ISSN 0189-4412 JOURNAL OF OVO STAK CHAPKA OF THC NIGERIAN UBRARV ASSOCIATION VOL. 22 No.1,2004 IBADAN UNIVERSITY LIBRARY ISSN 0189-4412 CONTENTS NIGERIAN LIBRARY AND INFORMATION SCIENCE REVIEW Volume 22 NUMBER 1, 2004 Page Meeting Information Needs of Rural Communities through Repackaging of Information 1 F. Z. Oguntuase and Z.M. Falaiye Utilisation of Electronic Databases in Nigérian Agricultural Research Libraries 13 F. O. Ajegbomogun A Study on User-Satisfaction with the Services of Private University Libraries: A Case Study of Babcock University Library, N igeria 21 FA. Oyesiku and R. O. Akinbode An Assessment of Newspaper Utilisation by Students in a Nigérian University 29 F.O. Sangowusi Effects of Study Habits, Information Accessibility and Use on Learning Outcomes of Postgraduate Students in University of Ibadan, Nigeria 38 RO. Olaojo andA.M. Akewukereke IBADA UNIVERSITY LIBRARY Library, Archivai and Information Studies (LARIS) Curricula as Déterminant of Professional Job Performance in Librarianship in Nigera O.A. Okwilagwe and PO. Olaojo A Critical Analysis of the Nigérian Book Industry R.E. Subair The Interconnectivity of the Library and Rural Development: A Reflection on the North Sénatorial Area of Edo State Micheal Aigbiremoh Osumah IBADAN UNIVERSITY LIBRARY Editorial The vision o f this journal is to launch African researchers in particular into the global market place where intellectual democracy and superiority reign suprême. This is why the journal carefully filters and publishes meaningful and relevant articles that are empirical or theoretical. The journal also publishes book reviews, letters to the editor, news items and brief communications. It equally welcomes advertisements. It is published yearly in M ay and November. The articles published here reflect the diverse interests and the current directions o f scholarship in the disciplines o f library, archivai and information science in this part o f the world. Appréciation and Pledge Children do not drop ffom heaven. They are always parented and nurtured to maturity. We (members o f Oyo State Chapter o f the Nigérian Library Association) in the library, archivai and information professions stand in ovation to the great scholars, professionals and the great minds that started this scholarly a n î noble journal. W e also salute their offspringswho tookoverfrom them ased ito rs. As your éditorial grand-children who are relying on your support, we pledge to always add positive innovation and creativity to ensure professional and regular publishing o f the journal. Thank you for the vision and mission for the journal. IBADAN UNIVERSITY LIBRARY NLISR VOL. 22, No. 1,2004 O.A. Okwilagwe & P.O. Olaojo 46 Library, Archivai and Information Studies (LARIS) Curricula as Déterminant of Professional Job Performance in Librarianship in Nigeria O.A. Okwilagwe, Senior Lecturer, LARIS Department, University o f Ibadan, Ibadan, Nigeria. and P.O. Olaojo Acquisitions Librarian îgbinedion University Library, Okada, P.M.B. 0006, Bénin City, Edo State, Nigeria. Abstract A comparison o f the performance o f LARIS graduâtes with the departmental curricula was made with a view to identifying the strengths and weaknesses o f LARIS graduâtes at their various places o f work. The participants for the study consist o f three hundred and ten (310) graduâtes o f LARIS Department randomly selected. The four point Likert Scale fixed response questionnaire was used to obtain information on the perception o f LARIS graduâtes on professional job performance. The t-test statistics was utilised to analyse the data collected for the study. The results indicated that significant relationship existed between the curricula and learning outcomes o f LARIS graduâtes; the charactepstics o f LARIS cirncula is not a déterminant o f professional job performance in the field o f librarianship; and there is no noticeable professionalism in the field o f librarianship in Nigeria at présent. The study then recommended improvement in the areas o f teaching -learning activités; provision o f library equipment and tools; and prompt appraisal o f présent LARIS curricula i f the Department must meet its strategie rôles in elevating the standard o f practicing librarians to a professional one in Nigeria. Keywords: Librarianship, Professionalism. Job perfonnance, Curricula, Teaching, Learning. IBADAN UNIVERSITY LIBRARY 47 O.A. Okwilagwe& P.O. Olaojo Introduction/Historical Background of I t should be noted that the University o f LARIS Department Ibadan w as chosen because as earlier said it In 1957 , th e C a rn e g ie C o rp o ra t io n w as the first and rem ained the only Library commissioned Professor Harold Lancour o f School in Nigeria for many years before others the University o f Illinois to survey library w ere established. It is therefore évident that conditions in West Africa as a basis for fiirther the products o f this school haVe had a great L ibrary D evelopm ent P ro jec t. L ancour influence on the wherewithal o f librarianship reported that the greatest need for fiirther in the country. Library Development in W est Africa was an Sequel upon the aforementioned brief on adéquate supply o f qualified librarians. He LARIS Department, one need to ask whether strongly recom m ended that a library school or not the products o f the department exhibit be established at the then University College, any form o f professionaljob perform ance in Ibadan (now University o f Ibadan). As a the labour market. resuit, the Carnegie Corporation gave an initial A lthough , A jayi (1 9 9 9 ) q u o ted by sum o f $88,000 to the University College to O suagw u (2000) opined th a t University set up the Library School. graduâtes perform better in the labour market The Institute o f Librarianship (Library because they are vast in researches and can School) w as opened in O ctober 1959 and handle administrative w ork competently. adm itted its first batch o f six students in I f the above submission is true, the much O ctober 1960. The Carnegies Corporation talked about paperless library or digital iibrary gave tw o m ore grants o f $112,000 in 1963 that made some librarians feel that their job is and $84,000 in 1966 to the Library School. on the line or their relevance gradually being In 1971 the Library School (Institute) became eroded in the présent com puter âge is an a full-fledged departm ent (D epartm ent o f emptythreat. L ib rary S tud ies) w ith in the Facu lty o f ^To really appreciate the causes o f ill- Education o f the University o f Ibadan, to performance, impact o f the training and best reflect the full breadth o f the disciplines w ay to bring o u t th e p o ten tia ls o f the covered in its programmes, as the years went professionally trained librarians in their fields by, the name o f the department was changed o f calling therefore, relationship betw een to the D epartm ent o f Library, Archivai and curriculum, teaching, leaming outcom es and Information Studies in 1986. Except, perhaps job perfo rm ance is essen tia l vis-a -vis in th e R ep u b lic o f S o u th A frica , the professionalism and librarianship. departm ent is the oldest Library School in sub-Saharan Africa. R elationsh ip betw een Curriculum , The D epartm ent offers the following Teaching, Learning Outcomes and Job programmes viz Diploma in Library Studies Performance (DLS), Bachelor in Library, Archivai and Case (1974) revealed that the decade o f the Inform ation S tudies (B LIS), M asters in sixties w as a period o f great educational LibrarycStudies (M LS), M asters in Archivai change in response to sociétal upheavals and Studies and R ecords M anagem ent (M AS), technological advances. Thrustinto the centre M asters o f Philosophy (M.Phil.) and D octor o f this revolutionary movement, the définition o f Philosophy (Ph. D ) . IBADAN UNIVERSITY LIBRARY NLISR VOL. 22, No. 1,2004 O. A. Okwilagwe & P O. Olaojo 48 o f school librarianship needed to be re-defined place, the teacher must réalisé that curriculum and the educational rôle ofthe school librarian is not a law which com m ands that certain resolved. Changing school curriculum, new things be done in a certain w ay because the applications ofteaching m éthodologies and curriculum is m ade for the students- the learning strategies, the im pact o f fédéral students are not made for the curriculum and program m es, and new m ethods o f storage, that curriculum lays down certain objectives retrieval and dissémination o f information were which m ust be reached sometimes. Going having a direct effect upon the librarians rôle fùrther, they stated that teachers can develop in m eeting informational, educational and the curriculum by making it much m ore o f a research needs, according to him. Also, he co-operative business than it often is at w as o f the opinion that the diversity o f job présent. Finally they stressed that teachers can responsibilities in school library programmes develop the curricu lum by doing som e among others mandated the need for mastery research. Another supportive expression to o f new concepts in the profession to meet C over’s et al opinion is the view o f Werdell changing responsibilities in curriculum and ( 1997) who pointed out that if colleges and teaching. universities are to take teaching seriously, they The American Library Association (1974) must make the private needs and concem s o f discovered that a new approach to school students a dominant thrust in their policy. library media éducation would be required if the theory w as ever to be put into relevant Professionalism and Librarianship practice and if school library media specialist P rofessionalism accord ing to Webster ’s w ere ever to hâve the required knowledge, (1986) Third New International Dictionary skills and competencies for effectiveness on- is th e co n d u c t, aim s, o r qua litie s th a t the-job perform ance. L aw rey (1974) as characterise o r m ake a p rofession o r a reported by Ladele (1977) submitted that for professional person. To this end, some factors this to be achieved, two o f the most important that tend to be widely accepted in professional characteristics o f a curriculum content and life are identified and exam ined fo r its m ethods by w hich it is im plem ented in p ro m in e n c e in d if fe re n t p ro fe s s io n s in s t ru c t io n m u s t be c o n s id e re d . H e (Librarianship inclusive). re c o m m e n d e d d e v e lo p m e n t and Fasanya (1984) puts the identified factors implémentation o f an “individual, modularised as follows: length o f training; content o f training program m e” to train professional p rofessional know ledge; im portance o f personnel for w ork in librarianship. Ozigi et profession to human life; risk o f the job; al (1978) also postulated that ail schools must versatility o f practitioners in the profession; hâve a curriculum and m ust be directed chance(s) o f com fortable living; regulatory towards achieving a goal - professionalism. factors within the profession; and effect on/ Cover é ta l (1996) as revealed by Lawal appeal to offspring. Hughes (1963) asserted (1998) opined that it is essential to hâve a that professions profess. They profess to know well-planned curriculum for the purported better than others do in the nature o f certain learning outcom es to be achieved. They matters, and know better than their clients what recommended three ways which teachers can, ails them or their affairs. H e submitted also and should develop the curriculum. In the first IBADAN UNIVERSITY LIBRARY 49 O. A. Okwilagwe & PO. Olaojo th a t professions are changing, and that and Konn (1991) revealed that there is hardly éducation ofthe future professional is changing. an occupation uninfluenced by change. This process, according to him, can be allowed Despite the visible changes, sociologists, to happen through a sériés o f evolutionary and a c c o rd in g to G o o d e (1 9 6 9 ) v iew e d revolutionary steps as the needs o f society, o f librarianship as one o f anumber o f occupations students, and o f professionals themselves found to be lacking the full range o f attributes in te rac t. P arsons (1 9 5 9 ) opined th a t a needed for récognition as an established professional does not hâve a license to be a profession. Although librarianship had corne “wise man” outside the area defined by his to display many o f the distinctive external training. This, in w ay compléments Hughes features o f accepted professions there was assertion. general agreement that members o f this group G oode (1957) earlier stated that the could aspire to semi-professional status at best. u ltim ate c riterion o f professionalisation In the process o f this study therefore, a c co rd in g to m o st so c io lo g is t is the attempt is made to find out whether : achievement o f “autonomy” which implies (a) • v a rio u s sk ills a c q u ire d by L A R IS knowing better what is good for the clientèle graduâtes are adéquate and how they th an anyone else b ecau se o f ex tended put them in use at their different places o f technical éducation or training, (b) subjecting work; o n e ’s dec is io n s only to th e rev iew o f • LA R IS g rad u â tes are efficient and colleagues, and (c) setting ail one’s standards e ffec tive in p e rfo rm in g th e ir w o rk pertaining to jurisdiction o f the profession and activities; entry into it through peer group associations. • the élém ents o f the LA RIS curricula It must be noted that these characteristics give détermine professional job performance rise to professions “communities” implying a o f LARIS graduâtes in librarianship; and com m on sense o f identity, self-regulation, lifetime membership, shared values, a common • there is any noticeable professionalism in language, clear social boundaries and strong the field o f librarianship in N igeria w ith socialisation o f new members. In fact, this is particular référencé to the labour market w here Nigeria Library Association (NLA) job performance. emanated from. Shein and Kommers (1972) To solve the already identified problems, referred to such profession as one o f today’s answ ers w ere provided to the foljowing m ass o f professions developed in a similar questions that pilot this study: way from a few “ancient and leamed” such as (1) Is there any significant relationship theology, law and medicine. be tw een the cu rricu la and learn ing W hile they noted it may be claimed in outcomes? some respects that technological advances, (2) W hat are the charac te ris tics o f the allied to changing perceptions o f the growing curricula that détermine professional job significance o f information in social, économie and other aspects o f contem porary life, are performance o f LARIS graduâtes? influencing librarianship in more fiindamental (3) Is there any noticeable professionalism in manner than many other professions. Robert the field o f librarianship in Nigeria? IBADAN UNIVERSITY LIBRARY NLISR VOL. 22, No. 1,2004 O. A. Okwilagwè & P.O. Olaojo 50 Methodology Instrumentation Research Design A questionnaire designed by the researchers based on a four point L ikert scale fixed The descriptive survey research design was re sp o n se w as u se d in th is study . The used in this study. This w as predicated in the questionnaire, which comprised o f 45 items, attempt to détermine the relationship between sought information on biographie data, intrinsic leaming and performance. and extrinsic aspect o f professional job Subjects p e rfo rm a n c e , m o tiv a t io n , c o n f lic t A simple random sampling technique was used management, training, participation in decision in selecting three hundred and ten (310) making, supervision and skill acquisition. subjects from an estim ated population o f 2, Data Analysis 338. M ainlybecausethe study entails a large The one sample test and paired samples test population, which cannot be studied at the w ere used to analyse the data collected. The same time, a quo ta sampling w as used for results o f the analysis are shown below: gathering information from LARIS graduâtes that identified m ajor employers based on-the Results concept o f relativity. Q uestion 1: Is th e re any s ig n if ic a n t relationship between the curricula and leaming outcomes: Table 1: showing signifîcant relationship between the curricula and learning outcomes Paired Samples Test Paired Différences Mean -------- --------m — * Sig. Déviation Error Mean t df (2 = tailed) Pair 1 How willyou rank LARIS curricula How will you rank the leaming outcomes of LARIS graduâtes -1.4839 .6422 3,647E-02 40.685 309 .000 From the paired samples test in table 1 above relationship betw een curricula o f LARIS using T-test at 5% level o f significance with a Department and leaming outcomes degree o ffreedom of309 . The table value is O uestion 2: W hat are the characteristics o f 1.96 while the t-calculated is 40.685. This the curricula that détermine professional job m eans t cal< t tab. T herefore, the Ho is performance o f LARIS graduâtes? accepted w hich says there is signifîcant IBADAN UNIVERSITY LIBRARY 51 O.A. Okwilagwe & P.C. Olaojo Table 2: showing the rated level of performance of LARIS graduâtes One Sam pie Test Test Value = 0 95% Confidence Interval- of Différence t (»' Sig. Mean (2=taileds) Different Lower Upper The level of LARIS graduâtes performance is very good 35.810 309 .000 1.7032 1.6096 1.7968 The one-sample test above shows the test o f says the characteristics o f the curricu la the characteristics o f the curricula, which détermines professionaljob performance o f détermines professionaljob perform ance o f LARIS graduâtes beause there is lo any the LARIS graduâtes. Using t-table at 5% correleation between the two as shown on the level o f significance with a degree o f ff eedom above table. o f 309. The table value is 1.96 while the t- Question 3: Is th e re any n o tic e ab le calculated is 35.81. Therefore, t-cal > t tab. professionalism in the field o f librarianship in It could be deduced that Ho is rejected which Nigeria? Table 3: showing profesionalism in the field of librarianship in Nigeria One Sample Test Test Value = 0 95% Confidence Interval of Différence t df Sig. Mean (2=taileds) Different Lower Upper LARIS curricula are up-to-date in information science 47.719 309 .000 2.6645 2.5591 2.7700 as in developed nation Using t table at 5% level o f significance, from Nigeria is rejected. The test how ever is table three, which is 1.96 and t-calculated insignificant because there is no any observed which is 3 5.81, t cal> t tab. Therfore, the null professionalism in the field o f librarianship in hypothesis which says there is a noticeable Nigeria. professionalism in the field o f librarianship in IBADAN UNIVERSITY LIBRARY NLISRVOL, 22, No. 1,2004 O.A. Okwilagwe & P.O. Olaojo 52 Conclusion . Case, (1974). Curriculum Alternatives: The oveniding conclusion emanating from the Experim ents in School Library M edia above discourse is that LARIS curricula would Education, Chicago, Am erican Library be a very usefiil instrument that can stand in Association. 241p. the gap betw een the m uch-talked about Edw ard G. Holley (1974). “Renewing our professionalism and non-professionalism in the Faith in the Profession o f Librarianship: librarianship profession in N igeria if well- Our Commitment to Serve” The Journal implemented through quality teaching-leaming o f Library History. Vol. 13 N o. 1, processes. This will however, negate the University o f Texas. prédiction o f sociologists that librarians would Fasanya, J. O. (1984). “The Im age o f th e never succeed in Crossing the dividing line Librarian” In Lagos Librarian Vol. 11 b e tw een o ccu p atio n and p ro fession as (1&2). A Publication o f N LA (Lagos reported by G oode ( 1969). Division). This also com plém ent the assertion o f P a rso n s (1 9 5 9 ). W h a t o b ta in s in th e G oode, W. J. (1957) “Com m unity W ithin a profession in N igeria at présent can not be Community. The Professions, American SociologicalReview , vol. 22, pp. 655- said to be at par with overseas standard. It is 668 . however, expected that the newly constituted Librarian Registration Council would affect the Goode, W.J. (1969) “The Theoretical Limits profession positively and rrjake the necessary o f Professionalisation: inEtzioni, A (ed), impact to establish it. T h e S e m i-p ro fe s s io n s and th e ir It should be noted that the results o f this Organisation”, N ew York, Free Press. research finding would in no doubt raise dust 266-313. among the librarians in Nigeria. Nevertheless, Harold & Pam ela Silver (1997). Student: the research field is open for anybody with a Changing Rôles, Changing Lives. contrary view. SRHE, Buckingham. 1997. H u g h es , E. C (1 9 6 3 ). “ P ro fe s s io n s ,” References Daedalus, vol. 92, pp. 655 - 668. American Library Association ( 1974). “School John H eyw ood (1988 ). Assessment in Library M anpow er Project, Curriculum Higher Education. 2nd ed. John Wiley A lternatives: Experim ents in School (Great Britain), L ib rary M ed ia E d u c a tio n ” . ALA, Chicago. Ladele, V ictoria 0 1 a y in k a \l9 7 7 ) : “The Relevance o f Library Education to Jobs B arnett, R onald (1994). The Limits o f Performed by Graduâtes o f the University C om pétence: Knowledge, H igher o f Ibadan Library School” ; An M .L.S. Education and Society. SRHE and Open Dissertation in LARIS Dept., U.I. University, Buckingham. Lawal, A.M. (1998) “Effect o f In-service Bikas C. Janyal et al. (1972). Higher Training on Employées Job Performance: Education and the Labour Market in A Case Study ofN ITEL Training Centre, Zambia: Expectations and Performance. Oshodi” . M .Ed Dissertation in Edu. Mgt. UNESCO, University o f Zambia. Dept., U .I, IBADAN UNIVERSITY LIBRARY 53 O.A. Okwilagwe & PO. Olaojo N w o rg u , B .G . (1 9 9 1 ) . E duca tiona l The Oxford English Dictionary (1933) . Research: Basic Issues and Methodology. Being a Corrected Re-Issue with an Wisdom, Ibadan. In troduction , Supp lém en t an d Osuagwu, Justina N gozi (2000) “ Relative Bibliography o f a New English on L a b o u r M a rk e t P e rfo rm a n c e o f HistoricalPrinciples. Vol Vin, Oxford, Graduâtes from Nigérian Polytechnics and Clarendon. U n iv e rs i tie s D u r in g th e N Y S C W ebster’s (1986): ThirdNew International Programme in Oyo State, Nigeria”, M.Ed. D ictionary o f English Language. Dissertation in Edu. M gt Dept., U.I. Chicago Britannica. Ozigi, A lbert and Canham, Peter (1978). W erdell, P. R. (1 9 9 7 ). Teaching and Learningand Teaching: Principles and Learning: The Basic Process. American Practice o f Education in Nigérian Council on Education, W ashington, Teacher Colleges. O xford University D .C . Press, Oxford. Further Reading Parson, T., and Shils E. (eds.) (1959) Toward a General Theory o f Action, Harvard B rew , A. (1 9 9 9 ). Directions in S ta ff University Press, Cambridge, Mass. Development. SRHE, Buckingham. Roberts, N. and Konn, T. (1991). Librarians Hodkinson, P and Issitt, M (ed) (1995). The and Professional Status: Continuing Challenge o f Compétence:Professio- P ro fessiona l D evelopm ent a nd nalism through Vocational Education Academie Libraries. Library Association and Training. Cassell, London. Publishing, London. Orlosky, Donald E. and Smith, B. O. (ed) Smith, A nthony and W ebster, Frank (ed) (1978). Curriculum Development: (1997). The Post M odem University? Issues and Insights. R and M cNally, Contested Visions o/Higher Education Chicago. in Society. SRHE & Open University, Schein, E .H . and K om m ers, W. (1972). Buckingham. Professional Education: Some New Directions. lOth ed. McGrawHill, New York. IBADAN UNIVERSITY LIBRARY