https://lisdigest.org

Abstract

Library resources and services support learning, teaching and research. It is imperative for

students to use the library effectively, hence the introduction of the "Use of Library" course in

universities in Nigeria. This study assessed the impact of the "Use of Library" course on

academic library use: at the Osun State University Library. The descriptive survey research

design was adopted using a questionnaire as an instrument for data collection. The population of

the study was the students of Osun State University, and a purposive sampling technique was

used to elicit responses from available students of all levels of the two colleges on the main

campus of the University. Data generated were analyzed using descriptive statistics of frequency

counts, mean and simple percentages. Findings revealed that Textbooks were the most used

resources followed by other resources like Dictionaries, Handbooks and Manuals, Newspapers

and Magazines and the Internet. Results also show that majority of the students strongly agreed

that the "Use of Library" class encouraged them to develop more interest in making use of the

library and also helped improve their reading habits. Also, findings indicated that the library

lending services, photocopy, and library orientation services are very beneficial to the students.

It was recommended that the academic library management should improve on the user training,

as well as infrastructure and Internet facilities to cater for the information needs of all target

groups.

Keywords: Use of library; Library use education; Users; Students; Academic Library; University Library.

Volume 14 | Article 5 May, 2021|

Library and Information Science Digest

Volume 14: Issue 1, May 2021

OPEN ACCESS

Assessment of the Impact of “Use of Library” course on Academic

Library Use: A Case Study of Osun State University Library

1 2

Oluwatosin O. Okunoye and Florence O. Ajani (PhD)

Osun State University Library, Osogbo, Osun State Nigeria.

Kwara State University Library, Malete, Kwara State, Nigeria.

Received: 2020/08/15. Accepted: 2021/05/06. Published: 2021/05/27

ISSN (Online): 2672 - 4820

Introduction

Academic libraries are established to give

literature support to their parent

organizations. They have the critical role to

support the teaching, learning, and research

activities of students, academics and

scholars by providing regular and timely

information services. The student users are

especially given a course orientation called

"Use of Library" or "Library User

Education" program, at the onset of their

academic program in the institution to

enable them to have a proper grasp of how

to access and utilize information resources

in the library. The library use program could

take the form of library instruction or

orientation or both. Abraham and Ozioko

(2016) asserted that responsibility lies with

the university libraries to make sure that the

use of their information sources, resources

and services are maximized to benefit the

clientele, hence the need for library user

education program.

Part of the curriculum for the “Use of

Library” course is to give the students

insight into the rudiments and techniques

involved in library use. These techniques

are guides that enable the students to

identify library resources as classified in the

library and also ensure that they access

them easily and quickly. Kumar and Phil

(2009) explain that users are illiterate as far

as library activities are concerned as they

need some guidance on how to utilize

library resources and services. Most

students in higher institutions of learning

find it difficult to explore the world of

information sources, thus leading to the

poor appreciation of the library and its

resources. New students enroll into the

university every year and have varying

kinds of information needs that the library

should be able to meet. It is believed that a

concerted effort to know and understand the

essence of the library more will eventually

enable individuals to develop themselves to

the fullest potentials. This becomes very

important as it will enable man to contribute

effectively and positively to the

development of society at large.

According to Edoka (2000),

The objective of user education is

to help users make the best use of

the overall library resources. In

addition, a carefully planned and

executed user education program

greatly ensures the realization of

the objectives aimed at the

following: To develop readers

a w a re n e s s o f t h e o v e r a l l

information resources available to

them in their own and other

libraries; to develop skills

necessary for retrieving required

materials; to develop in-depth

knowledge materials in readers

subject areas; to develop skills in

p r e s e n t i n g b i b l i o g r a p h i c

references; to develop attitude

skills required in making advanced

studies and to create a positive

attitude to information searching

which will stimulate the user to

make use of the resources available

at different libraries. (Edoka, 2000,

p. 139).

In agreement with this, the National

Universities Commission (NUC) in 1997

introduced the “Use of Library” as a course

to be taught in all Nigerian Universities. It is

believed that this will enable students in

Nigerian tertiary institutions to use the

library effectively. The teaching of the

course: “Use of library", coded "LIB 101"

and later recoded “GNS 103” commenced

in 2010 at Osun State University. First-year

students of the University have been

consistently taught the course in their first

semester for some years now. An evaluation

is very paramount in determining the value

or the effectiveness of any application, the

present study is therefore set up to

determine the influence of library use

education as a compulsory course in Osun

State University on library utilization by the

students.

Oluwatosin O. Okunoye and Florence O. Ajani (PhD)

Assessment of the Impact of “Use of Library” course on Academic Library Use: A Case Study of Osun State

University Library

Volume 14 | Article 5 | May, 2021

Purpose of the Study

The purposes of the study are to:

1. Determine the extent of utilization of

the resources available in the

UNIOSUN library.

2. Investigate the influence of the use of

library as a course on the ability of

UNIOSUN students to explore the

library resources for their information

needs.

3. Identify the library services students

have benefitted from due to library use

education.

Research Questions

1. What is the extent of students'

utilization of the resources available in

UNIOSUN library?

2. What is the influence of the use of

library as a course on the ability of

UNIOSUN students to explore the

library resources for their information

needs?

3. What are the library services students

have benefitted from due to library use

education?

Literature Review

According to Reitz (2004), user education

refers to all the activities involved in

teaching users how to make the best

possible use of library resources, services,

and facilities, including formal and

informal instruction delivered by a librarian

or other staff member one-on-one or in a

group. Library user education may include

using online tutorials, audiovisual

materials, and printed guides and

pathfinders. Nkanu (2013) defines user

education as an instructional program in

library use that is aimed primarily at

developing the bibliographic skills of users

for effective, efficient and independent use

of the library and her resources. Abraham

and Ozioko (2016) explain that the skills

acquired in library user education include

skills for identification, location, search,

retrieval and use of information resources.

Imbus et al. (2010) explain that guiding

users through the user education program is

necessary as a result of the influx of

publications. Chalukya (2015) defines

library user education or training as all the

activities involved in teaching users how to

make the best possible use of library

resources, services and facilities, including

formal and informal instruction delivered

by a librarian or other staff member one-on-

one in a group. Aguolu and Aguolu (2002);

Aina (2004); Eze (2004) observe that

several methods are adopted in the teaching

of library user education by university

libraries, which include, lecture,

presentations, slides or tape formats, self-

guided tours, group tours, seminar

presentations, practical and also the

emerging computer-aided instruction.

Library resources and services constitute

important aspects of librarianship, and one

of the ways of stimulating the active use of

the resources is by teaching the library

users, especially undergraduate students

how to search for and retrieve materials in

the library. This involves teaching the

students the search strategies.

Search strategies are ways of using search

terms in finding required information from

search tools, such as search engines

Volume 14 | Article 5 | May, 2021

Oluwatosin O. Okunoye and Florence O. Ajani (PhD)

Assessment of the Impact of “Use of Library” course on Academic Library Use: A Case Study of Osun State

University Library

(Google), the library catalogue, and online

databases (University of Johannesburg

Library, 2020). Teaching students search

strategies could be properly achieved

through the user education program. Some

factors that facilitate successful Internet use

in schools are knowledge of internet

services, continuous training; availability

of equipment and technical assistance

(Anaehobi & Ndanwu, 2014). Thanuskodi

(2010) study on the use of the internet and

electronic resources for agricultural science

information showed that the internet and

CD-ROM were the most frequently used

IT-based facilities. He emphasized the need

to encourage students to use the internet to

access information; experience interactive

activities; locate research materials; among

other things. Haag et al. (2004) observe that

the Internet is today almost inevitable as it

helps to improve the lives of people and

solve problems in society. Le Roy (2005)

emphasized the essence of the Internet for

enhancing learning activities and accessing

library resources and services. Hobson

(2007) explains that the Internet and

personal computers are for use by teachers

and students to help broaden their

knowledge.

Barad (2019) in a study on user satisfaction

with library resources and services

highlights the role of the university library

in higher education as satisfying the users

with library resources and services, using

ICT. While results showed user satisfaction

with library services, they demanded

quality improvement. Sharma (2019) in a

study to know the usage of books by

students reported that 147 (7.79%)

information science books repeatedly

issued 1858 times within 5 years in Punjabi

University. It showed 1738 (92.20%) were

not used, but a single book mostly used

circulated 145 times. Kumar and Rajan

(2015) in their study to find out user

satisfaction of library services at

Coimbatore Engineering College Libraries,

showed that 55.25% of respondents were

satisfied with the library functions, 40%

were weekly visitors to the library, 70% felt

the time range for library access was

satisfactory, while 78.75% found the

lending period satisfactory. The study

however recommended better techniques

for providing the best information services

to college libraries. Yusuf and Iwu (2010)

had in their study examined the extent of

use of library resources in Covenant

University, Nigeria, using a sample of 400

registered library users. Results showed

that 88% of the student visited the library

when they had an examination. Members of

faculty however visited the library to read

journals. The students also generally visited

the library more than the faculty members.

Arogia and Balasubramanian (2019) study

on the usage of electronic resources in

Madras University showed that the

majority of students lacked personal

computers or laptops. 57.28% of the

respondents feel that the internet and e-

resources cannot take the place of print

resources.

Swain and Panda (2009) results revealed

that internet-based e-resources were more

utilized than CD-ROM databases. Sujitha

and Mudhol (2008) in a study on the use of

electronic information sources at the

College Fisheries in Mangalore, India

found that 88.6% used e-resources for their

project work and 87.6% used it for ongoing

Volume 14 | Article 5 | May, 2021

Oluwatosin O. Okunoye and Florence O. Ajani (PhD)

Assessment of the Impact of “Use of Library” course on Academic Library Use: A Case Study of Osun State

University Library

research. 79% browsed the internet for

subject information websites, while 75.3%

used them for browsing. The most

frequently used electronic information

source was e-mail followed by web

resources. Natarajan et al (2010) found that

despite the wide range of available e-

resources, the frequency of their use was

low. Aboderin et al (2011) in their study on

a pedagogical appraisal of internet and

computer usage among secondary school

teachers and students found that 65% of

students having access to the Internet

indicated their use of Internet-enabled

mobile-phone to surf the internet.

Methodology

The study adopted a descriptive survey

research design. The population of the

study was made up of the undergraduate

students of Osun State University. The

sample was drawn out of convenience using

the purposive sampling technique to elicit

As shown in Table 1, a total of 67 (20.4%)

respondents were 100 level students, 147

(44.7%) were 200 level students, 44

(13.4%) were 300 level students and 69

(21.0%) were 400 level students, while 2

responses from students of the Faculty of

Science, Engineering and Technology

(SET) and also College of Health Sciences

in 100-500 levels. The Faculty of Science,

Engineering and Technology (SET) and

College of Health Sciences are on the main

campus of the university, where the second

largest population of students is located.

The instrument used for data collection was

a self-structured questionnaire titled “Use

and Impact of Library and Information

Resources Questionnaire” (UILIRQ). Five

hundred copies of the questionnaire were

personally administered by the researcher.

A return rate of 329 was recorded.

Frequency counts, mean and simple

percentages were used to analyze the data at

a 0.05 level of significance.

Results

The distribution of the respondents in this

study based on level is shown in Tables 1.

(0.9%) were 500 level students. This shows

that more of the respondents were 200 level

Volume 14 | Article 5 | May, 2021

Level

Frequency

100 level

20.4

200 level

147

44.7

300 level

13.4

400 level

21.0

500 Level

0.9

Total

329

100

Table 1: Distribution of respondents by level

Oluwatosin O. Okunoye and Florence O. Ajani (PhD)

Assessment of the Impact of “Use of Library” course on Academic Library Use: A Case Study of Osun State

University Library

The data in Table 2 was used to answer the

question.

respondents understudy with a mean of 2.9.

This is followed by the use of other library

resources, where usage of Dictionary (2.2),

and usage of Handbooks/Manuals,

Newspaper/Magazines and Internet (2.0)

was not as heavy. These are followed by

Encyclopedia (1.9), Directories, Journals,

Abstracts/Indexes, Biographies (1.8), and

others that had occasional usage. The

results indicated that not many of the

students utilized the library internet. The

use of mobile phone had made many of the

students not use the library internet service.

The result in Table 2 revealed that the use of

Textbooks made available in the library was

a major attraction for user visits to the

library. The result shows that there was

heavier usage of Textbooks among the

The findings above showed that majority of

students that visit the library did so to

Volume 14 | Article 5 | May, 2021

Table 2: Extent to which students make use of library and information resources

Statements

Very heavily

used f (%)

Heavily

used f (%)

Occasionally

used

f (%)

Never

usedf (%)

Mean

Textbooks

(26.4)

124(37.7)

108

(32.8)

(2.7)

2.9

Journals

(6.1)

(8.5)

136

(41.3)

144

(43.8)

1.8

Abstract/Indexes

(6.4)

(11.6)

112

(34.0)

157

(47.7)

1.8

Encyclopedia

(7.0)

(14.3)

120

(36.5)

138

(41.9)

1.9

Dictionaries

(11.6)

(22.8)

128

(38.9)

(26.4)

2.2

Directories

(7.3)

(13.7)

110

(33.3)

149

(45.3)

1.8

Handbooks/Manuals

(10.3)

(16.4)

120

(36.5)

120

(36.5)

2.0

Bibliographies

(4.3)

(8.8)

137

(41.6)

148

(45.0)

1.7

Biographies

(5.2)

(10.9)

129

(39.2)

146

(44.4)

1.8

Yearbooks

(3.0)

(8.5)

142

(43.2)

148

(45.0)

1.7

Newspaper/Magazines

(11.2)

(14.6)

118

(35.9)

125

(38.0)

2.0

Internet

(15.2)

(14.6)

(20.1)

164

(49.8)

2.0

CD-ROM

(7.0)

(10.8)

(23.1)

194

(59.0)

1.7

Others

(8.2)

(7.3)

(25.5)

138

(41.9)

1.8

Oluwatosin O. Okunoye and Florence O. Ajani (PhD)

Assessment of the Impact of “Use of Library” course on Academic Library Use: A Case Study of Osun State

University Library

(3.2). Furthermore, the perception of the

students on the use of library education

revealed that it increased their ability and

the relevant information they needed for

their assignment and work. On how the use

of library lectures has helped them in

making use of the Online Public Access

Cat alogu e (OPA C) , som e of th e

respondents (2.0) agreed that the lectures

were beneficial. The students also

positively perceived the librarian who

taught them the use of library class. The

result showed that respondents (3.6) agreed

that the librarian who taught them was

knowledgeable and friendly. The

perception of the students was that the use

skills to search for information (3.9). Also,

respondents (3.9) indicated that after

attending the class, they were able to find

of library education had a positive impact

on the quality of their education and reading

Volume 14 | Article 5 | May, 2021

Table 3: Perception of students on the impact of the Use of Library on their studies

Statements Strongly

Agree

(%)

Agree

(%)

Disagree Strongly

Disagree

(%)

Undecid

ed (%)

Mean

The use of library class enables me to

develop an interest in making use of the

library

128

(38.9)

116

(35.3)

(7.6)

(4.9)

(11.6)

3.9

It helped me to develop a good reading

habit

131

(39.8)

131

(39.8)

(7.0)

(4.9)

(6.7)

4.0

It helped me to use the e-resources

available in the library

(21.9)

104

(31.9)

(12.2)

(10.0)

(22.2)

3.2

It increases

my ability and searching skills

(29.8)

159

(48.3)

(6.4)

(4.9)

(8.8)

3.9

After attending class, I

am able to find the

relevant information I

need for my

assignment and work

119

(36.2)

130

(39.5)

(8.5)

(5.2)

(8.5)

3.9

The lecture has helped me to make good

use of the library Online Public Access

Catalogue(OPAC)

(17.0)

(22.2)

(16.1)

(14.3)

(28.8)

2.8

The librarian who taught me was

knowledgeable and friendly

108

(32.8)

125

(38.0)

(4.0)

(3.6)

(20.1)

3.6

Use of library has a positive impact on the

quality of students education and reading

course

141

(42.9)

139

(42.2)

(2.7)

(3.0)

(7.6)

4.1

Oluwatosin O. Okunoye and Florence O. Ajani (PhD)

Assessment of the Impact of “Use of Library” course on Academic Library Use: A Case Study of Osun State

University Library

services with scores 199 (60.5%) and 164

(49.5%) respectively. Other library services

that the respondents indicated as not so

beneficial include: Current Awareness

service with a score of 154 (46.8%),

Reference/Advisory service 133 (40.4%),

Internet service 116 (35.3%), E-Resources

service 114 (34.7%), CD-ROM Database

library course on the usage of the academic

library understudied indicated that there

was a higher level of patronage of the

university library by the students, and that

textbooks were utilized more than the other

resources. This was in tandem with the

studies by Olajide and Adio (2017) which

showed that books, reference sources

(encyclopedia and dictionaries) and

Internet were mostly used by students.

Onuoha and Subair (2013) study also

s h o w e d p a p e r - b a s e d t e x t b o o k s ,

dictionaries, Internet facility and

encyclopedias as mostly used library

Searching service 87 (26.4%), and

SDI/Inter-Library Loan service 85 (25.8).

However, it is evident that the Use of

Library education impacted the students in

one way or the other.

Discussion of Findings

The findings on the impact of the use of

resources. Thanuskodi (2010) results

revealed that the Internet and CD-ROM

Volume 14 | Article 5 | May, 2021

Table 4: Library services students benefit from as a result of library use education

Statements

Yes

Frequency

Lending

227

69.0

29.5

Reprographic

/Photocopying

191

58.1

133

40.4

Current Awareness

154

46.8

170

51.7

SDI/Inter-Library Loan

25.8

239

72.6

Reference/Advisory

133

40.4

191

58.1

Internet

116

35.3

208

63.2

E-Resources

114

34.7

210

63.8

CD-ROM Database

Searching

26.4

237

72.0

Book Reservation

164

49.5

162

49.2

Library Orientation

199

60.5

125

38.0

Oluwatosin O. Okunoye and Florence O. Ajani (PhD)

Assessment of the Impact of “Use of Library” course on Academic Library Use: A Case Study of Osun State

University Library

Conclusion

This study has generated information on the

impact of the user education course in Osun

State University Library. Findings revealed

that textbooks were the most used resources

followed by a few others like Dictionaries,

Handbooks/Manuals, Newspapers/

Magazines and the Internet. Results also

showed that because most students had

their smartphones and other handheld

devices, they seldom visited the library

internet services. Furthermore, the majority

of the students strongly agreed that the "Use

of Library" class encouraged them to

develop an interest in making use of the

library, helped them to develop a good

reading habit, and also increased their

information search-skills. Findings also

indicated that the library lending services,

photocopy, library orientation and book

reservation services are the most beneficial

for the students. With this in mind, one

could conclude that the use of library

education has significantly impacted

students at Osun State University. A notable

challenge is that the level of internet usage

is not appreciably high.

Recommendations

There is no gainsaying the importance of

library user education in tertiary

institutions, particularly for undergraduate

students from their entry session. Arising

from the findings of this research, the

following recommendations are made:

1. Libraries need to enhance service

provision and infrastructure to ensure

better service delivery and user

Sankari et al. (2013) study had

recommended user education to help

enhance the knowledge and skills of users

where results had shown skill deficiency in

the use of OPAC. In line with these

findings, Dina (2002) has proffered that

library skills should be possessed by

students, for them to effectively and

efficiently utilize the resources in the

library. The result of the analysis shows that

the students found the use of library

education very beneficial as it helped them

to make good use of the library Online

Public Access Catalogue (OPAC). Results

from the study by Harris (2008) confirm

that the OPAC is one of the best interfaces

between patrons and the library resources.

The students were also satisfied with the

disposition of the librarian who taught them

and believed that the librarian was

knowledgeable and friendly. This is in line

with Richardson (2002) where the study

shows that the friendly disposition of staff,

readiness to assist with information on how

to find needed resources encouraged users

to patronize the library. On the other hand,

Enemute and Okorodudu (2012) study

reveals user dissatisfaction with library

staff attitude. Conclusively, results showed

that the use of library had a positive impact

on the quality of students' education and

reading culture. This indicated that the use

of library has a significant positive impact

on students' education. Bello and Musa's

(2003) survey agreed with this study where

49.0% of respondents reported that there

was a need for the instruction class. The

researchers agreed that guidance and

regular library instruction was important in

helping the students meet some of their

information needs.

Oluwatosin O. Okunoye and Florence O. Ajani (PhD)

Assessment of the Impact of “Use of Library” course on Academic Library Use: A Case Study of Osun State

University Library

Volume 14 | Article 5 | May, 2021

internet and computer usage among

secondary school teachers and

students in South Western parts of

N i g e r i a . Wo r l d J . Yo u n g

Researchers,1(4), 54-59.

Aguolu, C. C. & Aguolu, L. E. (2002).

L i b r a r i e s a n d i n f o r m a t i o n

management in Nigeria: seminar

essays on themes and problems.

Educational INFOR. Service.

Aina, L. O. (2004). Library and Information

Science Text for Africa. Third World

Information Services Ltd.

Arogia, A. M., & Balasubramanian, R.

(2019). Usage of electronic resources

in Madras University Library and

role of information literacy. Library

Progress (International), 39(1), 110

– 116.

Barad, P. H. (2019). User satisfaction with

library resources and services in

Him ach al Prades hUn ive rsi ty.

Library Progress (International),

3 9 ( 1 ) , 1 02 – 1 0 9 . h t t p s :/ /

d o i . o rg / 1 0 . 5 9 5 8 / 2 3 2 0 - 3 1 7 x .

2019.00010.2.

Bello, A. A. & Musa, L. F. (2000).

Information needs and information

seeking behavior of postgraduate

students in a Nigerian University:

The University of Abuja experience.

Nigerian Libraries, 37(1), 71 - 76.

Chalukya, B. V. (2015). Academic libraries

and user education. e-Library

Science Research Journal, 3(5), 1 –

www.

rrjournals.com/wjyr/WJYR2011

https://doi.org/10.5958/2320-

3 1 7 x . 2 0 1 9 . 0 0 0 1 1 . 4 w w w.

bpasjournal.com

www.bpasjournal.

com

information need satisfaction. All

efforts must be made to ensure that

library users get direct access to every

library resource by ensuring that they

are made aware of what is available

Efforts should also be made to

efficiently utilize reference services

in each library thereby encouraging

users to feel free to make queries on

information resources.

2. There is a great need for the Osun

State University Library management

to invest more in electronic resources

provision services.

3. Management of academic libraries

also needs to consistently organize

and improve on user education

training, to better cater for the

information demands of all target

groups. Today's technological

advances are continually providing

avenues for better interaction

between the libraries and the users

and librarians must take advantage of

the opportunities provided by

Information Technology (IT). The

library management must put in place

clearly defined policies to drive this

plan to ensure best practices.

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Oluwatosin O. Okunoye and Florence O. Ajani (PhD)

Assessment of the Impact of “Use of Library” course on Academic Library Use: A Case Study of Osun State

University Library

Volume 14 | Article 5 | May, 2021

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