Online Library Skills of Music Educators and Music Students in Nigeria

Tertiary institution libraries have expanded the traditional library model, which focuses on the management of physical resources and activities, to include an online library model, which converts resources and services into digital formats to support teaching, learning, and research, as academic library functions and activities continue to evolve. This change has had an impact on professional roles and activities of both educators and students as a result of the increased skills required. The purpose of this research is to investigate the extent of online library skills among music educators and music students in Nigerian tertiary institutions. A study sample of 100 music educators and 200 music students in Nigerian tertiary institutions were recruited using a multi-stage sampling procedure for this purpose. A questionnaire was used to collect data, which was then analyzed using the mean, standard deviation, and t-test. The findings revealed that music educators and music students have moderate online library skills. The results showed that there is no significant difference in online library skills between male and female music educators (p=.240). The results also showed that there is no significant difference in online library skills between male and female music students (p= .495). Music educators and students are encouraged to improve their online library skills because it will help them in their professional and personal accomplishments; and school authorities should ensure that adequate and appropriate online library facilities are provided for use by students and educators

Ict literacy skills and demographic factors as determinants of electronic resources use among the undergraduate students in the selected universities the Eastern Cape, South Africa

In today’s world, information is the foundation on which every strata in society is built and established. As we are in the jet age, the use of Information Communications Technology (ICT) is sine-qua-non to academic development. It is equally important to acquire skills and build capacity in ICT applications, as well as reflect on the demographic factors that determine the utilization of electronic resources among the undergraduate respondents. ICT has also evolutionalized professionalism in librarianship by providing delivery of appropriate, suitable and value-added information services in digital format. This research, therefore, investigated undergraduate students’ ICT literacy skills and demographic factors as determinants of electronic resources use, with selected tertiary institutions of learning in Eastern Cape South Africa as a case study. The study was premised on the Diffusion of Innovation Theory (DOI), Technology Acceptance Model (TAM) and the Theory of Reasoned Action (TRA) with the aim of appraising undergraduate students’ ICT literacy skills and demographic factors as causative elements of e-resources utilization in designated Eastern Cape universities in South Africa, as well as to unravel the impact of the theories on the adoption of technology and the perceived utilization of the electronic resources. The application of DOI, TAM and TRA theories for this study exemplifies the acceptance and usage of technological innovations by envisioned users in ICT literacy skill and electronic resources research, and these theories formed the theoretical basis to strengthen the study. The specific x objectives of the study are: To ascertain how undergraduate students in selected Higher Education Institutions (HEIs) in the Eastern Cape access e-resources; to determine the level of influence of ICT literacy skills on the use of electronic resources by Undergraduate students in the selected universities; to determine the regularity levels of use and problems encountered in the use of electronic resources by Undergraduate students in the selected universities; to ascertain the contributions of demographic factors on the use of electronic resources by Undergraduate students in the selected universities; and to determine the attitudes and perceptions of undergraduate students towards the use of eresources. The approach of the study was in threefold; one, general discussion regarding ICT literacy skills of the respondents and secondly the demographic factors that determine electronic resources use of undergraduate students in the University of Fort Hare and Rhodes University. Finally, ICT literacy skills and demographic factors were investigated with the applicability of TAM, DOI and TRA theories Specifically, under these theories (TAM, TRA and DOI), TAM and TRA models were used to explain behavioural intention and to envisage user acceptance of technology usage (electronic resources), and to elucidate the correlation between the respondent’s (undergraduate students) perceptions, attitudes, beliefs and ultimately system utilization. DOI was conceptualized in this study as a valued tool for appraising the effect of demographic factors on the utilization of electronic resources among the undergraduate students in their academic pursuit. The major findings of the study specifies that ICT literacy skills and demographic factors determine the use of electronic resources. Hence, it is reasoned in the thesis that ICT xi literacy and demographic factors affects the frequency of electronic resources with those, for instance, who have obtained high ICT literacy skill levels when compared to others who are yet to develop their ICT literacy skills. Further, it has been disclosed elsewhere in the study that in terms of age, the younger undergraduate students (from 21 to 30 years) utilize electronic resources more regularly than their older colleagues (those who are 30 years of age and above).The study was approached with the adoption of the mixed-method research technique. The administration of a total of 377 copies of the questionnaire to undergraduate respondents in the aforementioned HEIs, (out of which 266 copies were returned), was conducted with in-depth interview conversations comprising of ten participants, with six respondents selected in the University of Fort Hare and four respondents from Rhodes University. Data acquired from the study were processed and analyzed with the aid of Statistical Package for Social Science (SPSS) for the quantitative data. In the light of the theoretical frameworks of the study, research results established that the ICT experience of the undergraduate respondents greatly influences their proficiency levels. This hypothesized assertion was subjected to statistical validity test through regression analysis. The result depicts that the p-value is 0.49 (which means that p≤ 0.05), and interprets to mean that the hypothesis is accepted. Also, the findings of this study depicts that the utilization of electronic resources by the respondents is mostly for entertainment purposes (such as viewing online videos, listening to sport commentaries, music and video downloads, e-mail communications, chatting with other people) had the highest rankings from the component matrix analysis which were greater than 0.5. From the forgoing, this is interpreted to mean that the respondents possess excellent proficiency in ICT literacy skills as well as in the use of Microsoft packages. xii Also, in the course of the in-depth research interview, it was discovered that most of the interviewees have excellent proficiency in ICT literacy skills. Generally, gender is an essential element that determines accessibility and e-resource utilization of respondents to electronic resources through the home and from other sources. Furthermore, it was discovered that that language is not a determinant regarding respondents’ accessibility and e-resource utilization from other sources of access to respondents. The analysis of this study revealed that more males, who are within the active e-resource using age bracket of 21 to 30 years old access and utilize electronic resources through the residences than their female counterparts. This age bracket is followed in terms of access and use of e-resources through residences by the respondents that are 20 years and below. A chi-square test of independence was also performed to survey the level of correlation between age and access to E-resources. A small p-value (typically ≤ 0.05) indicates strong evidence against the null hypothesis, so you reject the null hypothesis. A large p-value (> 0.05) shows weak evidence against the null hypothesis, so you reject the null hypothesis i.e. X2 (3, N=53) = 7.82. The Pearson chi-square (p-value) generated was .294, which is construed to mean that it is insignificant. Therefore, the explanation is that age has no influence on access of respondents to electronic resources through cybercafé. In order to make ICT literacy skills more beneficial to the undergraduate students in the selected HEIs, recommendations were made in this study. Firstly, there is a need for mass enlightenment campaigns on the use and benefits of E-resources among undergraduate respondents, the building of capacity of the undergraduate students in the use of electronic resources ICT literacy skill development programmes, need for intervention programmes focusing on the application xiii of some E-resources and software where the students are ranked low. Further, it is recommended that female students need to be encouraged to use E-resources. Also, delivery and empowering of Wi-Fi services, as well as the provision of CD- ROM databases should be considered

ICT-Based Literacy Evaluation in Nigeria Educational Sector: Case Study in Kwara State

ICT is now a necessity for both professionals and organizations due to its pervasiveness across all fields of human endeavour. The literacy skills level plays a major role in its application for routine responsibilities and the pace at which task is complemented. For efficient service delivery in the public service, this study evaluated the ICT literacy abilities and their application among the staff of education agencies. It used a descriptive cross-sectional survey design. Structured items on the ICT skills assessment and utilization questionnaire (ICTSAUQ) were administered to fifty staff using convenient sampling techniques. To respond to the research questions posed by this study, descriptive and inferential statistics were used. The question was addressed using percentage means and standard deviations, and the questions were analysed using a t-test. The results showed that having a basic understanding of ICT helps do administrative tasks daily. However, the staff of the education agencies lacked the necessities for their daily routine of managerial responsibilities and operations. Hence, it was suggested that staff of the Education Agencies in Kwara State must be exposed to the required ICT skills to perform the routine functions at the optimal level. Additionally, it was suggested that agency staff members be encouraged to consistently improve their ICT literacy abilities through self-training and group work to improve the competence of service delivery in the educational secto

Information literacy self-efficacy in the use of electronic information resources by library and information science postgraduate students in South South Nigeria.

Doctor of Philosophy in Information Studies. University of KwaZulu-Natal, Pietermaritzburg, 2018.This study was carried out to investigate information literacy self-efficacy (ILSE) in the use of Electronic Information Resources (EIRs) by Library and Information Science Postgraduate Students in South-South, Nigeria. Three universities accredited by the National University Commission to offer postgraduate programmes in Library and Information Science in South-South, Nigeria were studied. The universities are: Delta State University, Abraka; University of Uyo, Uyo and University of Calabar, Calabar.The objectives of this study were guided by the five research questions:What information literacy skills do postgraduate students have to use electronic information resources? What is the relationship between postgraduate students’ information literacy self-efficacy and their use of electronic information resources? What are students’ usage patterns of electronic information resources? What are the barriers related to information literacy that hinder postgraduate students from using electronic information resources? How can information literacy self-efficacy be enhanced amongst library and information science postgraduate students? The study was informed by post-positivism research paradigm and applied Kuhlthau (2004)Information Search Process (ISP) model anchored on social constructivism approach.The mixed methods (quantitative and qualitative approach) were employed. The population for the study consisted of 115 postgraduate students admitted for the 2016/2017 academic year and 3 subject librarians at the three universities. A survey questionnaire was used to solicit quantitative data from the postgraduate students, while an interview was used to solicit qualitative data from the subject librarians. Quantitative and qualitative data collected were analysed using statistical package for social sciences (SPSS) and thematic content analysis (TCA) respectively. The SPSS was specifically used to generate frequency counts, percentage and descriptive statistics.The study adhered to the ethical standards of the University of KwaZulu-Natal. The findings revealed that the use of EIRs is determined by the competency in information literacy. Findings further showed that tool literacy, critical literacy, social-structural literacy, emerging technology literacy and publishing literacy determine postgraduate students’ use of EIRs. The study further revealed that there is a strong relationship between information literacy self-efficacy skills and the use EIRs as information literacy self-efficacy skills have impacted on postgraduate students’ usage of Information and Communication Technology (ICT) components, especially those related to the use of EIRs such as the use of a computer and its software and applications. The usage patterns of EIRs were determined through the frequency and purpose of using EIRs. Findings indicated that e-journals, e-books, e-newspapers and e-reference sources were the most frequently used EIRs by the postgraduate students. Results also indicated that EIRs were used for different academic purposes. The study provides new insight into barriers faced by postgraduate students while using EIRs. Details of the findings revealed that postgraduate students were faced with information literacy related barriers such as information overload, difficulties in downloading, credibility of information and a lack of adequate knowledge of Information Technology (IT).Furthermore, the study revealed that a number of strategies such as the introduction of IL related courses, adequate orientation to the library and its resources, mastery experience (the use of personal past experience to a particular task), sharing experiences relating to information literacy, strategic training on information literacy self-efficacy and constructive feedback could be employed to enhance postgraduate ILSE skills. The study concludes that the intricacy of the electronic atmosphere requires that postgraduate students possess ILSE skills to effectively and efficiently use EIRs. Therefore, the study recommends among others that universities introduce programmes such as IL certificate programmes, workshops, seminars and others that would increase information literacy of postgraduate students. Moreover, it is recommended that the Nigerian Library Association (NLA) should be involved in advocacy for IL as well as lobby for the incorporation of IL in the curriculum to promote information literacy skills. This study has implications for policy, practice and theory as policy makers and university management can apply a set of recommendations from this research study to formulate policies that would be beneficial for the enhancement of ILSE skills among undergraduate and postgraduate students. Similarly, the current study contributes to the body of knowledge from the perspective of postgraduate students’ ILSE skills in using EIRs. Furthermore, the strength of the ISP model adopted for this study was re-affirmed as its constructs adequately addressed the entire research questions formulated for this study