FACULTY OF EDUCATION
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Item ICT literacy among undergraduates in Nigerian universities(Springer, 2011) Adetimirin, A. E.The purpose of this study was to investigate the availability, use of Information and Communication Technology and the ICT literacy skills of undergraduates in seven Nigerian universities. The descriptive survey research design was adopted and seven universities were selected based on distribution of ownership of university. Four faculties were purposively selected with a study population of 8,497. Random sampling procedure was employed using a sampling percentage of 20% to give a sample size of 1,702. Results revealed that computer, telephone and the Internet were the three ICT mostly used by the undergraduates, although more on an occasional basis. The undergraduates in the state universities (BSU and IMSU) were found to have poor ICT literacy skills in the use of the three ICT with over 25%, while those with average ICT literacy skills were in the federal universities (ABU and UNIMAID). Three major factors affecting the ICT literacy of the undergraduates were identified as irregular power supply, inadequate ICT and limited duration of the use of the ICT. For increased ICT literacy of undergraduates, the university administrators must introduce courses on ICT competency to all students especially first year students and encourage all lecturers to use ICT for teaching and learning. The article contains original work carried out on the ICT literacy competencies of undergraduates in selected Nigerian universities and the result would be useful to library staff and university administrators.Item Administrative and infrastructural factors affecting library and information science educators’ actual use of educational support systems for teaching in Nigerian universities(Sage Publications, 2019) Akinde, T. A.; Adetimirin, A. E.This research assumes that administrative and infrastructural factors may explain the low use of educational support systems (ESS) for teaching by library and information science (LIS) educators in Nigerian universities. The literature has focused on the adoption of different types of educational technologies and their use by teachers and students with little consideration for the LIS educators’ actual use of ESS for teaching and the effect of institutional support on the use of these systems. Thus, the study seeks to determine the user percentage of ESS for teaching, how the educators actually use ESS for teaching, the nature of administrative and infrastructural support they receive while teaching with ESS and whether the two factors correlate with and predict the actual use of ESS for teaching. A descriptive survey design was adopted and data were collected through a questionnaire. The results indicate that many of the LIS educators did not use ESS for teaching and that their actual use of ESS for the instructional activities highlighted in the study was low and below average. Moreover, the educators were found to have received minimal administrative and infrastructural support. The two factors were also found to have significant positive correlations and a significant and positive joint influence on the actual use of ESS for teaching with a joint contribution of 14.7%. Analysis of their relative contributions to the prediction of actual use revealed that, although the two support factors contributed positively, only infrastructural support contributed significantly at 0.05 level of significance. It was therefore recommended that for administrative support to be meaningful, adequate infrastructural facilities should be provided for an appreciable and sustainable use of ESS for teaching.