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ii
Volume 15 I May, 2022
TABLE OF CONTENTS
The Power of Imageries in Community Information and Engagement:
Repositioning Audiovisual Resources
Ngozi Perpetua Osuchukwu & Angela Ebele Okpala - - - - - - - 1
Internet of Things (IOT): An Indispensable Tool for Smart Library
Services in Nigerian University
Kudirat Abiola Adegoke - - - - - - - - - - - 8
Predictors for the Adoption and Utilization of E-Resources by Undergraduate
Students in University of Ibadan
Mojisola Omowumi Odewole, Folasade L. Kolawole
&
Catherine Omolola Odu-Mojoyinola - - - - - - - - - 17
Perceived Usefulness of Electronic Health Records System by Medical
Doctors in Private University Teaching Hospitals in South-West, Nigeria
Blessing Damilola Abata-Ebire & SaheedAbiola Hamzat - - - - - -
31
A Survey of Library Resources for Story-Hour Programmes in
Public Libraries in Anambra State
Cynthia Nkiru Okey-Okafor & Prof. Anthonia Ukamaka Echedom - - - - - 45
Dusty Print Resources and Its Health Hazard on Library Staff
Maryam Muhammad Liman - - - - - - - - - - 54
Acquisition and Utilization of Government Publications in
Captain Elechi Amadi Polytechnic Library, Rumuola, Port Harcourt, Rivers State
Ebisemen Pat. Lulu-Pokubo & Comfort N, Owate - - - - - - - 64
Attitude of Librarians Towards the Use Of E-Resources for Collection Development in
University Libraries in South East Nigeria
Nkechi Roseline Obiozor Ekeze - - - - - - - - - - 75
Availability of Internet Facility and Utilization by Undergraduate Students of
Ignatius Ajuru University of Education, Rivers State, Nigeria
Mercy Ekenma Echem & Comfort N. Owate - - - - - - - - 81
Emerging Issues in Library and Information Science Education in the Covid-19 Era
Victor Wagwu, Kolawole Francis Ogunbodede,
Adaora C. Obuezie & Comfort N. Owate - - - - - - - - 89
https://lisdigest.org ISSN (Online): 2672 - 4820 Library and Information Science Digest Vol. 15, 2022
Volume 15 Article 5 May, 2022
A SURVEY OF LIBRARY RESOURCES FOR STORY-HOUR
PROGRAMMES IN PUBLIC LIBRARIES IN ANAMBRA STATE
Cynthia Nkiru Okey-Okafor
Department of Library and Information Science,
Nnamdi Azikiwe University, Awka.
Email: cyntyabundance@gmail.com
Prof. Anthonia Ukamaka Echedom
Department of Library and Information Science,
Nnamdi Azikiwe University, Awka.
Abstract
This study is a survey of library resources for story-hour programmes in public libraries in Anambra State.
Two research questions guided the study. Descriptive survey research design was adopted for the study.
The entire population was used for the study.
the 11 public libraries in Anambra State. This is a combination of professional and non professional staff
he eleven public
libraries in Anambra State. Two validated instruments; observation checklists and structured interviews
were used to generate data for the study.The findings of the study showed that there are three categories
of personnel employed to coordinate story-hour programmes in public libraries in Anambra State with few
-hour programmes in their public libraries. The
findings also revealed that there are print information resources for effective story-hour programmes in
the public libraries. However, they are not used the story-hour programmes are not observed in most of
the public libraries. The study also found that there are no audio-visual information resources in the public
be employed to coordinate the story-hour programmes. It was also recommended that the use of audio-
visual information resources should be adopted in the story -hour programmes to make it more interesting
and effective.
Keywords: Library Resources, Children Librarian, Public Libraries, Children Story-hour Programme,
Anambra State.
Introduction
Libraries exist in order to satisfy the information
needs of their users through the provision of
effective information resources and services in
line with the needs of the users. Ogbebor (2011)
defined the library as a collection of sources,
resources and services, as well as the structure in
which it is housed. The basic objective of libraries
and information centres is to support the
educational and overall information needs of their
users through the provision of meaningful
resources as well as process-based activities that
will enable their users to become effective in the
use of ideas and information for life-long learning.
This objective can only be achieved if the libraries
provide adequate library resources.
Library resources include the personnel and
information resources that aid the library in
achieving its objective of satisfying the
information needs of its users. The personnel
represent the entire staff (professional librarians
and other support staff) who strives to offer
effective information services to meet the needs of
library users while the information resources
represent all forms of print and non-print
resources which support curricular and personal
information needs. The print resources on the
other hand include books, magazines, reference
books, textbooks, journals, periodicals as well as
other forms of bound volumes found in a
particular library while non-print resources
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include films, disc records, filmstrips, slides,
computer discs, computer software, etc. Print
information resources in libraries and media
centres may be either fiction or non-fiction.
Fiction resources are those resources created from
the author's imaginative ability. They include
drama, poetry, storybooks etc. Non-fiction
resources, on the other hand, are materials that
depict real experiences and as such contain real
and verifiable information. This is the major
reason why non-fiction resources are preferred for
educational instruction (e.g. teaching in schools).
The public library as well as other information
centres provide a rich source of print materials.
Among the various types of libraries, the public
library is the only library that provides
information resources and services for all ages.
The United Nations Educational, Scientific and
Cultural Organisation (UNESCO, 2019) defined
public libraries as those which serve the
population of a community or region free of
charge or for a nominal fee. They are libraries that
are accessible to the public and generally funded
from a public source and may be operated by a
civil servant (Dhaiman et al., 2011). Public
libraries also provide a rich source of literature for
department.
The children's department is an integral part of the
public library which is dedicated to the provision
of adequate recreation and information resources
needed to develop a positive attitude towards
reading, writing and long-life learning in children.
resources to organise programmes that boost
activities. Such activities include arts and crafts,
songs, drama, puppet shows and story-hour
programmes.
Story- hour programme is a vital service offered
It is directed mainly to young children who are
just beginning to read so as to encourage them to
learn for themselves more of the same kind of
stories. It is a set time or period during which
stories are told or read to children, especially as an
organized event in the library or as a designated
part of the school day (Hornby, 2015). Story-hour
does not only feature stories read by librarians but
also actions, rhymes, music and play (Goulding et
al., 2014). It therefore, requires good skills and
organizational ability to attract the attention of the
listener. Story-hour programme is usually
organized by professional librarians known as
professional children's librarians.
obtained a first degree in Library and Information
Science (BLIS) or a degree in Education with
specialty in Children's Services or School Library
Media. (US Bureau of Labour Statistics, 2019). A
Science is also an added advantage for a
Randkin (2018), an effective and professionally
com
plan, organize, implement, manage and evaluate
services and programmes to meet the needs of
children and their families in the communities
they serve.
Anambra State is a densely populated state located
in the south-eastern part of Nigeria with eleven
public libraries. There are so many public and
private nurseries and primary schools in the state
due to the large population of pupils and pre-
school children living within the state. Anambra
State is therefore an ideal environment for
children to enjoy effective public library story-
hour programme if there are adequate library
resources. Unfortunately, most children do not
have the opportunity of experiencing these
exciting moments due to the relative absence of
story-hour programmes in public libraries in
Anambra State which may be as a result of lack of
adequate information resources or the absence of
qualified personnel to coordinate the programme.
A situation where the right personnel, books and
other print and non-print resources are neither
available nor accessible for story-hour
programmes in the public libraries in Anambra
State will amount to producing a future generation
of individuals who may not be able to read well
enough to make notable impact in toda
However, having the right personnel and making
adequate use of the information resources for
story-hour programmes in public libraries in
Anambra state will surely produce a crop of well-
informed individuals who will be able to impact
their society positively.
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Statement of the Problem
This study sought to conduct a survey of library
-hour programmes in
public libraries in Anambra State. From the
that most public libraries in Anambra State no
longer conduct story-hour programmes for
children probably because they lack current
information resources that could be of interest to
children. It does also appear that the few ones that
have current information resources do not use
them for story-hour programmes. What happened
to these public libraries that made them stop
organizing story-hour programmes? What can be
done to rekindle the interest of children in visiting
these public libraries? One of the fundamental
principles of librarianship is 'Every book, its
reader". Therefore, providing the right book for
the right user should be foremost in the minds of
the children's librarian but it appears that there is
a missing link as to the acquisition of relevant
library information resources for these children.
These form the main concern of this study.
Purpose of the Study
This study aims to:
1. Find out if there are qualified personnel to
coordinate story-hour programmes in
public libraries in Anambra state.
2. Find out if there are library information
resources for effective story-hour
programmes in public libraries in
Anambra State.
Research Questions
1. Are there qualified personnel to coordinate
story-hour programmes in public libraries
in Anambra State?
2. Are there library enough information
resources for effective story-hour
programmes in public libraries in
Anambra State?
Review of Related Literature
Library Resources
Library resources are those human and material
resources which enable libraries to carry out their
functions effectively (Ajegbomogun & Olawepo,
2014). The personnel represent the staff who
combine other resources and activities in
appropriate proportions to ensure the satisfaction
of the information needs of library users. In the
library, the personnel include the professional and
para-professional staff that collaborates at various
levels to ensure that users' information needs are
met. However, the categories of personnel found
in the children's department of the public library
are professional librarians, library assistants and
library officers but the right personnel for story-
hour programmes of the public libraries are the
right personnel for story-hour programmes will
create a more viable purpose-driven programme
rians will
ensure that the aims and objectives of the
programmes are achieved through a proper
combination of adequate information resources
and activities in line with the age and preferences
of the child.
experience by incorporating a wide variety of
resources and play-based activities.
Information Resources: Information resources
are those materials (both print and non-print)
found in school libraries which support curricular
and personal information needs (Hadley School
Committee, 2014). Print materials represent all
forms of information resources that appear in
paper format. They include books, journals,
magazines, newspapers, microfilms etc. The non-
print materials include information materials that
are in non-paper formats. Examples are films,
filmstrips, computer software and other forms of
audio-visual materials.
The minimum standards set by IFLA however,
shows that the information resources to be
provided by the public library should include
fiction books, non-fiction books, textbooks,
newspaper, magazines, pictures and posters,
records and tapes, audio and video tapes, toys,
CD- ROMS and Braille materials. The
introduction of the internet however has
broadened the definition and content of library
information resources in recent times to include
digital sources of information such as online
encyclopedias, Wikipedia, blogs, video logs
(YouTube), e-books, etc. Information resources
are principally acquired to meet the information
needs of clients (including children). Having the
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right proportion of information resources is a
major driving force in organizing story-hour
programmes as it determines the success or failure
of the programme.
Story-Hour Programme: Story-hour is a unique
programme organized in one of the sections of the
public library known as the children's section.
According to Mc- Neil (2014), Story-hour should
be an effective presentation of early literacy skills
and activities; it should be entertaining and heart-
warming and should promote interaction between
adults and children. It should also be an
opportunity for the audience to be exposed to
quality literature that builds vocabulary,
creativity, awareness of self and others, and
knowledge.Modern story-hour programme is
structured to include series of activities that
promote early reading skills and dialogical
reading in children. According to Albright et al.
(2009), dialogical reading(i.e. Reading with the
child in a way that encourages conversation) is
one of the most important patterns practised
during story-hour programmes. It is a pattern that
makes it possible for the children's librarian to
generate questions from given stories and
illustrations for the child to answer from his
perspective or understanding of the story. The
concept of the story-hour can therefore be said to
emanate from seeing the library as a possible
solution to illiteracy especially as it instils in
children deeper reading interests needed for good
literacy skills. To this end, public libraries ensure
that they provide an array of relevant information
department.
Public Libraries: The public library is a public
institution and a public utility, freely available and
accessible to, and usable by, all members of a
given community where it is established (Issa,
Ahiauzu (2009) described the public library as the
type of library that is established with the aim of
serving the generality of the residents of the towns
and communities where it is located (for instance,
Kenneth Dike digital library). Public libraries
facilitate access to information by all by serving
people from all walks of life irrespective of their
age, sex, educational qualifications, cultural
background or societal status. The major function
of the public library is the provision of
information resources in all aspects of knowledge
to suit the needs of its heterogeneous group of
users and to ensure that individuals in the
community are not left uninformed. This is seen
in the variety of information resources (for all
types of users) housed in the public library
through which public libraries provide services to
children is through the provision of resources to
story-hour programmes which are usually
conducted in the children's department of the
library.
Research Methods
Descriptive survey research design was adopted
for this study. According to Nworgu (2015)
descriptive surveys are those studies which aim at
collecting data on and describing systematically
the characteristics, features or facts about a given
population. The choice of this research design was
deemed appropriate because the findings realized
eleven public libraries will be used to describe the
state of affairs of story-hour programmes in public
libraries in Anambra State.
The eleven public libraries covered by this study
are the public libraries in Awka, Abagana, Adazi-
Nnukwu, Ajali, Amichi, Atani, Ihembosi,
Nkpologwu, Nnewi, Onitsha and Ozubulu
respectively. The headquarters of these public
libraries is Kenneth Dike Central e-library, Awka.
The public libraries at Onitsha and Abagana serve
as divisional libraries while others are branch
libraries.
The population of the study comprised the
children's department of the 11 public libraries in
Anambra State which is made up of a combination
librarians, library officers and library assistants
working in the child
section of the eleven public libraries in Anambra
State.
The instruments for data collection were an
observation checklist and interview which were
designed in line with the purposes of the study and
research questions. The checklist was expanded to
include the components captured for specific
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purposes. Data was collected by the researcher
who personally observed and filled the
observation checklist as well as interacted with the
st
libraries. A total number of ten (10) checklists was
finally used because Nnewi divisional library was
temporarily closed down during the time of this
study due to location issues with the host
community. The response derived from the oral
interview was also duly interpreted. Data
generated from the study were analysed using
frequencies and percentages.
Results and Discussion
The summary of the analysis of the data collected from the field work were presented in tables according
to the research questions that guided the study.
Research question 1: Are there qualified personnel to coordinate story-hour programmes in public
libraries in Anambra State?
-
hour programmes in public libraries in Anambra State
Libraries HND LIS BLIS BLIS/MLIS B (Early
childhood)
/
PDGLIS
DIPLIS
only
Others Total
F % F
%
F % F % F % F % F %
A
michi 0 0% 1 10% 1 50% 0 0% 0 0% 0 0% 2 5.41%
O
nitsha
D
ivisional
L
ibrary
1 12.5% 2
2
0% 0 0% 0 0% 2 18.18 0 0% 5 13.51%
I
hembosi 1 12.5% 1 10% 0 0% 0 0% 2 18.18 0 0% 4 10.81%
K
eneth Dike 2 25% 2
2
0% 0 0% 0 0% 2 18.18 0 0% 6 16.22%
N
kpologwu 0 0% 0
0
% 0 0% 0 0% 1 9.09 0 0% 1 2.70%
O
zubulu 2 25% 2
2
0% 1 50% 0 0% 1 9.09 0 0% 6 16.22%
A
bagana 0 0% 1 10% 0 0% 0 0% 0 0% 6 100% 6 16.22%
A
dazi-
n
nukwu
2 25% 1 10% 0 0% 0 0% 0 0% 0 0% 3 8.11%
A
jali 0 0% 0
0
% 0 0% 0 0% 1 9.09 0 0% 1 2.70%
A
tani 0 0% 0
0
% 0 0% 0 0% 2 18.18 0 0% 2 5.41%
T
otal 8 100% 10 100% 2 100% 0 0% 11 100% 6 100% 37 100%
The analysis in Table 1 showed that there are few
qualified personnel employed to coordinate story-
hour programmes in public libraries in Anambra
State. Analysis of the data from individual public
libraries indicates that all the public libraries in
Anambra State have personnel working in the
children's department of the libraries. However, a
greater percentage of these staff do not have
bachelor's or master's degree in Library and
Information Science thereby making them
unqualified to effectively coordinate story-hour
programmes which is a professional exercise.
The analysis also showed that public libraries in
Amichi, Ihembosi, Abagana and Adazi Nukwu
in Library and Information Science. This
represents on
department of the public libraries in Anambra
State. Amichi and Ozubulu branch libraries also
have one staff each (representing 50%) with a
master's degree in Library and Information
Science. Ajali, Atani and Nkpologwu public
at al. Most of their staff are diploma (OND)
holders in Library and Information Science and
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Volume 15 Article 5 May, 2022
other fields of study. Prof Kenneth Dike digital
library and Ozubulu branch libraries are shown to
have 20% of staff with bachelor's degree in
Library and Information Science. The Amichi
branch library has 5.41% of staff in the children's
Information Science while the remaining 5.4% are
staff with diploma certificates from other
profession. The percentage of staff working in the
libraries are 13.51% and 10.18% respectively.
Onitsha divisional library has 2 professional
children's librarians representing 20% of staff
with bachelor's degrees in Library and
Information Science while Ihembosi has only 1
remaining staffs either possess HND (12.5%) or
OND (18.18%) in Library and Information
Science respectively and other fields. This
represents 18.18% of staff in the children's
department of the library.
Furthermore, the analysis revealed that Prof.
Kenneth digital library, Ozubulu branch library
and Abagana divisional library have the highest
number of staff in their children's department
although Ozubulu has a higher number of
has bachelor's degree (20%) and one masters'
degree holder representing 50%. Two other staff
representing 25% have Higher National Diploma
(HND) while the remaining staff representing
about 9.09% have diploma certificate. Twenty
five percent of staff in Kenneth Dike Library
have Higher National Diploma (HND) in Library
and Information Science.
From the result, it can be observed that out of the
10 public libraries in Anambra State, 7 libraries
have one or at most two professional librarians
that coordinate story-hour programmes in public
libraries in Anambra State.
Research Question 2: Are there library information resources for effective story-hour programmes in
public libraries in Anambra State?
Table 2: Percentage observation of information resources for effective story-hour programmes in
public libraries in Anambra State
S
/N Facilities
A
michi
O
nitsha
D
ivisional
l
ibrary
I
hem
-
bosi
K
enneth
D
ike
N
kpologwu
O
zu-
b
ulu
A
ba-
g
ana
A
dazi-
N
nukw
u
A
jali
A
tan
i
Total
A
vailable Not available
F % F
1 Story books,
p
icture books,
t
extbooks, and
d
rawin
g
books
10 100% 0 0%
2
P
oetry and
s
ongbooks,
r
eference
r
esources,
c
alendars, to
y
s
10 100% 0 0%
3
C
D/DVD,
c
omputers,
v
ideo games,
e
tc
_
_
_ _ _ _ _ _ _ _ 0 0% 10 10
0%
4 Simple
m
usical
i
nstruments,
t
elevision sets
_
_
_ _ _ _ _ _ _ _ 0 0% 10 10
0%
5
R
esources in
i
ndigenous
l
anguages,
p
uzzles/word
g
ames
_ _ V 08 80% 2 20
%
As shown by the percentage observation in Table
2, all (100%) the 10 public libraries have
information resources like story books, picture
books, textbooks, drawing books, poetry,
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Volume 15 Article 5 May, 2022
songbooks and reference books in their children's
departments. The checklist also indicated that
none of the libraries has any form of audio-visual
resources like television, computers, video games,
VCDs etc. Prof Kenneth Dike library however has
toy musical instruments and animals which they
present to children during story-hour
programmes.
Discussion of Results
Qualifications of personnel that coordinate
story-hour programmes in public libraries in
Anambra State.
The personnel that are employed in the children's
departments of most public libraries in Anambra
State were of three categories namely; library
officers (those with HND in Library and
Information Science), library assistants (OND in
Library and Information Science) and
professional children's librarians (having a
bachelors' degree or masters' degree in Library
and Information Science). Amongst these three
categories of personnel, the professional
children's librarians are considered the most
qualified to coordinate story-hour programmes in
the children's department of the public libraries.
The result of the findings revealed that there are
few qualified personnel employed to co-ordinate
story-hour programmes in public libraries in
Anambra State. Their percentages range from
10% to 20% with only 2 libraries at 50%.
The findings showed that public libraries in
Anambra State employed more library assistants
and library officers than professional librarians
thereby resulting in the non-availability of few
prof
department. From the findings also, it can be
observed that most of the public libraries in
Anambra State do not employ professional
-hour
programmes in their public libraries. Some of
these libraries make use of library assistants and
library officers while others manage to employ
work with the library assistants and library
agrees
with Simisaye(2018)'s assertion that the lack of
trained children's librarians in public libraries is a
major hindrance to the effectiveness of story-hour
programmes in public libraries in Nigeria. It also
agrees with the view of Oyewo (2015) that
insufficient professional staff is a leading barrier
to increasing services and resources for children
in public libraries in Nigeria.
The presence of professional children's librarians
will awaken the initial objective of the story-hour
programme because they are trained to understand
the information needs of children through a
perfect combination of information resources and
activities that will instil early learning skills in
children during story-hour programmes.
Library information resources for effective
story-hour programmes in public libraries in
Anambra State.
The result of the findings revealed that all the 10
public libraries in Anambra State have
information resources that can be used for story-
hour programmes but they are not used due to
absence of the programme in most public
libraries. The finding supports the observations of
Oyewo (2015) that most public libraries in Nigeria
lack contemporary books, serials and audio-visual
resources for children's services thereby making
them look like mere archives. A close observation
also revealed that some of the book resources in
the public libraries were obsolete while others
have become dusty and brittle due to lack of use
tive of
inculcating early literacy skills in children.
The findings also showed a total absence of audio-
visual resources in all of the public libraries
studied thereby affecting the effectiveness of the
programme as shown in table 2. This finding also
agrees with Naylor (2020)'s assertion that mass
media has taken over as the major source of stories
and information for children. Naylor observed that
the population of children who visit the library
now is radically different from what it was
25years ago due to the influence of ICT and mass
media. The use of audio-visual resources during
story-hour programmes will attract more children
to the public libraries thereby making the
programme more effective.
A proper combination of both print and audio-
visual information resources will produce
excellent result in children if used for story-hour
programmes in public libraries in Anambra State.
Through story-hour programmes, children can
develop intellectual abilities with an
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Volume 15 Article 5 May, 2022
overwhelming love for books and libraries in the
long run if the available information resources are
used for the programme. The yearning to produce
a generation of future intellectuals and lovers of
books in the state can only be achieved if the
story-hour programme is harnessed and sustained.
Finally, the findings of the study revealed that the
information resources of public libraries in
Anambra State are under-utilized as most public
libraries in the state do not conduct story-hour
programmes. Some public libraries have not
sensitized their residents enough as members of
the public are unaware of the existence of such
programmes. Again, children hardly have time to
visit the library due to tight academic schedules in
schools and extra-moral lessons. The story-hour
programmes of public libraries in Anambra State
do not meet the information needs of the present-
day child due to the absence of ICT and other
audio-visual resources in the public libraries. This
will give the government and public library board
an insight into salient areas of improvement so
that children will be positively impacted with
early literacy skills when they visit the public
libraries for story-hour programmes.
Conclusion and Recommendations
The result of the study show that public libraries
in Anambra State have information resources for
effective story hour programmes but lack
professional children's librarians to coordinate the
programme. From the result, it can be concluded
that public libraries in Anambra State do not
organize story-hour programmes even when there
are library information resources needed for the
programme.
Based on the findings of this study and the
conclusion, the following recommendations were
made:
1. The government and public library board
should employ more professional children's
librarians to promote effectiveness during
story-hour programmes. Naylor(2020)
suggests bridging the gap between the
higher administrative heads in public
libraries. Library staff who have acquired
relevant skills from working for a long
period in the children's department should
be encouraged to get a degree in Library and
Information Science so as to make them
more qualified for effective children's
library services.
2. The management of public libraries and the
state government should join hands to
acquire ICT and other necessary audio-
visual information resources such as
television, decoders, video CDs etc. for
story-hour programmes so as to make the
programme more interesting for children.
Oyewo (2015) believes that this will reduce
the competition from contemporary media
and provide entertainment and information
resources that are attractive to children.
Also, outdated books should be replaced
with more recent information resources so as
to avoid the use of obsolete resources for
story-hour programmes.
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