN).

Federal University of Lafia, Nasarawa State, Nigeria
08036783232 : [email protected]
1,2,Department of Library and Information Science, Joseph Sarwuan Tarka University,
Makurdi
Abstract
This study investigated the perceived influence of application of collection development
policies on effective service delivery in university libraries in Benue State. Six research
objectives with corresponding research questions were raised and two hypotheses were
formulated and tested at 0.05 level of significance. The population of the study comprises 172
professional and para professional librarians in three University libraries in Benue State.
Census sampling technique was used thereby sampling all the population since it was small
and could be relatively handled by the researcher. The instrument employed for data
collection was a self-structured questionnaire. The instrument was also trial tested and
Cronbach Alpha method was used to determine the internal consistency of the questionnaire
items. A reliability coefficient of 0.82 was obtained. Data collected were analysed using
percentages, mean and standard deviation to answer the research questions while the null
hypotheses were tested using Chi-square. Findings revealed that collection development
policies are available in universities libraries in Benue State, collection development policies
influence effective service delivery in university libraries in Benue State, application of
collection development policies as a tool for effective influence service delivery in university
libraries in Benue State and application of collection development policies has significant
benefits for effective service delivery in university libraries in Benue State. The constraints
associated with application of collection development include shortage of skilled staff, lack of
cooperation from parent institution, lack of funds and the poor attitude of staff towards work
The study concluded that, if service delivery in university libraries in Benue state in form of
selection policy, acquisition policy, selection procedure statement, collection evaluation
policy and weeding policy are religiously utilized, the strength and weaknesses in a collection
of library materials would be identified and there would be plan to correct the weakness and
maintain the strength.
Keywords: University Library, Collection Development, Collection Development Policy,
Service Delivery and Influence.

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Jewel Journal of Librarianship
ISSN: 2141-3908 (Print); ISSN: 2736-0881 (Online)
Volume 19, Issue 3; Published: September, 2024
https://www.jeweljournals.com

Introduction
Collection development involves evaluating the strengths and weaknesses of a library's
collection and devising a strategy to address weaknesses while maintaining strengths. This
term encompasses the systematic process of building a library collection to fulfill the diverse
needs of users, including studying, teaching, research, and leisure. It encompasses selecting,
acquiring, and processing library materials in various formats to meet both current and future
user needs. This process utilizes selection tools like publishers’ catalogs, books in print,
selection coupons, and recommendations from subject experts. Effective collection
development requires a well-structured policy to guide this carefully planned activity. It
applies to libraries of all kinds, aligning with their mission to serve as information hubs for
scholars and to preserve the intellectual legacy of the current culture for the benefit of future
generations of learners.
Ozioko and Ekere (2011) reiterated that collection development policies are written or
unwritten rules that specify a plan and relevant information for the choice and purchase of
library materials. These policies are useful instruments for determining topic areas that
require further attention. Documented collection development strategies provide rationale for
the selection of particular items, guaranteeing consistency and balance in the growth of
collections. In order to achieve this, collection development policies have to be in line with
the organizations or library's mission and overall collection development plan.
It may be argued that genuine collection development policies are formal records that are able
to be consulted, examined, and comprehended as needed. Written collection development
rules that are documented can lessen the need for explanations and justifications for major
departures from established norms, which can lead to abrupt and arbitrary changes in choices
and actions. These policies usually state who is in charge of selection, how selection is done,
how gifts and donations are handled, how weeding happens, and how collection evaluation is
done. A collection development policy offers guidance to library staff and serves as a
reference point for them to consult when determining whether to acquire or remove a library
document or item, including handling gifts. Adhering to the guidelines outlined in the policy
facilitates more consistent and informed decisions regarding the collection, ensuring
continuity even during staff turnover.
As noted by Obiano (2021), a collection development policy is a dynamic document subject
to periodic review and modification, particularly in the context of the COVID-19 pandemic,
which has significantly altered library services. With a shift towards predominantly electronic
resources such as e-books, e-journals, and network databases, it is imperative for academic
libraries to implement robust collection development policies to ensure the provision of
quality and sufficient resources to meet users' information needs.
Gregory and Hanson (2014) reaffirmed the three primary advantages of collection
development policies in improving efficient service provision, encompassing informing,
directing, and protecting both library staff and users. They elaborated on the informing
aspect, highlighting its role as a communication conduit among library staff, administrators,
and various stakeholders. The directing aspect is intended to provide selectors with guidelines
to ensure collection balance for users, doubling as a training resource for new collection
development librarians. Moreover, the protection aspect serves as a justification mechanism

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for selection decisions to users, constituting initial evidence of a library's commitment to

authentic collection development.
Despite the various advantages outlined above, there are challenges associated with the
implementation of collection development policies (CDPs) in university libraries. Uganneya,
Anunobi, and Ape (2019) identified constraints to the application of collection development
policies in Nigerian universities, including a lack of cooperation from the parent institution,
absence of revision policies, administrative hurdles in policy implementation and upkeep, and
insufficient skills/training of information professionals in processing and disseminating
indigenous knowledge, among others.
The notion of service delivery in university libraries pertains to providing products or
activities that fulfill the requirements of library users. Effective service delivery should be
accessible and prompt, available at the appropriate time, location, and scale as per the user's
needs. It must also be dependable and trustworthy, delivered according to the user's
specifications in a timely manner. Furthermore, it should be user-friendly, presented in
formats tailored to the user's preferences to ensure full comprehension by library staff.
Moreover, it should be sustainable, affordable, and consistent over time, with the capability
to expand to accommodate various types of library services.
University libraries, which are associated with postsecondary educational establishments,
serve two purposes: they provide support for faculty and student research projects and
curricula. University libraries need to prioritize collection development policies because it is
not feasible to maintain comprehensive collections. Librarians accomplish this by
determining faculty and student needs and coordinating them with the academic programs
and objectives of the university. When specialized sections of university libraries exist, they
are frequently referred to as niche collections. These collections, which often include
authentic documents, artwork, and artifacts related to a single author or particular subject,
serve as the foundation for special collection departments. The ultimate goal of these
programs is to offer university library patrons effective and efficient services.
Influence refers to the power that university librarians wield when formulating collection
development policies, which has the potential to alter both the targeted information materials
and the library patrons. Users' actions, attitudes, decisions, objectives, viewpoints,
requirements, and values can all be altered by influence. A key component of leadership,
particularly in university libraries, is influence. It focuses on the impact university librarians
have on other library staff members. In order to provide the best service delivery possible in
university libraries, university librarians must, in particular, have a positive influence on the
policies pertaining to collection growth and the lives of people they lead. This is known as
the influence dimension of leadership. To make a change in other people particularly
professional Librarians, paraprofessional library staff as well as the users of the university
libraries to guarantee effective service delivery in university libraries through collection
development policies comes with enormous amount of social and ethical burden.

Statement of the Problem

University libraries have explicit written standards called collection development policies that
specify the criteria that should be used when choosing books and other items to add to their
current holdings. These policies provide professional librarians, non-professionals, and other

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supporting staff members involved in collection building with advice that is crucial to the
acquisition of informational items. Professional librarians, non-professional employees, and
other library stakeholders are prone to overdo it in some areas to the detriment of other areas
if university libraries lack collection development policies. Furthermore, the lack of a policy
makes it extremely difficult for the librarian to plan ahead while creating library collections,
which further complicates the selection process. It becomes challenging for university
libraries to provide efficient service delivery in this situation. It is true that students and other
library users suffer when libraries lack clear collection development policies.

Objectives of the Study

The general objective of the study was to examine the perceived influence of application of
collection development policies on effective service delivery in university libraries in Benue
State. Specifically, the study sought to:
1. Identify the collection development policies available that influence service delivery
in university libraries in Benue state.
2. Find the influence of collection development policies on effective service delivery in
university libraries in Benue state.

Research Hypotheses
The hypothesis for this study is
H01 The types of collection development policies available does not significantly
influence service delivery in university libraries in Benue
H02 `Application of collection development policies does not significantly influence
service delivery in university libraries in Benue State.

Methodology
The population of the study comprises 172 professional and para professional librarians in
Joseph Sarwuan Tarka University, Makurdi, Benue State University, Makurdi and University
of Mkar, Mkar in Benue State. The research employed census sampling technique thereby
sampling all the population since it was small and could be relatively handled by the
researchers. The instrument employed for data collection was a self-structured questionnaire
titled “Influence of Application of Collection Development Policy on Effective Service
Delivery in University Libraries Questionnaire”. The instrument for data collection was
submitted to three experts for validation and their comments and suggestions were used to
restructure the instrument. The instrument was also trial tested and Cronbach Alpha method
was used to determine the internal consistency of the questionnaire items. A reliability
coefficient of 0.82 was obtained. Data for the study was collected with the help of research
assistants who were staff of the libraries of the three institutions sampled. This resulted in
100% return rate of the questionnaire. Data collected were analysed using percentages, mean
and standard deviation to answer the research questions
Results Presentation
The results of the study are presented according to research questions answered below:

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Table 1: Frequency and percentage counts on the types of collection development

policies available in university libraries in Benue State
S/N Policies Frequency Decision
N A NA
1 Selection policy 172 143 (83.1) 29 (16.9) YES
2 Acquisition policy 172 132(76.7) 40(23,3) YES
3 Selection Procedure 172 109(63.4) 63(36.6) YES
Statement
4 Collection Evaluation 172 112(65.1) 60(34.9) YES
policy
5 Weeding policy 172 75(43.6) 97(56.4) NO
Key: N= Number, A = Available, NA= Not Available

Table 1 shows that, item 1,2,3 and 4 have percentage scores above the decision point of 50%
which signifies available while item 5 have percentage scores less that the decision point of
50% signifying not available. This shows that out of the 5 types of collection development
policies available in university libraries in Benue State that were listed, only 1 was not
available.

Table 2: Mean scores and standard deviation analysis on the influence of collection
development policies on service delivery in university libraries in Benue State.

S/N ITEMS N x̄ SD Decision

1. Selection policy 172 2.97 0.16 Accepted
2. Acquisition policy 172 3.09 0.16 Accepted
3. Selection Procedure Statement 172 3.0 0.16 Accepted
4. Collection Evaluation policy 172 2.96 0.16 Accepted
5. Weeding policy 172 2.49 0.15 Rejected
Cluster Mean Score and Standard Deviation 2.90 0.16 Accepted
Key: N= Number, x̄= Mean, SD= Standard Deviation
Table 2 shows that, item 6,7,8 and 9 have mean scores above the decision point of 2.50 while
item 10 have mean scores of less that the decision point of 2.50. The cluster means scores and
standard deviation was 2.90 and 0.16. This shows that collection development policies have
influence on service delivery in university libraries in Benue State.

Table 3: Chi-square test of types of available collection development policies that

influence service delivery in university libraries in Benue State
Df χ2 Sig Alpha Level Remark
Pearson Chi-square 12 115.513 .000 0.05 S,R
Number of valid cases 172

P(.000)<0.05. Df= Degree of freedom, χ2= Chi-square calculated, Sig p-value; P<.05, S=
significant, R= rejected.

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Table 3 as presented shows the chi-square analysis on the types of available collection
development policies that influence service delivery in university libraries in Benue State.
The table reveals χ2 of 115.513, the significant value (P-value) of 0.000 and the degree of
freedom of 12. Since 0.000 (P-value) is < 0.05 (Alpha value), the difference is significant.
This implies that types of collection development policies available influence service delivery
in university libraries in Benue State. Hence, the null hypothesis of no significance was
rejected.

Table 4: Chi-square test of the influence of application of collection development

policies service delivery in university libraries in Benue State
Df χ2 Sig Alpha Level Remark

Pearson Chi-square 12 85.139 .000 0.05 S,R

Number of valid cases 172

P(.000)<0.05. Df= Degree of freedom, χ2= Chi-square calculated, Sig p-value; P<.05, S=
significant, R= rejected.

Table 4 as presented shows the chi-square analysis on influence of application of collection

development policies on service delivery in university libraries in Benue. The table reveals χ2
of 85.139, the significant value (P-value) of 0.000 and the degree of freedom of 12. Since
0.000 (P-value) is < 0.05 (Alpha value), this indicates that application of collection
development policies significantly influence service delivery in university libraries in Benue
State. Therefore, the null hypothesis that states that types of application of collection
development policies do not significantly influence service delivery in university libraries in
Benue State was rejected

Discussion of the Findings

The study investigated the perceived influence of application of collection development
policies on effective service delivery in university libraries in Benue State. Based on the
findings of the study, discussions were made on each of the research question the study
sought to answer and hypotheses tested.
On the types of collection development policies available that influence service delivery in
university libraries in Benue State, the study found service delivery in university libraries in
Benue state is influenced by collection development policies that are available. Items on
Table 1 such as selection policy, acquisition policy, selection procedure statement, collection
evaluation policy and weeding policy were accepted as their percentages and mean scores
were above the benchmark of 2.50. The finding was in line with the postulation of Jimoh
(2015) who investigated the implementation of information resource development policies in
academic libraries in Kaduna State found that, information resource development policies of
the academic libraries in Kaduna State with written policy contain most of the components of
information resource development policy and this component is extensively covered in the
development of their resource. However, the finding of this study is in contrast with the
findings of Okogwu and Ekere, (2018) who in their study on collection development policies
of electronic resources in University Libraries in Southeast Nigeria posits that, information
resource development policies of the academic libraries in Kaduna State with written policy
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contain most of the components of information resource development policy and this
component is extensively covered in the development of their resource. The difference in the
findings of these studies could emanate from the location of the studies and instrument used
in data collection.
On the influence has collection development policies on service delivery in university
libraries in Benue state, the study found that, collection development policies influence
effective service delivery in university libraries in Benue State. All the items on Table 2 such
selection policy, acquisition policy, weeding policy, collection evaluation policy and
selection procedure statement were accepted as their mean scores were above the benchmark
of 2.50. This finding agrees with that of Edem, and Emeka, (2016), undertook a study on the
extent of implementation of collection development policies in academic libraries in Imo
State who found that eighty (80%) of the respondents had a collection development policy
which were documented. Sixty (60%) of the respondents indicated high implementation of
the collection development policy while forty (40%) indicated moderate implementation of
the collection development policies. In the same vein, the finding of this study corroborate
with that of Uganneya, Anunobi and Ape (2019), investigated the application of collection
development policies in documenting religious conflicts without sustaining resentment in
selected Nigerian Universities reported that collection development policies such as selection
and selection criteria are to a very great extent applied while selection procedure statement
and resource sharing policies are applied to a great extent.
The finding of the study on the benefits of the application of collection development policies
on service delivery in university libraries in Benue state showed that Application of
collection development policies has significant benefits for effective service delivery in
university libraries. The findings of the study agree with that of Okwu and Echem (2019)
whose study on collection development policies and user satisfaction in University libraries
in Rivers State reported a significant influence of collection development policies on users’
satisfaction based on knowledge of collection development policy, availability of current
resources and evaluation of collection development policy. The finding is also in agreement
with that of Obiano (2021) examined the impact of collection development policy on the
provision of library resources in academic libraries in Imo state reported that, collection
development policy is necessary in collection building in academic libraries in Imo state and
in use by all the libraries studied. It helps in the provision of quality print and non-print
materials including e-resources for quality services delivery.
The findings on constraints associated with application of collection development policies in
university libraries in Benue State showed that application of collection development on
service delivery in university libraries is influenced by several constrains raging from
inadequate skilled personnel, lack of commitment of staff to work, inadequate funding as
well as lack of cooperation from parent institutions. All the items presented on table 5
showed that mean scores above benchmark of 2.50. This finding agrees with that of Obiano
(2021) who examined the impact of collection development policy on the provision of library
resources in academic libraries in Imo state, Nigeria reported challenges like inadequate
funding, inability of the collection development librarian to interpret the policy and adhere to
it, lack of coverage of all disciplines and high cost of information resources due to high
exchange are challenges faced by university libraries. Similarly, Umoh, Effiom and Igaja
(2021) examined the effect of collection development policy on library resources and users in
university libraries in South-South Geo-Political Zone of Nigeria and found that problems
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such as funding pattern, information explosion and inflation affect smooth collection
development policy in Nigerian university libraries. Furthermore, Uganneya, Anunobi and
Ape (2019) investigated the application of collection development policies in documenting
religious conflicts without sustaining resentment in selected Nigerian Universities and found
that constraints to the application of collection development policies in Nigerian Universities
include, lack of cooperation from parent institution, lack of revision policy, administrative
bottlenecks to policy implementation and maintenance, lack of skills/training of information
professionals in processing and disseminating indigenous information/knowledge for conflict
resolution and breakdown in communication of information due to high illiteracy level of the
grassroots community members and inadequate technological infrastructure and knowledge
among others.
The finding on the strategies for enhancing the application of collection development policies
for effective service delivery in university libraries in Benue State showed that, recruitment
of qualified professional librarians and paraprofessional library staff by the libraries parent
organizations, provision and implementation of a collection development policy in academic
library, weeding and removal of damaged materials whose physical conditions make them
unsuitable for circulation, increment in university libraries budgetary allocation to meet the
needs of libraries patrons and policies specifying who is responsible for selection, treatment
for gifts and donations are strategies that will enhance the application of collection
development policies for effective service delivery in university libraries in Benue State as
each item had a mean scores of above 2.5. This finding agrees with Chukwusa (2012) who
recommended proper funding by way of appropriate budgeting allocation for library to
enhance collection development policies in university libraries

Summary of the Findings

The following findings emanated from the study based on the research questions answered
and hypotheses tested.
1. Types of collection development policies are available in universities in Benue State
2. Collection development policies influence effective service delivery in university
libraries in Benue State.

Conclusion
Based on the findings of this study, if service delivery in university libraries in Benue state in
form of selection policy, acquisition policy, selection procedure statement, collection
evaluation policy and weeding policy religiously utilized, the strength and weaknesses in a
collection of library materials would be identified and there would be plan to correct the
weakness and maintain the strength. Thus, the selection, acquisition, and processing of library
materials in varied formats meant for users' current and future needs would be ensured.

Recommendations
Based on the findings of this study, the following recommendations were made:
1. Universities in Benue State should utilized selection policy, acquisition policy,
selection procedure statement, collection evaluation policy and weeding policy in
assessing the strengths and weaknesses of their library collection at all times

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2. The constrains associated with application of collection development such as shortage

of skilled staff, lack of cooperation from parent institution, lack of funds and the poor
attitude of staff towards work should be address.
3. To enhancing application of collection development policies in your university
library, recruitment of qualified professional librarians and paraprofessional library
staff by the libraries parent organizations; provision and implementation of a
collection development policy in academic library; weeding and removal of damaged
materials and university libraries budgetary allocation should be increased.

References

Chukwusa, J. (2012). Extent of Implementation of collection development policies in Nigerian

university libraries in the Niger Delta area, Nigeria. Journal of information
Technology,9(2),91retrievedfromhttp://connection.ebsohost.comchukwusa2012/c/artcle

Edem, A; Nse, J and Emeka, O. (2016). Extent of application of collection development

policies in academic libraries in Imo state. Information Technologist 13, (1).

Gregory, V.L. (2014). Collection Development and Management for 21st Century Library
Collections: An Introduction, Neal-Schuman Publishers, ALA, Chicago.

Jimoh A O (2015). Information Resource Development Policy for Resource Development in

Academic Libraries in Kaduna State.

Obiano, D.C. (2021). The impact of collection development policy on the provision of library
resources in academic libraries in Imo State, Nigeria. Library Philosophy and
Practice (e journal) 4, 22, 1-17

Okwu and Echem (2019) Collection Development Policy and User Satisfaction in University
Libraries in Rivers State, Nigeria. Library Philosophy and Practice.

Okogwu, F.I. and Ekere, F.C. (2018). Collection development policies of e Resources in
university Libraries in Southeast Nigeria. Library Philosophy and Practice (e
journal).

Ozioko, R. E. & Ekere, F.C. (2011). Collection Development in Libraries. 7, Retrieved from
http://unilib.unl.ed/llp/PNLAccessedon29/5/2019.Nsukka:DominionPrinting
Company Ltd.

Uganneya, S. A. Anunobi C. V. Ape, R. (2019). Application of collection development

policies in documenting Religious Conflict without sustaining resentment in Nigerian
Universities. The Creative Commons Attribution 4.0 International License:
http://creativecommons.org/licenses/by/4.0

Umoh, M. S. Effioma, A. P. and Igaja, M. N. (2021). Collection development policy on

Library resources and users in University Libraries in South-South Geo-Political Zone
of Nigeria. Global journal of Educational research. 20, 2021: 173-179.

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Librarians Attitudes, Performance Expectancy and Challenges towards the

Use of ICTs in the Acquisition of Information Resources in Federal
University Libraries, North-West, Nigeria
Garba Dahiru1 (CLN)
08060823826 : [email protected]
Yakubu Bala2 (CLN)
08039714134 : [email protected]
1,2
Abubakar Tafawa Balewa, University Bauchi
Abstract
The paper examines the librarians’ attitudes, performance expectancy and challenges
towards the use of ICTs in the acquisition of information resources in Federal University in
North-West, Nigeria. These universities are Ahmadu Bello University, (Zaria), Bayero
University (Kano) and Usmanu Danfodio University, (Sokoto). The study investigated ICT
application in the acquisition of information resources. Specifically, the objectives of the
study are: to assess the attitudes of librarians towards the use of ICT for acquisition; to
determine the influence of performance expectancy on academic librarians’ intention to use
ICT for acquisition; to identify the challenges associated with the use of ICT for acquisition.
This study was guided by Unified Technology Adoption and Use Theory (UTAUT). The study
used quantitative research design. Questionnaires, was used to collect data for the study. A
total of 224 questionnaires were administered to academic librarians of the three universities
and 206 were returned usable. The data was analyzed using Statistical Package for Social
Science (SPSS) using version 24 to produce descriptive statistics, constructs tables and also
to conduct tests such as Analysis of Variance (ANOVA) on specific information related to
objectives of the study. Findings from the study reveal that: ICT resources would increase the
productivity of the librarians and it enhances the efficiency of the service rendered; ICT
facilitates the acquisition of information resources easily; academic librarians are supportive
on the use of ICT especially in the acquisition of information resources; using ICT allows the
librarians to accomplish more than using the traditional acquisition process of information
resources; librarians also have the knowledge necessary to use ICT for acquisition in their
libraries; poor funding to provide ICT facilities and poor power supply from the national
grid. Recommendations are made among which are: provision of enough bandwidth for quick
and easy access to the internet and the replacement of old ICT equipment; librarians should
be encouraged to be members of the various library associations at the local, national and at
the international level where modern usage and utilization of ICT for acquisition of
information resources is discussed; human resources managers should re-in force ICT
training programs for librarians so that they continue to be more effective and productive in
their daily duties and a functional ICT center which will be headed by a highly qualified
personnel who should be regularly giving the library staff lectures and training on database
and the use of internet facilities and other associated ICT for knowledge improvement and
the Tertiary Education Trust Fund should come to the aid of universities by increasing their
yearly allocation; universities should also solicit for financial support from the international
donor agencies and wealthy individuals to cater for their financial challenges.
Keywords: Academic libraries, Adoption, Acquisition, Information resources, Information
and Communication Technologies (ICTs).
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Introduction:
During the past two decades, information and communication technologies (ICTs) have
transformed management processes in various organizations. Academic libraries are not in
exception to this transformation. Library management processes, such as acquisitions,
circulation, cataloguing, information retrieval, preservation and selective dissemination of
information (SDI), have undergone a significant transformation worldwide due to the
application of ICT. With the influence of technology, 21st century library users have turned
virtual, hence forcing libraries to go digital. Seal (2015) explains that,
“libraries and library professionals face multiple challenges in meeting
user needs in the second decade of the new millennium. This is
particularly true in academic libraries where students and faculty demand
and expect fast, easy, and seamless access to information as well as
flexible, comfortable places to work alone as well as collaboratively with
colleagues, friends, classmates, and instructors” (p. 558).
In order to remain relevant in the 21st century era, the library has employed the use of ICTs
for the smooth running of activities. As a result, it is able to cater for the library staff and
users who are techno savvy. The library today is referred to as “the library without walls” as
technology allows users to access information 24/7 without any physical restriction. The
increased use of ICTs in the creation, transmission, display, storage and exchange of
information via electronic means has also fueled the adoption of ICTs in libraries (Singh,
2015). Thus, the 21st century library is given different names, such as “virtual library”,
“mobile Library” and “digital library” due to the advanced use of technology in library
management.
Furthermore, due to numerous benefits offered by technology, the library could not resist the
implementation of various technological initiatives in it. Examples of such benefits include
timely, accurate, precise, increased efficiency, remote access, improved quality of library
services and access to unlimited information (Singh, 2013; Vijayakumar & Vijayan, 2011).
These benefits have given libraries an impression that the purpose of the use of ICT has given
another reason to move from traditional methods of library management to automated library
management systems.
Despite the benefits brought by ICT in libraries, there are still barriers to ICT integration.
These can be attributed to poor infrastructure, low level of ICT compliance of both users and
librarians and the ever-changing challenges with regards to the adoption and use of ICT
(Ghuloum & Ahmed, 2011; Krubu & Osawaru, 2011; Kasalu & Ojiambo, 2012; Haase &
Martin, 2013; Kaltimani & Naik, 2013; Ifijeh, 2014). There are problems, such as the need
for librarians to learn new skills, the costly subscription of bibliographic materials, Internet
connectivity, change management on whether to accept the technology or reject it, attitudes
towards use, low adoption and use, poor ICT skills and over-dependence on traditional
methods due to inadequate ICT materials Ifijeh, 2014; Haase & Martin, 2013).
Literature reveals that, despite the potential benefits of ICTs in the area of acquisition, most
academic libraries, especially those in developing countries, have not fully integrated the
adoption and use of ICT into their operations and services (Benny, 2015; Kasalu & Ojiambo,
2012). This is because they are facing various challenges, such as lack of skills, lack of

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positive attitude towards the use of technology, low budgetary allocation, lack of
infrastructure, inadequate ICT hardware and software, lack of training and inadequate
communication system between the library and suppliers, (Ojedokun & Okafor, 2015;
Kaltimani & Naik, 2013; Seena & Pillai 2014;). Therefore, the present study aimed to
contribute to the body of knowledge in this area as it investigated the phenomenon through
the constructs derived from the Unified Theory of Acceptance and Use of Technology
(UTAUT) such as performance expectancy.

Statement of the Problem:

Although the adoption and use of ICT in the acquisition of information resources in academic
libraries has reached an advanced stage in developed countries, the same cannot be said of
developing countries of the world (Ghuloum & Ahmed, 2011; Walters, 2013). For them, the
low adoption and use of ICTs could be attributed to challenges like cost, skills deficit, poor
infrastructures, over dependence on traditional methods, the negative attitudes of librarians
and lack of training on the use of ICTs (Vijayakumar & Vijayan, 2011).
In Africa, studies by Kasalu and Ojiambo (2012) and Obidike and Austin (2015) show that
ICTs adoption and use are less often used by librarians. For example, in Kenya, the
challenges identified are associated with internet connectivity and lack of cooperation from
the management to procure ICT facilities (Kasalu & Ojiambo, 2012). A similar situation
seems to obtain in Nigeria where the challenges associated with lack of computer literacy
skills for librarians, inadequate staff training, hardware and software manipulation, lack of
motivation and cooperation from the management tend to hinder the adoption and use of
ICTs (Ojedokun & Okafor, 2015).
Existing research on the adoption and use of ICT in the acquisition of information resources
in academic libraries has focused on the level of development, the attitudes of librarians, the
challenges of the acquisition of e-resources, the criteria for selection, user awareness and
access to e-resources, training strategies and methods of electronic collection development (
Khademizadeh, 2012; Kasalu & Ojiambo, 2012;2012; Kumar & Moorthy, 2013; Ndidiamaka,
2013; Hussain, Khan & Zaidi, 2013; Benny, 2015).
However, to this end, the existing studies have not been able to fully explore the relationship
between librarians’ attitudes, intention, skills, competencies, adoption and use of ICTs in
academic libraries. Moreover, there is preference for descriptive survey design with the
questionnaire being the predominantly used data collection tool (Odongo, 2011; Kaltimani &
Naik, 2012; Kasalu & Ojiambo, 2012; Khademizadeh, 2012; Hussain, Khan & Zaidi, 2013;
Hussain & Nazim, 2015;). Findings from these studies reveal that there are the problems of
user satisfactions, the negative attitudes of the librarians, lack of reliability of the soft -ware
in the acquisition process and the lack of security of the soft wares, while the information can
be forfeited. Currently, there are no known studies conducted in Nigeria on ICT adoption
and use in the acquisition of information resources, particularly in the North-Western region.
Given the resources being expended in deploying ICT in academic libraries, it is considered
important for a study to be conducted in this area.

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Objectives of the Research:

The broad objective of this study is an Examination of Librarians’ Attitudes, Performance
Expectancy and Challenges towards the use of ICT in the Acquisition of Information
Resources in Federal University Libraries in North-West Nigeria. Specifically:
1. to assess the attitudes of librarians towards the use of ICT in academic libraries in the
acquisition of information resources.
2. to determine the influence of performance expectancy on attitude towards the use of
ICT in academic libraries in the acquisition of information resources.
3. to identify the challenges associated with the use of ICT in academic libraries in the
acquisition of information resources.

Literature Review:

The Attitudes of Librarians towards the Acquisition of Information Resources

using ICT in academic libraries
According to Temjen (2002), attitudes have been defined as confident inclinations to act or
react in either positive or negative way towards certain conditions and notions. They can be
preconceived notions, ideas, fears and convictions. But attitudes as representing an evaluative
integration or cognitions that have affected experience in relation to an object. This involves
decisions that integrate and make a summary of these cognitive reactions. They vary in
strength which, in turn, has insinuations for persistence and resistance. Attitude is an
individual’s overall affective reaction to using a system (Venkatesh et.al, 2003). Studies have
established that individuals’ attitude towards technology has a strong effect on its adoption
and use
Attitudes, therefore, are at times optimistic views about an individual, place, things or event.
This is frequently referred to as the attitude entity. People can be in disagreement or unsure
toward an object. This means that they concurrently possess both positive and negative
attitudes. According to Velnampy (2008) and Adekunle et .al (2007), librarians’ attitudes are
essential in either rejecting or adopting ICTs in libraries. For example, some people’s
attitudes push them along and help them to deal with new challenges and overcome
difficulties in order to accomplish their objectives. Attitudes have been used to represent the
perceptions of librarians on the value attached to ICT in library services. Librarians’ attitudes
towards ICT refer to their personal opinions and beliefs (Ubogu, 2012). However, if
librarians develop negative attitudes towards these technologies, then the services offered
will, therefore, not meet the expectations of users most especially in the acquisition, selection
and cataloguing of information resources. It is imperative to have an understanding of the
complex and varied attitudes of librarians towards emerging technological innovation. The
attitudes of librarians towards ICT in libraries and information centres, in particular, have
immensely influenced the concept of the acquisition of information resources through
collection development. This has brought in comprehensive changes in the collection, storage
and dissemination of information (Kasalu & Ojiambo, 2012).
Again, Ubogu (2012) examines the attitudes of librarians towards the use of ICT in some
selected universities in Edo and Delta states in Nigeria. A questionnaire was used to collect
data for the study in which 143 (83 percent) were used and analyzed. The findings indicate
that the librarians under study had positive attitudes towards the use of ICT in the acquisition,

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selection, cataloguing and classification functions of their libraries. Furthermore, the

knowledge of ICT and the training of librarians influence these positive attitudes. The
findings from the study recommended that librarians who do not have ICT training should be
adequately trained. Similarly, Nwakwuo and Nwakwuo (2014) stress that the application of
ICTs in academic libraries brings about resource sharing between libraries and enables cost
effectiveness among the incorporated libraries.
Saleem, Tabusum and Batcha (2013) note that technological developments have dramatically
changed the attitudes of librarians in conducting most of their duties. In addition, modern ICT
facilities are impacting on the various aspects of libraries and the information profession. ICT
facilities are used in library automation, which helps acquisition librarians to acquire
materials and report that librarians’ attitudes towards the application of ICTs in acquisitions,
cataloguing and classification, circulation service, inter-library loan and other services play a
significant role in assisting the librarians in discharging their responsibilities and even those
from remote libraries.
Ejedafiru and Oghenetega (2013) conducted a study on the attitude of professional librarians
towards the use of ICT in Delta State University library, Nigeria. The study indicates that the
acceptance of ICT by the librarians is a factor that is essential to the mission of the university
library. They further stress that the effective application of technologies in university libraries
depends mainly on the librarians’ attitudes. The attitude of librarians is what makes them use
these emerging technologies to reshape library resources and services. This is because it is
only positive attitudes that can yield a better result and make the whole process a success.
This implies that librarians’ attitudes towards the acquisition of information resources
indicate that ICTs assist them to acquire information resources without personally paying
physical visits to lending libraries.
Performance Expectancy on attitude towards the use of ICT in academic libraries in the
acquisition of information resources
Performance expectancy is defined as “the degree to which an individual believes that using
the system will help him or her attain gains in job performance” (Venkatesh et.al, 2003:447).
There are five different variables that constitute it. These include perceived usefulness, job
fit, relative advantage, and extrinsic motivation and outcome expectations. These variables
were simply drawn from the TAM, the Combined Technology Acceptance Model and the
Theory of Planned Behavior (C-TAM-TPB), the Motivational Model (MM), the Model of PC
Utilisation (MPCU), the Diffusion of Innovation Theory (DOI) and the Social Cognitive
Theory (SCT). In a study by Kaba and Toure (2014), performance expectancy was found to
have positively influenced social networking users’ intention to adopt a social networking.
The study revealed that gender and age were the determinant moderators. Braun (2013) found
that perceived usefulness, a variable similar to performance expectancy, significantly
predicted internet use among older adults ranging from 60 to 90 years, and the intention to
use social networking websites. Further findings reveal that as age increases, the intention to
use ICT will decrease. Braun (2013) argues that this finding may be attributed to the fact that
all the participants were internet users. It is against this that it appears that age affects
perceptions about performance expectancy.
According to Bluff (2011), perception can be seen as resulting from individuals gaining
knowledge through seeing and hearing or other senses. It is an immediate or intuitive
recognition, understanding or insight and this refers to perception as the recognition,
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organization and meaningful interpretation of sensory stimuli. It is a tool used to understand

and make sense out of the countless sensations that are continually experienced. Without
perception, even the most important tasks would become impossible. Usefulness, according
to Yousafzai et al. (2007), may be seen as the extent to which repercussions in all aspects are
good and based on practical application usage. This indicates that if something is useful, it
can be used to achieve a particular objective.

Librarians’ perception on the usefulness of ICT in library and information centres is not a
new phenomenon. Survey was used to determine the perceived effects of ICTs on
information professionals in USA and found high perceptions of the impact of ICTs on
research productivity among the respondents. In view of this, he concluded that ICT
resources are invaluable tools for research in the USA because of their productivity in
meeting the demand of the users (Heterick, 2002). But Mahajan (2006) explored the
perception of ICTs on researchers on the effects of the accessibility and use of ICTs at the
Punjab University, Chandigarh in India, across three academic disciplines: Science, Social
Science, and the Humanities. The findings from the study reveal that most scientists, who
constitute 99%, agreed on the positive effects of ICTs on research productivity, whereas 50
percent in the Social Sciences disagreed. This seems to indicate that scientists were accessing
and using ICTs more than their counterparts in the Social Sciences and Humanities,
respectively.

In the UK, a study was conducted by King et. al (2006) on the staff perceptions of the UK-
wide ICT training for public library staff as part of the people’s network project. The findings
revealed that, while the staff found out that the training was rewarding, there were serious
concerns, such as lack of ICT troubleshooting in the program. When concluding the paper,
they suggested that ICT training for library staff should all be figured around solving the
problem and troubleshooting rather than generic skills. Scherer, Siddiq and Teo (2015)
conducted a study on measuring and modeling perceptions and usefulness of ICT in the
context of teaching and learning. The study reveals that the effectiveness and usefulness of
ICTs can be regarded as an indicator of their beliefs for teaching and learning. From the
above findings, it is believed that ICT facilities will be used effectively and efficiently in
teaching, research and learning by both librarians and teachers. The respondents highlighted
that ICT use fosters collaborative skills and for skill development.

In Nigeria, Nwezeh (2010) in his study, which assessed the impact and usefulness of ICT on
research productivity in Obafemi Awolowo University, Nigeria, indicates that almost all the
respondents believe that ICTs are useful and effective tools for their research activities. In his
study, a questionnaire was used to collect data. A random sampling technique was employed
to get the population of the study. Bozdogan and Ozen (2014) opine that the perception on
the use of ICT, such as computers, play a prominent role in the application of ICT in libraries
by librarians. However, they acknowledge that the lack of knowledge and skills and technical
problems are some of the negative challenges, which influence the usage. The librarians
perceived that because of the aforementioned challenges, they found it difficult to do most of
their duties, such as meeting the demands of their users.

Dhanavandan (2017) conducted a study on library professionals’ perception on the ICT

application in Engineering College libraries in Tamil Nadu, India. A questionnaire was used
to collect data for the study. The findings revealed that there are challenges associated with
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ICT application, such as the lack of infrastructures, lack of interest and support from the
administration in training library professionals and the fear of the technology itself. It can be
concluded that the professionals had accepted ICT, but needed more training on how it could
be applied in library operations and services.

The Challenges Associated with ICT in the Acquisition of Information Resources

in academic libraries
The acquisition of information resources is central to the general development of any library
(Kasalu & Ojiambo, 2012). This is because the library revolves in identifying the quality and
quantity of the information resources to be obtained in line with the needs of its users
(Waghmode, 2012). However, research has shown that there are challenges in ICT usage and
its application in the acquisition of information resources in libraries. These challenges can be
attributed to lack of funding to acquire ICT (Afolabi & Abidoye, 2011; Kamba, 2011; Krubu
& Osawaru, 2011; Siddike et.al, 2011; Kasalu & Ojiambo, 2012; Ndidiamaka, 2013). On the
other hand, Krubu and Osawaru (2011), Ayoku and Okafor (2015) and Singh (2015) note
that the challenges are associated with lack of computer literacy skills for librarians,
inadequate staff training, negative attitudes towards the technology and insufficient skilled
librarians. The lack of motivation by the library administration and the lack of ICT
competencies by many librarians are also a serious challenge (Kasalu & Ojiambo, 2012;
Krubu & Osawaru, 2011) noted that the implications of transporting library services to the
online environment for academic libraries in the digital age are enormous, particularly with
the dynamic nature of digital technology. This is constantly creating the need for new skills,
work environment and work methods.
Ghuloum and Ahmed (2011) and Vijayakumar and Vijayan (2011) reiterate that there is a
lack of ICT related services and a shortage of qualified staff in libraries. There is also over-
dependence on the traditional methods of acquisition. This brings a serious setback in
academic libraries. Krubu and Oawaru (2011), Kasalu and Ojiambo (2012), Ndidiamaka
(2013), Ubogu (2012) and Seena and Pillai (2014) maintain that these problems can be seen
as the inadequate provision of ICT training programs and the absence of policy to regulate
standards in ICT and the challenges associated with the collection development policy. Okiy
(2010) examine the problems of the use of ICT in the acquisition of library resources. These
include poor ICT infrastructure, low level of ICT compliance by both users and librarians, the
ever-changing ICT technologies, high cost of ICT facilities, poor maintenance of ICT
equipment, lack of ICT policies and competency skills, the inability of the government to
monitor information policies and erratic power supply.

Methodology
Research methodology is defined as a theory of how research should be undertaken including
theoretical and philosophical assumption upon which research is based and implications of
these for the methods adopted (Saunders, Lewis, & Thornhill, 2012). But in contrast Creswell
(2013), considers research methodology as the overall approach to the design process of
conducting research including all phases from the theoretical underpinning to the collection
and analysis of data. It also addresses the assumptions that support the research strategy and
the methods chosen as part of research paradigm. Therefore, this research has to be well
organized and planned to avoid waist of effort and to properly ensure that valid answers are
well obtained.
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In this case a quantitative method was used in conducting this research where questionnaire
was also used as an instrument for data collecting which is an objective approach, that
includes collecting and analyzing numerical data and the application of statistical tests, such
as frequencies and central tendencies (mean, median and mode) whereby conclusions can be
deduced (Creswell 2013). In addition, it contends that quantitative research allows the
researcher to determine the association that exists between dependent and independent
variables in a given population of the study area. Walsh (2014) stated that quantitative
research information is in the form of numbers that can be quantified.

Population of the Study

According to Mugu (2010), a population can be seen as a group of individuals, persons,
objects or items from which samples are taken for measurement. Creswell (2013) defines
population as a group of individuals with the same characteristics. In other words, the
population of a study comprises all the subjects that possess the potential and meet criteria to
be included in the study. Population constitutes the total of all the units of analysis about
which a researcher wishes to make specific conclusions. The population for this study, which
was derived from the three (3) universities, is 224 and the break down and the distribution of
the instrument is seen below in table 1.
Table 1: Distribution of Respondents According to the Institutional Affiliation

Institutional Libraries Questionnaire distribution & response rate

Expected Actual % of Actual

respondents respondents respondents
Ahmadu Bello University 144 132 64.1
(ABU), Zaria
Bayero University, Kano 52 48 23.3
(BUK)
Usmanu Danfodiyo 28 26 12.6
University, Sokoto (UDUS)

Total 224 206 100%

Source: Field data (2024)

Data Presentation, Analysis and Discussions
The findings of the study are discussed in relation to the research questions. Data obtained
was analyzed using the Statistical Package of Social Science Version IBM 24 (SPSS). A
total of 206 respondents out of 224 responded to the questionnaire
1. What are the attitudes of librarians’ towards the use of ICT for acquisition?
2. What is the influence of performance expectancy on academic librarians’ intention to
use ICT for acquisition?
3. What challenges are associated with the use of ICT for acquisition?

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Objective 1: To assess the attitudes of librarians towards the use of ICT for acquisition.
Guided by objective two, the researcher sought to establish the librarians’ overall affective
reaction to using ICTs in acquisition. In order to address the objective, the study participants
were given a five Likert scale question with six options to respond to. The results in Table 1
show that the cumulative mean agreement of 3.7048 is above the 3.000 standard/decision
mean. Specifically, most of the librarians assert that using ICT allows them to accomplish
more than using traditional tools, as this had the highest mean response of 3.971 with details
showing that, a total of 179 (86.9%) were in agreement, the rest 27 (13.1%) disagreed with
this view.
Also, using ICT helps to provide specific information that otherwise would not be available.
This view attracted the second highest mean agreement of 3.893 with details showing that, a
total of 168 (86.6%) were in agreement, as 5 (2.4%) were neutral and the rest 33 (16%)
disagreed with this view. Most of them also assert that ICT allows them to produce more than
they have in the library manually. This view attracted the third highest mean of 3.874, as
details show that, a total of 168 (81.5%) agreed, 4 (1.9%) were neutral and the rest 34
(16.5%) disagreed.

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Table 1: Level of Attitudes of Librarians towards the Use of ICTs for Acquisition

SA A NT D SD X̅ Std R
Attitudes
F % F % F % F % F %

Using ICT allows me to accomplish more than does using traditional tools 75 36.4 104 50.5 0 0.0 0 0.0 27 13.1 3.971 1.245 1

ICT allows me to produce more than I have 73 35.4 95 46.1 4 1.9 7 3.4 27 13.1 3.874 1.296 3

Using ICT allows me to communicate with others 72 35.0 95 46.1 7 3.4 0 0.0 32 15.5 3.850 1.329 4

Using ICT helps to provide specific information that otherwise would not be available 76 36.9 92 44.7 5 2.4 6 2.9 27 13.1 3.893 1.298 2

Using ICT makes me an effective learner 53 25.7 102 49.5 12 5.8 10 4.9 29 14.1 3.680 1.297 5

My attitudes towards using ICT were as a result of having difficulty to search for 10 4.9 72 35.0 62 30.1 24 11.7 38 18.4 2.961 1.300 6

information

Cumulative mean 3.7048

Source: Field data (2024) F=Frequency Std=Standard deviation *R=Rank

Objective 2: To determine the influence of performance expectancy on academic librarians’ intention to use ICT for acquisition.

The first objective sought to establish the degree to which academic librarians believe that using ICTs in acquisition will help them to attain gains
in job performance. The respondents were given 11 statements to respond using a 5 Likert scale; ‘Strongly Agree =5’ ‘Agree = 4’, ‘Neutral t= 3’,
‘Disagree = 2’and ‘Strongly Disagree =1’. The results are presented in Table 2
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Table 2: Influence of Performance Expectancy on Intention to Use ICTs

Performance Expectancy SA A N D SD X̅ Std R

F % F % F % F % F %

ICT helps me to be more effective 79 38.3 79 38.3 4 1.9 2 1.0 42 20.4 3.733 1.488 9

ICTs are generally useful 92 44.7 66 32.0 0 0.0 6 2.9 42 20.4 3.777 1.536 8

ICTs enhance accessibility and communication 74 35.9 95 46.1 0 0.0 2 1.0 35 17.0 3.830 1.381 4
with teaming users

ICTs would improve the acquisition of 81 39.3 80 38.8 8 3.9 2 1.0 35 17.0 3.825 1.406 5
information resources

ICTs would increase the librarians’ productivity. 102 49.5 60 29.1 4 1.9 8 3.9 32 15.5 3.932 1.439 1

ICT gives me more control over the activities 43 20.9 109 52.9 17 8.3 13 6.3 24 11.7 3.650 1.215 10
done.

ICT makes what I want to accomplish easier to 81 39.3 76 36.9 18 8.7 0 0.0 31 15.0 3.854 1.350 2
do

ICTs enhance the efficiency of the services 81 39.3 76 36.9 18 8.7 0 0.0 31 15.0 3.854 1.454 2
rendered.

ICT meets my needs and demands 44 21.4 77 37.4 41 19.9 8 3.9 36 17.5 3.413 1.343 11

ICT helps me to be more productive 74 35.9 89 43.2 4 1.9 2 1.0 37 18.0 3.782 1.412 7

ICT helps speed up the acquisition resources 87 42.2 76 36.9 0 0.0 4 1.9 39 18.9 3.816 1.476 6

Cumulative mean 3.769

Source: Field data (2024): F=Frequency, R = Rank, *Std = Standard Deviation

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The results presented in Table 2 shows that Performance Expectancy on academic librarians’
intention to use ICT is above average with a cumulative mean agreement of 3.769.
Specifically, respondents were of the opinion that ICTs would increase productivity. This
influence has the highest mean of 3.932 with a standard deviation of 1.439 and details
showing that a total of 162(78.6%) were in agreement while 4 (1.9%) were undecided and
only 40 (19.4%) disagreed. This implies to the extent of using ICT by librarians, hence
increasing one’s productivity is what is need in every organization and towards that they are
becoming very much productive in their work. In the same vein, they believe that ICTs
enhance the efficiency of the services rendered. This rating is the second highest influence
with a mean agreement of 3.854. As the details show, a total of 157 (76.2%) were in
agreement, 18 (8.7%) undecided and the remaining 31(15.0%) disagreed. But, from the
findings it is equally important to note that from the findings ICT is not helping them to be
more effective, this because this is the last rank with a standard deviation of 1.488 and the
mean of 3.733. In summary, Performance Expectancy on academic librarians’ intention to
use ICT is very high especially as ICTs would increase the librarians’ productivity and they
believe that ICTs enhances the efficiency of the services rendered.
Objective 3: To identify the challenges associated with the use of ICT for acquisition
Lastly, objective three sought to establish the challenges associated with the use of ICTs in
acquisition of library resources. To achieve this objective, respondents were given a five
Likert scale question with six statements to respond to. As per the findings in Table 4.17, the
respondents believe that there are serious challenges associated with ICT application in the
acquisition of information resources. The cumulative mean agreement on the challenges
associated with ICT application in the acquisition of information resources level of 3.4964 is
greater than the decision/standard mean of 3.000 (see Table 4.17). Specifically, respondents
believe that poor funding to provide ICT facilities is the main challenge. This attracted the
highest mean agreement of 3.772 with details showing that, a total of 159 agreed (77.2%), 8
were neutral (3.9%) and the rest 39 (18.9) disagreed to this view. In the same vein,
insufficient power supply is also a serious challenge associated with ICT application in the
acquisition of information resources. This challenge attracted the second highest mean
response agreement level of 3.689 with details of responses showing that, a total of 154
(74.8%) were in agreement, 8 (3.9%) were neutral while the rest 44 (21.3%) were in
disagreement with this challenge. Lack of adequate training on ICT relevant to acquisition
policy, had the third highest mean agreement of 3.539. A total of 141 agreed (68.4%), 24
(11.7%) were neutral and the rest 41(19.9%) disagreed with these challenge.

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Item statements SA A N D SD X̅ Std R

F % F % F % F % F %

Poor funding to 78 37.9 81 39.3 8 3.9 0 0.0 39 18.9 3.772 1.245 1

provide ICT
facilities

Insufficient power 72 35.0 82 39.8 8 3.9 4 1.9 40 19.4 3.689 1.296 2

supply

Lack of adequate 45 21.8 96 46.6 24 11.7 7 3.4 34 16.5 3.539 1.329 3

training on ICT
relevant to
acquisition policy

Problem of knowing 38 18.4 84 40.8 21 10.2 25 12.1 38 18.4 3.286 1.298 4

the right and
relevant information
resources available

Incompetence of the 24 11.7 104 50.5 10 4.9 29 14.1 39 18.9 3.218 1.297 5
library staff
hindered the
application of ICT
in the acquisition of
information
resources

Negative attitudes 49 23.8 58 28.6 32 15.5 19 9.2 48 23.3 3.199 1.184 6

from the
management
towards ICT

Cumulative mean 3.496

Table 3: Challenges Associated with the Use of ICT for Acquisition

Source: Field data (2024): *F = Frequency *Std = Standard deviation *R = Rank

Summary, Conclusion and Recommendations

The summary of the major findings was looked under two dimensions. There is the summary
with regards to the findings from the objectives. The findings from objective one sought to
assess the attitudes of librarians towards the use of ICT for acquisition show that the use of
ICT is the acquisition of information resources as lamented by the respondents believed that

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using ICT allows them to accomplish more than using the traditional tools to acquire
resources with a total of 179 (86.9%) were in agreement. From this, one should be able note
that the use of ICT helps them to provide specific information that otherwise would not be
available.
The second objective of this study sought to determine the influence of performance
expectancy on academic librarians’ intention to use ICT for acquisition. A finding from this
objective reveals that ICT resources would increase the productivity of the librarians and that
ICTs enhances the efficiency of the service rendered with a total of 157 representing (76%)
were in agreement. Evidence from the findings also indicated that ICTs have the potential to
foster good partnership between libraries through the provision of service such as inter-
library loans. Therefore, ICTs are significantly important, so they should not be abandoned
but rather adhered to them strictly in the area of acquisition of information resources.
The third objective was to identify the challenges associated with the use of ICT for
acquisitions. Findings reveal that there is serious challenges particularly poor funding to
provide ICT facilities with a total of 159 (77.2%) in agreement. The negative attitudes from
the management as indicated with a total of 107 (52.4%) that agreed. Another important
finding is in the area of power supply in which without constant supply of electricity the ICTs
will no longer be useful as they need power. This was attracted by 154 (74%) in total
agreement.
Based on the findings of this study, ICT facilities in the acquisition of information and in the
acquisition, process was found to be useful and easy to use. The librarians in these
universities might need more training on how to use these resources. Secondly, the study
findings have shown that the resources acquired with the use of ICT meets the demands of
the users of the libraries. It is important to note that the application of ICTs is very vital not
only in the acquisition of resources but in the general activities of the libraries. This is
because it helps the librarians to be more effective and thereby increasing their productivity.
The study also revealed that these libraries use ICTs to acquire resources more than the
traditional method of acquisition, because ICTs are faster, easy to use and less time
consuming. The study discovered from the findings that the librarians had positive attitude
towards the application of ICTs in the acquisition of information resources because most of
the librarians assert that using ICT tools allows them to provide specific information in the
libraries towards meeting the need of their users.
The study found that these libraries were equipped with a number of ICT facilities like the
computers, scanners, printers and photocopiers and these facilities some were purchased,
donated and some were given as gift by the donor agencies like the Mobile Technology of
Nigeria (MTN), the Nigerian Communications Commission (NCC) and the Tet Fund. The
only problem with the application of these ICTs in most cases is the lack of power.

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Recommendations:
Based on the findings from the study the following recommendations were made/
1. In line with the findings from the first objective reveals that librarians indicated that
using ICT allows them to accomplish more than using the traditional acquisition
process of information resources. Therefore, much premium most be placed by the
management on the need to provide ICT for libraries and undergo full
computerization of all the library activities, most especially in the acquisition process.
The researcher under this juncture recommends that each university should have a
functional ICT centre which will be headed by highly qualified personnel who should
be regularly giving the library staff lectures and training on database and the use of
internet facilities and other associated ICT for knowledge improvement. In addition to
the recommendation expert in ICT related field such as databases, software and
packages should be invited time to time to the libraries to give lectures, seminars,
workshops and conferences on ICT application and acquisition.
2. Findings from the first objective reveals that ICT resources would increase the
productivity of the librarians and it enhances the efficiency of the service rendered.
Therefore, the management and IT personnel should continue to work in collaboration
to ensure that the ICT infrastructure is conducive for librarians. This can be done by
ensuring that there is enough bandwidth, quick and easy access to the internet and the
replacement of old ICT equipment.
3. According to the findings one of the challenges is poor funding to provide ICT
facilities. Funding is very vital in every organization and libraries inclusive; hence the
management of these institutions is responsible to cater for these challenges.
Therefore, the researcher recommends that the Federal Government of Nigeria should
make a general review of funding tertiary institutions. Also, the Tertiary Education
Trust Fund (TETFUND) should come to the aid of the universities towards increasing
the allocation given to the universities
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Jewel Journal of Librarianship: NLA Gombe Chapter

Librarians’ Role in the Institutional Repositories: A Survey

Nwachi Chiegonu B.1 and Obidike, Nnenna A.*2
Nnamdi Azikiwe library, University of Nigeria, Nsukka
Email: [email protected]
*
Email Corresponding Author [email protected]

Abstract
The open-access movement in scholarly communication has surged, leading to a significant
increase in the number of institutional repositories. To ensure effective institutional
repository management, new professional roles and skills have been developed, which form
the foundation of this article. Collection development expertise and metadata curation are
considered strategic duties for repositories, making it natural for librarians to oversee these
digital archives. Traditional librarian skills, however, are no longer sufficient to manage
successful repositories. A broader skill set is required, including management,
communication, technical knowledge, access rights, and digital content preservation. Against
this backdrop, this study seeks to examine the role of librarians in populating institutional
repositories.

Keywords: Institutional Repositories, Competence Skills, Information Repackaging, Digital

Librarians, Scholarly Communication

Introduction
Universities and research organizations worldwide are increasingly focusing on the creation
and use of digital documents, such as text, graphics, photographs, archival material, websites,
blogs and vlogs, video and audio content, and television and radio broadcasts that are stored
and/or transmitted electronically. Most scholarly outputs tend to bypass traditional libraries
and publishers in favor of the internet. Over the years, institutions have been exploring ways
to capture and reuse the intellectual output of teaching and research (Carpenter et al., 2011).
The institutional repository (IR), which is the collective intellectual output of an institution
recorded in a form that can be preserved and utilized, is one of these approaches.

An institutional repository is an online archive of an institution's intellectual output,

maintained by faculty and researchers to improve visibility and promote free access to
research through a single interface (Ahmad et al., 2012). Depending on the capability and
interest of the institution, the repository may either contain all of an institution's study
subjects or be subject-specific. Through unrestricted access, an IR enables faculty research to
be shared as widely as possible. It is a tool for scholarly communication that collects, stores,
and disseminates material.

The importance of libraries and librarians in the successful implementation of institutional

repositories cannot be overstated. The conventional roles of custodian, access provider, and
distributor are being replaced by a new function within the development and dissemination
process. Many skills applied to print and other types of digital collections are transferrable to

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the institutional repository environment, and librarians can significantly enhance an

institution's relevance and visibility by engaging in the construction of an IR (Saini, 2018).

As a result of the benefits of open access, librarians may provide direct access to scholarly
publications via IRs instead of relying on publishers and vendors, as the concept of IRs
appears to hold significant potential for making open access a reality. If librarians intend to
create archives in their libraries that include informal scholarly communication, they must
first gain a better understanding of how this content contributes to the research and scholarly
communication processes.

Concept of Institutional Repositories

The institutional repository concept emerged from a debate over who would control the
dissemination of an institution's intellectual output via the internet. Institutions initially
viewed the pre-print archive movement as a competitor, as it was managed by various well-
funded or subscription-based organizations, associations, and institutions across multiple
fields (Miconi, 2010; Research Information Network, 2013). The primary points of
contention involved technology, free access, and intellectual property control. Institutional
repositories centralize, preserve, and provide access to an institution's intellectual capital,
forming part of a global network of distributed, interoperable repositories that lay the
groundwork for a new, disaggregated academic publication model.

Self-archiving practices within faculties are either non-existent or only partially supportive of
repositories. According to Saini (2013), this lack of motivation stems from a lack of interest,
fears of copyright violations and plagiarism among faculty members, and efforts by
repository managers to engage faculty members. Chen (2010) highlights the importance of
IRs in conserving and disseminating intellectual content and knowledge among researchers
through an interactive user interface, benefiting the institution's research community through
improved material access and discovery tools. Based on statistical data, Cothran (2011)
demonstrates an increase in the use of research output facilitated by IRs.

An institutional repository is a service provided by a university or group of universities to

manage and disseminate digital scholarly materials created by the institution and its
members, including e-prints, technical reports, dissertations, data sets, and teaching materials.
Some institutional repositories also serve as electronic presses, publishing e-journals and e-
books (Markey, 2013). Institutional repositories are distinguished from subject-based
repositories by their institutionally defined scope. They are digital research archives that
represent an institution's intellectual capital, allowing institutions to manage and maximize
access to digital scholarship, thereby increasing the visibility and academic prestige of both
the institution and its authors (Ashworth, 2010).

Institutional repositories capture and preserve the intellectual output of university

communities, addressing two strategic issues facing academic institutions: they provide a
central role in reforming scholarly communication by fostering innovation in a disaggregated
publishing structure and serve as indicators of institutional quality, thus enhancing visibility,
prestige, and public value. Institutional repositories include any digital materials hosted,
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owned, or controlled by a college or university, regardless of purpose or origin. They also

function as archives for collecting, preserving, and disseminating digital copies of an
institution's intellectual output, particularly in research institutions (Wikipedia). Lynch (2003)
described a university-based institutional repository as a set of services a university provides
to manage and disseminate digital materials created by the institution and its community
members. Academic institutions are currently grappling with the challenge of managing
digital intellectual output, including journal articles, conference papers, reports, theses,
dissertations, teaching materials, artwork, research notes, and research data. The rising cost of
online journals has made it increasingly difficult for libraries to subscribe to all, or even most,
online academic journals (Warren, 2013). Technology has simplified the creation, storage,
and access of digital materials, and academic libraries have responded by using the DSpace
project to build stable, sustainable, long-term digital repositories that address access control,
rights management, retrieval, community feedback, and flexible publishing capabilities
(DSpace project, 2012).

University-based institutional repositories manage, disseminate, and, where appropriate,

preserve digital materials created by the institution and its community members, organizing
and providing access to these materials (Lynch & Van Westrienen, 2010). The content of an
institutional repository is institutionally defined, scholarly, cumulative and perpetual, open,
and interoperable. It is a digital archive of the intellectual output created by an institution’s
faculty, research staff, and students, accessible to end-users both within and outside the
institution with minimal access barriers. Some institutional repositories also function as
electronic presses to publish e-journals and e-books.

An institutional repository is distinguished from a subject-based repository by its

institutionally defined scope and is part of a growing effort to reform scholarly
communication by reclaiming institutional control over research outputs, challenging the
dominance of journal publishers. An institutional repository may also indicate the scope and
scale of a university's research activities (Hitchens, 2010). The use of digital repositories is
motivated by their permanence, compliance with grant agency and publisher policies,
timeliness, and ability to register research outputs. Popular IR software platforms include
DSpace, ePrints.org, and Fedora. According to Bansode (2011), the primary objectives of an
institutional repository include providing open access to institutional research outputs through
self-archiving, creating global visibility for an institution's scholarly research, collecting
content in a single location, and preserving other digital assets, including unpublished or
easily lost "grey" literature (e.g., theses and technical reports).

Needs and Relevance of Institutional Repositories

We live in the information age, where we can access information from anywhere in the world
with a click of a mouse. Dlamini and Snyman (2017) suggested that institutional repositories
can include theses, dissertations, projects, course notes, seminar papers, conference
proceedings, administrative documents, learning materials, and other forms of grey literature.
The following changes and challenges underscore the need for academic libraries to establish
institutional repositories in today’s digital world:

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 Information explosion
 Growing need for archiving and access to unpublished information
 Technological advancements
 Demand for access to knowledge resources from anywhere, at any time
 Increasing uncertainty over who will manage the preservation and archiving of digital
scholarly research materials.

Components of Creating Institutional Repositories

The technology, software, and personnel requirements are crucial factors in the creation and
development of institutional repositories (Giesecke, 2011).

 Hardware: The required hardware can range from a simple desktop computer
workstation to a file server.
 Software: Various open-source software packages are available for running an
institutional repository, such as DSpace, E-Prints, Fedora, Greenstone, and
Archimede. Commercial software options include Berkeley Electronic Press and
Simple DL.
 Staff requirements: Advances in ICTs have enabled skilled library professionals to
take leadership roles in developing and managing institutional repositories, allowing
them to fulfill their roles as specialists in collecting, describing, preserving, and
providing access. Staffing needs, however, vary depending on the repository goals of
the institution (Miconi, 2010). Key responsibilities include formulating content
policies, implementing and customizing repository software, managing metadata
fields and quality, generating usage reports, tracking preservation issues, advocating
for software and hardware use, conducting user training, and coordinating with
various institutional departments and external contacts.

Benefits of Institutional Repositories

According to Cassella and Morando (2012), the benefits of repositories for institutions and
individuals are numerous and can be grouped into the following categories:

 Raises profile and status: A high-profile institutional repository (IR) can support
marketing efforts to attract top-tier employees, students, and funding.
 Centralizes storage of institutional output: IRs aid in the storage and centralization
of all forms of institutional output, including unpublished works.
 Supports learning and teaching: IRs can provide links to virtual learning
environments and library catalogs, enhancing access to educational resources.
 Assists with institutional record standardization: IRs enable the creation of
individual online dossiers linked to the full text of articles, supporting the
development of institutional CVs.
 Facilitates research performance tracking: IRs allow for tracking and analyzing
research performance across the institution.
 Reduces publisher costs and permissions: IRs reduce reliance on publishers to
preserve materials, often with no financial benefits to authors, thereby promoting
greater communication and access to research outputs.
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Challenges of Institutional Repositories

Although an institutional repository (IR) is a relatively quick and cost-effective open-access
solution, sufficient infrastructure—including software, hardware, properly trained personnel,
and clear rules and guidelines—must be in place to maintain various policies and govern the
system (Corral, 2010).

The following are some of the challenges and potential obstacles to its success:

 Difficulties in Content Generation: A successful IR depends on authors’ willingness

to voluntarily deposit their work, which may be hindered by local restrictions. Content
generation can be particularly challenging in the initial stages.
 Diminishing Institutional Commitment: The organization’s long-term commitment
to the project may wane unless the benefits of an IR become evident early on.
 Issues with Rights Management: Researchers may fear infringing on publishers’
copyrights and be uncertain of their intellectual property rights, which can make them
hesitant to share work online before it is published by a traditional publisher.
 Policy Issues: Past experiences suggest that an IR functions most effectively with a
mandate to populate it, but mandatory participation can provoke a negative response
from researchers. Lynch (2003) noted that an IR should not serve as a tool for
administrative control over academic work.
 Lack of Incentives: Without incentives, academics may be reluctant to provide even
basic bibliographic information for their work, especially if incentives are available at
other institutions.
 Working Culture Issues: Contributing to self-service or user-generated platforms
requires effort, and academics often lack the time. They may be willing to share
content but reluctant to prepare it, necessitating a mediated deposit service.
 Cost: While the initial financial outlay for open-source software used in many IRs is
low, ongoing costs, especially for staff (time spent drafting policies, developing
guidelines, publicizing, training, supporting users, creating metadata, and hiring
specialized IT consultants), can be substantial.

Role of Librarians in Institutional Repositories

A number of studies have examined the role of digital librarians in the workplace and the
skills needed to manage digital libraries. Digital librarians are information professionals
specializing in the management and organization of digital libraries. Although librarians are
often referenced in articles about institutional repositories (IRs), only a few studies have
focused specifically on the expertise required to administer successful repositories. Librarians
play a crucial role in managing IRs, engaging in collection development, metadata creation,
preservation, outreach and education, advocacy, copyright and licensing, technical support,
and more (Mali & Deshmukh, 2022). Miconi (2010) explored the essential competencies for
repository staff and reported findings from a study conducted in the United Kingdom on the
professional background of repository administrators, identifying three main roles in
repository creation:

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 Repository management: Involves strategic and financial management, advocacy

and communication, staff and project management, and providing expert advice to the
institution.
 Technical: Requires knowledge and experience with software platforms and
repository software, covering the entire lifecycle of deployment, testing, upgrading,
and development.
 Administrative: Encompasses tasks such as adding records, checking metadata, and
managing copyright (Wickham, 2010).

The traditional roles of custodian, access provider, and distributor are evolving into a
function that supports the development and dissemination process. Many skills used in print
and other digital collections are transferable to IRs, allowing librarians to significantly
enhance an institution’s visibility and relevance by engaging in IR development (Cassella &
Morando, 2012). The concept of IRs offers notable potential for advancing open access,
allowing libraries to facilitate direct access to scholarly work rather than relying on
publishers and suppliers.

Most repositories rely on a self-archiving system, where the author is responsible for adding
items to repositories and creating metadata (Ahmad et al., 2012). Institutions are unlikely to
mandate self-archiving; instead, libraries will need to convince researchers of the benefits of
archiving their work. Providing adequate staffing support poses a particular challenge for
libraries as they take the lead in establishing IRs and standardizing them within collection
management programs (Carpenter et al., 2011). Libraries will require librarians skilled in
digital collection and OAIS management to fulfill these responsibilities. New roles will
include training faculty and students in OAIS usage, assisting in the preparation of digital
resources, engaging them in institution-wide policy-making, and setting repository goals.

Project management tasks include leading the planning, development, and oversight of the
repository, as well as providing services such as policy and procedure creation, user support
and training, user-centered assessments, and ongoing program and policy evaluation
(Bansode, 2011). Liaison and outreach duties involve promoting and advocating for the IR,
identifying contributors, and serving as a spokesperson for the repository's benefits. Content
management responsibilities include defining and managing digital collections, collaborating
with IITS on system and academic technology matters, and consulting with library staff on
metadata schemes appropriate for digital information. The library seeks an energetic and
creative librarian capable of making significant contributions to our institution, campus, and
the profession.

Expected Qualifications for IRs Librarians are:

 Experience in developing and/or managing an institutional repository system.
 Familiarity with emergence of institutional repositories, including issues, policies,
service models, and strategies securing appropriate content.
 Demonstrated competencies and skills in project management and problem solving
 Excellent oral, written, and interpersonal communication skills

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 Ability to work well both independently and collaboratively to inspire a shared vision
with colleagues, faculty, staff, and students in a rapidly changing and diverse campus
environment.
 Outreach experience and knowledge of marketing techniques
 Capability and commitment to engage in research, service, and continued professional
development for promotion
 Relevant library experience, preferably in an academic setting
 Experience with current digital collection architectures and platforms such as DSpace,
Content, ePrints.org, Fedora, Digital Commons and/or other repository tools
 Knowledge of digitization standards and techniques
 Knowledge of data management requirements for federal grants and publishers
 Knowledge of scholarly communication issues, Open Access initiatives, intellectual
property and copyright issues, and new forms of publication and research/creative
activities
 Knowledge of web interface design and usability

Way Forward
Libraries should seek dynamic and imaginative librarians who can make meaningful
contributions to their library, university, and the profession. In preparation, librarians should
conduct thorough background research, including consultations with individuals who have
already completed the process. Agreement in principle should be reached with colleagues and
departmental management (Giesecke, 2011). A team of experts should be assembled,
particularly in areas such as technology, intellectual property, metadata, policy, and
advocacy. Key principles guiding the IR should be established, along with an understanding
of the resource implications, especially regarding staff time. Securing top-level institutional
support and commitment is essential, as is identifying both short- and long-term funding
sources, with sustainability being paramount. After selecting, purchasing, and installing
software (Sawant, 2011), a trial project should be conducted, during which IR policies and
procedures can be evaluated and refined. Proactive invitations for content should be extended
across the institution, and the IR should be promoted with enthusiasm and dedication.

Conclusion
In academia, online journal publishing is growing increasingly popular. Faculty and
academics interested in submitting and publishing research articles are turning to open-access
approaches to facilitate online journal publishing. In this context, IRs can be an essential tool
for enhancing the visibility of an institution’s intellectual output to the public through open-
access publishing. Institutional repositories stand out as tangible indicators of research quality
and support within academic institutions. Prioritizing IRs in universities and other institutions
of higher learning will not only enrich research output but also promote scholarly publication
productivity among researchers in Nigeria and other developing countries.

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References
Ahmad, P., Aqil, M., & Siddique, M. A. (2012). Open institutional repositories in Saudi
Arabia: Present and future prospects. International Journal of Digital Library
Services, 2(2), 58–68.

Ashworth, S. (2010). Role of Librarians in the Development of Institutional Repositories.

New york: Rouldge.

Bansode, S. Y. (2011). Developing institutional repository in university library: a case study

of university of Pune. International Journal of Information Dissemination and
Technology, 1(4), 188–192.

Carpenter, M., Graybill, J., Offord, J., & Piorun, M. (2011). Envisioning the library’s role in
scholarly communication in the year 2025. Libraries and the Academy, 11(2), 659-
681.

Cassella, M., & Morando, M. (2012). Fostering New Roles for Librarians: Skills Set for
Repository Managers — Results of a Survey in Italy. Liber Quarterly, 21(3/4),
P407–428. Retrieved from http://liber.library.uu.nl/

Chen, X. (2010). Google Scholar’s dramatic coverage improvement five years after debut.
Serials Review, 36(4), 221–226. https://doi.org/http://dx.doi.org/
10.1016/j.serrev.2010.08.002

Corral, S. (2010). Educating the academic librarian as a blended professional: a review and
case study. In In Academic Librarian 2 : Singing in the Rain, ALSR 2010,
Conference towards Future Possibilities (pp. 1–24). Hong Kong. Retrieved from
http://repository.lib.polyu.edu.hk/jspui/bitstream/10397/1731/1/Session1A_Corrall.p
df.

Cothran, T. (2011). Google Scholar acceptance and use among graduate students: A
quantitative study. Library & Information Science Research, 33(4), 293-301.
Retrieved from http://dx.doi.org/10.1016/j.lisr.2011.02.001

Dlamini, N. N., & Snyman, M. (2017). Institutional repositories in Africa: Obstacles and
challenges. Library Review 66 (6-7): 535-548.
Dspace project. (2012). Our Cultural Commonwealth: The report of the American Council
of Learned Societies Commission on Cyber infrastructure for the Humanities
and Social Sciences. Retrieved April 4, 2012 from
http://www.acls.org/programs/Default.aspx?id=644
Giesecke, J. (2011). Institutional Repositories: Keys to Success. Journal of Library
Administration, 51(5), 529–542.

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Hitchens, C. (Ed. ). (2010). An interview with Suzane Bell administrator of university of

Rochester: New open source institutional repository UR research.
https://doi.org/Serials Review, 36 (2010), 37-39. doi: 10.16/j.serrev.2009.11.006

Lynch, C. (2003) Institutional Repositories: Essential Infrastructure for Scholarship in the

Digital Age. ARL Bimonthly Report, 226.
http://www.arl.org/resources/pubs/br/br226/br226ir.shtml
https://doi.org/10.1353/pla.2003.0039
Lynch, C. A., & Van Westrienen, G. (2010). Institutional repositories: Essential
infrastructure for scholarship in the digital age. University of Nigeria, Nsukka.

Mali, T .S., & Deshmukh, R. K. (2022). The Role of librarian in the management of
institutional repositories. Researchgate. DOI: 10:17762/msea.v71:1.2578
Markey, K. (2013). Census of Institutional Repositories in the United States: MIRACLE
Project Research Findings.4 (9) 115-128.
Miconi, M. T. (2010). ‘L’Open Access in Italia: progressi e prospettive’’.’ In In Rapporto
sulle biblioteche italiane 2009–2010, a cura di Vittorio Ponzani, direzione scientifica
di Giovanni Solimine, Roma (pp. 149–158). Rome.

Research Information Network (2013), "E-only scholarly journals: overcoming the barriers",
available at: www.rin.ac.uk/our-work/communicating-and-disseminating-research/e-
only-scholarly-journals-overcoming-barriers.
Saini, O. P. (2013). Institutional repository in academia of northern India: Concept creation
and challenges. Saarbrucken, Germany: LAP Lambert.

Saini, O. P. (2018). The Emergence of Institutional Repositories: A Conceptual

Understanding of Key Issues through Review of Literature. Library Philisophy and
Practice, 4, 1774.

Sawant, S. (2011). IR system and features: study of Indian scenario. Library Hi Tech, 29(1),
161–172.

Warren, B. (2013). Current challenges and choices in scientific publication. New York
Baylor University Medical Centre Proceedings, 16 (4).

Wickham, R. (2010). Faculty Attitudes and Behaviors Regarding Scholarly Communication:

Survey Findings from the University of California, University Of California,
available at: www.lib.berkeley.edu/userresearch/surveys/2007_
CDL_OSC_Survey.pdf.

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Authorship Characterization in Library and Information

Science Journals: Content Analysis
Martins, Sugabsen (CLN)
[email protected] (+2347038015309)
Abdurrahman Ghaji Library, Adamawa State University, Mubi, Adamawa State, Nigeria

Joshua, Joan Adamu (CLN)

[email protected] (+2348056555800)
Gombe State University

Abstract
The dynamics of scholarly communication within specific fields can be understood by
examining authorship trends and patterns in academic publications. The purpose of this
study is to identify and characterize the dominant trends in authoring practices by
performing a content analysis of authorship features in the Middle Belt Journal of Library
and Information Science (MBJLIS). Data were collected from the journal's website by
downloading all papers published over a five-year period (2019–2023), totaling 69 papers.
Using this comprehensive dataset, each issue and the papers within those issues were
reviewed to examine the number of articles in each volume, assess the level of collaboration
among authors, determine the institutional affiliations of the authors, establish the themes of
the papers, and ascertain the geographic distribution of the authors. Descriptive statistics
were employed to present and analyze the dataset, with Microsoft Excel used to create visual
representations of the data. Results from the content analysis indicate that the journal
published an average of 14 papers in each issue, with two-author collaborations being
prominent among the authors. Universities had more papers affiliated with them compared to
other institutions. Themes emerging from the analysis included library services, information
literacy, social media, and the application of ICTs in libraries. These findings shed light on
the evolving nature of authorship in Library and Information Science (LIS) literature. It is
recommended that international collaborations be encouraged and that themes such as
Artificial Intelligence (AI), cloud computing, robotics, and data mining in libraries be
explored to understand how librarianship can leverage these advancements, among other
suggestions.

Keywords: Authorship, Bibliometric, Collaboration, Information, Librarianship.

Introduction
Authorship is a key component of academic communication, reflecting the contributions and
teamwork within academic communities. Understanding authorship characteristics is
essential for identifying patterns in research production, collaborative dynamics, and
disciplinary change within the field of Library and Information Science (LIS). Scholarly
writings are highly structured and adhere to specific formats and patterns. These works may
or may not be published, and their publication and access may be fee-based or not. They can
include empirical surveys, case studies, experiments, or opinion papers. Ultimately, the

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communication of these scholarly works through journals is vital; without dissemination,

scholarly works would hold little significance for the academic community and the broader
public.

Librarianship, like any profession, has its scholarly communication media, which may be
either electronic or paper-based. In recent times, globalization has become a trending
phenomenon, intensifying discussions around topics such as diversity, collaboration, and
tolerance across various sectors of society. Given this context, it is crucial to re-examine
scholarly communication media through the lens of selected variables to identify the level of
diversity and other dynamics present in scholarly communication, particularly in the realm of
librarianship. This study focuses on several aspects: the level of collaboration among authors,
emerging themes from various publications, and the geographic characteristics of authors.
The aim is to establish how scholars collaborate and which areas of study garner their
attention.

Authorship analysis involves studying the attributes of a piece of work to draw conclusions
about its authorship (El Bouanani and Kassou, 2014). Despite the critical role of authorship in
shaping scholarly discourse, empirical research on authorship trends in LIS journals remains
limited. This study aims to bridge that gap through a quantitative examination of authorship
characteristics in LIS literature. By exploring various aspects of authorship—such as author
distribution, collaboration trends, and author demographics—this research seeks to provide a
comprehensive overview of authorship practices within the LIS field.

The Middle Belt Journal of Library and Information Science (MBJLIS) is a peer-reviewed
journal published by the Nigerian Library Association (NLA), Kwara State Chapter.
Established in 2003, the journal has a hybrid publication model, offering both online and
hardcopy versions. It publishes scholarly works in the field of librarianship and closely
related areas, such as archives, with all publications presented in the English language.

Statement of Problem
In this information age, we are witnessing an explosion of research across all fields of human
endeavor, resulting in a vast array of scholarly publications. Within the discipline of Library
and Information Science (LIS), there are numerous scholarly journals; however, recent
research focusing specifically on authorship characterization within these journals is notably
scarce. This study aims to address this gap by identifying authorship and collaboration trends
and patterns in a prominent scholarly journal in the field of LIS. Additionally, it seeks to
uncover the themes that are of particular interest to librarians, thereby contributing to a
deeper understanding of the dynamics within scholarly communication in this field. By
analyzing these aspects, the research hopes to shed light on the evolving nature of authorship
in LIS literature and provide insights that could inform future research and practice.

Objective
i. To identify the number of articles in each volume
ii. To indicate the collaboration level of Authors
iii. To determine the institutional affiliation of authors
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iv. To establish themes of papers

v. To ascertain geographic spread of authors
Research Questions
i. What is the number of article in each volume?
ii. What is the level of collaboration of authors?
iii. What is the institutional affiliation of authors?
iv. What are the themes emerging from the papers?
v. What is the geographic spread of the authors?
Review of Related Literature
Authorship ethics, cooperation dynamics, and authorship attribution algorithms are only a
few of the many themes covered in the literature on authorship in scholarly communication.
Previous research has brought attention to the multifaceted character of authorship,
highlighting the influence of elements including institutional affiliations, academic norms,
and gender differences on authorship practices. Numerous studies, albeit with different
approaches and scopes, have looked at authorship patterns in the LIS field. For example,
Velmurugan and Radhakrishnan (2015) conducted a study on the Webology journal: A
scientometric profile between 2007-2013. Their objective was to find out the average number
of citations per volume, examine year-wise distribution, ascertain authors' productivity,
identify single and joint contributions, evaluate subject-wise distribution of contributions, and
estimate the degree of collaboration. They observed that the majority of the papers were
written by single authors, whereas a minimum number of papers were written by multiple
authors. Also, the maximum number of articles were published by authors from India
(18.99%), followed by Australia and Iran (12.64%) and others. The degree of collaboration
was found to be 0.506 for the period of study. Useful as their study is, it excluded the Middle
Belt Journal of Library and Information Science, thereby creating a gap this study aspires to
fill.

In reading Velmurugan & Radhakrishnan (2015a), whose research theme was the Journal of
Information Literacy: A Scientometric Profile, their objective was to study authorship
patterns, analyze authors' productivity, examine single and multi-authored papers, and find
out the degree of collaboration. They realized from their findings that out of the 61 articles
studied, 52.46% of papers had single authors while the remaining 29 (47.54%) were jointly
authored. This research work has uncovered authorship trends in the Journal of Information
Literacy but failed to reveal authorship characterization in the Middle Belt Journal of Library
and Information Science, which this study seeks to address.

Das and Verma (2021) investigated the authorship and collaboration patterns of the Annals of
Library and Information Studies journal during 2009-2018: Scientometrics mapping. A total
of 342 papers were considered during the study period. They found a growth trend in joint
authorship and collaboration, indicating that co-authorship and collaboration are enshrined in
the reviewed journal. What is the situation like in the Middle Belt Journal of Library and
Information Science is what this study is seeking to uncover.

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Daud (2016) conducted a study to identify authorship patterns and collaboration in the Libri
International Journal of Library and Information Services between 2011 and 2015. The study
found that Libri published 140 journal articles, most of which were in the areas of school,
academic, special, and public libraries, with the highest number of research articles coming
from South Africa (23 articles or 16.43%). The authorship pattern changed from single
authors (63 articles or 45%) to multi-authorship (77 articles or 55%), and the average degree
of collaboration stood at 0.55. This means that single authorship is becoming more archaic
compared to multiple authors. While the study fulfilled its research questions, it was limited
in scope as it left out the Middle Belt Journal of Library and Information Science, creating a
gap that this study will fill.

In a study on Authorship Patterns and Collaborative Measures in the Journal of the

Geological Society of India (2009-2018): A Bibliometric Analysis by Sridhar and Yadagiri
(2020), the majority of works are collaborative, which ensures teamwork and increased
sharing of scholarly information among members. In another study on the Visualization of
Authorship Patterns and Research Trends of the Annals of Library and Information Studies,
Gupta et al. (2023) reviewed 388 articles, of which 188 (48.20%) were authored by two
authors, while single authorship was found in 130 (33.76%). This indicates that the
authorship trend is leaning towards joint authorship rather than single authorship. The top
five thematic areas emerging from the study are: Scientometrics, Academic Libraries, Open
Access, Information Literacy, and Koha. In the same vein, India was the leading country in
terms of publications (76.80%) and citations (75.55%), with Nigeria coming in second
(6.44% of publications and 5.78% of citations). This indicates that the journal must establish
itself on a global scale.

Borteye et al. (2023) considered the theme "Celebrating More Than Three Decades of
Scholarly Publishing: A Bibliometric Analysis of The Journal of Science and Technology."
The study's findings showed that numerous writers contributed to the journal at a higher rate
than single authors. In the journal, institutional cooperation predominates over national and
international collaboration. This research is a bibliometric analysis in science and technology,
whereas this study will focus on Library and Information Science.

Methodology
To conduct a content analysis of authorship characteristics in the Middlebelt Library and
Information Science Journal, a five-year (2019-2023) publication of the journal was
downloaded from its website. Various bibliometric indicators, including the number of
articles in each volume, collaboration networks, institutional affiliations, themes emerging
from publications, and the geographic spread of authorship, were computed and analyzed
using descriptive statistics in Microsoft Excel, and the data is presented in charts.

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Results and Analysis of Findings

15
11

Vol.17(2019) Vol.18(2020) Vol.19(2021) Vol.20(2022) Vol.21(2023)

Figure 1: Number of Articles in Each Volume

Figure 1 shows the number of articles in each volume of the selected five years span. It can
be seen that volume 18 (2020) had the least papers published (11) and the highest number of
articles in a publication is fifteen (15). It appears the publication for the Middle Belt Journal
of Library and Information Science is on the average, fourteen (14) papers in every
publication.

35
30
25
Institutional
20
National
15
International
10
No Collaboration
5
0
Vol.17 Vol.18 Vol.19 Vol.20 Vol.21 Total
(2019) (2020) (2021) (2022) (2023)

Figure 2: Collaboration by Geographic Grouping

Figure 2 shows the extent of collaboration by geographical grouping. Institutional means all
authors are from the same institution, national means the authors are spread within the
country, International means all the authors are from different countries and No collaboration
means there is only one author to the paper. As seen in the chart, there was a frequency of
only 4 authors from the same institutions when Volume 17(2019) was published but in the
current volume 21(2023) the number of institutional collaboration has increased to 6 showing
an upward trend. Again, it can be seen that cumulatively author’s collaboration on a national
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scale has the highest score of 32. Looking intently at the chart, one finds that there is no
collaboration at all at international level throughout the five years studies and 16 papers
across the five volumes studied had no collaboration meaning they are single authors.

40
Single Author
35
30
Two Authors
25
20
Three Authors
15
10
Four Authors
5
0
More than Four
Vol.17 Vol.18 Vol.19 Vol.20 Vol.21 Total Authors
(2019) (2020) (2021) (2022) (2023)

Figure 3: Collaboration by Number of Authors

Figure 3 shows collaboration by number of authors. Single author had the total frequency of
16 and that of two authors is 36, three authors are 12, four authors are 5 and more than four
authors are 0. Interesting to note is the fact that of the 69 papers under study only five across
all the volumes have four authors collaboration the rest are either two or three authors’
collaboration or no collaboration at all.

No affiliation

Others

Colleges of Education

Research Institutes

Polytechnics/Monotechnics

Universities

0 2 4 6 8 10 12 14 16

Figure 4: Institutional Affiliation of Authors

Figure 4 shows the institutional affiliation of authors. It can be seen that Volume 17 (2019)
and Volume 21(2023) with frequency of 14 each, have the highest frequency of affiliation to
a university and the lowest affiliation to a university is 9 which is in volume 18(2020).
Volume 21(2023) had all 14 papers affiliated to a university.

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14 12
12
Frequency

10 8
7
8 6 6
6
3
4 2 2 2
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
2
0

Internet and…

Career…
Use of Information…

Libraries and…

Librarians and…

Cataloguing and…
Library and…
Access to…

Collection…

Study of Library…

Leadership styles…
Internet use

Data Sharing

Public Libraries

Staff Development
Archives
Social Media

ICT and Libraries

Information Literacy

Library services

Library Equipments
Journal publications
Records

Collaboration
Themes

Figure 5: Themes Emerging from Papers

Figure 5 shows themes emerging from the papers published within the period of study. The
highest theme is Library Services. The themes that had least frequencies are Library science,
Internet use, archives, Data Sharing, Career Development, Self Development, Leadership
Styles, Public Libraries, Library Equipments, Collaboration, Collection Development and
Internet and Student.

16 15
14
12 11
Frequency

10 9 9 9 9
8
6
4
4 3 3
2 2 2 2 2 2 2
2 1 1 1 1 1 1
0
Bauchi
Yola

Kwara
Oyo

Abia

Zamfara

Adamawa
Kano

Osun

Katsina

Taraba

Ebonyi

Niger

Ekiti
Not Indicated
Ogun

Delta

Lagos
Abuja
Edo
Sokoto

Plateau

Geographic Location

Figure 6: Geographic Spread of Authors

Figure 6 shows the geographical spread of authors. Kano has the highest frequency followed
by Oyo and thirdly Ogun, Osun, Kwara, and Abia. The lowest frequencies were Sokoto,
Zamfara, Ebonyi, Bauchi, Niger, Plateau and Ekiti States.

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Discussion of Findings
Association Kwara State Chapter, publishes an average of fourteen (14) papers in its issues.
This number is fair enough to draw the attention of research communities in the field of
Library and Information Science and may encourage subscriptions, even though the
publication of journals has more to do with quality than quantity. This result deviates from
Borteye et al. (2023), whose study of bibliometric analysis of The Journal of Science and
Technology (JUST) indicated an average publication of 29 papers per year.

It was found that the level of collaboration most prominent among authors in the studied
journal is two-author collaboration. This agrees with Sridhar and Yadagiri's (2020) study on
authorship patterns and collaborative measures in the Journal of the Geological Society of
India (2009-2018), which found that 98.59% of authors had joint authorship. It also aligns
with findings from Daud (2016) and Erin (2023) that indicate joint authorship is on an
upward trend. Furthermore, collaboration among authors within a country is more prevalent
than collaboration among authors from the same institution, which is surprising, as authors in
the same work environment should be physically closer and more accessible to one another.
These unexpected findings may be attributed to the use of Information and Communication
Technologies (ICTs), which eliminate distance as a barrier to communication.

Universities have more papers affiliated with them across all the volumes. This might be
because academics are primarily known for conducting research and publishing their findings
as part of academic rituals and norms, as well as for career advancement and the development
of new ideas. It would have been strange if universities did not top the list of institutional
affiliations for these papers. Surprisingly, research institutes, which are also known for
research, had fewer papers affiliated with them. This may be because most of them own and
publish in their own journals.

Themes emerging from the papers indicate that librarians publishing in the MiddleBelt
Journal of Library and Information Science (MBJLIS) are more concerned with library
services, information literacy, social media, and the application of ICTs in libraries, at least
for the last half of the decade. This finding concurs with Gupta et al. (2023), who identified
scientometrics, academic libraries, open access, information literacy, and Koha as major
themes.

The geographic spread of authors indicates that Kano State had the highest frequency,
followed by Oyo, Ogun, Osun, Kwara, and Abia. It is important to note that there are no
papers from outside Nigeria; all papers are from within the country. This finding contrasts
with those of Erin (2023) and Gupta et al. (2023), whose research showed that the geographic
spread of authors included the United States, United Kingdom, Australia, Canada, Spain,
Japan, and India.

Conclusion
This study focuses on authorship characterization in Library and Information Science
journals. The study aimed to determine the number of articles in each volume, examine the
collaboration levels among authors, identify the institutional affiliations of authors, establish
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themes of the papers, and ascertain the geographic spread of authors. Authorship
characterization in Library and Information Science journals is crucial for understanding
bibliometric metrics, discovering research directions, appreciating previous research,
establishing authorities in the profession, and gaining insights into the global landscape of
librarianship as a profession.

Based on the findings, it is concluded that librarians and other information professionals
publishing in the Middle Belt Journal of Library and Information Science between 2019 and
2023 were primarily concerned with library services, information literacy, social media, and
the application of ICTs in libraries. They exhibited a preference for two-author collaborations
over single authorship. Additionally, they favored national collaboration rather than
institutional or international collaborations.

Recommendation
Based on the study, the following recommendations are hereby made:
i. Prospective authors should seek out international collaborations in addition to
institutional and national collaborations to gain different perspectives based on
geographic contexts; doing so will enrich their research.
ii. Authors in librarianship should focus on themes such as the intersection of artificial
intelligence (AI), cloud computing, robotics, data mining, and libraries to understand
how librarianship can take advantage of these developments.
iii. Journal publishers should widely advertise their calls for paper submissions so that
authorship can reach a broader audience and enrich their publications.
iv. To encourage diversity and inclusivity, journal publishers should consider a blend of
single and joint authorship collaborations, as well as institutional, national, and
international collaborations when accepting papers for publication. This approach will
enhance the journal and ensure a wider readership.

References
Borteye, E. M., Aviamu, Y. A., Humphrey, S. A. Y., & Akotey, R. (2023). Celebrating More
Than Three Decades of Scholarly Publishing: A Bibliometrical Analysis of Journal of
Science and Technology (JUST). Journal of Science and Technology, 41(2), 1–15.
https://doi.org/) https://dx.doi.org/10.4314/just.v41i2.1

Das, S., & Verma, M. K. (2021). Authorship and Collaboration Pattern of Annals of Library
and Information Studies Journal during 2009-2018: Scientometrics Mapping. Library
Philosophy and Practice, (e-journal)(5605).

El Bouanani, S. E. M., & Kassou, I. (2014). Authorship Analysis Studies: A Survey.

International Journal of Computer Applications, 46(12), 22–29.

Gupta, K. P., Singh, M. K., & Tiwari, S. (2023). Visualization of Authorship Patterns and
Research Trends of Annals of Library and Information Studies. Library Philosophy
and Practice, 7956.

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Kranak, M. P., Falligant, J. M., Bradtke, P., Hausman, N. L., & Rooker, G. W. (n.d.).
Authorship trends in the Journal of Applied Behavior Analysis: An update.

Rani, M. (2019). Authorship Patterns and Collaborative Research in Library Trend Journal,
2013- 2018: A Bibliometric Study. Journal of Information Managemen, 6(1), 21–24.

Sridhar, A., & Yadagiri, S. (2020). Authorship Patterns and Collaborative Measures in the
Journal of the Geological Society of India (2009-2018): A Bibliometric Analysis.

Velmurugan, C., & Radhakrishnan, N. (2015a). Journal of Information Literacy: A

Scientometric Profile. Journal of Information Science and Application, 3(1), 1–9.

Velmurugan, C., & Radhakrishnan, N. (2015b). Webology Journal: A Scientometric Profile.

International Journal of Information Dissemination and Technology, 5(2), 137–142.

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The Need for Information Governance in Nigerian Public

Universities
JIKA Saidu Muhammad, Department of Library and Information Science, Gombe State
University , Nigeria, [email protected], +2348039662599

SHAIBU Umar, Department of Library and Information Science, Gombe State University,
Nigeria, +2347058636761,[email protected]

AHMED Muhammed Bello, College Library, Federal College of Education (Technical),

Gombe- Nigeria,[email protected],+2347065171412

Fatimah Sani, Department of Library and Information Science, Gombe State University,
Nigeria, [email protected], +2348084845762

Abstract
A university is a complex organization possessing a vast amount of information across all of
its functions and operations. Much of this information consists of personal data or other
confidential information, for which there are specific requirements and risks. It is important
that the university is able to acquire, manage, make available, and dispose of the information
it needs in a responsible and protected manner, in compliance with both operational
requirements and the responsibilities set forth by legislation and regulation. Information
management in Nigerian universities suffers from significant setbacks due to a lack of
standard policies to guide the creation, usage, and disposition of records. This study aims to
examine issues of records and information management in Nigerian universities as viewed by
previous studies, in order to determine whether the Information Governance (IG) paradigm
can transform Records and Information Management (RIM) in these institutions. The study
found that Nigerian universities fall short of requirements when it comes to maintaining
records that document their functions, coupled with insufficient financial backing for
initiatives to provide the most necessary facilities for RIM. Moreover, no previous studies
have utilized the Information Governance (IG) perspective to address the problems of record
management in Nigerian universities. The study recommends that, in the event of a shortage
or unavailability of funds, IG initiatives can be implemented at the departmental level on a
trial basis. Several IG models were suggested for universities to assess the feasibility of IG
implementation in their respective domains.

Keywords Nigerian universities, Information Governance, Records Management,

Information Management
Introduction
Information governance (IG) is a “super discipline” that has emerged as a result of new and
tightened legislation governing businesses, along with the recognition that multiple
overlapping disciplines are needed to address today’s information management challenges in
an increasingly regulated and litigated business environment. Information overload, caused
by the proliferation of unstructured data, documents, emails, and other unmanaged
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information within a corporate enterprise, poses a risk in light of recent laws, regulations, and
rules governing information (Dameri, 2009, cited by Smith, 2015). IG is both puzzling and
fascinating to a broader audience than just the records and information management (RIM)
community. Today, there is no Association of Information and Image Management (AIIM)
event, e-Discovery seminar, or enterprise 2.0 conference that does not espouse the mantra of
IG.

A university is a complex organization possessing a vast amount of information across all of

its functions and operations. Much of this information consists of personal data or other
confidential information, for which there are specific requirements and risks. It is important
that the university is able to acquire, use, manage, make available, and dispose of the
information it needs, as appropriate, in a responsible and protected manner, in compliance
with both operational requirements and the responsibilities set forth by legislation and
regulation.

Nigerian universities possess a large amount of information, which includes correspondences,

accounting documents, personnel files, payroll records, minutes of meetings (Senates,
University Council, Faculty, and Departmental Board meetings), students’ registration,
admission and examination records, lists of courses offered, timetables for lectures, speeches,
legal documents, and so on. Making this information available in a timely manner to the right
users will no doubt eliminate or reduce to the barest minimum some problems encountered in
finding needed information to make decisions or to respond to queries.

Abdurrahman (2015) opines that the invaluable role records play in assisting managers to
carry out their administrative functions through decision-making cannot be overstressed. This
is because the information contained in the records helps to enlighten them regarding any
issues relevant to the organization. However, studies have revealed that information
management in Nigerian universities is suffering from significant setbacks. As observed by
Idris (2017), there are no policies or guidelines for records appraisal, retention, and disposal
in Nigerian universities.

In a similar study, Abdurrahman (2015) found that the demand for appropriate and timely
information for management decisions in Nigerian universities appears challenging, adding
that this is because the university system is expanding at an alarming rate. Other studies by
Ukwoma & Mole (2017) and Momoh & Abdulsalam (2014) found that records may be
available in an institutional repository of the university, but users are often unaware of this
because access points were not provided. Similarly, the status of information management
efficiency in the universities generally lacks effectiveness.

Practicing good IG is the essential foundation for building a legally defensible records
management program; it provides the basis for consistent and reliable methods for managing
documents and records. This paper examines issues of records and information management
in Nigerian universities as viewed by previous studies, in order to determine whether the IG
paradigm can change the face of RIM in these institutions. First, we ask why we need IG and

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where it came from. Second, we present some IG models and concepts; finally, we discuss
how they meet the expectations of the RIM community.

In a nutshell, after a critical consideration of the term IG, this study highlights some issues
that turn out to be major challenges and obstacles to RIM, along with the possibility of
adopting the IG framework within a university setting in Nigeria.

Study Background and Problem Case details

This section describes the target literature details and the situation of the problem domain.
Issues related to records and information management in Nigerian universities, as well as
some incidents resulting from poor information management, are outlined. Based on the
literature reviewed, no studies have been conducted regarding the implementation of the IG
approach to address the problems of information management in Nigerian universities; hence,
the need for this research.

Records and Information Management in Nigerian Universities

Universities in Nigeria create a huge quantity and perplexing variety of records on a daily
basis. These include records such as correspondences, accounting documents, personnel files,
payroll, minutes of meetings (Senates, University Council), etc. Departments and faculties
continuously create and use these records in their day-to-day activities. The National Policy
on Education (1997), focusing on Nigerian universities, aims at social transformation,
economic modernization, and the training and upgrading of the nation's total human
resources, while promoting intercontinental understanding. This implies that documenting
events and activities in the form of records, particularly for a university, is of paramount
importance in promoting research and development for both the university and the nation at
large.

Abdulrahman (2015) noted that record-keeping occupies a strategic position in the efficient
and effective management of the university system; in fact, it is central to the administration
of universities. Records are also used as important sources for strategic planning and
successful implementation of policies, as well as for good policy formulation (Nwaomah,
2015). This is not far from the fact that for any meaningful planning and controlling to take
place, there must be good access to records.

Records and information management, according to Iwhiwhu (2005), aims at controlling the
rapid accumulation of papers within an organization or institution. This is due to the
voluminous records created without any organized plan for their storage and maintenance,
consequently causing difficulty in tracing and utilizing the information when needed. Having
investigated the cases of poor governance and conducted case studies in several different
organizations, Isa (2009) found that records management is central to good governance in
both public and private organizations.

Despite the important role that records and information play in running an organization such
as a university, many universities in Nigeria face challenges in managing their records and
information. In his studies on managing e-records in federal universities in Nigeria, Idris

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(2017) revealed that e-records management activities are not given the attention they deserve
in the universities. Most universities have no records department, no records policy, and no
ICT facilities to manage e-records effectively. However, Bantin (2002) identified Decision
Support Systems (DSS), Electronic Records Management Systems (ERMS), and Online
Transaction Processing Systems (OLTPS) as some of the most suitable systems for
processing e-records and documents, which are mostly not found in Nigerian universities.

The lack of these facilities will undoubtedly affect the management of electronic records.
Supporting this, Idris (2017), citing Asogwa (2012), described the implications of the non-
availability of ICT facilities in Nigerian universities as ill-equipped or unprepared for
electronic records management, because these technologies are known to be very effective at
supporting the needs for information, minimizing the amount of data stored in the system,
improving system efficiency, removing obsolete data, and providing effective ways of
managing e-records.

Decision-making, which is considered the bedrock of running organizations, also suffers

setbacks due to poor management of records and information in the universities. Brenden
(2013) pointed out that Nigeria lacks basic records management policies for managing
ordinary records; as a result, such records are frequently misplaced or lost due to misfiling. In
a similar study, Popoola and Oluwole (2007) posited that Nigerian university administrators
are often concerned about the alarming rate of misplacement or loss of vital records and the
slow speed at which needed records are retrieved from storage.

Similarly, Atulomah (2011), cited by Momoh and Abdulsalam (2014), observed that
universities in Nigeria generate large quantities and quality records in their day-to-day
activities, but many files are duplicated in numbers within and across units without control
over their creation, causing data redundancy and wasteful spending. Aluede, Idogho, and
Imonikhe (2018) added that there is a lot of indiscipline among records officers; such as
destroying the confidentiality of the data, students and other users tend to bribe records
officers to alter some information, computational aids like computers are unavailable, and
poor funding has led to the non-recruitment of sufficient and qualitative staff and low
provision of adequate space.

In a study conducted by Ojo, Mairiga, Idakwo, and Mohammed (2019) on policy guidelines
for records management in Nigerian university libraries, it was discovered that poor policy
guidelines, insufficient funds, inadequate housing, poor electricity supply, low staff morale,
lack of training and retraining, and lack of strong support from top management are among
the major challenges of staff records management in Nigerian university libraries.

Jika (2022) argued that managing records and information in Nigerian universities is carried
out without a standard RIM policy. He added that although some fragments of roughly
unwritten policies exist, which are loosely implemented and have an explicit impact on
information management and use in the universities—such as records retention and
disposition—these rely on the availability of lawful guidance and, to some extent, the

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judgment of the units or departments or sometimes the decision of the university's top
management.

Evidence of Poor Records Management in Nigerian Universities

If requested records are not located due to a poor records system, universities may find
themselves in an awkward situation where, as Tailor (2000) observed, lawsuits by aggrieved
parties cannot be ruled out. The National Universities Commission (NUC) has previously
suspended the operating licenses of seven private universities in Nigeria for various reasons,
including noncompliance with NUC regulations, poor management of academic activities,
and mismanagement of students' examination records (Nwaomah, 2015).

Recently, a national lawmaker was accused of not graduating from Ahmadu Bello University
in Zaria, Nigeria, where he claimed to have earned his first degree. According to Ogbonna
(2017), the accused senator, Dino Melaye, allegedly bribed his Head of Department, who,
along with other department professors and examinations officials, supported him in
falsifying his transcripts, despite the senator's name not appearing on the graduation list.
Although the senator was eventually cleared and verified as a graduate of that university by
the Vice-Chancellor, who testified before a panel of inquiry in the National Assembly
chamber, the institution's delay in providing the pertinent documents raised concerns about
the potential misuse of records within the university.

Another case of a certificate scandal involves a renowned politician in Nigeria contesting for
a governorship position. According to Akinloye (2017), Ayodele Fayose claimed to have
attended Polytechnic Ibadan, Nigeria, and received a Higher National Diploma (HND)
certificate. However, he was left in disbelief when the institution issued a disclaimer stating
that he had never been a student there and that the certificate he claimed belonged to someone
else. As Fayose prepared for the governorship election, many called for his prosecution.
However, the Polytechnic later retracted its statement, conceding that Fayose was indeed a
graduate of the institution, allowing him to win the election in 2014. This incident highlighted
the inconsistency with which Nigerian institutions of higher learning manage and deliver
information, stemming from weak record-keeping and information management practices.

Former Nigerian President Goodluck Jonathan (2011-2015) was also embroiled in a

certificate scandal. Chief Olusegun Obasanjo, a respected leader and former president,
accused Jonathan of not completing his PhD (1999-2007). This serious charge jeopardized
Jonathan's reputation and integrity, according to Akinloye (2017). Jonathan holds a BSc in
Zoology, an MSc in Hydrobiology and Fisheries Biology, and a PhD in Zoology, all from the
University of Port Harcourt in Nigeria. His supporters believed that Obasanjo was attempting
to defame the then-president ahead of the 2015 presidential election to hinder his chances of
winning.

In response to a query from Punch Newspaper, the University's Deputy Registrar, William
Wodi, stated, "As an institution with a statutory mandate to expand the frontiers of
knowledge, we have absolutely nothing to conceal." However, when a civil society
organization, the Institute of Human Rights and Humanitarian Law, requested Jonathan's
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academic records under the Freedom of Information Act (FOI), the University responded,
"The management of the University has carefully considered your request and its
implications under the FOI Act. It is my duty to advise you that your request does not fall
under the relevant requirements of the FOI Act in terms of its feasibility or the University's
obligation to supply the sought information. As a result, you will not be able to obtain
information about President Jonathan's PhD degree from the University of Port Harcourt."
This incident reveals how the freedom to access public information under the Freedom of
Information Act (FOI) is being jeopardized in Nigerian universities.

Why Information Governance?

Information is both a valuable asset and a potential liability for an organization, from the
production of records to their eventual disposition. Effective corporate governance is
essential for providing documentation necessary for business planning, transactions, and
litigation (Smallwood, 2014). Hagmann (2013) noted that, in recent years, primarily US-
based professional associations, interest groups, and experts from the Records and
Information Management (RIM) and IT communities have raised two key questions while
researching the concept of information governance from a RIM perspective: (1) Is the
concept of a record and records management as a discipline still fit for purpose? (2) Should
we reconsider all the requirements under the traditional view of information lifecycle
management in a more holistic manner, in conjunction with all the dependencies from related
disciplines within the broader field of Enterprise Information Management (EIM)?

In response to the first question, numerous indicators from the RIM community suggest that
addressing the records management lifecycle solely from the perspective of data retention and
destruction is no longer sufficient. For example, Smallwood (2019) argued that organizations
should shift from a reactive “keep everything” strategy to a proactive strategy of defensible
deletion. This proactive approach can enhance disposition and information governance
programs by employing a systemized, repeatable, and defensible method. Similarly, Ianarelli
(2015) emphasized that with the prevalence of smartphones, tablets, and other devices
generating vast amounts of data, traditional RIM systems cannot easily control the
information generated and disseminated today.

The idea that relevant information should be classified and designated as a "record" is
unlikely to change, particularly given that only 7-9 percent of enterprise content is managed
as "official" or scheduled records (Datskovsky, 2012). Hagmann (2013) stressed the
importance of involving various stakeholders within the organization, allowing each
contributor to benefit from the insights of others. This collaborative approach calls for a more
robust method of managing organizational information. Therefore, it is crucial to consider
how long we will need all relevant data, why we need it, how and how much we will use it,
and what we are permitted to do with it while maintaining or preserving it.

Some experts advocate for adopting the more inclusive terms "Information Lifecycle
Management" (ILM) or "Information Lifecycle Governance" (ILG or ILMG) to replace the
traditional term "Records Management." The information management field is evolving, and
various constructs are emerging, each promising to address the challenges posed by records
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management (Svard, 2017). Information governance efforts aim to manage and control
information assets to reduce risk, ensure compliance with regulations, and enhance
information quality and accessibility, while also implementing security measures to protect
and preserve information with business value (Smallwood, 2014).

When an organization is information governance (IG)-enabled—that is, when IG is integrated

into operations across the enterprise and coordinated on a company-wide basis—the
organization will look very different than it does now. It will not only have a clear
understanding of the total cost of information but will also shift resources to capitalize on the
opportunities presented by Big Data. Furthermore, it will exhibit significant changes in key
operational areas, including legal, records and information management (RIM), and IT.

Regarding the second question, discussions among consultancy firms like Gartner and in
academia (e.g., Kooper et al., 2011) suggest that the notion of IG is already established,
despite the relative immaturity of the corresponding concepts and theories, coupled with
limited practical experience. Currently, organizations seem to develop their own
interpretations of IG based on internal needs, priorities, ethics, and politics—some even treat
IG as synonymous with data governance. However, one common observation noted by
Hagmann (2013) is that many organizations do not clearly distinguish between IT governance
and information governance. Kooper et al. (2011) commented on the inadequacy of IT
governance to effectively manage the information lifecycle. As Gartner (2009) succinctly
articulated:

"The overall objectives of good governance are to improve the speed and
effectiveness of decisions and processes (efficiency), to maximize the value
of information in terms of value creation, and to reduce costs and risks to
the business or organization. Information governance is a subset of
corporate governance. In other words, information governance should not
be viewed as part of IT governance. Why? Because such a perspective
reinforces the notion that information is the responsibility of IT. It isn’t.
Information governance is NOT solely the responsibility of IT, or at least
not solely the responsibility of IT."

This perspective from Gartner emphasizes the broad strategic scope of IG rather than its
operational IT scope. However, IG can also be seen as the art of fostering trusted interactions
among the key stakeholders of an IG program (IT, Business, Legal and Compliance, RIM,
Security, and Privacy). These stakeholders aim to collaborate to minimize information risks
to the enterprise while maximizing the value of information assets through the development
of desirable behaviors and the facilitation of cross-functional decision-making.

How IG Meets the Expectation of RIM?

With changes in the business environment and in regulatory, legal, and IG influences, there
comes increased attention to RM as a driver for corporate compliance. For most
organizations, a lack of defined policies and the enormous and growing volumes of
documents (e.g., email messages) make implementing a formal RM program challenging and
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costly. Some reasons for this, according to Smallwood (2014), include changing and
increasing regulations, managing multiple retention and disposition schedules, changing
information delivery platforms, and security concerns. Protecting and preserving corporate
records is of paramount importance, yet users must have reasonable access to official records
to conduct everyday business. Organizations are struggling to balance the need to provide
accessibility to critical corporate information with the need to protect the integrity of
corporate records.

Kahn and Blair (2004) introduced the concept of information management compliance (IMC)
in 2004 as a collaborative, content-oriented approach to managing information through its
entire lifecycle. This concept aligned almost all the business activities that are now under the
umbrella of IG concepts and models in their definition of IMC. Indeed, besides the already
understood need for better integration of IM disciplines—which often run and work side by
side or against each other instead of functioning together—the governance aspect is not new
either. “The governance of an enterprise, the compliance with legal obligations and duties,
and the appraisal and valuation of risks go hand in hand” (Kampffmeyer, 2007).

So, we can see that the transfer of the Governance, Risk, and Compliance (GRC) concepts
into the area of information management now equals IG. In the context of the value chain, it
means tying values (including tangible and intangible assets) and legal duties to information
assets so that IT can routinely and defensibly manage data, and the business is able to make
decisions based on optimized information resources and systems.

With this as a starting point, it is important to follow a holistic enterprise-wide perspective.

Why is records management alone not enough? Because organizations have to master all
possible information risks in a coordinated way, not just retention and disposition risks.
GARP clearly addresses the eight dimensions, which include information security risks
(protection) and compliance risks, including data privacy and other risks (ARMA, 2009).

The visibility of the program, including RIM and other associated disciplines, increases
significantly when IG is aligned with risk and compliance. It requires someone to be
responsible and accountable in a long-term manner in order to be successful. It does not
function at no cost. According to Hagmann (2013), risk minimization is only possible with a
well-funded, properly choreographed, and multidisciplinary governance program. As a result,
this is a critical undertaking; the importance of IG to the business from the start cannot be
overstated.

Some IG Implementation Frameworks

Various organizations and initiatives have adopted and implemented different types of IG
frameworks, each with distinct perspectives toward IG. Alongside IG maturity, these models
continually change their focus on IG while maintaining their fundamental fields of expertise.
Mullon and Ngoepe (2019) have identified several frameworks and standards developed for
implementation at the organizational level, some of which are applied by institutions in South
Africa. They include the following:

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i. Concepts IG framework: Developed by Mullon in 2017, this framework has

been implemented in various organizations he consulted for in South Africa.
These organizations include the Reserve Bank of South Africa and the eSwatini
Revenue Authority. This framework mainly includes three essential pillars,
namely, instruments (policy and legislative framework), infrastructure
(technology), and interest (people, change management, and accountability).
ii. ARMA IG body of knowledge: This framework is based on the Association of
Records Managers and Administrators’ definition of IG, where IG is defined as a
“strategic, cross-disciplinary framework composed of standards, processes, roles,
and metrics that hold organizations and individuals accountable for the proper
handling of information assets” (ARMA International, 2018). This framework
assists organizations in achieving business objectives, minimizes the risk posed by
substandard information handling practices, and facilitates compliance with
external requirements.
iii. IBM IG maturity model: This model is based on the definition of IG by an IBM
records manager, where IG is defined as “the disciplines, technologies, and
solutions that are used to manage information within an enterprise in support of
business and legal requirements. IG incorporates a wide set of subjects that covers
information protection, information quality, and information lifecycle
management.”
iv. IG Reference Model: In late 2012, with the support and collaboration of ARMA
International and the Compliance, Governance, and Oversight Council (CGOC),
the Electronic Discovery Reference Model (EDRM) Project released version 3.0
of its IG Reference Model (IGRM), which added information privacy and security
as primary functions and stakeholders in the effective governance of information.
The IGRM is aimed at fostering IG adoption by facilitating communication and
collaboration between disparate (but overlapping) IG stakeholder functions,
including information technology (IT), legal, RM, risk management, and business
unit stakeholders. The model serves as a ground for discussion and analysis, rather
than a specific prescription for how to approach eDiscovery, which is considered
one of its limitations (Mullon and Ngoepe, 2019).
v. COBIT 5: Another popular IG framework and quasi-standard from the
perspective of IT is COBIT 5 (Control Objectives for Information and Related
Technology), based on five key principles. COBIT 5 extends the governance of
enterprise information management in alignment with ISO 38500 (2016), the
corporate governance of information technology standard. It provides a
comprehensive framework that assists enterprises in achieving their objectives for
the governance and management of enterprise IT. Simply stated, it helps
enterprises create optimal value from IT by maintaining a balance between
realizing benefits and optimizing risk levels and resource use.

Universities and Information Governance

Information Governance has many standard concerns that can and should be tackled within
all organizations. The situation of IG implementation in universities is similar to that in other
industries. Jairak and Paneetpolgrang (2015) argue that they have not found a specific
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solution that applies to every university, adding that the solution has significantly changed
from one university to another. Bhattachariya and Chang (2007), as cited in Jairak and
Praneetpolgrang, note that adopting industry best practices may not always be appropriate,
especially when institutions are dealing with low staffing levels. Each university can launch
its own best practices that connect to its business demands based on available resources.

In 2007, the Joint Information Systems Committee (JISC) on funding for the University of
Strathclyde initiated the compliant roadmap and self-assessment tool to assist institutions of
higher education in the UK in tracing areas for enhancing their IT resources. Considering the
JISC model and the ISO/IEC 38500:2008 Standard for Corporate Governance of IT, Martínez
and Largo (2009) established a university-oriented IT governance framework (ITG4U) for
the Spanish Association of University Rectors, which allows individual universities to attain
a higher IT governance maturity level.

The whole university system in Thailand is controlled by the Office of the Higher Education
Commission (OHEC) and the Office for National Education Standards and Quality
Assessment (ONESQA). The main function of the OHEC, according to Jairak and
Paneetpolgrang (2015), is to uphold the internal quality assurance of each university.
However, the regulation of external quality assurance among Thai universities falls under the
responsibility of ONESQA.

The two organizations share the same vision of creating a suitable quality assurance system
for Thai universities. Similarly, based on the OHEC and ONESQA methods, many indicators
for measuring university performance were identified.

Oxford University’s IG policy considers IG as a broad framework for ensuring that

information is controlled legitimately and firmly and that the privacy of personal and
confidential information is maintained properly (IG Policy 2020). This comprises access to
and disclosure of information, information protection and risk management, freedom of
information, IT projects, IT governance, and records management. The policy also states that
effective IG requires clear and efficient control, accountability, processes, structures, policies,
adequate resources, and trained staff.

The IG policy of the University of Bristol applies to all categories of university staff, ranging
from honorary staff and hourly paid teachers to contractors and all students who are carrying
out any responsibilities or work on behalf of the university. It adds that the management and
use of information are vital to realizing the university’s aims as set out in its vision and
strategy (Smallwood, 2019). The university has stated that its IG framework ensures
compliance with several regulations regarding the usage and handling of information and the
common law duty of confidentiality. These include, but are not restricted to:

a. General Data Protection Regulation (Regulation (EU) 2016/679)

b. Data Protection Act 2018
c. Privacy and Electronic Communications Regulations 2003
d. Freedom of Information Act 2000
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e. Computer Misuse Act 1990

f. Intellectual Property Act 2018
g. Official Secrets Act 1989

The IG framework of Manchester University includes people, principles, policies, and

organizational and technical controls in order to aid information protection and enhance
information openness while being mindful of the individual rights and needs of those who
entrust their personal data to the university, as well as the necessities of other interested
stakeholders, funding bodies, and regulatory organizations. Through a network of IG
guardians, the university offers training, encouragement, and guidance to help staff ensure
that information is created and properly disposed of at the end of its life cycle (Manchester IG
framework, n.d.).

The IG office has stated that, even though Manchester University deals with a variety of
information used for research, teaching and learning, and administrative activities, there are
restrictions on using some information that are constrained either by laws, such as current
data protection law, or in order to protect and preserve the university’s interests, while some
information needs to be made available freely. This includes information in response to
requests under the Freedom of Information Act.

However, information is considered a vital asset to the university, and the IG office has a
controlling function to assist in ensuring that these important assets are safeguarded. This is
achieved through leading and supporting the development of related strategic roadmaps,
operational processes, and systems to ensure efficient control and protection of the
university’s information (Manchester IG framework, n.d.).

Conclusion and Recommendations

Based on the literature reviewed on records and information management in Nigerian
universities, this study found that Nigerian universities fell below requirements when it came
to maintaining record series that document their functions. This was demonstrated by the
incidents discovered regarding the consequences of poor RIM in the universities. The study
also indicated that the mechanisms in place for RIM are inadequate to provide an
environment in which records management objectives can be achieved.

Additionally, from the available literature studied, no research has been conducted regarding
the implementation of an information governance approach to address the problems of
information management in Nigerian universities, hence the need for an IG approach.
Working on this premise, Kopler (2017) noted that there is an absence of information
governance policies or frameworks enabling information governance in most African
universities. This means that the high-level management of information is uncoordinated,
with limited monitoring and evaluation of strategic and management indicators.

In concept and from a strategic view, IG is capable of initiating a paradigm shift in the world
of information management. It is, therefore, recommended that universities in Nigeria
carefully examine any information governance initiative or program for its essential elements,
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specific scope, and intended impact on information lifecycle management and practical RIM
for implementation into their records management systems.

This study indicates that the universities face challenges of funding in the area of RIM. They
are constrained by insufficient financial backing in their initiatives to provide the most
needed facilities and services necessary to sustain the generation, storage, dissemination, and
access to information. In view of this, it is recommended that, in the event of a shortage or
unavailability of funds, the IG initiative can be implemented at the departmental level on a
trial basis. This means that the records management team should demonstrate and try to
convince university management of the return on investment and the benefits of IG
implementation for the universities.

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Application of Integrated Library Management Software in Academic

Libraries for Information Services Delivery
Bala Ahmed, CLN
Abubakar Tafawa Balewa University Library (ATBU) Bauchi
[email protected]
Phone No: +2347038372196

Mohammed Bello Ahmed

Federal College of Education (Technical), Gombe
[email protected]
Phone No: +2347065171412

Abstract
Technology is advancing at a rapid pace, which has drastically changed library operations
from manual to automated. The important requirement for academic libraries in Nigeria to
continue serving as information hubs is the acceptance of new technology. However,
Integrated Library Management Software (ILMS) is now widely used in the daily operations
of academic libraries. Nigerian library personnel are currently utilizing this software
successfully to offer their valued patrons cutting-edge services. The paper goes further to
examine the use of Integrated Library Management Software (ILMS) in academic libraries
for information services. In conclusion, academic libraries now use different procedures for
acquiring, organizing, storing, retrieving, and disseminating information due to the
implementation of Integrated Library Management Software (ILMS). The study recommends
that adequate managerial support be provided, particularly in terms of funding for the
application and maintenance of ILMS. Additionally, regular training and retraining of
library staff in the use of the software are essential.

Keywords: Application, Integrated Library Management Software, Academic Libraries.

1.0 Introduction
Libraries play a supportive role in institutions of higher learning by adopting cutting-edge
technologies to meet the information needs of the user community. However, the shift from
manual methods to software has presented challenges in organizing the growing volume of
information.

With its invaluable online and offline resources and services, an academic library at any
higher education institution plays a critical role in meeting the diverse requirements and
desires of its user community. An academic library is any library established, maintained, and
administered by tertiary institutions such as universities, polytechnics, colleges of education,
colleges of agriculture, and other mono-technics (Chukwueke & Idris, 2023). Nonetheless,
the primary goal of academic libraries is to support community services, teaching, and
learning by offering a variety of information resources and library services. It is also regarded
as an engine of any institution of learning in terms of providing access to diverse digital
information resources and services to the clientele. Meanwhile, it is also a place where
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information is acquired, processed, organized, and disseminated to achieve the research and
learning objectives of such an institution. In this regard, the application of Integrated Library
Management Software (ILMS) by libraries to facilitate these core functions cannot be
overemphasized. Consequently, academic libraries now need to choose Integrated Library
Management Systems (ILMS) that are reliable and appropriate to support users in efficiently
using the materials and services offered by the library as well as in carrying out library
operations and services. Therefore, academic libraries must select appropriate Integrated
Library Management Software (ILMS) using user-friendliness, efficiency, and cost-
effectiveness criteria to provide effective information service delivery.

2.0 The concept of Integrated Library Management software

However, the shift from manual methods to software has presented challenges in organizing
the growing volume of information. According to Muller (2011), integrated library
management systems (ILMS) are flexible and multipurpose software programs that allow
libraries to organize, inventory, and loan out their resources to users.

According to Sobalaje, Ajala, and Salami (2018), an integrated library management system
(ILMS) is a computer program that facilitates the circulation and cataloging of information
resources, the management of patron activities, the tracking of resource movement, and the
interaction of users and librarians with databases from other libraries or institutions. By
automating tasks that would otherwise need to be done manually, an integrated library
management system (ILMS) is designed to boost a library's productivity and efficiency, as
well as enhance users' access to resources (Reddy & Kumar, 2013).

Software refers to a set of instructions created so that a machine may perform particular tasks.
It also describes one or more computer programs and data that are stored in a computer for
specific uses. Consequently, automation programs are now handling the housekeeping
responsibilities of procuring, processing, billing, and releasing library books. Many tasks in
libraries that would otherwise be labor-intensive, repetitive, and wasteful are automated by
library software. According to Ukachi, Nwachukwu, and Onuoha (2014), there are two types
of library software: Open Source Software (OSS) and proprietary software, which require a
membership fee. Breeding (2012), cited in Uzomba, Oyebola, and Chukwu (2015), lists
several significant proprietary software products, including Symphony from SirsiDynix,
Millennium from Innovative Interfaces, Aleph and Voyager from Ex Libris Group, Polaris
from Polaris Library Systems, Library Solution from The Library Corporation, Virtua, Carl X
from The Library Corporation, Spydus from Civica, and numerous others. The proprietary
solutions are still the most widely utilized method for library automation since they are well-
established, have been around for a long time, and are highly mature. Conversely, open-
source software is free software designed to improve regular library activities. Although it’s
not always free, you can use, alter, and share it without any expense. Breeding (2012), cited
in Uzomba, Oyebola, and Chukwu (2015), lists a few examples of open-source programs
available today, which include: Emilda, EspaBiblio, Evergreen, Greenstone, Avanti, Fedora,
Gnuteca, InfoCID, Jayuya, Koha, SLAM, SLIM, ABCD, NewGenLib, OPALS,
OpenAmapthèque, OpenBiblio, PhpMyLibrary, PMB, Senayan, etc.

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2.1 Growth and development of integrated library management software in academic

libraries
Globally, the development and expansion of integrated library management software have
facilitated the shift from "traditional" to "technology-based" library services, making it easier
and more affordable to provide more effective services.

In their study on the development of ILMS, "Comparative Features of Integrated Library

Management Software Systems in Delhi," Namrata and Shailendra (2011) noted that libraries
began utilizing the internet in the 1990s to access websites, and that eventually, the web was
incorporated into integrated library management software. Early iterations of ILMS were
"module-based," allowing libraries to install specific modules according to their needs, with
compatibility across various hardware and proprietary platforms. Subsequently, when UNIX
and DOS-based systems were introduced, integrated library management software became
platform-neutral. The integration between modules was built as a command-driven or menu-
driven system. As a result of this advancement, relational database architecture-based
integrated library management systems are now fully functional systems. Consequently,
integrated library management software embodies a range of standards (including Graphical
User Interfaces [GUI]), which provides a significant step towards Open System
Interconnection (OSI). Today, integrated library management software (ILMS) is based on
fully web-centric architecture and facilitates access to other servers over the Internet, as well
as allowing multiple sources from one multimedia interface (Namrata & Shailendra, 2011).

A study by Muller (2011) on the significance of integrated library management software

revealed that, in the UK, it has been developed and operated successfully in terms of
flexibility, capacity, expandability, security, affordability, user-friendliness, module-based
functionality, and updates with the newest technology for efficient information services
delivery in libraries. In a similar vein, academic libraries in the USA can now provide their
patrons with access to the catalogs of other libraries, both local and distant, in addition to the
relevant materials housed within the library, thanks to the introduction of integrated library
management software (Singh, 2003). In research titled "Application Factors of Integrated
Library Management Systems (ILMS) in Selected Nigerian University Libraries," Adegbore
(2018) quoted Agboola (2000), noting that a World Bank initiative was the primary driver of
library automation in Nigerian university libraries. The researcher also mentioned that one of
the World Bank's priorities for support was automation in university libraries. Consequently,
each of the twenty-two participating libraries received a microcomputer and a four-user local
area network version of TINLIB (The Information Navigator) software from the National
University Commission (NUC) in 1992. This came about following a consensus between the
NUC and university librarians to implement shared software across all Federal Universities
(Adegbore, 2018, referenced Agboola, 2000). According to Adogbeji (2005), the University
of Ibadan's Kenneth Dike Library in Nigeria was unable to continue using TINLIB software
after previously using it due to the library's CDS/ISIS failure. Additionally, the University of
Ilorin switched from using TINLIB to Alice for Windows software in the past. The incorrect
selection of library software had a similar impact on the University of Lagos. This university
first used TINLIB before switching to the Graphical Library Automation System (GLAS), a
modified version of TINLIB. This program was also utilized by Ladoke Akintola University
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of Technology (LAUTECH) in Ogbomosho. Numerous other libraries have also embraced

TINLIB software, including the University of Agriculture Abeokuta, Tafawa Balewa
University, Bauchi, Bayero University, Kano, and Obafemi Awolowo University, among
others.

According to Adegbule-Adesida (2005), who is cited in Uzomba, Akindele, and Ubogu

(2021), several integrated library management software programs can effectively and
efficiently gather, store, sort, retrieve, and distribute information through local area networks,
the internet, and standalone computers. Consequently, Micro CDS/ISIS, Greenstone, Avanti,
OpenBiblio, NewGenlib, KOHA, SLAM, CDS/ISIS, GLASS, ALICE for Windows, TINLIB,
Virtua, SLIM, X-LIB, Millennium, Aleph, Voyager, Polaris, LIBRARIAN, Fedora,
Evergreen, Adlib Library, Aura Online, and Bibliotheca are a few examples of integrated
library management software (ILMS) of this type (Adegbule-Adesida, 2005, cited in
Uzomba, Akindele, and Ubogu, 2021).

Researchers have studied the use of ILMS packages in certain Nigerian colleges, according to
Edem (2016). TINLIB, ALICE, X-LIB, GLAS, CDS/ISIS, KOHA, SLAM, Liberty 3,
Docuware, and others are ILMS systems used in libraries in Nigeria (Adogbeji, Onohwakpor,
and Sylvester, n.d.; Okewale & Adetimirin, 2011; Udoh-Ilomechine & Idiegbeyan-Ose,
2011; Obajemu, Osagie, Akinade & Ekere, 2013).

3.0 Application of Integrated Library Management Software in Academic Libraries

Academic libraries are required by advancements in information handling procedures to
adopt automation, which entails the use of integrated library management software (ILMS) to
improve the services they provide to their patrons (Momodu, 2015). According to research by
Abbas (2014), titled "Automation in Nigerian University Libraries: Mirage or Reality," the
automation process typically involves several ICT components such as computers,
telecommunication, broadcasting, microelectronic/micrographic, and reprographic
technologies.

In light of this, academic libraries now operate differently due to the introduction of new
technologies, altering the procedures for gathering, organizing, storing, retrieving, and
sharing information (Pucciarelli & Kaplan, 2016). This may explain why Ukachi,
Nwachukwu, and Onuoha (2014) confirmed that the use of technology in academic library
routines has shifted from conventional to technology-based in their study "Library
Automation and Use of Open Source Software to Maximize Library Effectiveness."

In a similar vein, Momodu (2015) stated that academic libraries worldwide have embraced
the advancements of 21st-century ICT, particularly integrated library management software
(ILMS), to provide efficient information services delivery in a study titled "Academic
Libraries in Nigeria: Yesterday, Today, and Tomorrow." Meanwhile, Omeluzor, Bamidele,
Ukangwa, and Amadi (2012) claimed in a study titled "Implementation of KOHA Integrated
Library Management Software (ILMS): The Babcock University Experience" that academic
libraries must use current software to manage routines and adapt to a changing environment
to provide patrons with timely and adequate services, supported by research conducted in
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2015 by Ayodele, who examined "Assessment of Library Application Packages for Library
Operations and Services in Federal University Libraries in the Northwest States of Nigeria."

As a result, academic libraries everywhere must switch from providing traditional services to
utilizing Integrated Library Management Software (ILMS) for the simplest and most efficient
management of their services. Integrated library management software is necessary for
academic libraries to provide information services efficiently. It follows that to provide
information services effectively, academic libraries ought to implement integrated library
management software or ILMS.

In their research, Akpokodje and Akpokodje (2015) examined the assessment and evaluation
of KOHA ILS for online library registration at the University of Jos in Nigeria. The research
aimed to assess the implementation of KOHA ILS for online library registration at the
University of Jos. The study's conclusions demonstrate that KOHA was chosen at the library
out of need rather than with careful planning. The document went on to list the opportunities
and difficulties that the employees dealing with the registration procedures faced. The poll
also revealed that proprietary ILSs are more expensive than open-source ILSs.

A study by Uzomba et al. (2015) titled "The Use and Application of Open-Source Integrated
Library Systems in Nigerian Academic Libraries: Koha Example" examined how open-
source integrated library systems are used in Nigerian university libraries. It also aimed to
demonstrate the potential and capabilities of open-source software (Koha) and its usefulness
for academic libraries worldwide. Twenty-five employees from 25 distinct higher education
institutions in Nigeria, including federal, state, and private universities, four polytechnics
(federal and state), and two schools of education, were randomly chosen to be part of the
study's population. Based on the results of the study, libraries in Nigeria and throughout the
world are increasingly using free and open-source software. The main issues facing libraries
include insufficient funds, poor management support, insufficient power supplies, and so on.

Tella and Oladeji (2017) conducted an empirical study to determine how Koha affected the
services provided by certain academic libraries in Nigeria. Professional and paraprofessional
librarians from Ladoke Akintola University, University of Ilorin, Redeemer University,
Adeleke University, and Bowen University made up the study's population. According to the
report, Koha has had a positive effect on their libraries. A few challenges in implementing
Koha were limited funding and poor infrastructure.

4.0 Use of integrated Library Software in Academic Libraries for information services
To effectively supply information services in academic libraries, several Integrated Library
Management Software (ILMS) solutions have been developed for the management and
dissemination of information. Breeding (2012) claims that integrated library software offers
computer automation for every facet of a library's operations. Typically, these items are
arranged into modules that cater to specific functional domains. These modules include
serials (keeping track of holdings of magazines and newspapers), circulation (lending
materials to customers and receiving them back), cataloging (classifying and indexing items),
and acquisitions (purchasing, receiving, and billing goods). Interactive and user-friendly
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solutions were lacking in the initial iterations of integrated library management software
(Breeding, 2012). According to research by Kari and Baro (2014), 24 university libraries,
including the University of Ilorin Library in Nigeria, employ KOHA for their library
operations. Adekunle, Olla, and Oshiname (2016) confirmed that KOHA has been available
in Nigerian university libraries for the past ten years.

According to Ayodele (2015), the Adeyemi College of Education Library in Ogun State
makes use of KOHA. The report also suggests that certain academic libraries outside of
universities, such as those at polytechnics and colleges of education, use KOHA as open-
source software. In contrast, the rate at which one library utilizes KOHA may differ from that
of another library. This suggests that the distribution of information services can be
accomplished successfully and efficiently using the KOHA modules, which include OPAC,
Circulation, Serial, Acquisition, Cataloguing Module, Patron Management Module, and
Custom Reporting Modules.

When choosing the software for information services delivery in academic libraries, Udoh-
Ilomechine and Idiegbeyanose (2011) stressed that factors such as hardware connections, user
rights, the supplier's history, and the possibility of previewing the product should be carefully
considered. According to Abbas (2014), the use of computers in libraries and their
applications has maximized the efficiency of library services through increased error
reduction, convenience, proper statistical data keeping, control over the growth of the
literature, labor savings, and simple documentation exchange. It follows that, for an efficient
supply of information services, academic libraries ought to make use of integrated library
management software (ILMS).

5.0 Challenges Associated with the Use of Integrated Library Software in Academic
Libraries
According to Ukachi, Nwachukwu, and Onuoha (2014), academic libraries are currently
facing several challenges in working with the digital environment. These include changes in
users' information behavior, ways to organize the deluge of information, rising costs for
printed reading materials, geometrically progressive information growth, and shrinking space.

According to Jayaprakash and Balasubramani (2011), every institution encounters issues

when new policies and services are put into place. Chisenga (2004), focusing on Africa,
hypothesizes that a lack of funding, inadequate ICT facilities, lack of ICT strategies, low user
skill levels, lack of qualified ICT staff, lack of institutional management commitment, and
staff reluctance to use ICT are among the challenges facing library automation projects in
Sub-Saharan Africa. The most significant of the difficulties mentioned above is the lack of
funding needed to complete the projects. Some organizations have immediately halted the
installation of library management systems in their libraries for the simple reason that they
were surprised to discover that the project would be too costly to complete. Thus, budgets
must be created to cover every phase of the systems' development, testing, and
implementation. It is imperative to allocate sufficient budgetary resources to offset the rising
costs of logistics-related items like barcode scanners, servers, and network equipment.
According to Lungu and Mwamba (2010), libraries should seriously consider using open-
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source versions of library management systems in light of this. In addition to the findings of
Chisenga (2004), Lungu and Mwamba (2010) discovered that library management in the
context of Zambian academic libraries lacks the drive and passion to begin implementing
library management software initiatives. At that time, most were content with the current
state of affairs, which involved their libraries being managed entirely by hand.

Singh (2013) cautions, however, that users of open-source library management software will
inevitably run into issues like a lack of functional modules and insufficient staff technical
expertise even as they break free from vendor lock-in and dependence, high initial costs, and
ongoing maintenance costs of library management systems.

Similarly, when Ahenkorah-Marfo and Borteye (2010) studied networking the catalog using
KNUST as a research location, they identified the primary hurdles as the release of funding
and the supply of project equipment. Similarly, Boateng (2014) lists the following as some of
the difficulties KNUST faced when implementing library management software: contractor-
caused delays in project execution, errors made when entering data into the new system, a
shortage of experts to continue the project after the contractor left, re-accessioning,
inadequate training, power outages, and computer phobia.

According to Thompson and Pwadura (2013), there are several issues that Ghanaian
academic librarians deal with, such as regular power outages, a culture of poor maintenance,
a lack of necessary technical skills, a lack of project financing, and insufficient security
measures to prevent theft of servers, LAN equipment, and books.

6.0 Conclusion and Recommendations

The paper highlighted the concept of integrated library management software (ILMS) and its
growth and development. Libraries began using the internet in the 1990s to browse websites,
and eventually, the web was integrated into ILMS. However, the paper discusses the
application of ILMS in academic libraries for library operations.

Information handling methods have advanced to the point that academic libraries must
embrace automation, which involves using ILMS to enhance the services they offer to users.
The paper further examines the use of integrated library software in academic libraries for
information services. With adaptable and multifunctional software applications, ILMS allows
libraries to inventory, arrange, and lend out their resources to patrons.
Based on the findings of this paper, the following recommendations were made:
1. Adequate managerial support, in terms of funding for the application and maintenance
of ILMS, should be provided in academic libraries.
2. Academic libraries should make the right selection of ILMS and provide training and
re-training for library staff on the effective use of the software for information service
delivery.
3. ILMS should be fortified against virus attacks to ensure effective and efficient use in
academic libraries.
4. An uninterrupted power supply should be provided by libraries to facilitate the
effective use of the software in academic libraries.
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Impact of Emerging Digital Technologies on Library Information Resource

Utilization among Students: A Study on Selected Tertiary Institutions in
Jigawa State, Nigeria

Principal Researcher
1Isa Musa Gumel

GSM: +2348035049847

2,3Core
Researchers
2Bashir
Ahmed Muhammad
GSM: +2348130196608

1,2Dr. M.A. Kazaure Central Library, Hussaini Adamu Federal Polytechnic Kazaure, Jigawa State

3DahiruAliyu
Contact: +2348142897343
3
Professor Garba Uba Goje Central Library. Jigawa State Polytechnic, Dutse.

Abstract

This study investigates the impact of emerging digital technologies on library information resource
utilization among students in selected tertiary institutions in Jigawa State, Nigeria. Employing a
quantitative research design, the research aims to ascertain the types of emerging digital technologies
utilized by students and examine the extent of library information resource utilization. The hypothesis
posits a significant relationship between the use of digital technologies and the utilization of library
resources. The population comprises 16,972 students from various disciplines across three tertiary
institutions, with a sample size of 426 respondents selected through stratified random sampling,
resulting in 400 completed questionnaires. Data were collected using a structured questionnaire,
ensuring reliability through a pilot test with a Cronbach's alpha of 0.85. The analysis involved
descriptive statistics and Pearson Product Moment Correlation (PPMC) to determine the strength and
direction of relationships. Findings revealed that students frequently use e-learning platforms and
mobile applications, with significant positive correlations identified between digital technology
utilization and library resource usage. The study concludes that while students are actively utilizing
digital technologies, enhanced support from librarians is essential to optimize library resource usage.
Recommendations include enhancing librarian training programs, increasing access to digital
resources, and fostering collaborative learning environments between library staff and academic
faculty to improve students' academic experiences and outcomes.

Keywords: Emerging Digital Technologies, Library Information Resource, Tertiary

Institutions, Jigawa State

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Introduction

The integration of emerging digital technologies into educational systems has reshaped how
information is accessed and utilized, especially in academic settings. Libraries, once solely
focused on managing printed materials, now play a critical role in digital resource
management and dissemination. Seitov (2023) emphases that the rapid growth of internet
technologies, mobile access, and collaborative digital platforms has transformed libraries into
hubs of digital knowledge, allowing students to access vast online resources such as e-books,
journals, databases, and multimedia content. Mishra, Partheeban and Rajesh (2024) noted that
this technological shift has proven indispensable, as it enables students in tertiary institutions
to retrieve and interact with academic resources more efficiently and conveniently..

Despite the widespread adoption of digital technologies, there is ongoing concern about
whether students in tertiary institutions are fully utilizing these technologies to access and use
library resources effectively. Garg (2022) reiterated that in many cases, digital infrastructure
may be underdeveloped or underutilized, and there are questions about whether students
possess the skills and awareness to maximize the benefits of emerging technologies. This
raises concerns about the adequacy of digital literacy among students and whether academic
libraries in Jigawa State are fully leveraging digital platforms to meet the needs of their users.
Furthermore, while traditional print materials remain valuable, the growing dependence on
digital tools may challenge the conventional roles of libraries and library staff.

Various studies have explored the role of digital technologies in enhancing library services
and how these innovations have transformed the educational landscape. For instance, Janahi,
AlDhaen, Hamdan and Nureldeen (2023) highlights the increasing importance of online
access to scholarly databases, automated library systems, and the use of Web 2.0 tools for
knowledge sharing and collaboration among students. Mishra, Partheeban and Rajesh (2024)
argue that the advent of cloud computing, artificial intelligence, and mobile applications have
made libraries more accessible and relevant to the digital generation of students. However,
Pinto and Leite (2020) have also pointed out challenges such as digital divide issues, low
levels of digital literacy, and inadequate infrastructure, particularly in developing countries
like Nigeria. These limitations affect how students engage with library resources, making it
critical to understand how emerging digital technologies are being implemented and utilized
in specific contexts such as Jigawa State.

While existing literature provides a general understanding of the influence of digital

technologies on library systems globally, there is a scarcity of empirical research focusing
specifically on tertiary institutions in Nigeria, particularly in Jigawa State. Most studies have
focused on urban areas or more developed regions, leaving a gap in understanding how these
technologies are being adopted and used in less developed or semi-urban regions. Moreover,
limited research has been conducted to evaluate the specific challenges faced by students in
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utilizing digital library resources and how these technologies have affected their academic
performance and learning outcomes.

This study is crucial for several reasons. First, it addresses the gap in knowledge regarding
the extent of digital technology adoption in tertiary institutions in Jigawa State. Second, it
will provide empirical data on how students interact with digital library resources and
whether these technologies are enhancing their academic research and learning experience.
By understanding these dynamics, academic institutions and policymakers can make
informed decisions about improving digital infrastructure, enhancing students' digital literacy,
and ensuring libraries remain central to academic success in the digital age.

Research Objectives

1. To ascertain the type of Emerging Digital Technologies utilized by students in

selected tertiary institutions, Jigawa State, Nigeria
2. Examine the extent of utilization of Library Information Resource utilization by
students in selected tertiary institutions, Jigawa State, Nigeria
Hypothesis

The following hypothesis is tested at 0.05 alpha level

HO: There is no significant relationship between types of emerging digital technologies

utilized by students and digital information resources used by students in selected
tertiary institution is Jigawa State

Literature Review

Type of Emerging Digital Technologies utilized by students

Emerging digital technologies have drastically transformed educational landscapes,

particularly in higher education settings. Artificial Intelligence (AI) has emerged as a pivotal
technology in reshaping education by offering personalized learning experiences tailored to
individual student needs. AI-powered tools such as intelligent tutoring systems, virtual
teaching assistants, and adaptive learning platforms have become prevalent in many
educational environments. These tools enable personalized assessments, tailored content
delivery, and real-time feedback for students. In the context of tertiary institutions in Jigawa
State, AI-driven systems could allow for the automation of routine academic tasks, such as
grading and tracking student progress, enabling educators to focus more on complex
instructional strategies (Janahi et al., 2023). By leveraging AI, students can access materials
suited to their learning pace, preferences, and needs, fostering more personalized and
effective learning.

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Furthermore, AI’s capability to analyze vast amounts of student data enables educational
institutions to track student performance more effectively. This data-driven insight supports
faculty in identifying struggling students early and providing timely interventions to improve
student retention rates and academic outcomes (Barbashova et al., 2024). However, the
adoption of AI technologies may be uneven due to infrastructural challenges, including
internet connectivity and the availability of trained personnel.

Cloud computing has become a cornerstone in education, particularly in fostering

collaborative learning environments. It enables students and educators to access, store, and
share resources efficiently, regardless of their geographical location. In tertiary institutions in
Jigawa State, cloud platforms such as Google Workspace and Microsoft Teams are utilized to
enhance collaboration among students and between students and instructors. These platforms
allow for real-time interaction, group work, and easy dissemination of academic content,
which are critical for modern learning environments (Barbashova et al., 2024).

Moreover, cloud computing facilitates the integration of various educational tools, such as
learning management systems (LMS), that streamline administrative and academic activities.
For example, through cloud-based platforms, students can access lecture notes, submit
assignments, and participate in discussion forums. This enhances the flexibility of learning,
making it possible for students to engage with learning materials at any time and from any
location, a crucial advantage for those enrolled in distance education programs or those
facing transportation challenges (Gilissen, 2022).

Mobile learning has gained widespread popularity as smartphones and other mobile devices
become increasingly accessible. This mode of learning offers flexibility and convenience,
allowing students to engage with educational resources outside of traditional classroom
settings. In the context of Jigawa State’s tertiary institutions, mobile technologies offer
students the ability to access library resources, communicate with peers and lecturers, and
complete academic tasks on the go (Barbashova et al., 2024).

Mobile applications such as e-readers, digital libraries, and course management systems
provide students with opportunities to engage with digital textbooks, academic journals, and
other learning materials anytime and anywhere. These tools are particularly advantageous in
areas where students face barriers to physical access to libraries or educational facilities.
Furthermore, mobile learning supports the development of self-paced learning environments,
where students can review materials, complete quizzes, and track their progress through
mobile-based learning management systems (Janahi et al., 2023).

While mobile learning offers numerous advantages, the technology's effectiveness is

contingent on reliable internet connectivity and access to appropriate devices. The cost of
internet data and the affordability of smartphones may limit widespread adoption among
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students from low-income backgrounds. As a result, while mobile learning holds promise for
expanding educational opportunities, disparities in access remain a significant concern.

Blended learning, which combines traditional face-to-face instruction with online learning,
has become a prominent educational model. The approach leverages the strengths of both
physical and digital learning environments, allowing students to engage with academic
content both inside and outside the classroom. This method has been widely adopted by
tertiary institutions to cater to diverse student needs and provide flexibility in learning
schedules (Barbashova et al., 2024).

Utilization of Digital Information Resource utilization by students

Digital technologies have become integral to higher education. As highlighted by Seitov

(2023), the implementation of digital technologies in foreign language teaching has
significantly enhanced information exchange and communication among students through
platforms such as Google Meet, Zoom, and Teams. These tools are crucial for improving
student access to learning materials and promoting active engagement with library resources.
However, while these technologies foster collaboration and knowledge exchange, their use in
broader academic contexts like library access is underexplored in some regions, particularly
in Nigeria's tertiary institutions.

In terms of availability and access, Doris (2019) conducted a study on the availability and
utilization of e-learning technologies among science education students in Rivers State,
Nigeria, and found that while mobile phones, e-books, and e-libraries were widely used, other
essential digital resources such as computers, teleconferencing tools, and educational
software were less available. This highlights a critical challenge for students in utilizing
electronic library resources: insufficient infrastructure. Without access to necessary tools,
students may struggle to effectively utilize the wealth of digital information available through
academic libraries.

Another study by Igwe and Chima-Uduma (2023) examined the utilization of digital
instructional technologies in business education in Ebonyi State, Nigeria. Their findings
revealed that while web-based technologies were frequently used for instructional purposes,
multimedia projectors and interactive whiteboards were underutilized. This suggests a
disparity in the use of available digital tools, which may reflect a broader trend in how
students engage with electronic information resources in tertiary institutions. The limited use
of such technologies could directly impact students' ability to fully leverage digital library
resources for academic success.

In a broader context, Pinto and Leite (2020) conducted a literature review on digital
technologies supporting student learning in higher education. They emphasized that Learning
Management Systems (LMS) and various ICT tools promote active participation and access
to academic resources, both in face-to-face and online learning environments. The
implementation of LMS in libraries provides students with easier access to a wide range of
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electronic resources, fostering collaborative learning and engagement. However, the

effectiveness of these systems depends heavily on the digital literacy of both students and
staff, as well as the institutional commitment to integrating such technologies into everyday
academic life.

Mishra et al. (2024) also explored the transformative impact of emerging technologies like
artificial intelligence (AI), machine learning (ML), and deep learning (DL) in higher
education. These technologies offer new opportunities for personalized learning and
improved information retrieval. In a library context, AI-driven systems can help students
navigate large databases more efficiently, making it easier to access relevant electronic
resources. This can significantly enhance the utility of library information systems by
offering tailored recommendations and streamlining the research process.

Similarly, Barbashova et al. (2024) identified e-learning, mobile learning, and blended
learning as innovative technologies enhancing the quality of education in universities. These
technologies provide students with flexibility in accessing educational materials and promote
a more inclusive learning environment. This flexibility is essential for students in regions
with limited access to physical libraries, such as rural parts of Nigeria, where online library
resources could bridge the gap in academic resource availability.

In the same vein, Antonova and Familyarskaya (2019) discussed the general use of digital
technologies in higher education, emphasizing the importance of readiness for integration.
While their study does not specifically focus on library resources, it underscores the broader
challenges faced by institutions in adopting new technologies. This readiness—or lack
thereof—could influence how effectively students in Jigawa State, Nigeria, utilize electronic
information resources provided by their libraries.

It is pertinent to state that digital technologies have the potential to significantly enhance
student engagement with electronic information resources, several factors—such as
infrastructure limitations, access to necessary tools, and digital literacy—and equally
acknowledge that digital technologies play a critical role in determining the extent of their
utilization.

Methodology

This study utilized a quantitative research design, which is well-suited for systematically
collecting and analyzing data on the utilization of emerging digital technologies and library
resources among students. A structured questionnaire was developed to gather quantitative
data, allowing researchers to explore usage patterns and relationships through robust
statistical analysis.

The target population comprised students enrolled in three tertiary institutions in Jigawa
State, namely Federal University Dutse, Hussaini Adamu Federal Polytechnic, and Jigawa
State College of Education Gumel. These institutions were selected to provide a

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representative view of the types and extent of digital technology and library resource
utilization across various academic disciplines and educational levels.

A stratified random sampling technique was employed to ensure diverse representation

among participants from different fields of study and academic levels (undergraduate and
postgraduate). The population was divided into strata based on these characteristics, from
which random samples were drawn to achieve a balanced representation. Using the Krejcie
and Morgan (1970) sample size determination formula, a total sample size of 426 was
initially established, with 400 completed questionnaires returned, resulting in a response rate
of approximately 93.9%. The breakdown of the proportionate sample sizes was as follows:
Federal University Dutse (136), Hussaini Adamu Federal Polytechnic (80), and Jigawa State
College of Education Gumel (214).

The data collection instrument, a structured questionnaire, focused on two main aspects: the
types of emerging digital technologies utilized by students, such as e-learning platforms and
mobile applications, and the extent of library resource utilization, including frequency of
library visits and use of e-books and databases. The questionnaire was validated through
expert reviews in educational research, ensuring content accuracy and alignment with study
objectives. A pilot study was conducted, yielding satisfactory reliability results with a
Cronbach's alpha coefficient exceeding 0.83.

Data collection involved distributing printed questionnaires to encourage wide participation.

Participants were assured of anonymity to protect their confidentiality and promote honest
responses. Both on-campus students and those utilizing digital platforms were engaged in the
survey.

Data analysis was conducted using descriptive and inferential statistical methods. Descriptive
statistics, including frequencies, percentages, mean scores, and standard deviations, were
utilized to present findings regarding the types of digital technologies and the frequency of
library resource usage. Additionally, Pearson Product Moment Correlation (PPMC) analysis
was employed to investigate the relationships between the utilization of emerging digital
technologies and the extent of library resource usage among students in the selected tertiary
institutions. The statistical software SPSS version 27 was utilized for data analysis, and the
results were presented in tables to clearly illustrate key findings.

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Results, Summary and Discussion of the Findings

Types of emerging digital technologies utilized by students in selected tertiary institutions in

Jigawa State, Nigeria. Likert scale: Strongly Disagree (SD), Disagree (D), Neutral (N),
Agree (A) Strongly Agree (SA)

SN Statement (n=400) SD D N A SA X̅ Std.

1. I frequently use e-learning platforms 20 (5%) 30 50 150 150 3.96 1.03

for my studies. (7.5%) (12.5%) (37.5%) (37.5%)

2. I regularly utilize mobile 25 35 60 130 150 3.84 1.04

applications to access academic (6.25%) (8.75%) (15%) (32.5%) (37.5%)
resources.

3. I rely on cloud-based technologies 30 40 70 110 150 3.74 1.10

for sharing and storing academic (7.5%) (10%) (17.5%) (27.5%) (37.5%)
materials.

4. I actively participate in social media 40 50 60 100 150 3.61 1.12

groups for academic discussions. (10%) (12.5%) (15%) (25%) (37.5%)

5. I use digital library tools for my 20 (5%) 30 50 120 180 4.02 0.96
research and assignments. (7.5%) (12.5%) (30%) (45%)

6. I find augmented reality (AR) and 70 80 100 90 60 2.84 1.15

virtual reality (VR) useful for (17.5%) (20%) (25%) (22.5%) (15%)
enhancing my learning experience.

Source: Fieldwork, 2024

The analysis of the results from the Likert scale statements reveals valuable insights into the
types of emerging digital technologies utilized by students in selected tertiary institutions in
Jigawa State, Nigeria. The findings indicate that e-learning platforms have a mean score of
3.96, reflecting strong agreement among respondents regarding their frequent usage for
academic purposes. This is supported by a low standard deviation of 1.03, which suggests
that most students consistently engage with these platforms.

Mobile applications received a mean score of 3.84, showing that students also frequently
utilize these tools, although the standard deviation of 1.04 indicates slight variability in usage
patterns among individuals. Cloud-based technologies garnered a mean score of 3.74,
demonstrating moderate agreement on their utility for sharing and storing academic
materials; however, the higher standard deviation of 1.10 highlights some differences in how
essential these tools are perceived by students.

In terms of social media groups, the mean score of 3.61 suggests a neutral to slightly positive
view of their usefulness for academic discussions, but the standard deviation of 1.12 points to
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considerable diversity in engagement levels among students. Digital library tools scored the
highest with a mean of 4.02, indicating strong agreement on their importance for research and
assignments, coupled with a low standard deviation of 0.96, which reflects consistent usage
across the board.

Conversely, augmented reality (AR) and virtual reality (VR) technologies received a mean
score of 2.84, indicating general disagreement regarding their effectiveness in enhancing
learning experiences. The standard deviation of 1.15 reveals a wide range of opinions,
suggesting that while some students see value in these technologies, others do not find them
beneficial.

The analysis demonstrates that students predominantly rely on e-learning platforms and
digital library tools, indicating a strong inclination towards these technologies for academic
success. The findings also highlight the variability in engagement with other technologies,
such as cloud-based tools and social media, which could inform institutions on how to better
integrate digital resources to meet students' needs.

Table 2: Library Information Resource Utilization by students in selected tertiary institutions

in Jigawa State: Likert scale: Strongly Disagree (SD), Disagree (D), Neutral (N), Agree (A)
Strongly Agree (SA)

SN Statement (n=400) SD D N A SA X̅ Std.

1 I visit the library 25 50 70 155 100 25 3.60

regularly to access (6.25%) (12.5%) (17.5%) (38.75%) (25%) (6.25%)
resources.

2 I frequently use e-books 30 40 (10%) 80 (20%) 105 145 30 3.58

available in the library. (7.5%) (26.25%) (36.25%) (7.5%)

3 I often utilize library 70 45 100 135 50 70 3.52

databases for research (17.5%) (11.25%) (25%) (33.75%) (12.5%) (17.5%)
purposes.

4 I find library resources 15 35 90 140 120 15 3.65

helpful for my (3.75%) (8.75%) (22.5%) (35%) (30%) (3.75%)
academic work.

5 I receive adequate 40 60 (15%) 90 130 80 (20%) 40 3.25

support from librarians (10%) (22.5%) (32.5%) (10%)
for resource use.

6 I prefer using online 35 55 85 135 90 35 3.47

resources over physical (8.75%) (13.75%) (21.25%) (33.75%) (22.5%) (8.75%)
library materials.

Source: Fieldwork, 2024

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The analysis of library resource utilization among students in selected tertiary institutions in
Jigawa State, Nigeria, in Table 2 revealed significant understanding based on the mean scores
and standard deviations for each statement. Firstly, the statement "I visit the library regularly
to access resources" received a mean score of 3.60, indicating a generally positive response
towards library visits among students. The standard deviation of 1.04 suggests a moderate
level of variability in responses, indicating that while many students visit the library
regularly, there are some who do not, reflecting diverse usage patterns. Similarly, the
statement "I frequently use e-books available in the library" obtained a mean score of 3.58,
with a standard deviation of 1.01. This implies that a considerable portion of students utilize
e-books, although the slight variability suggests that some students may prefer traditional
resources or have limited access to digital materials.

The mean score for the statement "I often utilize library databases for research purposes" was
lower at 3.52, with a standard deviation of 0.95. This indicates that while a number of
students use library databases, there is a relatively smaller proportion actively engaging with
these resources, which may reflect a need for improved awareness or training in using digital
databases effectively. In response to the statement "I find library resources helpful for my
academic work," the mean score rose to 3.65, with a standard deviation of 0.92, suggesting
strong agreement among students regarding the usefulness of library resources in supporting
their studies. This highlights the perceived value of library resources in enhancing academic
performance.

The statement "I receive adequate support from librarians for resource use" garnered a mean
score of 3.25, with a higher standard deviation of 1.10. This indicates that student satisfaction
with librarian support is more varied, suggesting that while some students feel well-
supported, others may experience challenges in accessing help, which could warrant further
investigation into the support services offered by librarians.

The mean score of 3.47 for the statement "I prefer using online resources over physical
library materials" indicates a preference for digital resources among students, with a standard
deviation of 1.07 reflecting a moderate diversity of opinions on resource preferences. This
suggests a trend toward digital resource usage, although it also implies that physical materials
still play an important role for some students.

The analysis in table 2 reveals a generally positive attitude towards library resources among
students, with varying levels of engagement and satisfaction related to different types of
resources and support. The findings suggest the need for enhanced training and support for
effective utilization of library databases and resources, as well as consideration of the diverse
preferences for digital versus physical materials among students.

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H0: There is no significant relationship between types of emerging digital technologies

utilized by students and digital information resources used by students in selected
tertiary institution is Jigawa State

Result of Hypothesis

Variables n r p-value

Emerging Digital Technologies and Use of Digital 400 0.55 < 0.01
Information Resources in Libraries

The Pearson Product Moment Correlation (PPMC) results indicated a correlation coefficient
(r) of 0.55 between the utilization of emerging digital technologies and the use of digital
information resources in libraries. This positive correlation suggests a moderate strength
relationship, meaning that as students increasingly utilize emerging digital technologies, their
usage of digital information resources in libraries also tends to increase.

The p-value associated with this correlation was found to be less than 0.01. This indicates a
statistically significant relationship, as p-values below 0.05 typically imply that the observed
correlation is unlikely to have occurred by chance. Therefore, we can conclude that there is a
meaningful association between the use of emerging digital technologies and the utilization
of digital resources in libraries among students.

The analysis shows a moderate positive correlation between the two variables, with strong
statistical significance, reflecting that enhancements in digital technology usage positively
influence library resource utilization among students in the studied tertiary institutions.

Summary of the Findings

The study found that students frequently use e-learning platforms (mean score of 3.96) and
digital library tools (mean score of 4.02) for their academic activities. This indicates a high
level of engagement with these technologies, suggesting that they are integral to the students'
learning processes.

The findings revealed that students visit the library regularly (mean score of 3.60) and find
library resources helpful for their academic work (mean score of 3.65). However, the
perceived support from librarians was lower (mean score of 3.25), indicating potential areas
for improvement in librarian engagement and assistance. The high mean scores associated
with e-books (3.58) and library databases (3.52) indicate that students are making effective
use of digital resources available in libraries

The PPMC analysis demonstrated a moderate positive correlation (r = 0.55, p < 0.01)
between the utilization of emerging digital technologies and the use of digital information
resources in libraries.
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Discussion of the Findings

The study revealed that students highly engage with e-learning platforms and digital library
tools, with mean scores of 3.96 and 4.02, respectively. This finding aligns with the research
of Ajmal et al. (2022), which emphasizes the significant role of educational technologies in
enhancing learning experiences in higher education institutions. The high levels of
engagement suggest that these tools are perceived as valuable resources for academic
success. Additionally, Garg (2022) discusses how emerging technologies are not only
facilitating learning but also encouraging students to take a more proactive approach to their
studies, reflecting a broader trend of integrating technology into educational practices.

The findings indicate that while students visit the library regularly and find its resources
helpful (mean scores of 3.60 and 3.65, respectively), the support received from librarians was
notably lower (mean score of 3.25). This suggests that, despite the availability of library
resources, there may be a disconnect between students and librarians. Janahi et al. (2023)
highlight that effective support from library staff can significantly enhance the utilization of
available resources. This discrepancy points to an area for improvement, where institutions
might focus on training librarians to better engage with students and assist them in navigating
digital resources.

The positive correlation (r = 0.55, p < 0.01) between the use of emerging digital technologies
and library resources supports the hypothesis that increased engagement with digital tools
leads to higher utilization of library resources. This finding resonates with the conclusions
drawn by Pinto and Leite (2020), who suggest that integrating digital technologies into
educational frameworks can lead to more effective resource utilization in libraries. The
significance of this relationship underscores the necessity for educational institutions to
invest in both digital tools and library services, creating an environment that fosters student
engagement with both.

These findings highlight the importance of integrating digital technologies into academic
settings while also addressing the need for better librarian support to maximize the
effectiveness of library resources. Institutions should focus on enhancing both digital and
physical library offerings to support students' academic success effectively.

Conclusion

The study reveals a strong reliance on emerging digital technologies among students in
higher education, which significantly enhances their utilization of library information
resources. The findings indicate that while students effectively engage with digital platforms
and find library resources beneficial, there is a need for improved support from library staff to

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maximize resource utilization. This underscores the critical role of integrating digital
technologies with effective library services to foster a more conducive learning environment.

Recommendations

Tertiary institutions should implement comprehensive training programs for librarians

focused on digital technology tools and student engagement strategies. This training will
equip librarians to better assist students in navigating both digital and physical resources,
thereby improving overall resource utilization.

Tertiary institutions should invest in expanding their digital resource offerings, including e-
books, online journals, and databases. By enhancing access to these resources, institutions
can promote more frequent use and integration into students’ academic workflows,
supporting their learning needs more effectively.

Tertiary institutions should encourage collaboration between library staff and academic
faculty to develop integrated learning initiatives that incorporate both digital technologies and
library resources. By fostering such partnerships, educational institutions can create holistic
learning experiences that utilize the strengths of both digital platforms and traditional library
services, ultimately enhancing student academic performance and resource utilization.

References

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Higher Educational Institutions. In University of Wah Journal of Social Sciences
(Vol. 5, Issue 1, pp. 81–94). University of Wah.
https://doi.org/10.56220/uwjss2022/0501/05

Antonova, E., & Familyarskaya, L. (2019). Use of digital technologies in the educational
environment of higher education. In open educational e-environment of modern
university (issue special edition, pp. 10–22). Borys Grinchenko Kyiv University.
https://doi.org/10.28925/2414-0325.2019s2

Antonova, E., & Familyarskaya, L. (2019). Use of digital technologies in the educational
environment of higher education. In Open Educational E-Environment of Modern
University (Issue SPECIAL EDITION, pp. 10–22). Borys Grinchenko Kyiv
University. https://doi.org/10.28925/2414-0325.2019s2

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Barbashova, I., Hetmanenko, L., Kukhniuk, O., Vasylenko, I., & Snisar, O. (2024).
Innovative Educational Technologies in University Settings. In Archives des Sciences
(Vol. 74, Issue 4, pp. 153–159). ScienceStride Publishing.
https://doi.org/10.62227/as/74420

Doris, O. M. (2019). Availability and Utilization of E-Learning Technologies among Science

Education Students in Tertiary Institutions in Rivers State. In International Journal of
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Journal of Scientific and Research Publications (IJSRP).
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Garg, M. (2022). Emerging Technological Advancements for Educational Institutions. In

Industry 4.0 Technologies for Education (pp. 81–99). Auerbach Publications.
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Garg, M. (2022). Emerging Technological Advancements for Educational Institutions. In

Industry 4.0 Technologies for Education (pp. 81–99). Auerbach Publications.
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Igwe, K. O., & Chima-Uduma, C. E. (2023). Utilization of digital instructional technologies

in teaching business education students for improved office skill acquisition in tertiary
institutions in Ebonyi State, Nigeria. In Integrity Journal of Education and Training
(Vol. 7, Issue 5, pp. 120–126). Integrity Mega Research Publishers.
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Janahi, Y. M., AlDhaen, E., Hamdan, A., & Nureldeen, W. A. (2023). Emerging technologies
for digitalized learning in higher education. In Development and Learning in
Organizations: An International Journal (Vol. 37, Issue 6, pp. 29–31). Emerald.
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Mishra, P., Partheeban, N., & Rajesh, E. (2024). Transformative Impact of Emerging
Technologies Like AI, ML and DL in Higher Education. In 2024 IEEE International
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Pinto, M., & Leite, C. (2020). Digital technologies in support of students learning in Higher
Education: literature review. In Digital Education Review (Issue 37, pp. 343–360).
Edicions de la Universitat de Barcelona. https://doi.org/10.1344/der.2020.37.343-360

Seitov, B. R. (2023). Digital technologies and online foreign language teaching at higher
education institutions. In Statistika, učet i audit (Vol. 88, Issue 1, pp. 52–57). Almaty
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Acknowledgment
This research on the Impact of Emerging Digital Technologies on Library Information
Resource Utilization among Students: A Study on Selected Tertiary Institutions in Jigawa
State, Nigeria was made possible through the generous support of the Tertiary Education
Trust Fund (TETFund). We sincerely appreciate TETFund for providing the financial
assistance that enabled the successful execution of this study. Its contribution has been
instrumental in facilitating the investigation and analysis of electronic resource management
in polytechnic libraries in the North-West region of Nigeria.

Conflict of Interest Statement

The authors declare that there is no conflict of interest regarding the publication of this
research on the Impact of Emerging Digital Technologies on Library Information Resource
Utilization among Students: A Study on Selected Tertiary Institutions in Jigawa State

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Management of Electronic Information Resources in Polytechnic

Libraries, North-West Nigeria – An Analysis of Content
Principal Researcher
1Aminu Garba

Contact: +2348167796732, Email: [email protected]

2,3Core
Researchers
2Hussaini
Magaji Abubakar
Contact: +234 8039690950, Email: [email protected]
1,2Dr. M.A. Kazaure Central Library, Hussaini Adamu Federal Polytechnic Kazaure Jigawa State

3Dahiru Aliyu
3Professor Garba Uba Goje Central Library. Jigawa State Polytechnic, Dutse.
Contact: +2348142897343
Abstract
This study examines the management of electronic information resources (EIR) in
polytechnic libraries in North-West Nigeria, with a focus on resource types, management
strategies, and the challenges encountered by library staff and administrators. Employing a
qualitative research design, the study utilized structured interviews with librarians from six
selected polytechnics to gather in-depth insights into their experiences and practices. The
findings reveal a diverse range of electronic resources, including e-books, e-journals, and
academic databases, which are essential for supporting the academic and research needs of
students and faculty. Key strategies identified for effective management of these resources
include upgrading ICT infrastructure, providing ongoing staff training, and fostering
collaborative funding arrangements with other institutions. Despite these efforts, libraries
face significant challenges, including limited budgets, outdated infrastructure, insufficient
technical expertise among staff, and difficulties with digital preservation and power supply.
The study concludes that strategic collaboration and increased investment in technology and
training are critical for enhancing the accessibility and sustainability of electronic resources,
thereby enabling polytechnic libraries to better address the evolving demands of their users.
Keywords: Electronic Information Resources, Management, Polytechnic Libraries,
Northwest Nigeria

Introduction
Polytechnic libraries in Nigeria play a critical role in supporting education and research
within their institutions. These libraries serve as information hubs, providing students,
faculty, and researchers with access to a broad range of academic resources. Their primary
goal is to support learning, teaching, and scholarly activities by offering necessary materials
and services. As academic institutions grow and evolve, polytechnic libraries must also adapt
to meet the changing needs of their users. One significant shift in recent years has been the

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adoption of electronic information resources, which enable libraries to expand their services
and make information more accessible (Adomi, 2009).
Electronic information resources refer to digital materials that can be accessed through
computers and other digital devices. These resources include e-books, e-journals, online
databases, multimedia files, and internet-based materials. Unlike traditional printed materials,
electronic resources can be accessed remotely, making them convenient for users who may
not be able to visit the library physically (Paul, 2011). For polytechnic libraries in Nigeria,
electronic resources offer an opportunity to enhance their services by providing a wider range
of information formats. Additionally, these resources allow libraries to support modern
learning and research methods, which increasingly rely on digital information (Devi, 2017).
In Nigerian polytechnics, the demand for electronic information resources has grown as
students and researchers increasingly rely on digital tools for learning and research. This shift
is driven by technological advancements, which have transformed the way people access and
use information. As a result, polytechnic libraries must manage both print and electronic
resources effectively to meet the diverse needs of their users. Effective management of these
resources involves a variety of tasks, including selecting, acquiring, organizing, maintaining,
and providing access to both print and electronic materials. Each type of resource presents
unique challenges, requiring library staff to possess specialized skills and knowledge (Adomi,
2009; Paul, 2011).
Traditionally, polytechnic libraries relied heavily on printed resources. Printed resources
include textbooks, journals, reference materials, and other physical documents that are stored
on library shelves. These materials can be categorized into reference and non-reference
materials. Reference materials, such as dictionaries, encyclopedias, and handbooks, provide
specific information and are generally used for quick consultations. Non-reference materials,
like textbooks and academic journals, are meant to be read thoroughly and are often
borrowed for extended use. Managing printed resources involves cataloging, shelving, and
physical maintenance to ensure that materials remain accessible and in good condition
(Adomi, 2009).
With the introduction of electronic resources, libraries now face additional responsibilities.
Electronic resources, unlike printed materials, require technological infrastructure for access.
These resources are stored digitally and can include e-books, e-journals, databases,
multimedia content, and internet resources. Managing electronic resources requires library
staff to have expertise in digital systems and to understand the technical requirements for
accessing and maintaining these materials. Additionally, electronic resources often need
regular updates and maintenance to ensure they remain accessible and relevant to users. This
maintenance includes updating software, renewing subscriptions, and troubleshooting access
issues (Paul, 2011).
The shift from print to electronic resources has brought both opportunities and challenges for
polytechnic libraries. On the one hand, electronic resources enable libraries to offer a broader
range of materials, which can enhance research and learning. On the other hand, managing
these resources is more complex than managing printed materials. One of the main challenges

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is that electronic resources require a stable technological infrastructure. Libraries must invest
in computers, internet access, and digital storage solutions to provide users with reliable
access to these materials. Additionally, library staff need ongoing training to keep up with
technological advancements and to effectively manage digital resources (Paul, 2011; Devi,
2017).
Another challenge faced by polytechnic libraries in Nigeria is the preservation of electronic
resources. Unlike printed materials, which can last for many years with proper care,
electronic resources are more vulnerable to obsolescence. Digital files may become
inaccessible due to changes in technology, such as updates in software or file formats. To
address this, libraries need strategies for digital preservation, which may involve transferring
files to new formats or using specialized software to maintain access. Preservation efforts are
essential to ensure that users can continue to access valuable information over time (Devi,
2017).
Limited technical skills among library staff also pose a significant challenge in managing
electronic resources. In many Nigerian polytechnic libraries, staff may not have sufficient
training in digital resource management. This lack of skills can hinder the effective use of
electronic resources, as staff may struggle to resolve technical issues or to provide users with
adequate support. Training programs are necessary to equip library staff with the skills
needed to manage digital collections. Additionally, collaboration among library staff can help
share knowledge and improve service delivery (Devi, 2017).
Budget constraints further complicate the management of electronic resources in polytechnic
libraries. Unlike printed materials, electronic resources often require ongoing financial
investments. Libraries must allocate funds for software, subscriptions, and technology
maintenance. However, budget limitations in Nigerian polytechnics can restrict the
availability of funds for library services. This can impact the library's ability to provide
consistent access to electronic resources and to invest in necessary infrastructure. As a result,
many polytechnic libraries face challenges in sustaining their electronic collections, which
can limit the resources available to students and researchers (Paul, 2011).
Despite these challenges, the management of electronic information resources is essential for
polytechnic libraries in Nigeria. Effective management enables libraries to provide a higher
level of service and to meet the expectations of modern users. Polytechnic libraries must
adopt strategies to overcome obstacles, such as improving staff training, seeking alternative
funding sources, and collaborating with other institutions to share resources. By addressing
these issues, libraries can ensure that electronic resources are available and accessible to all
users (Devi, 2017).
This study, completed as part of a broader investigation, has explored the specific challenges
and strategies in managing electronic information resources within polytechnic libraries in
Nigeria’s North-West zone. The findings of this research contribute to a growing body of
literature on library science, with a focus on electronic resource management in developing
regions. The study has also highlighted the importance of electronic resources in supporting
education and research, particularly in areas with limited access to physical library materials.

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Through this study, practical recommendations have been developed to help polytechnic
libraries enhance their services and improve resource management (Adomi, 2009; Paul,
2011).
In summary, the background of this study highlights the critical role of polytechnic libraries
in supporting academic pursuits and the need for effective management of electronic
resources. By examining the challenges faced by libraries in Nigeria’s North-West zone, this
research has provided insights into the unique needs and limitations of these institutions. The
findings underscore the importance of investing in technological infrastructure, staff training,
and preservation efforts to ensure that polytechnic libraries can continue to serve as valuable
resources for students and researchers alike (Devi, 2017).

Statement of the Problem

In an ideal situation, polytechnic libraries would provide seamless access to electronic
resources, allowing students, faculty members, and researchers to utilize these tools fully for
academic and research purposes. Electronic resources have become essential in higher
education, offering vast benefits such as space economy, ease of access through metadata and
search engines, and the ability for multiple users to access the same resources simultaneously,
regardless of their location. As noted by Daulat (2014), electronic resources have become a
critical part of the learning environment, particularly in higher education, bringing
tremendous benefits to organizations and individuals by enabling them to perform work more
efficiently. Ideally, polytechnic libraries would leverage these advantages to improve
educational outcomes and streamline research processes.
However, in the polytechnic libraries under study, the management of electronic resources
faces significant challenges. Many of these libraries struggle with outdated or substandard
ICT devices essential for accessing and maintaining electronic resources. Without reliable
technology, the full potential of these resources remains untapped, directly affecting users'
ability to access, retrieve, and use information effectively. Additionally, a shortage of staff
with the necessary technical skills and expertise further limits the efficient management and
maintenance of electronic resources. This lack of skilled personnel means that even when
electronic resources are available, users may not receive adequate support, ultimately
compromising the quality of academic services provided by these libraries.
The groups most affected by these issues are the primary library users—students, researchers,
and faculty members—who rely heavily on electronic resources for learning, teaching, and
research. The inability of polytechnic libraries to fully support these users hinders their ability
to engage in productive and innovative academic activities, impacting overall academic
performance and satisfaction. Without efficient access to current and relevant information,
these users may face setbacks in conducting timely research, completing coursework, or
staying updated on recent developments in their fields.
To address these challenges, it is crucial to assess the procedures currently adopted for
managing electronic resources in polytechnic libraries and to identify the specific gaps
hindering effective service delivery. Addressing these gaps can help formulate best practices
for managing electronic resources, ensuring that polytechnic libraries can support users’

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needs more effectively. There is a pressing need to provide updated ICT infrastructure, train
staff in technical management skills, and establish strategies for continuous improvement in
the handling of electronic resources.
This study seeks to fill the knowledge gap by examining the current practices and challenges
in the management of electronic resources within polytechnic libraries in Nigeria's North-
West zone. By providing evidence-based recommendations, the study aims to establish a
framework and guiding principles for managing electronic resources effectively. The findings
are expected to serve as a foundation for improving library services, enabling polytechnic
libraries to meet the demands of modern academic environments and support their users more
efficiently

Research Questions
1. What electronic information resources are managed in polytechnic libraries,
Northwest Nigeria?
2. What is the management practices with electronic information resources in
polytechnic libraries, Northwest Nigeria?
3. What are the challenges associated with the management of electronic information
resources in Polytechnic libraries, Northwest Nigeria?
4. What is personnel are involved in the management of electronic information resources
in polytechnic libraries, Northwest Nigeria?

Review of Related Literature

Digital information refers to data stored, organized, transmitted, and displayed entirely in a
computer-readable format, often termed born digital. Electronic information resources
encompass materials accessible through computer-based technologies, such as databases, e-
books, e-journals, and digital archives, allowing users to access information seamlessly (Chen
& Yang, 2020). This definition broadly includes various formats of digital materials, though
it often omits multimedia resources and open educational resources (OERs), which are also
integral to the digital information landscape.

Electronic resources play a crucial role in the generation, dissemination, and storage of
information. These resources include both born digital and made digital formats, where the
latter refers to previously physical materials converted into digital form. Storage mediums
vary and may include CD-ROMs, magnetic tapes, or servers accessible via the Internet
(Johnson, 2019). Consequently, electronic information resources span a broad spectrum of
formats, such as indexing and abstracting services, e-books, serials, databases from
information aggregators, document delivery services, and websites. These resources can
either be hosted locally on a library’s server or accessed remotely via Internet connections
facilitated by the library.

Academic libraries provide a wide range of electronic information resources tailored to

support teaching, learning, research, and even entertainment. These include e-books, e-
journals, online databases, CDs/DVDs, e-conference proceedings, e-reports, e-maps, digital
photographs, e-manuscripts, e-theses, and e-newspapers, which may be delivered on CD-
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ROMs or accessed online. Online resources such as websites, e-books, e-journals, and
databases offer users access to a variety of academic materials in multiple formats, including
text, images, audio, and video. Libraries further enhance user experience by providing access
to citation management tools, research guides, and online tutorials, equipping users to
navigate and utilize these resources effectively.

Electronic information resources are diverse and continually evolving, meeting academic
needs and supporting comprehensive access to scholarly content across various fields. This
spectrum of resources enables libraries to serve as pivotal information hubs, offering
materials that foster academic growth and innovation.

Literature reveals that many libraries have embraced electronic information resources,
including CD-ROMs, the internet, and the World Wide Web, to enhance information
services. These resources offer several advantages, which make them preferred options for
libraries and information centers. According to Iwehabura (2009), electronic resources
provide faster, easier access to current information, enabling users to retrieve information
conveniently from diverse locations, such as homes, workplaces, hostels, and dormitories.
Furthermore, electronic resources are easy to store and can be shared among multiple users
simultaneously, saving physical space and requiring relatively low maintenance.
Additionally, they offer seamless links to indexing and abstracting databases, making
information retrieval more efficient.

Agrapu (2010) highlights numerous advantages of electronic resources for libraries, users,
authors, editors, publishers, and archivists alike. These resources save considerable time by
offering instant access, eliminating delays associated with physical processing, and fostering
smooth interactions between authors, publishers, and users. They also support duplication
into new media formats and conserve library storage space while providing hyperlinks to
supplementary resources. With remote access capabilities, users can access materials from
any location, anytime, and large groups can use the same resources simultaneously.

Electronic resources also enhance search options, offering powerful search and retrieval
capabilities that simplify the information-seeking process. Users can remotely access
resources beyond a single library's physical location, consolidate multiple volumes into one
searchable file, and integrate multimedia elements such as sound and video. These features
reduce risks of theft and mutilation of materials and facilitate easy manipulation and
extraction of content, including complex elements like formulae and graphics.

These resources can be accessed by several users at once, supporting easy export of
information to personal databases. They help save library space and reduce staff workload by
cutting costs associated with binding, storage, and stock maintenance. By adopting electronic
resources, polytechnic libraries can provide an enhanced user experience and better
accommodate the academic and research needs of their communities.

The management of electronic resources involves a set of practices that librarians employ to
track and organize essential information on digital resources, particularly internet-based
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materials such as e-journals, databases, and e-books. Marshal (2004) emphasizes that as
libraries continue to expand their electronic collections, efficiently managing these resources
becomes increasingly challenging. The rapid growth of e-journals, citation databases, and
full-text collections has made it vital to provide users with accessible, convenient ways to
locate and use these materials, while also equipping library staff with tools to monitor and
maintain them.

Emojorho (2011) suggests that the management of electronic collections encompasses

selecting, acquiring, organizing, storing, and disseminating pertinent information for users.
Ugwu and Onyegiri (2012) add that electronic resources do not simply appear in libraries by
chance; rather, they require a coordinated approach involving selection, acquisition,
cataloguing, and maintenance. This process represents the core of managing electronic
resources in libraries, ensuring that users have access to a curated, well-maintained digital
collection.

Information and communication technology (ICT) plays a crucial role in managing electronic
resources by providing the necessary tools and infrastructure. Ayodele (2002) defines ICT as
electronic-based technologies used to retrieve, store, process, and package information while
providing access to knowledge. Emojorho (2012) elaborates that ICT facilities essential for
managing e-resources include computers, scanners, internet connectivity, multimedia,
software programs, and networks. These technologies enable librarians to access, retrieve,
store, organize, manipulate, and present information electronically, facilitating the effective
management of digital collections.

Aluko (2004) describes ICT facilities as enabling technologies, both hardware and software,
necessary for transmitting various data forms, including voice, audio, video, and internet
services, across wired or wireless media. These technologies make it possible for libraries to
deliver digital information from one point to another, ensuring that electronic resources are
readily available and accessible to users.

Training plays a crucial role in personnel management, particularly within academic libraries.
Adeniji (2011) emphasizes that training is an important program that promotes the worker in
an industrial setup. Since academic libraries focus on providing information access to every
user, continuous training for library staff is essential. Akinpelu (2002) describes in-service
training as an internal program designed for ongoing skill development across various fields,
including librarianship, education, banking, and industry. Such training is critical for
preparing staff to meet the evolving needs of library services.

Training in academic libraries encompasses several types. Industrial attachments, for

example, allow librarianship students to spend six weeks to three months working in
automated libraries and information systems. This hands-on exposure prepares them to
handle the unique challenges of automated library environments. On-the-job training is
another approach, where staff members rotate through different departments to gain diverse
skills without disrupting library operations. This type of training helps bridge the gap in skill
transfer across departments. International organizations, such as the MacArthur Foundation,
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African Economic Research Consortium, and Mortenson Center for International Libraries,
also contribute to training initiatives by offering skill development programs that benefit
students and staff in higher education. Additionally, many institutions of higher learning offer
part-time, full-time, and distance learning programs, which further support professional
growth and development (Adeniji, 2010). This study explores the types of training available
for e-resource managers in the libraries being investigated.

Despite the growth in information and communication technology (ICT) that has expanded
the availability of electronic resources, managing these resources in academic libraries
presents significant challenges, especially in developing countries like Nigeria. According to
Devis (2017), libraries face multiple obstacles as they strive to maintain high-quality services.
Key challenges in e-resource management include preservation, skill gaps, funding
limitations, technical infrastructure, and staff cooperation.

The preservation of e-resources, for instance, is essential to maintain access over time, but
changing technology and media instability pose risks to the longevity of digital content.
Library professionals also need specialized management and technical skills to effectively
handle e-resources; the rapidly evolving digital environment makes ongoing training crucial.
However, many libraries lack sufficient funding to acquire e-resources, delaying users' access
to critical information. Collaborative purchasing through library consortia could be a
potential solution, but it is not yet widely implemented.

Technical infrastructure, including software, hardware, and internet facilities, is vital for
comprehensive and efficient information access. Libraries need to invest in updating their
technical systems to support e-resources effectively. Additionally, the cooperation of all staff
members, including technical support and programmers, is essential for delivering efficient
digital services. Staff must not only be technically skilled but also adopt a user-friendly
approach to make e-resources accessible. Further challenges include limited computer
availability, unreliable internet connections, and a lack of digital literacy, all of which limit
the effective use of electronic information resources. This research aims to address
knowledge gaps related to these challenges, offering insights into the management of
electronic information resources in the libraries under study.

Methodology
The study employed a narrative-based research design, providing a structured framework to
investigate the management of electronic information resources in polytechnic libraries in
North-West Nigeria. The narrative approach was selected for its ability to examine research
variables systematically, enabling in-depth analysis and clearer conclusions. Furthermore, it
allowed for a richer understanding of participants' experiences, capturing detailed narratives
that offered insights into the management practices of library professionals.

In preparation for the main study, a preliminary investigation was conducted with specific
objectives: to identify the total number of polytechnics in the North-West region, ascertain
their years of establishment, determine the availability of electronic resources in each library,
and assess the number of personnel managing these resources.
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The study's population comprised six Federal Polytechnic libraries in the North-West zone of
Nigeria, specifically Kaduna Polytechnic, Kazaure Polytechnic, Kauran-Namoda
Polytechnic, Waziri Umaru Polytechnic, Daura Polytechnic, and Kabo Polytechnic. The
selection of these libraries aimed to provide a comprehensive representation of the electronic
resource management practices within the region.

Purposive sampling, a non-random sampling technique, was employed to select participants.

This approach allowed the researchers to deliberately select individuals deemed
knowledgeable about the phenomenon under study. The sample consisted of two automation
librarians from each polytechnic library, totaling twelve participants. This choice of sample
size aligned with recommendations by Morse (1994), who advocated for at least six
participants in qualitative research, as well as Creswell (1998), who recommended a sample
size of ten for narrative-based studies.

Data collection was carried out using a structured interview guide, designed to ensure
consistency in the questions posed to each participant. Structured interviews involved asking
a set of predetermined questions in a fixed order, promoting uniformity across interviews and
enhancing the reliability of responses. This method, defined by Abdul-Maliq (2006) and
elaborated on by Kale and Brinkman (2008), was advantageous in survey research where
consistency was critical.

The data collected from these interviews were analyzed using thematic qualitative analysis.
Thematic analysis, as described by Alanson (1994), allowed for systematic observation and
interpretation of related data to uncover patterns and themes. This approach provided a means
to explore communalities, variations, and relationships in the participants' responses, thereby
facilitating a deeper understanding of electronic resource management practices across the
polytechnic libraries. The interview transcripts were categorized according to specific
research variables, supporting a thorough exploration of the study's objectives.

Results of the Study

The interview session took care of the variables such as

1. Availability of Electronic Resources

2. Management Practices
3. Challenges in Managing Electronic Resources
4. Personnel Involved in Management
5. Recommendations for Improvement

Each participant's response reflected unique perspectives on these variables, aligned with the
narrative research approach.

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Tables of Themes and Identified Variables

1. Availability of Electronic Resources
Participant Response
Participant 1 We have access to e-journals and databases, but some are outdated.
Participant 2 The library provides limited access to online databases.
Participant 3 Most of our resources are physical; e-resources are limited.
Participant 4 We subscribe to a few databases, but it’s not enough for our students.
Participant 5 Our electronic collection is growing, though access can be unreliable.
Participant 6 We have digitized our theses and dissertations for online access.
Participant 7 E-resources are available but difficult to navigate.
Participant 8 Only a few resources are available electronically, mainly e-books.
Participant 9 We have a mix of print and e-resources, but e-resources are underutilized.
Participant 10 Our library is underfunded, so we have limited access to digital content.
Participant 11 We mainly rely on open access resources due to budget constraints.
Participant 12 We have started integrating e-resources, but the scope is still narrow.
Source: Fieldwork, 2024

2. Management Practices

Participant Response
Participant 1 We have one automation librarian overseeing e-resource management.
Participant 2 E-resource management is handled by a small team of two librarians.
Participant 3 We lack proper systems to manage our electronic resources efficiently.
Participant 4 A single librarian is in charge of electronic resource management.
Participant 5 We are trying to implement a better management system for digital
content.
Participant 6 The library staff rotates in managing electronic resources.
Participant 7 We need more trained personnel to handle the growing number of e-
resources.
Participant 8 Our electronic resources are not well organized or catalogued yet.
Participant 9 We use a basic management system, but it’s not fully optimized.
Participant 10 One librarian manages everything, from acquisition to maintenance.
Participant 11 We have challenges in managing electronic resources due to limited staff.
Participant 12 Our resources are managed manually, and the process is cumbersome.
Source: Fieldwork, 2024

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3. Challenges in Managing Electronic Resources

Participant Response
Participant 1 The main issue is unreliable internet connectivity, affecting access.
Participant 2 We face budgetary constraints, which limit our ability to subscribe to more
resources.
Participant 3 Our library is not fully automated, so managing digital resources is
challenging.
Participant 4 Lack of technical skills among staff is a major issue in resource
management.
Participant 5 We don’t have sufficient IT infrastructure to support electronic resource
management.
Participant 6 Budget cuts have limited our ability to update our e-resource collection.
Participant 7 We need better software tools to manage electronic resources efficiently.
Participant 8 Our challenges stem from outdated hardware and lack of digital skills.
Participant 9 We need more funding to expand our collection and upgrade our systems.
Participant 10 Staff capacity to handle digital content is a significant issue.
Participant 11 Our internet access is unreliable, which hinders effective management.
Participant 12 The lack of trained personnel in IT-related areas makes management
difficult.
Source: Fieldwork, 2024

4. Personnel Involved in Management

Participant Response
Participant 1 One automation librarian and a support staff manage our e-resources.
Participant 2 We have two librarians dedicated to managing e-resources.
Participant 3 There’s only one person managing electronic resources here.
Participant 4 One librarian with minimal IT support handles resource management.
Participant 5 We have one librarian and one assistant for e-resource management.
Participant 6 Two librarians take turns managing our digital resources.
Participant 7 We don’t have specialized staff for this; one librarian manages it all.
Participant 8 Only one librarian manages electronic resources, with little technical
support.
Participant 9 We have only one person in charge of both physical and digital resources.
Participant 10 One automation librarian is responsible for everything.
Participant 11 One librarian manages electronic resources, but they are overwhelmed.
Participant 12 A single librarian manages all electronic resources with occasional IT
support.
Source: Fieldwork, 2024

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5. Recommendations for Improvement

Participant Response
Participant 1 We need to invest in better internet infrastructure and more resources.
Participant 2 There should be a budget increase to improve access to more e-resources.
Participant 3 Automation of our library would greatly enhance resource management.
Participant 4 We need more training in IT and digital management for staff.
Participant 5 There should be more investment in IT infrastructure for resource
management.
Participant 6 Expanding the budget for e-resources would solve many of our issues.
Participant 7 We need better tools and more specialized personnel for effective
management.
Participant 8 There should be more investment in software and hardware upgrades.
Participant 9 Training more staff to manage digital content would be beneficial.
Participant 10 We need more resources, staff, and better internet access.
Participant 11 Investing in IT infrastructure and training staff would improve resource
management.
Participant 12 There should be more focus on automating the management process and
training staff.
Source: Fieldwork, 2024

Summary of Key Themes and Patterns

1. Availability of Electronic Resources: Some polytechnics have limited access to

electronic resources, with a few relying heavily on outdated or minimal digital
content. Others have started digitizing content such as theses but face challenges in
broadening access to databases.
2. Management Practices: Most libraries are understaffed, with one or two librarians
handling the management of electronic resources. There is a recurring theme of
insufficient systems and personnel dedicated to e-resource management.
3. Challenges in Managing Electronic Resources: Common challenges include
unreliable internet access, limited budgets, lack of proper IT infrastructure, and
insufficient technical skills among staff. Some libraries also face issues with outdated
hardware and management tools.
4. Personnel Involved in Management: Most polytechnic libraries have only one or
two librarians managing electronic resources, often without adequate technical
support. This results in a heavy workload and inefficiencies in managing the growing
number of e-resources.
5. Recommendations for Improvement: Participants suggested increasing funding for
e-resources, improving IT infrastructure, training staff in digital resource
management, and investing in better management tools and systems.

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Jewel Journal of Librarianship: NLA Gombe Chapter

Summary of the findings

1. Most libraries have limited and often outdated electronic resources, with some relying
heavily on open access due to budget constraints.
2. E-resource management is typically handled by one or two librarians, but many
libraries lack the proper systems and tools for efficient management.
3. Common challenges include unreliable internet access, limited funding, outdated
infrastructure, and insufficient technical skills among staff.
4. Most libraries have only one or two librarians managing electronic resources, often
without adequate technical support or training.

Discussion of the Findings

The study reveals that polytechnic libraries in North-West Nigeria provide a range of
electronic resources, including e-books, e-journals, and academic databases. However, the
availability of these resources is limited, with many libraries still relying on outdated
collections and primarily open-access materials due to budget constraints. While digital
resources are integral to supporting academic activities and enhancing learning experiences,
the libraries’ efforts to adapt to the digital information needs of users are hindered by
financial limitations. This situation reflects a broader trend in developing regions, where
access to modern digital resources remains a challenge. As noted by Chen & Yang (2020),
the importance of diverse digital formats is crucial for fostering a comprehensive educational
environment, but without sufficient investment and development, many libraries struggle to
meet these needs adequately.
Effective management of electronic resources is essential for maximizing their utility and
ensuring user satisfaction. In the study, it was found that libraries typically assign one or two
librarians to manage digital resources, but these individuals often lack the necessary systems,
tools, and support for efficient management. The absence of a robust management framework
can lead to disorganization, making it difficult for libraries to catalog and maintain their
electronic collections. The reliance on a limited number of staff for such critical functions
highlights the need for improved organizational structures and practices. According to
Ayodele (2002), effective ICT implementation is a key component in digital resource
management, allowing libraries to retrieve, store, and disseminate information effectively.
The study emphasizes that adopting best practices in management, such as regular updates
and organized systems, can significantly enhance the accessibility and usability of electronic
resources.
The findings indicate that polytechnic libraries face substantial challenges in managing
electronic resources. Key issues include limited budgets, outdated ICT infrastructure,
unreliable internet access, insufficient technical skills among staff, and difficulties related to
digital preservation. Financial constraints are a pervasive barrier, affecting libraries' abilities
to maintain subscriptions, invest in new technologies, and update their systems. As
highlighted by Ugwu & Onyegiri (2012) and Daulat (2014), these limitations restrict the
availability and quality of resources offered to users. Furthermore, the lack of adequate
technical skills among library staff further impedes effective management, as noted by Devi

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(2017), who pointed out that skills gaps hinder the efficient use of electronic resources.
Digital preservation challenges, including the risk of obsolescence due to rapidly evolving
technology, underscore the urgent need for libraries to develop proactive strategies to ensure
long-term access to digital content, as emphasized by Haider (2018).
The study found that electronic resource management is often concentrated in the hands of
one or two librarians, who may not have specialized training or adequate technical support.
This reliance on a small number of personnel can lead to inefficiencies and hinder the
effective management of digital resources. The limited capacity of library staff to handle the
growing demands of electronic resource management reflects the need for better training and
the recruitment of specialized personnel. The findings suggest that enhancing staff
qualifications through ongoing professional development is essential for improving the
management of electronic resources. As stated by Adeniji (2011), continuous training
programs can equip staff with the necessary skills to effectively manage and utilize digital
resources, thereby enhancing service delivery in libraries.

Conclusion and Recommendations

The study concludes with several recommendations for enhancing the management of
electronic resources in polytechnic libraries. Participants emphasized the importance of
increasing funding to expand electronic resource collections and improve ICT infrastructure.
Additionally, training staff in digital management and IT skills is vital for enhancing their
capacity to manage resources effectively. Collaborative funding initiatives among institutions
could also help alleviate financial pressures, as suggested by Emojorho (2011). Moreover,
libraries should consider implementing automated systems to streamline processes and
improve resource management efficiency. By addressing these recommendations, polytechnic
libraries can better meet the digital information needs of their users and enhance the overall
academic experience.
References

Abdul-Malik, Y. O. (2006) Research Methodology in Business and Social Sciences. Abuja:

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Abubakar, B.M. and Hamman, H.A. (2020). Utilization of Electronic Information Resources
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Haider, S. J. (2018). Digital preservation: Issues and challenges for libraries. In G. Gupta &
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Iwehabura, MF (2009). Skills and Training needs for use of electronic information resources
(EIRS) among students in four Tanzanian Universities. Heartland J. Libr. Info. sci.
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Johnson, R. M. (2019). The role of the library in electronic resource management: A study of
selected university libraries in Ghana. Library Philosophy and Practice.

Khan, A., Ashraf, T., & Rana, A. I. (2021). The Acquisition and Usage of Electronic
Resources in University Libraries in Pakistan: A Study. Library Philosophy and
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Ugwu, I. & Onyegiri, D. C (2013). Management problems of electronic information

resources:

A case study of UNN Library: Nnamdi Azikiwe Library, University of Nigeria,

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Yahaya, A. (2014). Management of Electronic Information Resources in Federal University

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Zang, X., & Guo, X. (2020). Study on electronic resource management of university libraries
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Acknowledgment
This research on the Management of Electronic Information Resources in Polytechnic
Libraries, North-West Nigeria – An Analysis of Content was made possible through the
generous support of the Tertiary Education Trust Fund (TETFund). We sincerely appreciate
TETFund for providing the financial assistance that enabled the successful execution of this
study. Its contribution has been instrumental in facilitating the investigation and analysis of
electronic resource management in polytechnic libraries in the North-West region of Nigeria.

Conflict of Interest Statement

The authors declare that there is no conflict of interest regarding the publication of this
research on the Management of Electronic Information Resources in Polytechnic Libraries,
North-West Nigeria – An Analysis of Content.

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Jewel Journals Sepember 2024 Publication AMINU GARABA

Uploaded by

Jewel Journals Sepember 2024 Publication AMINU GARABA

Uploaded by

Jewel Journal of Librarianship

ISSN: 2141-3908 (Print); ISSN: 2736-0881 (Online)

Collection Development Policies and Effective Service Delivery

Prof. Solomon A. Uganneya2, (CLN).

Asom Faga, (CLN).

Jewel Journals of Librarianship : NLA Gombe State Chapter

Jewel Journals of Librarianship : NLA Gombe State Chapter

for selection decisions to users, constituting initial evidence of a library's commitment to

Statement of the Problem

Jewel Journals of Librarianship : NLA Gombe State Chapter

Objectives of the Study

Jewel Journals of Librarianship : NLA Gombe State Chapter

Table 1: Frequency and percentage counts on the types of collection development

S/N ITEMS N x̄ SD Decision

Table 3: Chi-square test of types of available collection development policies that

Jewel Journals of Librarianship : NLA Gombe State Chapter

Table 4: Chi-square test of the influence of application of collection development

Pearson Chi-square 12 85.139 .000 0.05 S,R

Number of valid cases 172

Table 4 as presented shows the chi-square analysis on influence of application of collection

Discussion of the Findings

Jewel Journals of Librarianship : NLA Gombe State Chapter

Jewel Journals of Librarianship : NLA Gombe State Chapter

Summary of the Findings

Jewel Journals of Librarianship : NLA Gombe State Chapter

2. The constrains associated with application of collection development such as shortage

Chukwusa, J. (2012). Extent of Implementation of collection development policies in Nigerian

Edem, A; Nse, J and Emeka, O. (2016). Extent of application of collection development

Jimoh A O (2015). Information Resource Development Policy for Resource Development in

Uganneya, S. A. Anunobi C. V. Ape, R. (2019). Application of collection development

Umoh, M. S. Effioma, A. P. and Igaja, M. N. (2021). Collection development policy on

Jewel Journals of Librarianship : NLA Gombe State Chapter

Librarians Attitudes, Performance Expectancy and Challenges towards the

Jewel Journals of Librarianship : NLA Gombe State Chapter

Jewel Journals of Librarianship : NLA Gombe State Chapter

Statement of the Problem:

Jewel Journals of Librarianship : NLA Gombe State Chapter

Objectives of the Research:

The Attitudes of Librarians towards the Acquisition of Information Resources

Jewel Journals of Librarianship : NLA Gombe State Chapter

selection, cataloguing and classification functions of their libraries. Furthermore, the

Jewel Journals of Librarianship : NLA Gombe State Chapter

organization and meaningful interpretation of sensory stimuli. It is a tool used to understand

Dhanavandan (2017) conducted a study on library professionals’ perception on the ICT

Jewel Journals of Librarianship : NLA Gombe State Chapter

The Challenges Associated with ICT in the Acquisition of Information Resources

Jewel Journals of Librarianship : NLA Gombe State Chapter

Population of the Study

Institutional Libraries Questionnaire distribution & response rate

Expected Actual % of Actual

Total 224 206 100%

Source: Field data (2024)

Jewel Journals of Librarianship : NLA Gombe State Chapter

Jewel Journals of Librarianship : NLA Gombe State Chapter

Cumulative mean 3.7048

Source: Field data (2024) *F=Frequency *Std=Standard deviation *R=Rank

Jewel Journals of Librarianship : NLA Gombe State Chapter

Table 2: Influence of Performance Expectancy on Intention to Use ICTs

Performance Expectancy SA A N D SD X̅ Std R

Cumulative mean 3.769

Source: Field data (2024): *F=Frequency, *R = Rank, *Std = Standard Deviation

Jewel Journals of Librarianship : NLA Gombe State Chapter

Jewel Journal of Librarianship: NLA Gombe Chapter

Item statements SA A N D SD X̅ Std R

Poor funding to 78 37.9 81 39.3 8 3.9 0 0.0 39 18.9 3.772 1.245 1

Insufficient power 72 35.0 82 39.8 8 3.9 4 1.9 40 19.4 3.689 1.296 2

Lack of adequate 45 21.8 96 46.6 24 11.7 7 3.4 34 16.5 3.539 1.329 3

Problem of knowing 38 18.4 84 40.8 21 10.2 25 12.1 38 18.4 3.286 1.298 4

Negative attitudes 49 23.8 58 28.6 32 15.5 19 9.2 48 23.3 3.199 1.184 6

Cumulative mean 3.496

Table 3: Challenges Associated with the Use of ICT for Acquisition

Summary, Conclusion and Recommendations

Jewel Journal of Librarianship: NLA Gombe Chapter

Jewel Journal of Librarianship: NLA Gombe Chapter

Jewel Journal of Librarianship: NLA Gombe Chapter

Jewel Journal of Librarianship: NLA Gombe Chapter

Source: Field data (2024) F=Frequency Std=Standard deviation *R=Rank

Source: Field data (2024): F=Frequency, R = Rank, *Std = Standard Deviation