Nigerian 
School Library ©tetfundTERTIARY EDU CA TIO N TRUST FUND
Journal
ISSN: 0331-8214 VOL. 11, 2012
(PUBLISHED BY NIGERIAN SCHOOL LIBRARY ASSOCIATION) 
SPONSORED BY TERTIARY EDUCATION TRUST FUND (TETFUND)
UNIVERSITY OF IBADAN LIBRARY
CONTENTS
PAGE
From School Libraries to Multimedia Resource Centres: The Anambra 
State Experience
OkeomaC. JIAGBOGU, Ngozi P. OSUCHUKWU,
AmakaV. OBIJIOFORHopelLORAH 1
Training School Library Media Specialists For Nigerian Schools in the 
211,1 Century: The Programme of Abadina Media Resource Centre,
University of Ibadan Nigeria
Dr. Fadekemi O. OYEWUSI 12
Dearth of School Library Collection: Inhibition to Reading Promotion 
Programme inNigerian Schools
Prof. David F. ELATUROTI and KolawoleA. ARAMIDE 24
School Library Development and Use by Staff and Students of Secondary 
Schools in Federal Capital Territory Fct Abuja, Nigeria
J. O. AKANYA 32
Teacher-Librarian Collaboration in Developing Favourable Reading 
Culture in Nigerian Primary Schools
Dr. (Mrs.) Hannatu M. DAUDU 43
Expanding the Frontiers of School Librarianship Through Training of 
Personnel For Contemporary Challenges
Oyinkepreye SAWYERR-GEORGE 52
Assessment of Information Literacy Skills of Students in Selected Secondary 
Schools in Ibadan, Oyo State
Abiola B. ELATUROTI 62
Promoting Reading Culture in Nigerian Children
Katamba A. SAKA, A. M. BITAGI, and S.K. GARBA(Mrs.) 75
Balancing the Literacy Equation: The Place of School Library Media 
Resources (SLMRs)
Stella O.OYEDIRAN-TIDINGS 83
ICT Availability and U se as Correlates of Job Productivity Among 
Teacher-librarians in Secondary Schools in Abeokuta, Ogun State, Nigeria 
Zakariyau A. GANIYU, Sunday O. LADIPO,
Adetoun E. ADEKANYE (Ph.D) and Catherine O. BANWO 97
UNIVERSITY OF IBADAN
LIBRARY
DEARTH OF SCHOOL LIBRARY COLLECTION: INHIBITION TO READING 
PROMOTION PROGRAMME IN NIGERIAN SCHOOLS
By
Prof. David F. ELATUROTI
Abadina Media Resource Centre 
University of Ibadan, Nigeria 
davidelaturoti@yahoo.com/df.elaturoti@mail.ui.edu.ng
And
Kolawole A. ARAMIDE
Abadina Media Resource Centre 
University of Ibadan, Ibadan, Nigeria 
kolaakinjide @ gmail.com/ka.aramide @ mail .ui .edu.ng
Abstract
This study investigated the dearth o f collection and reading promotion programmes in 
school library media centres (SLMC) in Nigerian schools. The survey research design 
method was adopted fo r the study while questionnaire was used as the major instrument 
o f data collection. One hundred and thirty seven (137) copies o f questionnaire were 
administered on school librarians/school library media specialists/teacher-librarians, 
heads o f library, and proprietors/proprietress o f schools that were among the 
participants that attended the 25th and 26th Annual Conferences o f the Nigerian School 
Library Association at Abeokuta, 2010 and Ado Ekiti, 2011 respectively. However, only 
ninety two (92) copies o f the questionnaire were found to have useful responses that were 
used fo r  the study. The findings o f the study revealed a dearth o f learning resources such 
as periodical literature and audiovisual resources to be used in promoting and 
developing favourable reading culture among pupils in Nigerian schools. Also, the study 
revealed a dearth o f reading promotion programmes such as story hour and book talks in 
SLMC in Nigerian schools. The study highlights the need fo r  the provision o f adequate 
funding fo r  schools and SLMCs in Nigeria to enable schools stock their SLMCs with 
adequate and relevant collection and also to enable them carry out programmes that will 
help in developing the reading culture o f Nigerian children.
Keywords: School library collection, Reading programme, Reading culture, Reading 
preference
Introduction
Promotion of reading is an important role of the school library media centres. A school 
library media centre provides access to reading materials which readers need to develop 
practice their skills. According Dike (1998) reading a variety of enjoyable and 
informative materials enables children to gain the practice they need to improve their 
skills, therefore making reading more enjoyable and inclining them to further reading. 
Through the school library media centre collection, children are introduced to the broad 
uses of reading for information, pleasure, and personal growth over a lifetime. Lance
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UNIVERSITY OF IBADAN LIBRARY
(2010) in his Colorado study found that the size of the library in terms of its staff and its 
collection is a direct predictor of reading scores.
To learn to read and write - basic literacy - is a short term goal, but to become a lifelong 
reader involves voluntary reading. To engage in voluntary reading activities, a learner 
must be able to read without difficulty. Voluntary reading, that is reading because you 
want to, is the foundation of a reading habit. Reading flourishes when a sense of joy is 
experienced when reading and when the reader gets satisfaction from reading. The 
International Association for the Evaluation of Educational Achievement (IEA) study 
found that one goal of reading instruction which is given high priority in most countries 
is the development of voluntary reading habits in children (Elley 1992).
The school library has a direct relationship with the education system and can reinforce 
basic literacy instruction by supporting curriculum and instructional goals, consulting on 
individualised reading guidance programmes, providing library group activities, 
instructing learners in library skills, helping teachers appraise learner skills, conducting 
workshops and discussions to help parents support learner’s reading and learning, and 
collaborating with the public library on reading programmes (Eyre, 2005).
School libraries form an important part of the learner’s literacy environment and support 
from them could be a sure way of developing a willingness to use their resources. Many 
learners may not have access to books and other reading materials at home, or access to a 
public library. Krashen (2004) investigated a series of studies and found that in all the 
studies, a positive relationship was found between a measure of the number of books in 
the school library and reading achievement.
The classroom teacher and the school librarian have roles to play his or her unique part in 
helping learners improve their reading abilities and turn to reading in order to satisfy their 
individual needs through reading - recreational and informational, to complete school 
assignments and also discover the joy of reading. One of the first goals in literacy 
development should be the nurturing of positive attitudes toward reading. Reading stories 
to children is highly effective in getting learners engaged in reading because story 
reading strongly attracts children to books (Machet 2000). Machet and Pretoriuos (2003) 
reiterate that learners should be given opportunity to read voluntarily through provision 
of conducive atmosphere as well as continued provision and access to varied collection of 
enjoyable and information-rich resources.
Generally, the school library media centre is uniquely designed to support classroom 
activity through provision of supplemental and casual reading materials for learners 
(Machet and Pretorious (2003). In order to do that, a basic infrastructure, including a 
collection of learning resources, a place for them to be used and a school librarian to 
manage them, is needed. The size of the school library is important and to be effective, a 
large collection of books should be available. Hart (2002) reiterates that for a school 
library programme to meet the needs of learners, the school must have the personnel, 
information sources, funds, and equipment that are necessary for its successful
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UNIVERSITY OF IBADAN LIBRARY
performance. The school library can fulfill its role in promoting reading habits among 
pupils when it is actively collaborating with teachers on adequate collection.
The role of the school library media centres in promoting reading is especially crucial in 
developing scientific, reflective thinking and creativity. Libraries can help children and 
youths develop critical and independent thinking through their exposure to a wide variety 
of instructional resources and learning opportunities (Machett, 2000). Apart from the 
development of creative and critical thought, the role of the library in the promotion of 
reading culture can be seen in the readers’ development of values, attitudes, and 
appreciation. Availability and accessibility of instructional and pleasurable books 
stimulate development of reading and attainment of permanent literacy. It has been found 
out that school libraries are the principal source of books for supplementary instructional 
resources and voluntary reading. It must, however, be pointed out that many schools do 
not have libraries at all. Where they exist, the stock in these libraries is grossly 
insufficient to play the expected role (Krashen, 2004).
Children and students can be motivated to read and thus form good reading habit through 
storytelling, reading together (shared reading), formation of reading/book clubs as well as 
provision of conducive reading environment devoid of unwarranted noise and distractions 
(Hart, 2002). A wide ■ ange of learning resources exists through which pupils and teacher 
can obtain information and gain knowledge. The importance of school library collection 
in reading cannot be undermined. A large variety and plentiful supply of resources are 
required in the school library to encourage independent study so that young people from 
an early age can appreciate books and reading, learn how to think and evaluate ideas so 
that their convictions and views are formed as a result of active mental efforts, (Fayose, 
1998). The school library media centre is not complete without a “complete collection” 
that takes care of every aspect of pupils’ development. A complete collection takes care 
of the information, education, and recreation needs of the pupils.
The provision of a varied collection of pleasurable and informative resources is a major 
contribution of school library media centre to reading promotion (Okusaga, 2008) just as 
the availability of books has been demonstrated to be a powerful stimulus to reading 
development. Emenuyonu in Dike (1998) also emphasized that access to books may be 
the most important determinant of reading habits while Adeniji (2006) reported that 
access to school library collection results in more reading and that children get much of 
their reading from libraries. Studies have shown that adequate school library collection is 
a principal source of books for voluntary reading. (Elaturoti, 2001; and Adeniji, 2006). 
On the other hand, Rubin (2002) acknowledged that many school libraries have 
insufficient stock to play this role.
In Nigeria, reading promotion has been an enduring theme in school librarianship. The 
role of school libraries in promoting reading is especially crucial in Nigeria where most 
children first have access to books for reading in school as they have limited access to 
them at home and in the community. A major challenge constraining reading promotion 
in Nigerian schools as identified by Adeniji (2006) is the inability of school library media 
specialists to find books to stock as well as poor funding by authorities concerned. In
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UNIVERSITY OF IBADAN LIBRARY
corroboration of this assertion, is Dike (1998) who reiterated that the books needed for 
libraries, and those which would encourage reading, are hard to find.
The need to have the right collection by school library media centres should be the top 
priority of school library media centres. Such collection must be the one that will interest 
the library users. Hence, there is the need for the school library media specialists to know 
the users, know the books they need and ways of bringing children and books together. 
Studies on reading habits and interests (Krashen, 2004; Eyre, 2005) confirmed that many 
school libraries lack literature that appeal to adolescent readers.
Libraries do exist in many schools but in many it is just in name, because all the elements 
required of them to operate are not put in place. An effective school library media centre 
is one which provides for its users-teachers and students services and facilities for 
executing their curricular and co-curricular activities including reading culture (Okusaga, 
2008). Such services and facilities include the provision of recorded knowledge relevant 
to their academic and recreational needs and available in various formats. These are in 
book form, as well as non-book form like maps, audio and video cassette, tapes, slides, 
films, microforms and in more recent times, computer software. The teacher and school 
library media specialist must cooperate to acquire a relevant and adequate collection of 
library materials and work together for active use of library. This study, therefore, intends 
to investigate the availability or otherwise of learning resources and facilities for the 
development of favourable reading culture among Nigerian pupils.
Objectives of the Study
The objectives of the study are to:
1. find out the types of resources available in school library media centres in 
Nigerian schools
2. find out the category of periodical literature available in school library media 
centres in Nigerian schools
3. find out the category of audiovisual hardware available in school library media 
centres in Nigerian schools
4. find out type of reading programme available in school library media centres in 
Nigerian schools
Research questions
1. What types of library resources are available in school library media centres 
(SLMC) in Nigerian schools?
2. What categories of periodical literature are available in SLMC in Nigerian 
schools?
3. What categories of audiovisual resources are available in SLMC in Nigerian 
schools?
4. What types of reading promotion programme are available in SLMC in Nigerian 
schools?
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UNIVERSITY OF IBADAN LIBRARY
Research Methodology
The survey research design method was adopted for the study. A total ot 132 copies of 
questionnaire designed for the study were administered on the participants that attended 
the 25th Annual Conference of the Nigerian School Library Association held at Abeokuta. 
Ogdn state. The participants at the Conference included school librarians/school library 
media specialists, teacher-librarians, heads of libraries, education officers etc from 
federal government colleges, military schools, private schools, public schools, federal and 
state ministries of education, NNPC staff schools, and Police schools among others
Data Analysis and Discussion of findings
Out of the total of 137 copies of questionnaire administered on the participants at the 
conference, only 92 copies were returned with useful responses which give a response 
rate of 67.1 percent. The descriptive method of analysis was adopted for the analysis.
Research question 1: What types of library resources are available in the SLMC in
Nigerian Schools?
no
Table 1:_____Resources available in SLMC in Nigerian schools
Library resources Frequency Percentage (%)
Book 92 100.0
Non-print (AV) 44 47.8
Digital resource 20 21.7
Magazines 46 50.0
Newspapers 48 52.2
Realia 16 17.4
Photographs 30 32.6
Maps & Charts 42 45.7
Table 1 presents information on the available resources in the SLMC surveyed and it 
revealed books indicated by 92 or 100 percent, Newspapers indicated by 48 or 52.2 
percent, and Magazines indicated by 46 or 50.0 percent of the respondents as topping the 
list of available resources in school library media collection. This implies that books, 
newspapers, and magazines are the commonlv available resources in school library media 
centres in Nigerian schools.
Research question 2: What types of periodical literature are available in SLMC in 
Nigerian schools?
Table 2: Titles oi Journals/Magazines/Periodical literature available in SLMC in
Nigerian schools isvs V:,. £ to sonQjsoJfeo Jfcjfiw . v.
Titles of Journal/ Frequency Percentage
Magazine vs w; ;:v-fnv '.-x.-ri nmTomoiq 1?') V-;-vHV'j i&iiW
Newswatch magazine 50 54.3
Tell magazine 22 23.9
The News magazine 43 46.7
Financial Times magazine 4 4.3
UBE & FME Publication 19 20.7
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UNIVERSITY OF IBADAN LIBRARY
Table 2 presents information on the types of periodical literature available in SLMC in 
Nigerian schools and it revealed Newswatch magazine indicated by 50 or 54.3 percent 
and The News magazine indicated by 43 or 46.7 percent of the respondents as the 
commonly available periodical literature in SLMC in Nigerian schools. This is a pointer 
to the dearth of joumal/magazines/ periodical literature that appeal to the needs of the 
students. The commonly available magazines or periodical literature such as Newswatch, 
Tell, and The News carry more of political news meant for Adult Consumption-
Research question 3: What Categories of Audio Visual Resources are Available in 
SLMC in Nigerian schools?
Table 3:_____ Audiovisual Resources Available in SLMC in Nigerian Schools
Audiovisual resources Frequency Percentage (%)
Projectors 20 21.7
Slide projectors 12 13.0
Audio tape player/recorder 30 32.6
Power point projector 32 34.8
Video camera 24 26.1
Other 4 4.3
On the available audiovisual resources in SLMC in Nigerian schools, table 5 revealed 
that only few of the respondents affirmed the availability of the audiovisual resources 
(hardware) in their SLMC. This is also a pointer to the dearth of audiovisual resources in 
SLMC in Nigerian schools. The implication of this is that textual information recorded on 
tapes, CDs and in digital format cannot be accessed as reading resources.
Research question 4: What types of reading promotion programmes are available in 
SLMC in Nigerian schools?
Table 4: Reading Promotion Programme Available in SLMC in Nigerian Schools
SLMC Programme Frequency Percentage (%)
Lending/borrowing 66 71.7
Reading within the library 68 73.9
Orientation for new students & teacher 52 56.5
Exhibition 4 4.3
Teaching library use skills 26 31.5
Story hour 18 19.6
Book talk 20 21.7
Inter library loan 12 13.0
Projecting media to users 8 8.7
Other 4 4.3
Table 4 presents information on the reading promotion programme available in SLMC in 
Nigerian schools and it revealed reading within the library indicated by 68 respondents 
(73.9 percent), lending/borrowing indicated by 66 respondents (71.7 percent) and
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UNIVERSITY OF IBADAN LIBRARY
orientation for new students and teacher indicated by 52 respondents (56.5) percent as 
topping the list of reading promotion programmes available in SLMC in Nigerian 
schools. Only few of the respondents indicated the availability of other reading 
promotion programmes such as teaching library use skills, story hour, and book talk. This 
implies that most SLMC do not hold story hour or give book talks as part of reading 
promotion strategies in their SLMC.
Discussion of findings
The study investigated the learning resources and reading promotion programmes 
available in SLMC in Nigerian schools for developing effective reading culture in 
Nigerian schools. The study revealed the dearth of learning resources, fiction and non­
fiction books, periodicals, and audiovisual resources in SLMC in Nigerian schools. The 
dearth of these resources definitely inhibits reading skills development in Nigerian 
schools. This corroborates Dike (2001) view that emphasised that many school libraries 
may have insufficient books to support voluntary reading among Nigerian children.
The findings from the study revealed the lack of reading promotion programme such as 
story hour and book talk in many SLMC in Nigerian schools. This has also contributed to 
the lack of interest in reading that is prevailing among pupils in Nigerian schools. Hart 
(2002) reiterates that children and students can be motivated to read and thus form good 
reading habit through storytelling, reading together (shared reading), formation of 
reading/book clubs as well as provision of conducive reading environment devoid of 
unwarranted noise and distractions.
Conclusion and Recommendation
This study investigated the types of learning resources, facilities, and reading promotion 
programmes available in school library media centres in Nigerian schools. The study 
concluded that there is a dearth of learning resources and reading promotion programmes 
in the schools for the use of the school pupils. This dearth of resources was considered to 
be a great inhibitor to reading programmes in Nigerian schools. For reading promotion 
programme to be successful, there is need for resources to support the programme such as 
books, audiovisual resources, and periodical literature. These were found to be lacking in 
most SLMC in Nigerian schools.
The following recommendations are made based on the findings in the study:
1. The management of schools should make fund available for stocking the SLMC 
with relevant resources that can aid the development of reading culture among the 
pupils.
2. There is need for the SLMC to organise reading promotion programmes such as 
story- hour, book talks, exhibitions, literacy competitions among others to aid the 
development of reading culture among pupils in Nigerian schools.
3. Qualified school library media specialists should be employed to plan and 
implement readership promotion programmes in the schools.
References
Adeniji, M. A. (2006). Use of school libraries by teachers in Ogun state. Nigerian School 
Library Journal, 5 (2), 22-27
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UNIVERSITY OF IBADAN LIBRARY
Dike, V. W. (1998). Reading promotion in Nigeria: the role of school libraries. In D.F 
Elaturoti (Ed). Nigerian School Librarianship: Yesterday, Today, and Tomorrow. 
Ibadan: Nigerian School Library Association, 173-188
Elley, W. B. (1992). How in the world do students read? The Hague: IEA.
Eyre, G. (2005). The development and practice of literacy: A voyage of discovery. 
Retrieved from http://www.iasl-slo.org/ifla2005-evre.doc.
Hart, G. (2002). The importance of the school library in the education system: the school 
library and curriculum change in South Africa. ELITS Conference, Durban, July 
11-13. Retrieved from: www.sapartners.org.
Krashen, S. D. (2004). Power o f reading: insights from research. Westport, CT.: 
Libraries Unlimited.
Machet, M. P. (2000). Addressing problems of literacy in disadvantaged communities. 
Language matters 33: 1-24.
Machet, M. P. and Pretorius, E. J. (2003). Helping your child become a reader: 
importance o f reading storybooks to children. Claremont: New Africa Books.
Okusaga, T. O. (2008). Development of school library for effective implementation of 
universal basic education in Lagos state in the 21st century. In E. O. Odubunmi 
and R. O. Okuneye (Eds). Dynamics o f education in Lagos state in the 21st 
century. Lagos: Faculty of Education, Lagos State University, 149-166
Rubin, D. (2002). Diagnosis and correction in reading and guiding reading instruction, 
4th ed. Boston: Allyn and Bacon
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