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|
53
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)
1
Osun State University Library, Osogbo, Osun State Nigeria.
2
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
54
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
55
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
56
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
57
Level
Frequency
%
100 level
67
20.4
200 level
147
44.7
300 level
44
13.4
400 level
69
21.0
500 Level
2
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
58
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
89
(26.4)
124(37.7)
108
(32.8)
9
(2.7)
2.9
Journals
20
(6.1)
28
(8.5)
136
(41.3)
144
(43.8)
1.8
Abstract/Indexes
21
(6.4)
38
(11.6)
112
(34.0)
157
(47.7)
1.8
Encyclopedia
23
(7.0)
47
(14.3)
120
(36.5)
138
(41.9)
1.9
Dictionaries
38
(11.6)
75
(22.8)
128
(38.9)
87
(26.4)
2.2
Directories
24
(7.3)
45
(13.7)
110
(33.3)
149
(45.3)
1.8
Handbooks/Manuals
34
(10.3)
54
(16.4)
120
(36.5)
120
(36.5)
2.0
Bibliographies
14
(4.3)
29
(8.8)
137
(41.6)
148
(45.0)
1.7
Biographies
17
(5.2)
36
(10.9)
129
(39.2)
146
(44.4)
1.8
Yearbooks
10
(3.0)
28
(8.5)
142
(43.2)
148
(45.0)
1.7
Newspaper/Magazines
37
(11.2)
48
(14.6)
118
(35.9)
125
(38.0)
2.0
Internet
50
(15.2)
48
(14.6)
66
(20.1)
164
(49.8)
2.0
CD-ROM
23
(7.0)
36
(10.8)
76
(23.1)
194
(59.0)
1.7
Others
27
(8.2)
24
(7.3)
84
(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
59
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)
25
(7.6)
16
(4.9)
38
(11.6)
3.9
It helped me to develop a good reading
habit
131
(39.8)
131
(39.8)
23
(7.0)
16
(4.9)
22
(6.7)
4.0
It helped me to use the e-resources
available in the library
72
(21.9)
104
(31.9)
40
(12.2)
33
(10.0)
73
(22.2)
3.2
It increases
my ability and searching skills
98
(29.8)
159
(48.3)
21
(6.4)
16
(4.9)
29
(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)
28
(8.5)
17
(5.2)
28
(8.5)
3.9
The lecture has helped me to make good
use of the library Online Public Access
Catalogue(OPAC)
56
(17.0)
73
(22.2)
53
(16.1)
47
(14.3)
95
(28.8)
2.8
The librarian who taught me was
knowledgeable and friendly
108
(32.8)
125
(38.0)
13
(4.0)
12
(3.6)
66
(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)
9
(2.7)
10
(3.0)
25
(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
60
Table 4: Library services students benefit from as a result of library use education
Statements
Yes
No
Frequency
%
Frequency
%
Lending
227
69.0
97
29.5
Reprographic
/Photocopying
191
58.1
133
40.4
Current Awareness
154
46.8
170
51.7
SDI/Inter-Library Loan
85
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
87
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
61
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
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Educational INFOR. Service.
Aina, L. O. (2004). Library and Information
Science Text for Africa. Third World
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Arogia, A. M., & Balasubramanian, R.
(2019). Usage of electronic resources
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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.
References
Abraham, E. A. & Ozioko, R. E. (2016)
Students' attitudes towards library
user education programme in
universities in Benue State. Nigerian
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Assessment of the Impact of “Use of Library” course on Academic Library Use: A Case Study of Osun State
University Library
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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