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GKMC
67,1/2 Human, conceptual and technical
skills as determinants of
preservation management
34 in university libraries
in Southern Nigeria
Ejiwoye Oluwole Rasaki
The Federal University of Technology Akure, Akure, Ondo State, Nigeria, and
Abiola Abioye
University of Ibadan, Ibadan
Abstract
Purpose – Preservation is an essential component of library management that requires special skills and
competencies. This critical area seems to have been neglected by management of university libraries in
Nigeria. This paper aims to examine threats to library information resources and contributions of skills of
library personnel to preservationmanagement in university libraries.
Design/methodology/approach – Descriptive survey design was adopted for the study. This facilitated
the collection of data from large population of respondents. Questionnaire and focus group discussion were
used as data collection instruments.
Findings – Preservation management is one of the core areas of library practice that requires special skills.
The study revealed that university libraries in Nigeria are confronted with threats to their information
resources. The study found that human, conceptual and technical skills of library personnel significantly
determine preservationmanagement in university libraries in Southern Nigeria.
Practical implications – The paper will allow the management of university libraries to appreciate the
importance of personnel skills as the key factor for effective preservation management in libraries and accord
it the necessary priority.
Originality/value – While literature is replete with different aspects of preservation management in
university libraries in Africa, little has been written on personnel skills and preservation management in
libraries. The paper presents one of the few empirical studies that focus on the relationship between personnel
skills and preservation management in university libraries in Nigeria andAfrica.
Keywords Collection management, Information resources management, Library materials,
Personnel skills, Preservation management, University libraries – Nigeria
Paper type Research paper
Introduction
University libraries are establish to acquire, process, store, preserve and disseminate
information materials of any format to support teaching, learning, research and community
service. The information resources – print and non-print – include reference materials,
Global Knowledge, Memory and
Communication textbooks, journals, conference proceedings, theses and dissertations, maps and atlases,
Vol. 67 No. 1/2, 2018 paper based, electronic or digital. However, these materials are susceptible to damage,
pp. 34-51
© EmeraldPublishingLimited destruction and deterioration through improper handling, heavy use, poor storage
2514-9342
DOI 10.1108/GKMC-08-2016-0067 conditions, adverse weather conditions occasion by high temperature and relative humidity,
UNIVERSITY OF IBADAN LIBRARY
sunlight, pest infestation, disasters, hyper acidity, media fragility, technology obsolescence Determinants
and threat to data integrity. Consequently, libraries in the region experience high rate of of preservation
information resources deterioration. Although this is not peculiar to libraries, the study,
however, has libraries as its focus. management
Preservation encompasses activities initiated to retard, or stop deterioration of
materials, retain the intellectual content of material no longer physically intact or transfer
content to a more appropriate format for use (Johnson, 2014). To enhance continuing
access and forestall deterioration and if damage, restore damaged information resources 35
in university libraries, adequate measures must be put in place to enhance continuing
access. Such measures include formulating a preservation policy, preservation education,
digitisation, microfilming, deacidification, pest control, environmental monitoring and
control, library security, disaster planning and digital preservation. These will involve
allocation and mobilisation of necessary human and material resources.
However, studies on preservation management in libraries in Africa revealed that despite
the huge financial resources committed by university libraries to the acquisition of
information resources, little measure is put in place to preserve them. Librarians have
promoted the use and accessibility to their collections but have not considered sufficiently
the preservation implications (Alegbeleye, 1993). Preservation of information resources can
only be attained when library personnel understand what constitute threats to their
information resources, how the loss of the resources will affect the library services and its
image and need to preserve them for long-term access.
Success in preservation management in university libraries depends on possession of
enabling skills by the personnel. Paramount among these skills includes human, conceptual
and technical skills. Human skills also known as interpersonal skills are the ability to work
with understand and motivate other people either as individuals or groups. As preservation
of library materials requires teamwork and cooperation of all library personnel, the
importance of human skills cannot be underestimated. Conceptual skills encompass the
mental ability to coordinate and integrate all organisational’s interest and activities; it
involves ability to see the organisation as a whole and to understand how a change in any
given part can affect the whole organisation. Library personnel need conceptual skills to
appreciate how loss of library information resources will negatively affect entire library
operation and users’ perception. Technical skills include ability to use tools, procedures and
techniques of specialised field. Technical skills are required by library personnel to be able
to apply techniques, methods and use necessary tools to execute preservation challenges.
Possession of these skills will enhance the ability of library personnel to conceive, establish,
monitor, supervise and execute preservation programme in their libraries. It is believed that
lack of human, conceptual and technical skills of library personnel may affect preservation
management in university libraries in Nigeria. Lack of requisite skills by library personnel
will therefore constitute a major impediment to preservation of information resources in
Africa especially in Nigeria. There seems to be dearth of literature on preservation and
conservation of library resources in Africa (Joint International Federation of Library
Association and Institutions [IFLA]/ICA Committee on Preservation and Conservation in
Africa, 2002, Fatoki, 2007). This study therefore investigated how human, conceptual and
technical skills of library personnel in university libraries in Southern Nigeria determined
their preservationmanagement programmes.
Literature review
Preservation includes all the managerial and financial considerations, including storage and
accommodation provisions, staffing levels, policies, techniques and methods involved in
UNIVERSITY OF IBADAN LIBRARY
GKMC preserving library, and archive materials and information contained in them (The
67,1/2 International Federation of Library Associations and Institutions, 1986). Preservation is an
umbrella term for an array of activities; principles, practices and organisations that together
help ensure the usability, longevity and accessibility of recorded knowledge. It activities
currently defining the realm of preservation of library materials include conservation
(general collection repair and special collection), reformatting (microfilming, photocopying
36 and digitisation), selection for preservation, environmental monitoring and control, care and
handling of materials, disaster preparedness and recovery, standards relating to materials
practice and technique, commercial binding and [preservation education and training
(Jordan, 2003).
Literature is replete with loss of valuable resources in libraries to effects of factors like
chemical composition of the materials, poor quality of material, environmental factors such
as relative humidity and temperature, air quality, light, disasters, attitudinal factors,
activities of biological agents, storage conditions and security challenges such as theft and
mutilation of library materials (Akussah, 1994; Alegbeleye, 1996; Teper and Atkins, 2003;
Jordan, 2003; Bankole andAbioye, 2005; Alegbeleye, 2007).
To attain effective preservation management in university libraries, it is essential that
library personnel are acquainted with the preservation problems and have the requisite
skills, competencies and knowledge to address them. However, shortage of skilled
manpower has been identified as major impediment to preservation management in
libraries. Lack of trained manpower was the major problem confronting preservation in
academic libraries in Mumbai as very few librarians were acquainted with preservation
management skills (Sawant, 2014). To be efficient in carrying out their duties sets of core
competencies is expected from graduates from masters’ programme in library and
information science. These include knowledge of concepts, issues and methods related to
the maintenance of collections including preservation and conservation (American
Library Association). Senior and middle level library managers must possess some if not
all of the following preservation skills: awareness of preservation issues and techniques;
building(s) management which include environmental control; storage and shelving;
disaster management; collections management; financial planning and monitoring;
human resource management; policy and strategy; promotion and marketing; and
training (user education; staff training [all levels], induction and Continuing Professional
Development [CPD] (Matthews, 2009).
Human, conceptual and technical skills are the critical skills required by library
personnel to accomplish preservation goals. Human skills are the ability to work with,
understand and provide motivating environment for people, either as individual or as
groups. Human skills include the ability to understand, alter, lead and control the behaviour
of other individuals and group. It has been suggested that professional librarians should be
competent in community relations. This would enable them to demonstrate the value and
impact of the library affectively, build support for the library, maintain positive relations
and form strategic partnerships (Kwanya et al., 2012). Preservation depends on building
relationships with those in position of power, the more the preservation unit is brought to
the attention of influential people and the more likely funding will follow. Recognition
begins within the institution, and it is crucial to have backing of inside administrators and
leaders so that broader network of support can be created (Chaudbary, 2013). Lack of human
skills may have negative impact on preservation management. For instance, the bane of
preservation in Croatian libraries was attributed to personnel activities being based on
individual effort rather than collective responsibility, and it was observed that enthusiasm
UNIVERSITY OF IBADAN LIBRARY
and communication between subjects on different levels is scarce (Krtalic and Haseney, Determinants
2012). of preservation
The ability to think about the impact of long-term access of library resources, its effects
on service delivery and users’ satisfaction is associated with the conceptual skills of the management
library personnel. Conceptual skills are important competencies in accomplishing
preservation goals. Librarians of the twenty-first century need to be versatile with
communication and critical thinking skills committed to preserving the library collection
(Lomax, 2003). When the new and experienced librarians think about library services in 37
conceptual and expansive ways, enhanced and new innovative services are likely to flourish
(Dermody, 2003). Preservation managers must be quick to anticipate what is next to come
and prepare themselves for any preservation eventuality (Abrigo and Abrigo, 2010). The
spectre of crumbling paper in our stacks, decayed or decaying microfilm and deteriorating
digital materials will require us to cross a new perceptual threshold (Alegbeleye, 2007).
Study of preservation management in British libraries revealed inadequacy in conceptual
skills about preservation of library resources among librarians this was evident among
library personnel as majority still regarded preservation as a specialised activity, normally
applicable to special collections and rare or valuable items and not as responsibility of all
(Eden et al., 1994).
Technical skills include ability to use tools, procedures and techniques of a specialised
field. Technical skills comprise of the skills needed to accomplish service delivery tasks,
which include expertise in using equipment and tools. Research librarians should be able to
provide best access to the collection physically and virtually through suitable preservation
and conservation techniques (Kwanya et al., 2012). Also, preservation management is multi-
skills tasks that require the personnel to have wider knowledge to accomplish. Field of
preservation is complex, and to be effective, the preservation administrator must have an
intimate knowledge of not just one, but of several technologies that have an impact on
preservation activities (Smith, 1986). Technical issues and challenges related to digital
preservation include a practical implementation of preservation standards and technical
knowledge in general which is required to support the digital preservation process within
the institutions. It is important to grow the expertise required within an institution and
make reliance on consultant a last resort. This apart from assisting the library in the area of
cost saving will also enhance in house training of personnel (Hockx–Yu, 2006). The need for
collaboration among experts is highly important to achieve desired results. To attain
successful digitisation, the institution’s technical experts on digital preservation
management need to collaborate in making the initial selection (Chaudbary, 2013).
Methodology
The descriptive survey research design was adopted for the study. The population of this
study was the academic librarians and library officers in public university libraries in
Southern Nigeria. They constituted the senior, middle and line level library personnel in the
university libraries studied. Purposive sampling technique was used to select 24 of the 33
university libraries in the southern Nigeria.
Questionnaire and focus group discussion were the instruments used for data collection.
However, questionnaire was the major instrument used. The questionnaire comprises two
major sections. The first section was dedicated to demographic and preservation
management strategies in the university libraries. The second consisted of questions on
human, conceptual and technical skills of the library personnel. There were 16, 13 and 27
items in the questionnaire to measure the extent to which the respondents possessed human,
conceptual and technical skills, respectively. The skills were rated on a three-point scale of
UNIVERSITY OF IBADAN LIBRARY
GKMC “To great extent”, “To some extent” and “Not at all”. The psychometric property of the
67,1/2 questionnaire was obtained through pre-testing on 30 personnel of three university libraries
in two geo-political zones that are not part of the zones of the study. The reliability of the
instrument was tested using Cronbach’s alpha and the reliability coefficient was found to be
0.87 for preservation management scale, 0.88 for human skills scale, 0.93 for conceptual
skills scale and 0.96 for technical skills scale. The results indicated that the research
38 instrument was highly reliable.
Copies of the questionnaire were administered to cover all academic librarians and
library officers working in the selected university libraries. Out of the 622 copies of
questionnaire administered, 387 (62 per cent) were returned, two of which were invalid,
while 385 (61.7 per cent) were analysed for the study.
Descriptive statistics such as mean (x), standard deviation (SD) and variance were used
to analysed data on strategies and personnel skills, while inferential statistical tools such as
Pearson’s product moment correlation coefficient, multiple regression analysis of variance
(ANOVA) at 0.05 level of significance was adopted to determine relationship of personnel
skills and preservation management. This implies that any of the skills with 0.05 level of
significant can predict or determine preservation management of library personnel.
Three sessions of focus group discussion were held with library personnel in one
university library from each of the three geo-political zones in the southern Nigeria to
complement the questionnaire.
Results
Distribution of the respondents based on years of work experience indicated that majority
151 (39.2 per cent) had 11-20 years of work experience. This was closely followed by those
with 1-10 years’ experience (138) (35.8 per cent). Respondents with an experience of 31 years
and above constituted the lowest number of respondents (24) (6.2 per cent). This shows that
majority of the respondents had enough years of experiences that are required to understand
what constitute threats to library information resources and preservation requirements.
Data on the education qualification of the respondents showed that majority of the
respondents, (253) (65.7 per cent) had a master’s degree in library studies (MLS). It was
also revealed that respondents with Diploma certificate (33) (8.6 per cent) and PhD (12)
(3.1 per cent) constituted the least number of respondents. These qualifications, however,
are not conclusive indication of possession of requisite knowledge, competences and
skills that are required for preservation management, as they may be deep-rooted in
preservation which is in specialist experience.
Respondents were asked whether they have a well-planned preservation programme under
the supervision of preservation librarian. Majority of the respondents (375) (97.4 per cent)
agreed that the libraries have nowell-coordinated preservation programme.
Fifteen items were listed as possible threats which can impede access to library
information resources in university libraries. Theft and mutilation (353) (91.7 per cent),
destruction by biological agents (271) (70.4 per cent) and degradation by improper handling
and unauthorised access (243) (63.9 per cent) were the major threats to library resources
(Table 2).
Respondents were asked to indicate strategies put in place for preservation of
information resources in their libraries. Out of 17 preservation strategies listed: periodic
fumigation of library, bindery programme, library security programme and condition
survey/stock assessment programme constituted the highest preservation practices
available in university libraries in Southern Nigeria. Mass deacidification, microfilming and
UNIVERSITY OF IBADAN LIBRARY
Determinants
S/N Libraries No. administered No. returned (%) of preservation
1 Adekunle Ajasin University Library, Akungba Akoko 11 4 57.1 management
2 Ambrose Alli University Library, Ekpoma 20 15 75
3 Delta State University Library, Abraka 28 26 92
4 Donald Ekong Library, University of Port Harcourt 30 20 66.7
5 Ekiti State University University Library, Ado Ekiti 14 13 92.9
6 Enugu State University of Science & Tehnology Library, 18 16 88.9 39
Enugu
7 Fatiu Akesode Library, Lagos State University, Lagos 21 15 71.4
8 Hezekiah Oluwasanmi Library, Obafemi Awolowo 31 19 61.3
University
9 John Harris Library, University of Benin, Benin 43 27 62.7
10 Kenneth Dike Library, University of Ibadan, Ibadan 43 22 52
11 Micheal Opara University of Agriculture Library, Umudike 14 8 57
12 Nimbe Adedipe Library, University of Agriculture, 32 20 62.2
Abeokuta
13 Nnamdi Azikiwe Library, University of Nigeria, Nsukka 56 26 52
14 Nyon Essien Library, University of Uyo 30 22 73
15 Olusegun Oke Library, Ladoke Akintola University of 16 8 50
Technology, Ogbomoso
16 Prof Festus Aghagho Nwankwo Library, Nnamdi Azikiwe 19 9 47.4
University, Awka
17 Rivers State University of Science and Technology Library 16 11 68.8
18 University Library, Abia State University, Uturu 20 9 45
19 University Library, Evans Enwerem University, Owerri 23 7 30.4 Table 1.
20 University Library, Federal University of Technology, 21 20 95 Questionnaire
Akure administered,
21 University Library, Federal University of Technology, 36 15 41.7 completed, and
Owerri
22 University Library, Olabisi Onabanjo University Ago Iwoye 24 15 62.2 returned by
23 University of Calabar Library, University of Calabar, 28 16 57 respondents across
Calabar university libraries in
24 University of Lagos Library, University of Lagos 30 23 76.7 the Southern Nigeria
Total 622 387 62.2 (387)
fundraising in support of preservation programme were the least preservation practices
adopted by university libraries (Table 3).
Data were collected and analysed on the human skills of library personnel and
preservation management. Sixteen (16) indices of human skills were listed and examined as
presented in Table 3. The majority of respondents possessed the skill to work with others to
keep things on schedule and meet deadline and the skill to allow appropriate freedom of
actions toward the accomplishment of preservation goals with the highest mean score (x) =
2.43 and standard deviation (SD) = 0.62. Ranking next were those who possessed the ability
to coach, train and ensure the support of others to get preservation job done (x = 2.35, SD =
0.61); ability to communicate what to be accomplished and why it needs to be done on
preservation issue and get others to make useful suggestions on preservation programme
and make use of their ideas had mean score (x = 2.08, SD = 0.96). The lowest number of the
respondents skills possessed the skills to lobby and convince the management and other
stakeholders to embrace and support preservation programme (x = 1.42, SD = 0.50),
knowing how to increase efficiency of others on preservation by understanding their
motives and needs of each team mates and know how to delegate a project on preservation
UNIVERSITY OF IBADAN LIBRARY
GKMC
67,1/2 True Not trueNo. Threat to information resources in university libraries Frequency (%) Frequency (%)
1 Deterioration of library materials by temperature and relative 26 6.8 359 93.2
humidity
2 Destruction of library materials by biological agents 271 70.4 114 29.6
40 cockroach, rats, rodents, etc.3 Degradation of library materials by heavy use 207 53.8 178 46.2
4 Destruction of library materials by flooding 26 6.8 359 93.2
5 Theft and mutilation of library materials 353 91.7 31 8.3
6 Deterioration of collections through improper handling 243 63.1 142 36.9
7 Degradation as a result of photocopying 223 57.9 162 42.1
8 Destruction by microorganism such as mould and mildew 84 21.8 301 78.2
9 Deterioration by ultraviolet radiation 15 3.9 370 96.1
10 Destruction by fire outbreak 211 54.8 174 45.2
11 Loss of data as a result of technology obsolescence (digital 31 8.1 354 91.9
resources
Table 2. 12 Unauthorised access to information on computer (hacking) 243 63.1 142 36.9
Threats to library 13 Destruction of library materials as a result of war and arson 26 6.8 359 93.2
information 14 Loss of valuable data as a result of system crash 147 38.2 238 61.8
resources 15 Deterioration of books as a result of paper acidity 114 29.6 271 70.4
Available Not available
No. Preservation practices/methods and techniques Frequency (%) Frequency (%)
1 Digitisation of print materials 71 18.4 314 86.6
2 Mass deacidification 41 10.6 344 89.4
3 Microfilming 41 10.6 344 89.4
4 Environmental monitoring and control – – 385 100.2
5 Periodic fumigation of library 316 82.1 69 17.9
6 Bindery programme 238 61.8 147 38.2
7 Disaster planning 41 10.6 344 89.4
8 Integrated pest management (IPM) 112 29.1 273 70.9
9 Staff training on preservation and conservation – – 385 100
10 Restoration programme 82 21.3 303 78.7
11 Library security programme 199 51.7 186 48.3
12 Brittle book preservation 82 21.3 303 78.7
Table 3. 13 Preservation education for library users 160 41.6 225 58.414 Digital preservation (migration, emulation, replication, 121 31.4 264 68.6
Preservation refreshing)
strategies in 15 Library insurance – – 385 100
university libraries in 16 Condition survey/stock assessment 199 51.7 186 48.3
Southern Nigeria 17 Fundraising for preservation programme 41 10.6 344 89.4
management to help people develop their skills and expertise and hold them responsible for
results (x = 1.00, SD = 0.00) (Table 4).
Conceptual skills constituted a critical factor to success of preservation management
in any library. Table 5 presents the conceptual skills of respondents. The best conceptual
skill possessed by respondents was the ability to know that the best way to promote and
market library services is to preserve the information resource so that they can be
accessed as long as they are needed which had the highest mean score and standard
UNIVERSITY OF IBADAN LIBRARY
Determinants
To great To some Not at all
No. Human skills extent (%) extent (%) (%) Mean STD of preservation
management
1 I know how to express appreciation and 27 (7.0) 163 (42.3) 195 (50.8) 1.56 0.622
compliments and provide other rewards for
good works on preservation
2 I can provide guidance on the – 194 (50.4) 191 (9) 1.504 0.500
accomplishment of preservation goals 41
3 I can coach, train and ensure the support of 163 (42.3) 194 (50.4) 28 (7.3) 2.35 0.611
others to get the preservation job done
4 I know how to get others to make – 358 (93) 27 (7.0) 1.93 0.225
suggestions and use those ideas for the
attainment of preservation goals
5 I can communicate what needs to be 195 (50.6) 27 (7.0) 163 (42.3) 2.08 0.96
accomplished and why it needs to be done
on preservation issues
6 I can lobby and convince the management – 163 (42.3) 222 (57.3) 1.42 0.50
and other stakeholders to embrace and
support preservation programme
7 I can work with others to keep things on 195 (50.6) 163 (42.3) 27 (7.0) 2.43 0.62
schedule and meet deadlines
8 I can apply control to important details on 195 (50.6) 27 (7.0) 163 (42.3) 2.08 0.96
preservation
9 I can get others to make useful suggestion 195 (50.6) 163 (42.3) 27 (7.0) 2.43 0.62
on preservation programme and make use
of the ideas
10 I possess the ability to allow appropriate 195 (50.6) 163 (42.3) 27 (7.0) 2.43 0.62
freedom of actions toward the
accomplishment of preservation goals
11 I can motivate other staff to perform – 385 (100) – 2.00 0.000
preservation assignments
12 I can promote team spirit by encouraging – 222 (57.3) 163 (42.3) 1.57 0.49
people to work together, and appreciate
their individual talents and abilities
13 I know how to impartially consider the 163 (42.3) 222 (57.3) 1.9 0.99
opinions and needs of people when
resolving a conflict and work hard to solve
it
14 I know how to increase the efficiency of – 163 (42.3) 222 (57.7.) 1.42 0.50
workers on preservation by understanding
the motives and needs of each team mate
15 I know how to delegate a project on – – 385 (100) 1.00 0.000
preservation management to help people
develop their skills and expertise and hold
them responsible for results
16 I can set short and long range goals on 358 (95) 27 (7) 1.93 0.26
preservation and involve all members in the Table 4.
goal getting process and then organise a Human skills of
clear plan to react to them library personnel
deviation (x = 2.68, SD = 0.47). This was followed by ability to feel that library
information resources are treasure that worth preserving (x = 2.36, SD = 0.94); feeling
that effective interlibrary cooperation depends on effective preservation management
and always thinking that some courses in their university may fail accreditation exercise
UNIVERSITY OF IBADAN LIBRARY
GKMC
67,1/2 To great To some Not at all 
No. Conceptual skills extent (%) extent (%) (%) Mean X STD
1 I always see and perceived preservation of 49(12.7) 261(67.8) 75(19.5) 1.932 0.564
library resources as an important library
function
42 2 I always feel that without adequate – 124(32.3) 261(67.8) 1.322 0.47preservation of library resources access to
research output of the university will be at
risk
3 I know that the best way to promote and 261(67.8) 24(32.2) – 2.68 0.47
market library services is to preserve the
resources so that they can be accessed as
long as they are needed
4 I always anticipate threats to library 355(87.3) 49(12.7) 1.87 0.333
resources and find means of preventing
their occurrence
5 I feel that my job and other staff of the 75(19.5) 49(12.7) 261(67.8) 1.52 0.801
library is under threat if the information
resources are not preserved
6 I always think that existence of any – 261(67.8) 12(32.2) 1.68 0.468
university depends on the library and
preservation of its resources
7 I feel that effective inter library cooperation 75(19.5) 261(67.8) 49(12.7) 2.07 0.564
depends on effective preservation
management
8 I always feel that some library information 75(19.5) 49(12.7) 261(67.8) 1.52 0.801
resources are important to the existence of
the university and no amount spent on their
preservation worth their value
9 I always think of how some information 75(19.5) 261(67.8) 49(12.7) 2.07 0.564
media with short lifespan with valuable
contents should be preserved for long-term
access
10 I always think that some courses in my 75(19.5) 261(67.8) 49(12.7) 2.07 0.564
university may fail accreditation exercise if
some materials in the library that are
fundamental to their accreditation are lost
11 I always feel that investment on library – 385(100) – 2.000 0.000
information resources is so enormous that
their loss will be too much to bear for the
university.
12 I always think that posterity will not 12(32.2) 261(67.8) 1.322 0.467
forgive us if we denied coming generation
Table 5. access to the materials in the library
Conceptual skills of 13 I always feel that library information 261(67.9) – 124(32.2) 2.36 0.935
library personnel in resources are treasure that worth
university libraries preserving
if some materials in the library that are fundamental to their accreditation are lost (x =
2.07, SD = 0.55). The poorest conceptual skills that possessed by respondents are always
thinking that without adequate preservation of library information resources, access to
research output of the university will be at risk and always thinking that posterity will
UNIVERSITY OF IBADAN LIBRARY
not forgive us if we denied the coming generation access to the important materials in the Determinants
library (x = 1.322, SD = 0.47). of preservation
Technical skills of library personnel on preservation management were examined.
The best among the technical skills of respondents was their conversant with the degree management
of temperature and relative humidity required for library materials and how to control it
with mean score and standard deviation (x = 2.70, SD = 0.458). This is followed by ability
to understand the cataloguing and record keeping requirements of materials for
preservation and competency in assessing and selecting vendors for the supply of 43
preservation equipment with mean score of (x = 0.403, SD = 0.917), and (x = 2.40, SD =
0.916) respectively. The poor technical skills of library personnel include ability to
understand the chemical components of various library materials and what can cause
their deterioration; and ability to organise workflow on conservation with mean score and
standard deviation (x = 1.298, SD = 0.548) each (Table 6).
The relative contribution of each of the independent variables was analysed. The
result of data analysis as revealed in Table 7 shows the relative contributions of each
independent variables, the standard regression weight (B), the standard error of estimate
(SEB), the t-ratio and the level at which t-ratio is significant. The table further indicated
that only the independent variables whose B-value has significant t-value could predict
the dependent variable. From the table, two out of the three variables (technical skills and
conceptual skills) had B-value with significant t-value; hence, the two skills predict
preservation management. However, out of all the predictors (human, conceptual and
technical skills), technical skills (b = 0.346, t = 6.057; p < 0.05) had the highest relative
contribution to preservation management followed by conceptual skills (b = 
0.163, t =
2.927, p < 0.05) and human skills (b = 0.053, t = 
1.882; p > 0.05). This implies that
technical skills are the highest predictor of preservation management. The result shows
that while technical and conceptual skills of library personnel were the essential skills
require for effective preservation management in university libraries, technical skills are
the most critical determinants of preservation management for library personnel.
Correlation analysis between human skills of library personnel and preservation
management in university libraries was calculated. Table 8 reveals that the correlation
coefficient between human skills of library personnel and preservation management is
significant (r = 0.151, p< 0.05). As p< 0.05, it implies that there is a significant relationship
between human skills of library personnel and preservation management in university
libraries in southern Nigeria.
The significance relationship between conceptual skills of library personnel and
preservation management was analysed. The result as presented in Table 9 reveals that the
correlation coefficient between conceptual skills of library personnel and preservation of
information resources is significant (r = 0.259, p< 0.05). As p< 0.05, it implies that there is
significant relationship between conceptual skills of library personnel and preservation in
university libraries in southern Nigeria.
Data analysis revealed that the correlation coefficient between technical skills of library
personnel and preservation management in university libraries is significant (r = 0.359, p<
0.05). As p < 0.05, it implies that there is significant relationship between technical skills of
library personnel and effective preservation management programmes in university
libraries in southern Nigeria (Table 10).
Result of data analysis on the joint prediction of human, conceptual and technical skills to
preservation management of library personnel in university libraries revealed that the three
skills jointly predict preservation management of library personnel. The composite effects of
personnel skills yielded a coefficient of multiple regression, R = 0.387, multiple R = 0.150 and
UNIVERSITY OF IBADAN LIBRARY
GKMC
67,1/2
44
Table 6.
Technical skills of
library personnel
UNIV To great To some Not at allNo. Technical skills extent (%) extent (%) (%) Mean x SD
1 I can design and implement a presEervatRion programme 50 (13) 270 (70.1) 65 (16.9) 1.96 0.5462 I understand the chemical components of various library materials and what can cause their – 115 (29.7) 270 (70.1) 1.298 0.458deterioration
3 I am conversant with the degree of temperatSure aInd relative humidity required for library 270 (70.1) 115 (29.9) – 2.70 0.458materials and how to control them4 I possess necessary conservation methods and techniques – 335 (87) 50 (13) 1.87 0.336
5 I am aware of different types of disaster that can haTppen in the library and how to prevent and 65 (16.9) 50 (13) 270 (70.1) 1.468 0.767
combat them Y
6 I know how to select library materials for conservation  O – 270 (70.1) 155 (29) 1.701 0.4587 I possess the necessary skills in environmental monitoring and contFrol 65 (16.9) 270 (70.1) 50 (13) 2.04 0.4568 I can supervise deacidification programme 50 (13) 270 (70.1) 50 (13) 2.039 0.5469 I can conduct condition surveys/stock assessment – 385 (100) – 2.000 0.000
10 I can raise a disaster team and train the member in disaster preparednes s, response and recovery – 115 (29.9) 270 (70.1) 1.298 0.548
11 I know the types of pests and biological agents that can attack library maIteBrials and various – 270 (70.1) 115 (29.9) 2.40 0.916
methods and techniques to prevent and eliminate them
12 I can organise workflow on preservation management A 270 (70.1) 115 (29.9) 1.701 0.458
13 I am skillful in assessing and selecting vendors for the supply of preservation equipmDent 65 (16.9) 270 (70.1) 50 (13) 2.039 0.546
14 I can conduct preservation education and training for library staff and users A – 270 (70.1) 115 (29.9) 1.701 0.45815 I can successfully organise outreach programmes such as workshop and seminar of preservation 65 (16.9) 270 (70.1) 50 (13) 2.039 0.546
programme
16 I can design a security system to combat theft and mutilation of library materials N 65 (16.9) 50 (13) 270 (70.1) 1.67 0.767
17 I can create and maintain digital repository  50 (13) 270 (70.1) 65 (16.9) 2.04 0.546
18 I have knowledge of emergency suppliers L65 (16.9) 270 (70.1) 50 (13) 2.039 0.546
19 I can integrate preservation training into general staff training 65 (1I6.9) 50 (13) 270 (70.1) 1.467 0.767
20 I can prepare annual reports on preservation programme 50 (13B) 270 (70.1) 65 (16.9) 2.04 0.546
21 I understand how to evaluate and select contractors/external services/suppliers 65 (16.9) R270 (70.1) 50 (13) 2.04 0.546
22 I have expertise in costing routine work and special projects (e.g. binding, conservation, – 385 (100) – 2.000 0.000
microfilming, etc) A
24 I am conversant with building and collection insurance – 270 (70.1R) 115 (29.9) 2.403 0.917
25 I understand the cataloguing and record keeping requirements for preservation 50 (13) 270 (70.1) Y65 (16.9) 2.04 0.54626 I can successfully organise fundraising for preservation programme – 115 (29.7) 270 (70.1) 1.298 0.458
27 I have knowledge of print and electronic sources, organisations and individuals (local, regional, – 380 (100) – 2.000 0.000
national and international) relating to preservation
28 I can prepare preservation budget 50 (13) 270 (70.1) 65 (16.9) 2.04 0.546
multiple R2 (adjusted) = 0.153. The result further suggests that all the three factors (human, Determinants
conceptual and technical skills) jointly contributed (15.3 per cent of the total variance) to of preservation
preservation management. The table also reveals a significant F-ratio of 22.364, which management
implies that R2 is not due to chance. In summary, the three skills are critical to attainment of
preservationmanagement by library personnel.
Content analysis was used to analyse data from focus group discussions. Responding to
questions on the availability of a planned preservation programme coordinated by 45
preservation unit, participants submitted that their libraries had no preservation
programme under a preservation unit. Also, on the threats to library information materials,
discussants agreed that theft andmutilation of library materials (73 per cent) constituted the
highest threats to library collections. This was followed by damage through heavy use and
photocopying (71 per cent); destruction by mishandling (67 per cent); destruction by pest
(63 per cent); and severe effect of temperature, relative humidity and sunlight (56 per cent).
Table 7.
Relative
contributions of
Unstandardised coefficients Standardised coefficients human, conceptual
B Std. error Beta t Sig. and technical skills to
effective preservation
(Constant) 11.354 3.386 3.353 0.001
Human skills 
0.159 0.084 
0.111 
1.882 0.061 of information
Conceptual skills 0.340 0.116 0.163 2.927 0.004 resources by
Technical skills 0.318 0.053 0.346 6.057 0.000 university libraries
Table 8.
Relationship between
human skills of
Variable N x S D df r P Remark library personnel and
preservation of
Human skills 385 35.6338 9.30101 382 0.151 0.052< 0.05 *Significant
Effective Preservation of 385 31.4571 13.27136 information
information resources resources in
university libraries in
Notes: N = 385; p< 0.05 (2-tailed test) Southern NIGERIA
Table 9.
Relationship between
conceptual skills of
Variable N x S D df r P Remark library personnel and
preservation of
Conceptual skills 385 32.145 6.375 382 0.259 0.052< 0.05 *Significant information
Preservation management 385 3171 13.27136 resources in
university libraries in
Note: P< .05 (2-tailed test) Southern NIGERIA
UNIVERSITY OF IBADAN LIBRARY
GKMC Participants in the focus group discussion also agreed that fire and flood (50 per cent) also
67,1/2 posed another threats to library collections. The least threats to library collection according
to the discussant are the technology obsolescence (47 per cent) and attack of records on
computer systems (30 per cent).
Questions were posed on the skills and competencies of discussants on preservation
management. Majority (80 per cent) acquired their skills through course work as part of
46 their degree programme. Also, 90 per cent of discussants did not have practical experience
but theoretical knowledge of preservation and conservation of library material. This was
attributed to lack of laboratories in their library schools. It was also revealed that majority of
the respondents (75 per cent) have not attended preservation training as part of their in-
service training since they were employed.
Discussion of findings
There are several findings derived from the analysis of data from questionnaire and focus
group discussions that are critical in this study.
The study revealed that there was no consciously planned preservation management
programme in university libraries in the Southern Nigeria. The effectiveness of any
preservation programme can only be measured when there are people that are given the
responsibility and give feedback on their activities. As libraries are lacking in this critical
area, and ad hoc arrangement is adopted for preservation of information resources, it is
expected that such arrangement cannot yield the desired results.
The study established that the information resources of the university libraries studied
were under threat of theft and mutilation, destruction by biological agents, mishandling and
Table 10.
Relationship between
technical skills of
library personnel and Variable N x S D df r P Remark
preservation of
information Technical skills 385 46.6182 14.45133 382 0.359 0.052< 0.05 Significant
resources in Preservation management 385 31.4571 13.27136
university libraries in
Southern Nigeria. Notes: N = 385, p< 0.05 (2-tailed test)
Multiple R 0.387
Multiple R2 0.150
Adjusted R2 0.153
Table 11. Standard error 12.285
Regression analysis
of the three ANOVA
independent Model Sum of squares df Mean square F Sig.
variables on
preservation of Regression 10126.627 3 3375.542 22.364 0.000Residual 57506.916 381 150.937
information Total 67633.543 384
resources in
university libraries Note: *Significant at 0.05 alpha level
UNIVERSITY OF IBADAN LIBRARY
damage as a result of incessant photocopying of the materials. However, some strategies Determinants
were adopted by university libraries, the most popular being fumigation. Others include of preservation
bindery programme, library security programme and condition survey and stock
assessment. However, environmental monitoring and control, library insurance and staff management
training on preservation and conservation of library information resources were not
practised at all in the university studied. Inference to be drawn from this finding is that
some key practices like environmental monitoring and control, staff training on preservation
and conservation, library insurance and microfilming were absent with grave implication 47
for preservation management in the university libraries. It is expected that libraries in
tropical regions with challenges of unstable and severe weather conditions, high level of
temperature and relative humidity are supposed to put in place, a functional environmental
monitoring and control programme so as to minimise the effect of temperature and relative
humidity on library materials. Also, staff training should have been accorded priority, as it
is the bedrock of any preservation endeavour.
The findings also revealed that fumigation of library was the popular pest control
practice by university libraries studied. Though fumigation may be the best practice in
some circumstances, it has been established that fumigation alone cannot address problems
of pest infestation. Apart from the fact that some chemicals are harmful to human and
material in the library, fumigation can also be a source of other preservation challenges. The
practice is also not conforming with the Integrated Pest Management recommended for
libraries by the IFLA and which makes fumigation a last resort. According to Parker (1986)
(IFLA), no one approach to pest prevention and control will suffice; instead, a combination of
techniques is usually required to maximise the effectiveness of any pest control programme.
The adoption of fumigation by library personnel may be associated with the lack of training
and awareness about the integrated pest management practice in libraries.
The lack of disaster planning in the university libraries studied may be associated with
library personnel conceptual skills which affect their perception and attitude about disaster.
When disaster is not anticipated, there will be no need to put disaster prevention and
mitigation measures in place; hence, there will be not disaster planning.
The contributions of three skills (human, conceptual and technical) to preservation
management in libraries were examined. The inference that can be drawn from the
contributions of these skills to preservation management is that the combined skills (human,
conceptual and technical) were imperative to effective preservation management in
university libraries. In any organisation, the three skills are essential for achieving
organisation goal by personnel at all levels (Bryson, 1999, Yalokwu, 1999). Human skills will
assist library personnel to work together and harness human resources in form of
coordination, collaboration, motivation, encouragement and persuasion to accomplish
preservation goals. Conceptual skills will serve as prism to view preservation as an integral
library function to be accorded the necessary attention and priority. Technical skills on the
other hand will assist the library personnel in the areas of planning, supervision and
execution of preservation projects.
However, what can be deduced from the responses to questions on the level of human
skills of library personnel in university libraries is that the levels of human skills of the
library personnel were low. Also, findings from relationship between the human skills of
university libraries personnel and preservation management revealed that there was
significant relationship between the human skills of the library personnel and preservation
management in university libraries in Southern Nigeria. This corroborates the positions of
scholars that interpersonal skill is paramount to the success of any managers in dealing
with internal and external environment that are necessary for the success of organisation
UNIVERSITY OF IBADAN LIBRARY
GKMC (Enyia, 2002; Whetten and Cameron, 2011). The inadequacy in human skills of library
67,1/2 personnel confirms the report of study of relationship of University librarians and other
principal officers of universities in Nigeria which revealed how poor human skills of
university librarians, the Vice Chancellors and University Bursars caused poor allocation of
funds for the development of university libraries (Enyia, 2002).
The findings from the analysis of data on the conceptual skills of library personnel in the
48 university libraries studied revealed that the conceptual skills of the library personnel on
preservation of information resources across the Southern Nigeria were inadequate; this is
because the highest level of responses to indicators on conceptual skills skewed to some
extent which indicated that their conceptual skills are not sufficient for effective
preservation management. Also, inference to be drawn from the analysis of data on
relationship between conceptual skills of library personnel is significantly related to the
success of preservation of information resources in university libraries. Inadequate
conceptual skills of library personnel may be attributed to reasons why library professionals
pay little attention to preservation of library materials (Muno-Sola, 1987, Joint IFLA/ICA
Committee on Preservation and Conservation in Africa, 2002). Consequently, there is need
for capacity building through in-service training for library personnel to hone their skills.
Managers with conceptual skills will be able to see organisation as a whole, understand
the relationships among various subunits and visualise how the organisation fits into its
broad environment (Robbins et al., 1989). The implication of this is that when library
personnel are able to think about the gravity of loss of library information resources and its
implication on the library services and how it will affect users’ perception of library services,
adequate measures will be put in place to prevent the loss of their resources.
Analysis of data from the submissions of respondents on their technical skills revealed
that, except being conversant with the degree of temperature and relative humidity required
for library information resources and how to control them that was very high, other
technical skills of the library personnel can be rated to be generally inadequate. Further
analysis of data on the technical skills of library personnel revealed that technical skills
were significantly related to preservation management in university libraries in Southern
Nigeria. This shows that it is only when the library personnel possess the necessary
technical expertise that preservation of information resources can be attained. Library
personnel’s job is to incorporate the principle and practices of preservation to his colleagues
and to apply them to all aspects of the library’s operations. He/she needs to know the basics
of how and why paper and other materials deteriorate, the impact of various handling and
storage practices and the implications of exposure of library materials to various
environmental conditions (Smith, 1986). The need for capacity building for information
professionals in technical skills was recommended by American Institute for Conservation
of Historic and ArtisticWorks (2003), Anafulu (1996), Alegbeleye (2007) and Fatoki (2007).
The deficiency in technical skills of respondents is in tandem with findings of experts in
preservation of library materials that lack of technical skills and competencies of
information professionals is negatively affecting implementation of preservation projects in
libraries and archives in Africa and the need for capacity building for information
professionals in this area (Alegbeleye, 1991; Fatoki’s, 2007; Ngulube, 2010).
The result of data analysis on relative prediction of each skill (human, conceptual and
technical) to preservation management revealed that technical skills of library personnel
had the highest relative contribution to preservation management in university libraries
than other skills. Library personnel are expected to possess the requisite technical skills to
be able to supervise the preservation programme. His/her job is to interpret the principles
and practices of preservation to his colleagues and to apply them to all aspects of library’s
UNIVERSITY OF IBADAN LIBRARY
operation. He needs to know the basics of how and why paper and other materials Determinants
deteriorate the impact of various handling and storage practices, and implication of of preservation
exposure of library materials to various environmental conditions (Smith, 1986). management
Findings from the study indicated that though the three skills are critical to preservation
management in university in Nigeria, library personnel are inadequately equipped with the
skills. To address the situation, there is need for CDP to bridge this gap.
Result of the focus group discussion revealed that discussants did not have practical 49
experience but theoretical knowledge of preservation and conservation of library material;
hence, there is need for library personnel to undergo practical training. The result also
corroborated some of the findings from quantitative data especially in the area of non-
availability of staff training on preservation and conservation of library information
resources, personnel depend on the skills acquired through course work as part of their
degree programme.
Conclusion
University libraries in southern Nigeria are confronted with threats to their information
resources which may impede access to them and negatively affect service delivery. It was
discovered that though not adequate, personnel in university libraries in southern
Nigeria adopted some measures and strategies to preserve their information resources.
Furthermore, the study has confirmed that human, conceptual and technical skills were
critical to effective preservation management in the university libraries southern Nigeria.
This will enhance the library personnel ability to conceive, establish, monitor, supervise
and effectively execute preservation management in their libraries. Unfortunately, some
of these skills were found lacking in the personnel of libraries studied, thereby creating
room for the need for capacity building for the library personnel to attain effective and
efficient preservation management in the libraries.
Recommendations
Based on the findings of this study, the following recommendations are imperative for
preservation management in university libraries in southern Nigeria:
 University libraries are confronted with threats to information resources in their
custody; hence, there is a need for consciously planned preservation programme
under a preservation unit.
 Preservation practices such as library security, integrated pest management,
environmental monitoring and control and library insurance should be accorded
priority in the preservation programme of the university libraries more so that they
are in tropical environment.
 Management of university libraries in southern Nigeria should embark on capacity
building through CPD for their personnel to hone their human, conceptual and
technical skills on preservation management.
 Libraries and Information Science schools responsible for the training of library
personnel should emphasise practical-oriented training in human, conceptual and
technical skills as related to preservation and conservation in their curricula.
 Libraries should also seek support from grant awarding institutions like Mellon
Foundation to support local training for their personnel.
UNIVERSITY OF IBADAN LIBRARY
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Corresponding author
Ejiwoye Oluwole Rasaki can be contacted at: raswole@yahoo.co.uk
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