CHAPTER ONE 1.1 INTRODUCTION A library is a large collection of books, periodicals, films or other information sources including digital.

The collections can be of print, audio, and visual materials in numerous formats, including maps, prints, and documents (Banerjee et al, 1999). However, Information and Communication Technology has revolutionized the concept of libraries. Each and every library is slowly getting digitized, Nigerian libraries inclusive. A 'digital library' otherwise called E-library, comprises digital collections, services and infrastructure to support lifelong learning, research, scholarly communication as well as preservation and conservation of recorded knowledge. At this age of a networked society where IT (information technology) in addition to its use in all spheres of human activity including education, has been used extensively to record, store, and disseminate the information in the digital form. Information technology has almost converted the world into a global village. The revolution in the IT sector is influencing the information industry also. Libraries are also changing to meet the demand put on them. With the current level of civilization, the new generation whose demand for information is never met is always demanding that traditional libraries be scrapped and development of digital libraries be embarked upon. According to (Arms 2003), E-library is a managed collection of information with associated services where the information is stored in digital format and accessible over a network. Quality education is crucial to the economic development and social stability of a nation as it helps develop crucial humanitarian values like equity, tolerance, and peace. These values lead to sustainable national development, environmental protection, and improved family health, along with responsible participation in democratic, social, and political processes (Durodola & Olude, 2005). Bearing in mind, that the amount of success recorded by a student is not but by the amount of information gathered in his field, as one of the places where information is gotten is the library. Undoubtedly, there have been profound changes going on in the educational system in Nigeria Universities. These changes are needed because of ever growing pressure in the school systems themselves, partly because society itself is changing into one in which knowledge work becomes ever more important, and partly because of the very information and communication technologies which are transforming our economies Boyce, P. (1997). Both of these factors evoke change and offer a solution to the problems with which the educational system struggles. Certainly, if the lecturers and students accept the challenges which teaching and learning imposes on them by adapting themselves to the current trend in using the E-library, there could be huge difference recorded between the outcomes of using the traditional method of gathering information (traditional library) and the modern or digital methods of gathering information (E-library) Moret, (2000). Thus, this research work will enunciate the impact E-library has on University education in Nigeria as well as discuss the factors that will necessitate the traditional libraries to get digitized, as well as the definition,

advantages and disadvantages of digital libraries, the requirement for building a digital library etc. Emphasis will also put to describe the role of the lectures and the librarian in the new environment. 1.2 STATEMENT OF THE PROBLEM Over the years, Nigerias falling standard of education and dwindling literacy rate have gained incredible attention, yet the political leaders have not taken any effective action to improve the situation. Doubtlessly, there is no shortage of opinion about what to do to improve the quality of education in Nigeria. The nations educational institutions are defective; they are not equipped for quality education, especially in this generation of digitalization. Basically, not all higher institutions in Nigeria are networked (connected to the internet), perhaps, this has been because of the huge cost involved or neglect. Most of the students admitted to higher institutions in Nigeria are computer illiterates; therefore they cannot benefit from the advantages or rewards E-library throws at them, hence, reduced or low level of learning achievement. In view of the aforementioned problems, this research work seeks to evaluate, to what extent, Elibrary could help grow the educational system vis--vis students academic performance in higher institutions of learning in Nigeria. 1.3 OBJECTIVE OF THE STUDY

As the library is an essential part for the teaching and learning process, the major objective of the study is to find out the level of use of library services in Universities in Nigeria. Specifically the objectives are to identify how these universities students are using the library and also to figure out whether the library is been used purposefully and effectively. The use of E-library as it helps these institutions lecturers and students in increasing efficiency; that is another concern of the study. This project also seeks to: 1. Identify the type of library currently in use by students 2. Identify the extent to which the adoption of E-library services by the university has helped its students. 1.4 SIGNIFICANCE OF THE STUDY The significance of this study has expression in the sense that it does not only aim at bringing out the views of lecturers and students of Nigerian universities, on the causes and consequences of failure of using the modern medium of sources for information i.e. E-library, but also imposing concrete and attainable practical steps, though which this problem can be eradicated. It is hoped that this study would be of immense benefit to students of higher institutions of learning who would come to be acquitted with the various ways through which information is sourced for or exchanged, hence promoting academic excellence.

1.5

RESEARCH QUESTIONS

This research work will be examined the following question in the process of this work and find the possible answers, suggestion and recommendations to the question. Will students record more and better achievements with the use of E-library in University education? How does E-library affect the effectiveness of lecturers in the area of academic and skill development? What are the problems facing the implementation of E-library services in Universities in Nigeria? 1.6 RESEARCH HYPOTHESIS Hypothesis tested are classified into: Null Hypothesis (Ho) Alternative Hypothesis (H1) HYPOTHESIS ONE H0: There is no statistical significant difference between academic success recorded by students who practice the use of E-library and those that use the traditional library. H1: There is statistical significant difference between academic success recorded by students who practice the use of E-library and those that use the traditional library. HYPOTHESIS TWO H0: There is no significant difference in the teaching methodology adopted by lecturers exposed to the Elibrary and lecturers without information and communication technology tools. H2: There is significant difference in the teaching methodology adopted by lecturers exposed to the Elibrary and lecturers without information and communication technology tools. 1.7 SCOPE AND LIMITATION OF THE STUDY

It is imperative to note that all universities in Nigeria cannot be reached, therefore this research work is confined to universities in Ogun state, which includes private and state owned tertiary institutions. The major limitations encountered during the research of this work are financial and time constraints. 1.8 STUDY PLAN

This research work comprises of five chapters;

The first chapter will comprise of background and introductory aspects of the study. The second chapter will contain the review of related literature and conceptual framework The third chapter will comprise of the method of data collection as well as illustrate the method of data analysis. The fourth chapter discusses the analysis of data collected and the interpretation as well. The fifth chapter will discuss the summary of findings, conclusion and recommendations. 1.9 OPERATIONAL DEFINITION OF TERMS

Basic terms used in this research work are been addressed in simple terms below: Library: A building that houses a collection of books and other materials or is a large collection of books, periodicals, films or other information sources including digital E-library: E-Library has a variety of potential meanings, ranging from a digitized collection of material that one might find in a traditional library through to the collection of all digital information along with the services that make that information useful to all possible users. Information: A collection of facts from which conclusions may be drawn. It could also be defined as a message received and understood.

CHAPTER TWO

2.0

REVIEW OF RELATED LITERATURE The global information revolution of the 20th century made manual systems of delivering

information services in the libraries especially academic and research libraries mundane, clumsy and inefficient, though the era of total electronic or paperless libraries is yet a mirage. (Aguolu and Aguolu, 2002).The bulkiness, growth rate of information and difficulties positioned by updating of manually based systems makes it difficult for effective services in modern time. (Ikem and Ajala 2000). Librarians and information professionals are then challenged to create "information systems for the collection, organization, dissemination and preservation of information and new knowledge regardless of format" (Gbaje 2007). This new age of information offers possibilities for the future with information delivered in different formats limited only by the boundaries of our imaginations. Therefore, as there is seemingly no option to the integration of ICT in library services especially in the academic libraries, many libraries all over the world started making attempts to embrace ICT in their services. Carr (2006) informed that some issues have affected the ideology, operations and services of academic libraries. These include forces of competition, advent of information in electronic form and the changes in users' expectations. The use of information resources in electronic form and application of internet became a way of life in 1980s and 1990s respectively. Invariably the focus of academic libraries moved from statistics of users visiting the libraries to providing the desired services beating space and time. There has been documentation on universities in Africa and beyond on the use of ICT for library operations and services. The use of ICT in African university libraries could be traced to 1970s though successful implementation was achieved from 1980s and was consolidated in the 1990s (Chisenga, 2004). Adeniran, (1997) reported the use of ICT in libraries in Botswana, Chuena (2001) revealed its use in University of North South African. Slam and Islam (2007) elaborated on the use of ICT in Bangladesh library which was pioneered by the International Centre for Diarrhoeal Diseases Research Library and the Agricultural Information Centre. ICT facilities used in universities in West African Sub-region was compiled by A Samoah-Hassan (2002). A summary of their findings revealed that not only did university libraries in Africa embrace ICT pretty late, the pace of its development remains slow though some remarkable progress has been made since the late 1990s. National and regional information abound on the use of ICT in Nigerian university libraries. Kenneth Dike Library, University of Ibadan championed the use of ICT in library operation in 1975 when computerized serials catalogue was produced. In 1978 Union List of serials was produced, an initiative of Committee of University Librarians of Nigerian Universities (CULNU) (Ikem and Ajala 2000). Information on the adoption of ICT in all types of libraries in Nigeria has been documented by Akinyotu (1977), Ifebuzor, Inegbebor & Awaritefe (1977), Lawani, Azubike and Ibekwe (1992), a summary of their findings revealed that challenges of inadequate funding, shortage of ICT skilled staff, inadequate telecommunications infrastructure and power supply as well as sustainability challenges trailed the totality of the entire literature.

An E-library or digital library refers to a library in which collections are stored in digital formats as opposed to print, microform, or other media and accessible by computers. Digital content may be stored locally, or accessed remotely via computer networks. A digital library is a type of information retrieval system. The library has long been perceived as a building with walls and filled with books for reading. Issa (2003) notes that librarianship as a profession came into existence to preserve and make widely accessible the records of human experience. The emergence of Information Technology (IT) has recreated the face of librarianship. IT has permeated evenly into our daily activities. Okerulu (2003) states that IT has created limitless opportunities for open access to information. Larnikanra (2003) describes the history of the Internet which "grew out of the ARPANET, a computer network developed by the Advanced Research Project Agency (ARPA) in the 1960s." The term "e-library" refers to information accessed through the Internet. Unlike traditional libraries, e-libraries are not limited by location or time. Libraries have changed with the emergence and application of IT. They have assumed the role of educators, teaching users to find, evaluate, and use information both in the library and over electronic networks. As the use of e-library continues to soar, users are expected to develop information literacy skills. These skills, as Julien (2002) observes, will enable users to make efficient and effective use of information sources. Therefore, Information literacy is increasingly important (especially amongst students). Academic libraries in Nigeria have been responding to the call of ICT (information and communication technology) by providing instruction in information literacy, described as "the ability to locate, manage, critically evaluate and use information for problem solving, research and decision making" (Orr, Appleton, and Wallin, 2001). In developing countries like Nigeria however, both IT and the use of the e-library are still at an embryonic stage. The limits of the tradition library and the increasing popularity of IT have caused the use of the e-library to grow rapidly. Although people need no longer go to a building for some kinds of information, they still need help to locate the information they want. The resources of the University library are dynamic in nature and form aimed at accommodating the changes in medium of packaging, number and type of users served and dynamic programme areas. Mindfully that the Library serves a university of Technology Community which focus on Engineering, Science, Agriculture, Technology, Management Sciences and Health/Environmental Technology, resources are acquired to satisfy the academic, recreational and all round developmental needs of the undergraduates; postgraduates; faculty and non-teaching staff of the University. Thus books, periodicals, newspapers/magazines, maps, technical reports, patents, documents etc. could be acquired in both electronic and print forms through purchases, gifts, donations, exchange and deposits of all publications emanating from the University community.

2.1

E-Library: A Theoretical Framework The term "e-library" is used synonymously with "digital library," "universal library", "future

library," "virtual library," and "library without walls." It has been defined variously by different scholars

and/or organizations, depending on their perception of the concept. Arms (2005) defines e-library as "managed collection of information, with association, services, where the information is stored in digital formats and accessible over a network." These two definitions recognize the need for the e-library to function over a network but the crucial part of the latter is that the information is managed. MacCall, Cleveland, and Gibson (1999) define e-library as collections of electronic knowledge resources developed and maintained in order to meet the totality of information needs for a given user population. Like the traditional library, the e-library is also targeted towards a particular group of users in term of its information dissemination. Acting as a "quality guide," e-libraries "often follow certain guidelines for the selection of content in order to maintain a consistent collection of data" (Virtual Library 2007). They follow procedures to select the materials in their collections, to organize and make them available to users. Waters (1998) states that, "digital libraries are organizations that provide the resources, including the specialized staff, to select, structure, offer intellectual access to the Internet, distribute, preserve the integrity of, and ensure the persistence over time of collections of digital works so that they are readily and economically available for use by a defined community or set of communities." The Kentuckiana Digital library (2005) points out the academic significance of the e-library, recognizing the use of appropriate technology and defining it as "an organized collection of selected digital resources created to support scholarship, research and teaching." It states further that the use of appropriate technological standards by e-libraries will facilitate permanent access to the digital resources. At the most basic level and central to the definitions is a collection of digital resources selected according to certain criteria and made accessible for retrieval over computer networks. 2.1.1 Types of E-Libraries and Resources There are different types of e-libraries for the diverse information needs of the targeted group of users. Some are developed by groups or organizations, higher education institutions, research centers, national libraries, as well as public libraries. They include contents that are born digital and those that have been digitized (Digital Library, 2007). An e-library generally contains books, journals, opacs, webliographies (equivalent to a printed bibliography), letters, maps, dictionaries, encyclopedias, still and moving images, sound recordings, indexes, conference/seminar proceedings, theses/dissertations, abstracts and reviews, and handbooks. Traditional libraries have limited storage space, but e-libraries require very little physical space, which reduces the cost of maintaining an e-library.

2.2

ICT AND THE NEW LIBRARY Libraries all over the world are beginning to be more interactive than passive. The coming of ICT

into the library has completely changed the face of the library to more of a social networking centre. This is the only way you can attract young audience to use the library outside reading to pass examinations (Akinbulumo, 2008). A good number of public libraries in the developing countries now have restaurants,

snacks shop and computer games for the young audience as well as the adults. The new innovation has shot up the number of young people that use the library or make the library their second home. This has also cut down on crime rates in some of the countries. According to Onuoha (2008), the library at Loma Linda University in California has fully redesigned its reading spaces. They now have the quiet library reading area and the interactive areas. In the quiet reading areas you can hear a pin drop. The interactive reading areas are however different. They have the computer here for browsing. There is also a vending machine in that section. One can buy drinks and biscuits and take them in the interactive reading areas. This is so because the computer is interactive and when users go there they want to interact with others to ask for help on the system and other things. Some patrons actually spend all day working with computers. That is why the library makes provision for inter-personal interaction and something for the stomachs of those who want to spend time in the library. Moreover, libraries are now going online in droves. According to Bertot(1998), approximately 72 percent of public libraries in the United States have some type of internet connection. Many patrons now go to those libraries solely for internet access. Therefore, in order to attract and retain such new patrons, libraries must provide a range of services that go along with internet access. The most important of these services is training. Ongoing support and training are essential. This training is necessary not only for patrons but also for staff. Due to increasing prevalence and popularity of information technologies, libraries must train both old and newly hired staff (Holland 1999). At Joseph Ayo Babalola University, Ikeji-Arakeji in Osun State of Nigeria, for example, internet access always draws different categories of users from all over the university to the e-Library to do one thing or the other. The users include faculty members, administrative staff members, technical staff members and messengers. Staff and students use the resources on the internet to do their assignment and research. It is a common sight to see this category of users in the e-library with their laptops to download information from the internet. Technicians, clerks, and messengers who do not normally use the resources of other sections of the library such as reference and circulation sections meet at the e-library to send and receive messages from their friends and relatives at home and abroad via the e-mail. Others come to read newspapers electronically. This is apart from the physical newspapers like The Guardian and Nigerian Tribune which also normally attract different categories of users to the library on a daily basis since the year 2006 when the University was established. This is how the library serves as a unifying factor in the community.

2.3

E-Library: The Nigerian Tertiary Education Experience Although the practice of Library services is still growing and a lot of improvement is required,

Nigeria is making efforts to make e-libraries most acceptable to the public. Over the years, old or traditional methods of reading or gathering information have been adopted by learners from far and wide in Nigeria, particularly in the educational sector; ranging from the classroom teacher classroom student method of teaching and learning, textbook libraries, among others.

But in recent times, the advent of Information and Communication Technology has brought great change to the Library services in all spheres, educational sector inclusive. The modern library is not only a collection of textbooks. It includes other sources like reference materials, books relating to school curriculum, general books not relating to a specific subject area, periodicals, newspapers, audio-visual materials, government publications and electronically stored and retrievable materials. These resources enable libraries to play a crucial role in the success of lifelong education of communities and society in general. It is a well known fact that education at certain levels goes beyond the normal teacherstudent or classroomstudent relationship. Students who really intend to acquire substantial knowledge must work independently in their search by using reference materials and other sources available in the library. Apart from being agents of educational change, libraries serve other purposes like economic, social, political and recreational changes because they contain the written history, culture and knowledge of the human race. In Nigeria and other developing countries of Africa, government objectives include (a) life-long education for the citizens as the basis for the nations educational policy (b) emphasis on the use and improvement of modern educational techniques at all levels of the educational system (c) the structuring of education system to develop the practice of self learning (d)making the people to become actively literate and generally well-informed (e) the introduction of universal basic and compulsory education for all citizens. In this regard, the African Network Campaign for Education for All (ANCEFA) stresses the need for serious focus on and investment in formal education and non-formal education like adult literacy programmes and youth training centres to tackle the literacy crisis (Olanrewaju 2009). These objectives can be easily achieved with the aid of well-stocked and equipped libraries in primary, secondary and tertiary institutions in addition to the maintenance of public, rural and mobile libraries across the country. Without doubt, we would denote that the library is to play a very important role in achieving this objectives. Several authors have written on the importance of improving school library services (i.e. upgrading from the traditional forms of library services to digialized libraries) and their roles in providing life long education for students in secondary schools and tertiary institutions. Ogunsheye (1966), Fadero (1968), Dean (1969). Sinnette (1969), Akinyotu (1971), Adediran (1971) and Olanlokun (1976) have, among other things, called on institutions like library schools, universities and ministries of education to come to the aid of school libraries to enable them to improve on their services. The authors mentioned above have acknowledged school libraries as an integral part of the school and a teaching aid in supporting the educational programme (Olaosun 1978). Similarly, Abolaji (1981) emphasized the roles of a school library or media resource centre in making the teaching and learning of history more lively and interesting to both the teacher and the pupils. He noted that certain materials which are not within the reach of both the teacher and the pupils, for reasons of cost and availability, should be provided by the library. Some university libraries in Nigeria have taken certain steps to bring together different sections of their communities. The first is the establishment of Leisure Reading Collection (LRC). Two universities did

this several years ago. In 1967 the University of Ife Library (now called Hezekiah Oluwasanmi Library, Obafemi Awolowo University, Ile-Ife) established an LRC. The idea was copied from the University of Ibadan where such a collection existed. The collection covered all subject areas like history, biography, science, religion and philosophy. Current fiction and drama predominated. At Ibadan students who wished to read books outside their degree programmes for purposes of information and pleasure used the collection a great deal. More importantly, wives of staff, mainly expatriates, borrowed immensely from the collection. At Ife, the same principle and similar objectives informed the introduction of the collection (Dipeolu, 2002). The point to emphasize here is that, with the LRC, the two universities extended their services beyond the staff and students, whom they were primarily established to serve, to wives of staff, who were neither students nor staff themselves but members of the university communities. By so doing the libraries also inculcated the reading and library use habit in those patrons. They also developed in the patrons effective library use by teaching them the skills and techniques of using a collection of this kind as a basis for library use in later life. At Joseph Ayo Babalola University, Ikeji-Arakeji, in Osun State, two of the resources of the library always bring patrons from different sections of the community together. The first is the e-library, which we shall discuss more about later. The second is the Reprographic Section. Members of the Ikeji-Arakeji community use this resource a great deal. 2.4 E-library: A Weapon of Quality Education The main purpose of a university library is to support the university in areas of learning, teaching and research. The library is regarded as the heart of any academic institution, particularly, the university. Hence, to a large extent, the quality of a university is measured by the services provided by the library because of its unique contributions in the over-all goals of the university. For a university to perform its myriad of functions, its library collections must not only have quality and current books/journals, but also modern information sources in electronic formats, such as e-books, e-journals, internet etc. Besides available information sources in a university library, such information sources must be easily accessed and retrieved by potential users. Consequently, the demand for effective use of library resources in university libraries calls for the need to ensure that students have effective and efficient access to these resources. The questions that arise are: how can Nigerian University Libraries ensure that students know how to use their library resources effectively? How do students expectations change with the advent of modern information technologies? Furthermore, do students know how to search, identify, locate and select, and use library resources relevant to their learning? In providing library/information services to the students, it is imperative for the librarians to know the information needs and seeking behaviour of students, their search skills and satisfaction levels in using library resources. Ocheibi (2003) argues that information is a key resource that can bring about change and improvement in students academic achievement. Aguolu (1982) reveals that the Nigerian University Librarians seems to be preoccupied with basic library duties

like acquisition, processing and preservation without giving the proper services on how to use the library by the students for their learning/research. Although Unomah (1987) explores the problems facing user education to include: scarcity of funds, lack of professional librarians, lack of faculty cooperation, students inability to use the resources of the library, over emphasis on bibliographic instruction, and poor integration of user education course period. These problems if attended to may probably meet the students expectations which will help them to become more effective in using the library resources for their successful university education. Osinulu (1998) examines patterns of use in a university library in Nigeria by analyzing user records and data, which show low use of the library due to lack of awareness. The author recommends library reference and instruction, publication of users guides, and teaching library use in the general studies programme. Ampkas (2000) study on the use of University of Maiduguri Library found out that majority of students did not use the library effectively due to lack of interest on the use of library catalogues. Ugah (2007) evaluated the use of University libraries with particular reference to Michael Okpara University of Agriculture, Umudike, Nigeria and found out that both students and staff use the library, although students constitute the majority of the users. The findings also showed that nearly three quarters of users browse the shelves to locate materials, which shows their inability to use the library catalogue. He recommended intensive library orientation on the use of the catalogue as an effective tool for information retrieval. Oyesiku and Oduwele (2004) focus on academic library use. The investigation reveals that the students used the library mostly during examinations and to do class assignments. The study further revealed that collections were inadequate to meet users demands. The study recommends acquisition of current materials and proper organization of such materials for effective information retrieval. 2.5 PROBLEMS FACING E-LIBRARY IN NIGERIA Basic functions of Universities in Nigeria include teaching, research, and community service. Ifidon and Okoli (2002) noted that universities now have additional functions: pursuit, promotion, and dissemination of knowledge; provision of intellectual leadership; manpower development; promotion of social and economic modernisation; promotion of intra- and inter-continental and international understanding. From these functions, university libraries have derived their objectives to include:

 provision of materials for undergraduate instruction, term papers, and projects, as well as for supplementary reading; provision of materials in support of faculty, external and collaborative research; provision of expensive standard works, especially in the professional disciplines; provision of materials for personal development; provision of specialised information on the region within which the university is situated; cooperation with other academic libraries with a view to developing a network of academic library resources that are at the disposal of all scholars. With these as the propelling force, majority of libraries of Nigerian universities are built to be the epitome of excellence in university education in Nigeria. However, in these days of information and communication technology, digital libraries and E-learning, library operations in most of Nigerian Universities are still largely manual. The basic library routines of acquisitions, information processing, storage and retrieval of information, and circulation are still manually performed. This is likely to remain so for a long time come as some universities might not be able to cope with the challenges attached to Elibrary. University library computerization in Nigeria has been in the pipeline since the 1970s, although concerted efforts began in the late 1990s. In 1970, Iya Abubakar delivered a lecture in a meeting of the Nigerian Library Association (NLA), the national association that is equivalent to the American Library Association (ALA). The theme of the lecture was the library and the computer. Abolaji (2000), states that significant and widespread efforts at computerizing library services started in the 1990s. Major efforts at computerization were stalled by the supposed lack of funds and expertise. In 1989, the World Bank provided funds to 30 federal universities in Nigeria for the acquisition of books, journals, and equipment (including computers), to encourage those universities to open their doors to information and communications technology. Unfortunately, no significant efforts were recorded in the computerization of library services.

2.5.1 Library Automation and Computerization Universities libraries in Nigeria are realizing the need to move from their isolated past into integrated systems and networked operations. As Khalid (2000) observes, "networked and integrated functions draw on the experiences of the evolution of libraries in developed countries." Academic libraries in Nigeria are trying their best to catch up with their counterparts in the developed world. University library automation in Nigeria, which started in the late 1980s, are at various stages of automation of library services. The Federal Government of Nigeria through the National Universities

Commission (NUC), which supervises all the universities and disburses funds to all the federal universities in Nigeria, introduced projects aimed at computerizing university services across the country. They initiated Management Information Systems (MIS) and started the Nigerian Universities Network (NUNET) project. NUNET was aimed at developing a viable local and wide area network in each institution. This was followed by the National Virtual (Digital) Library Project. The mission was "to provide, in an equitable and cost effective manner, enhanced access to national and international library and information resources and for sharing locally-available resources with libraries all over the world using digital technology." The major objectives of the Virtual/Digital Library Project is: to improve the quality of teaching and research in institutions of higher learning in Nigeria through the provision of current books, journals and other library resources; to enhance access to academic libraries serving the education community in Nigeria to global library and information resources; to enhance scholarship, research, and lifelong learning through the establishment of permanent access to shared digital archival collections; to provide guidance for academic libraries on applying appropriate technologies used in the production of digital library resources; and to advance the use and usability of a globally-distributed network of library resources. This project was designed to be carried out in five phases. The delivery of the Virtual Library was earmarked to be through the Internet, CD-ROM, and Wide Area Network (WAN). This laudable project has remained on paper for several years. Three years ago, the federal government came out with a policy on library automation in academic libraries. The policy provided for university libraries to be linked with other renowned academic libraries across the globe to provide unlimited access to print and electronic materials. So far this has also remained on paper. 2.5.2 Challenges of Library Computerization Computerization, especially in the developing countries, is fraught with challenges. This is also the case with Nigerian Universities Libraries. WAN/LAN To a large extent, the existence of a University Wide Area Network (WAN) and a Local Area Network (LAN) within the library determines the success of computerization of library services. This is a major challenge to many universities in Nigeria. There is no reliable LAN in most universities. Where this

exists, it is achieved through surface cabling which exposes the cables to the effects of fire, storm, vandalization etc. Computer Literacy/Education Many of the staff of university libraries are not computer literate. This is a great setback in computerization. Many of the staff are reluctant to jettison their old mindset which resists change. Many are conservative and traditional, and suffer computer phobia. Research results show that, although the use of electronic information increases job satisfaction, confidence, and the effectiveness of librarians in their work, lack of technical expertise can be very frustrating to the librarians (Edward, et al, 1995). There is also a lack of technical support. Only one librarian is formally trained to initiate, develop, implement, and maintain computerized applications in the entire university library system. Those who had been trained gain only limited, or no access, to the packages in which they had been trained. Inquisitive users with IT skills cause serious dissatisfaction to the library staff (Bii and Wanyama, 2001). Poor State of Power Generation Regular power generation remains a problem in Nigeria. Frequent power outages constitute a serious bottleneck to automation. The cost of running generating plants is prohibitive, hence a major set back to E-library acquisition. Poor Maintenance and Update Culture There is a poor maintenance culture in Nigeria. Universities, particularly the first generation, have very poor maintenance. The size and complexity of the task have almost completely eroded maintenance in Nigerian Universities. This erosion is manifested in the frequent computer and network breakdowns and/or failures. To handle the growth of the library database and ensure fast data entry, retrieval, and inquiry, there is need for regular and consistent upgrade of computer facilities. Poor Funding of Library Services Poor funding is a major challenge to libraries in Nigeria. Academic libraries in Nigeria derive their funds from the government. Although the federal budget provision has moved from 5% of the approved recurrent budget for library development to 10%, the budget of many academic libraries continues to dwindle. A high rate of inflation, low and unpredictable national income, the effects of global economic depression, and local currency devaluation continue to water down whatever budgetary provision is made for academic libraries in Nigeria. Many academic libraries in Nigeria have not initiated viable income-generating strategies to supplement government funding, hence, responsibility for slow upgrading of traditional libraries to digital libraries

2.6

APPRAISAL OF LITERATURE From the foregoing discussion, we can see how libraries (especially digital one) can serve as a

melting-pot for the divergent social, political, cultural and religious interests in the society. But in order to maintain this achievement, the library must continue to provide good services to the student, the researcher, the pleasure-seeker etc. At the same time, it must continue to embrace the large segment of the population it has often missedthose who are far-removed from the library premises, the shut-ins and the disadvantaged. Towards this end, traditional services should be neglected as the digital libraries, embraced. Modern libraries with research tools and well trained and motivated teachers make up schools that produce high-quality graduates. The more good books one reads the more enlightened and exposed one becomes. The political leaders should stop lamenting over the nations poor reading culture or habits, the waning standards of education, and the associated dwindling literacy rate (Dike, 2009) and treat the problems facing the education sector with the seriousness and sensitivity they deserve. The federal governments recent pact with ASUU is merely to bandage the problems in the sector because it requires a heavy investment to revamp the system. Therefore, without an enduring and effective policy intervention the nations education will continue to drift to the edge of impossibility. Moposiola, 2010 opined that university libraries can do more than expected especially in the field of education and enlightenment. From the foregoing, the paper strongly recommends aggressive user education and computerization of the library as well as acquisition of current information resources for proper and effective services.

2.6

APPRAISAL OF LITERATURE In 1989, the World Bank provided funds to 30 federal universities in Nigeria for the

acquisition of books, journals, and equipment (including computers), to encourage those universities to open their doors to information and communications technology. Unfortunately, no significant efforts were recorded in the of computerization of library services. Several university libraries in Nigeria are faced with challenges and limitations. The Library, Federal University of Technology Owerri like everyliving organism has undergone series of metamorphic growth and development since its establishment in 1981. It has experienced traumatic and exciting movements. There have been three successive management changes; structural expansions and changes, monumental growth and expansion in resources, operations and services; dynamism in the type and number of users as well as increase in the capacity and number of staff. The most striking transformation is in the area of adoption of Information and Communication Technology in library operations and services. The resources of the University library are dynamic in nature and form aimed at accommodating the changes in medium of packaging, number and type of users served and dynamic programme areas. Mindfully

that the Library serves a university of Technology Community which focus on Engineering, Science, Agriculture, Technology, Management Sciences and Health/Environmental Technology, resources are acquired to satisfy the academic, recreational and all round developmental needs of the undergraduates; postgraduates; faculty and non-teaching staff of the University. Thus books, periodicals, newspapers/magazines, maps, technical reports, patents, documents etc. are acquired in both electronic and print forms through purchases, gifts, donations, exchange and deposits of all publications emanating from the University community. From the initial collection of 2,500 volumes which the Library started with in 1981, the collection rose to 20,597 volumes in all formats in 1985, 31,984 in 1990; 50,000 in 1995; 61,320 in 2000; 72,785 in 2005, and presently 79,607. The swell from 31,984 volumes in 1990 to 50,000 volumes in 1995 is the result of the World Bank credit facility to Federal University Libraries in 1994. The collection by year is presented in Table 2 showing consistency in acquisition which rate varies from year to year; a reflection of acquisition variables including fund. The total Library Holdings as at July 2008 was 79,607. Apart from the print resources, the Library has since the establishment of the ICT Unit in 2001 maintained electronic resources and other ICT based software and hardware. These non-print resources are discussed under ICT operations and services. lCT operations and services stand out in revolutionizing the University Library. It was established by Elder M. S. Onye in 5th september2001 as Information Technology (IT) Unit headed by Mrs. Chinwe Anunobi. Prior to the creation of this unit, the Library created the Audiovisual Unit where all the Library resources in prints were managed. However a new sensation was triggered off with the Federal Government initiative to provide local library resources to university libraries in Nigeria. Hence government provided The Information Navigator Library (TINLIB) from which FUTO library benefited. With TINLIB, new methods of cataloging and classification, acquisition and circulation where visible. The use of TINLIB in FUTO Library like other it libraries in Nigeria was met with some technical and logistic problems which brought an end to its application. However, that did not stop the effort to actualize the provision of non-print and other stateof-the-art services by the library. The limit in the ICT operations and services was abated :1rough the ingenuity of the present University Librarian, Chief J. Nwogu who initiated and constructed a cubicle to house the ICT unit at the Main library in 2004. Software: Apart from the general purpose application software which includes Office Suits up to 2007 and operating systems namely Windows XP and Server 2003, the library has acquired automation software- Alice for Windows. The Management, Circulation and Serials modules of this integrated software are applied in the automation of the various units of the Library. Initial steps in the automation started in 2005 with the networking of the ICT Unit, circulation, and manual catalogue areas as well as the Office of the

University Librarian. On 20th March 2006, the Library acquired the Alice for Windows Software from Sylvester Chinga, a sales representative of Softlink Europe, a software company based in Europe. Installation and training of library staff for the automation was completed by the 23rd of same month. The Library has advanced in its automation effort with the cataloging circulation and serials modules fully in use. Both retrospective and current resources bibliographic information has been digitized. Users' profiles have also been digitized and electronic circulation services are due to start in the 2008/2009 academic session. Various approaches have been adopted for e-learning in many countries and institutions. Some adopt blended approach while others apply the online session without the traditional method. Some e-learning stakeholders start application from the personal through team to institution levels in phase method. Blended approach was adopted at the Federal University of Technology Akure where web 2.0 wiki authoring tools were used to create some innovative spaces in English by complimenting the traditional physical classroom (Aborishade 2009). The Polytechnic of Namibia combined face to face classes with online sessions in some on-campus students' courses. (Kangandji, 2009). Phase approach at different levels was employed by Australian and Korean governments. Foupouagnigni (2009) observed that the adoption of e-learning in the University of Yaounde was achieved in two phases. Phase one involves creation of E-library Unit which has as part of its responsibility selection and reading of books with the aid of the computer, selection of motivated academic professionals to develop learning materials and capacity development vis-vis academic excellence. The second phase involves the different activities by e-library and through the training of staffs and raising awearness. At the University of Nairobi, Omuenga (2009) noted that they had a six year implementation plan which included raising level of awareness on elearning potentials, benefits and trends in the world, and infrastructural development within the university. In Nnamdi Azikiwe University Awka, interestingly, e-learning is being adopted at the individu-personal level. Though faculties and the university have not given attention to it, many lecturers are utilizing the web 2.0 opportunities to provide e-learning experience to the students. For instance, some lecturers in the Departments of Computer Science and Library and Information Science are providing learning opportunities with e-learning experience. Though e-library is a platform that is suited to ameliorate the endless struggle for reading in universities in Nigeria, some issues need to be addressed to reap the fruits it produces. There is need to put the first things first. E-library as we know is information and communication technology enabled, it is a policy issue, it requires determination, motivation, incentive and awareness, it requires training and above all ICT compliant environment. E-library requires a

different infrastructural environment enabled with computer telecommunication facilities (Corbett 1999, Oliver & Omari 2001).

software,

hardware and

Obafemi Awolowo University has institutional computer support services. Hezekiah Oluwasanmi Library, which is the main library at Obafemi Awolowo University, Ile-Ife, has an ICT unit. The unit has a system librarian and a system technologist. These staff have computer -related qualifications at diploma levels. The other support staff are three in number. Each has at least certificate in computer studies. The ICT section in the library is able to undertake day- to-day technical and managerial and minor maintenance thus provide technical trouble-shooting . The section also play important liaison function with the institutional computing centre. The library has its own server and battery converters. Thus the library's collection can still be accessed even when there is no electricity. The university library has an e-library for students which has been completed. The e-library for the university staff is yet to be completed. The e-library is a form of cyber caf within the library where students can access the Internet and search for library materials for a fee. The fee charged in the e-library is just a token and is not as high as the fee charged by other cyber cafes within the university environment. Another case study is that of Ahmadu Bello University Library, Zaria. Kashim Ibrahim Library has a collection of about 1,200,000 volumes, comprising books, non-book materials, journals, etc. Under the headship of Professor Doris Bozimo, the University Librarian, the library has acquired a substantial quantity of electronic resources on CD-ROM. The library has made significant efforts to secure online access to journals and other electronic resources. Through the sponsorship of an international organisation, the library has provided access to EBSCO Databases, AGORA, AJOL, etc. However, in these days of information and communication technology and virtual libraries, library operations in Ahmadu Bello University are still largely manual. The basic library routines of acquisitions, information processing, storage and retrieval of information, and circulation are still manually performed. This is likely to remain so for a long time come. University library computerization in Nigeria has been in the pipeline since the 1970s, although concerted efforts began in the late 1990s. In 1970, Iya Abubakar delivered a lecture in a meeting of the Nigerian Library Association (NLA), the national association that is equivalent to the American Library Association (ALA). The theme of the lecture was the library and the computer. Abolaji (2000) states that significant and widespread efforts at computerizing library services started in the 1990s. Major efforts at computerization were stalled by the supposed lack of funds and expertise.

Computerization, especially in the developing countries, is fraught with challenges. This is also the case with majority of University Libraries in Nigeria.

WAN/LAN
To a large extent, the existence of a University Wide Area Network (WAN) and a Local Area Network (LAN) within the library determines the success of computerization of library services. This is a major challenge to many universities in Nigeria. There is no reliable LAN in most universities. Where this exists, it is achieved through surface cabling which exposes the cables to the effects of fire, storm, vandalization etc.

Computer Literacy/Education
Many of the staff of university libraries are not computer literate. This is a great setback in computerization. Many of the staff are reluctant to jettison their old mindset which resists change. Many are conservative and traditional, and suffer computer phobia. Research results show that, although the use of electronic information increases job satisfaction, confidence, and the effectiveness of librarians in their work, lack of technical expertise can be very frustrating to the librarians (Edward, et al, 1995). There is also a lack of technical support. Only one librarian is formally trained to initiate, develop, implement, and maintain computerized applications in the entire university library system. Those who had been trained gain only limited, or no access, to the packages in which they had been trained. Inquisitive users with IT skills cause serious dissatisfaction to the library staff (Bii and Wanyama, 2001).

Poor State of Power Generation

Regular power generation remains a problem in Nigeria. Frequent power outages constitute a serious bottleneck to automation. The cost of running generating plants is prohibitive.

Poor Maintenance and Update Culture

There is a poor maintenance culture in Nigeria. Universities, particularly the first generation like Ahmadu Bello University, have very poor maintenance. The size and complexity of the task have almost completely eroded maintenance at Ahmadu Bello University. This erosion is manifested in the frequent computer and network breakdowns and/or failures. To handle the

growth of the library database and ensure fast data entry, retrieval, and inquiry through the OPAC, there is need for regular and consistent upgrade of computer facilities.

Getting Used to ALICE

The lack of IT skills and the slow process of automation mean that the library staff will take a very long time to become very familiar with the ALICE package. If the library staff find it difficult to get comfortable, the situation is worse for library users, who depend so much on the library staff for orientation and user instruction. Unfortunately, the library orientation programme and the entire user education package do not fully address IT skills.

Poor Funding of Library Services

Poor funding is a major challenge to libraries in Nigeria. Academic libraries in Nigeria derive their funds from the government. Although the federal budget provision has moved from 5% of the approved recurrent budget for library development to 10%, the budget of many academic libraries continues to dwindle. A high rate of inflation, low and unpredictable national income, the effects of global economic depression, and local currency devaluation continue to water down whatever budgetary provision is made for academic libraries in Nigeria. Many academic libraries in Nigeria have not initiated viable income-generating strategies to supplement government funding.

Education and Training

Most staff in academic libraries in Nigeria were trained in traditional librarianship. They are finding it difficult to cope with the requirements of the electronic age. Staff training and retraining have not been given a pride of place. Kashim Ibrahim Library has initiated computer literacy training for all staff, which has had a lukewarm reception. This attitude is a great deterrent to the computerization of library services. From the foregoing discussion, we can see how libraries (especially digital one) can serve as a melting-pot for the divergent social, political, cultural and religious interests in the society. But in order to maintain this achievement, the library must continue to provide good services to the student, the researcher, the pleasure-seeker etc. At the same time, it must continue to embrace the large segment of the population it has often missedthose who are far-removed from the library

premises, the shut-ins and the disadvantaged. Towards this end, traditional services should be neglected as the digital libraries, embraced. Modern libraries with research tools and well trained and motivated teachers make up schools that produce high-quality graduates. The more good books one reads the more enlightened and exposed one becomes. The political leaders should stop lamenting over the nations poor reading culture or habits, the waning standards of education, and the associated dwindling literacy rate (Dike, 2009) and treat the problems facing the education sector with the seriousness and sensitivity they deserve. The federal governments recent pact with ASUU is merely to bandage the problems in the sector because it requires a heavy investment to revamp the system. Therefore, without an enduring and effective policy intervention the nations education will continue to drift to the edge of impossibility. Moposiola, 2010 opined that university libraries can do more than expected especially in the field of education and enlightenment. From the foregoing, the paper strongly recommends aggressive user education and computerization of the library as well as acquisition of current information resources for proper and effective services.
CHAPTER THREE RESEARCH METHODOLOGY 3.1 INTRODUCTION Research methodology refers to the systematic and scientific process of gathering, recording and analyzing of data. According to Nwankwo 1984, the major purpose of research design is to ensure that the plan, procedures or strategies are systematically followed, objectively examined and appropriately displayed. In this chapter, therefore the following sub-heading where briefly looked into: a) b) c) d) e) f) g) h) 3.2 Research design Population Sample and sampling procedure Research instrument Validity of instrument Reliability of instrument Method of data collection Procedure of data analysis RESEARCH DESIGN

Research design is the framework of steps to be adopted in order to bring about solution to the identified research problem, however in this research investigation. Descriptive survey research design was adopted to aid the process of collection of data and interpretation of this research work, use of primary source of data collection. 3.3 POPULATION The population of the study specifically consist of all the students of Tai Solarin University of Education, and Olabisi Onabanjo University. The size of the population is relatively large since it consist of people of different sex, age and educational cadre. However, the total population is four hundred (400). The total sum of the questionnaires are divided into two, 200 questionnaires were distributed to students of Tai Solarin University of Education as well as students of Olabisi Onabanjo University students. 3.4 SAMPLE AND SAMPLING PROCEDURE Sample by definition is just a subset of a population. In order to generalize the findings of this research investigation, simple random sampling technique was adopted. Using the simple random sampling technique, one hundred employees (100) were selected for use this study. 3.5 RESEARCH INSTRUMENT The research instrument that was adopted in this study was questionnaire method, adopting ten (10) questions on five point likert scales. It was segmented into two parts which is section A and section B. Section A consists of seven (7) questions which is the bio-data of the respondents while likert scale was used in section B so that the respondents indicate the extent to which they agree or disagree to the ten (10) items provided 3.6 VALIDITY OF INSTRUMENT The research instrument will be validated before administration of the instrument by the researchers supervisor to ensure face, content and purpose validity of the research instrument. 3.7 RELIABILITY OF INSTRUMENT In order to test the hypothesis formulated the data collected was subject to two statistical tools.

Firstly, simple percentage were used, this allows for understanding of the first part of the research instrument (i.e. section A) Secondly, the stated hypothesis were tested with the aid of chi-square X2 analytical tool so as to ascertain the correlation that exist among variables employed before reasonable, valid and sound conclusion or recommendations were made. 3.8 PROCEDURE FOR DATA ANALYSIS The questionnaire used in this study was analysed by using chi square method which is: Chi square formula: X2 = (On En)2 En Where; X2 = Chi-Square On = observed frequency En = expected frequency

CHAPTER FOUR DATA INTERPRETATION AND ANALYSIS 4.1 INTRODUCTION This chapter deals with the presentation and analysis of data footing for the acceptance and validation of results. 4.2 DEMOGRAPHIC PRESENTATION OF RESPONDENTS collected from

the questionnaire distributed. The result gathered from this analysis will provide basic

DEMOGRAPHIC DISTRIBUTION OF RESPONDENTS ACCORDING TO THEIR GENDER

GENDER Cumulative Percent 35.1 100.0

Valid

Male Female

Frequency 120 222

Percent 35.1 64.9

Valid Percent 35.1 64.9

Total

342

100.0

100.0

Table 1 above shows that 120 respondents representing 35.1% of the total sample are male while 222 respondents representing a whooping 64.9% of the total sample are female. It is observed that the researcher is not gender bias as both of male and female students constituting the sample.

DEMOGRAPHIC DISTRIBUTION OF RESPONDENTS ACCORDING TO THEIR AGE RANGE

AGE RANGE Cumulative Percent 17.5 62.0 90.6 100.0

Valid

18-20 21-23 24-26 Above 26 Total

Frequency 60 152 98 32 342

Percent 17.5 44.4 28.7 9.4 100.0

Valid Percent 17.5 44.4 28.7 9.4 100.0

The table above showed that 60 respondents representing 17.5% of the total sample indicated to be between the ages of 18-20. Meanwhile, 152 respondents representing 44.4% of the total sample are in between the ages of 21-23. However 98 respondents representing 28.7% of the total sample fall within the age bracket of 24-26, as 32 respondents representing 9.4% are above 26 years of age.

DISTRIBUTION OF RESPONDENTS ACCORDING TO RELIGION

RELIGION TABLE 4 Frequency 245 97 342 Percent 71.6 28.4 100.0 Valid Percent 71.6 28.4 100.0 Cumulative Percent 71.6 100.0

Valid

CHRISTIAN MUSLIM Total

The above table presents the analysis of respondents religion. From the table, it become obvious that twenty (342) sample respondents eventually participated in the study. Two hundred and forty five (245) respondents representing 71.6% are Christians, while ninety seven (97) respondents, representing 28.4% are muslims.

4.3

TESTING OF HYPOTHESIS

From the result of the analysis attached to the appendix A of this research work, the hypotheses of this research work can therefore be interpreted. TESTING FOR HYPOTHESIS ONE H0: There is no statistical significant difference between academic success recorded by students who practice the use of E-library and those that use the traditional library. H1: There is statistical significant difference between academic success recorded by students who practice the use of E-library and those that use the traditional library. The result of the chi-square analysis is therefore presented below to test whether the null hypothesis should be accepted or the alternative hypothesis. Responses Observed value A SA D SD N SOURCE: 86 107 97 55 28 Expected value 74.6 74.6 74.6 74.6 74.6 4 56.799 9.488 0.05 Accept alternative hypothesis Df X2Cal X2C P Decision

SPSS statistical package

DECISION CRITERIA The rule of thumb guiding the acceptability of a particular hypothesis in chi-square states that when the X2 calculated is greater than X2 critical, we are to accept the alternative hypothesis and reject the null hypothesis. On the other hand, if the critical value is greater than the calculated value, we accept the null hypothesis and reject the alternative hypothesis. RESULT: From the above chi-square summary table, it shows that the calculated X2 statistics is 56.799 while the critical value is 9.488 at 5% level of significance with 4 as the degree of freedom. Therefore, since the first condition is certified as the calculated value is greater than the critical values i.e X2 cal > X2 critical. Hence, we accept the alternative hypothesis which states that there is statistical significant difference between academic success recorded by students who practice the use of E-library and those that use the traditional library. TESTING FOR HYPOTHESIS TWO

H0: There is no significant difference in the teaching methodology adopted by lecturers exposed to the Elibrary and lecturers without information and communication technology tools. H2: There is significant difference in the teaching methodology adopted by lecturers exposed to the Elibrary and lecturers without information and communication technology tools. The result of the chi-square analysis is therefore presented below to test whether the null hypothesis should be accepted or the alternative hypothesis. Responses Observed value A SA D SD N SOURCE: 139 107 66 61 0 Expected value 93.3 93.3 93.3 93.3 93.3 3 43.590 7.81 0.05 Accept alternative hypothesis Df X2Cal X2C P Decision

SPSS statistical package

DECISION CRITERIA The rule of thumb guiding the acceptability of a particular hypothesis in chi-square states that when the X2 calculated is greater than X2 critical, we are to accept the alternative hypothesis and reject the null hypothesis. On the other hand, if the critical value is greater than the calculated value, we accept the null hypothesis and reject the alternative hypothesis. RESULT: From the above chi-square summary table, it shows that the calculated X2 statistics is 43.590 while the critical value is 7.81 at 5% level of significance with 3 as the degree of freedom. Therefore, since the first condition is certified as the calculated value is greater than the critical values i.e X2 cal > X2 critical. Hence, we accept the alternative hypothesis which states that there is significant difference in the teaching methodology adopted by lecturers exposed to the E-library and lecturers without information and communication technology tools.

4.4

DISCUSSION OF FINDINGS From the above data analysis, it could be deduced that there is statistical significant

difference between academic success recorded by students who practice the use of E-library and those that use the traditional library. This is not unconnected with the views of Asamoah Hassan, R (2002) who opined that the primary objective of been a student is to acquire knowledge, even at all possible cost as one of the places where students acquire knowledge is the library. He further

explained that convectional pr traditional libraries are good avenues for acquiring knowledge, but the digital or E-library gives a valid and more vivid description of the subject matter sought for, hence improve students academic performance. Furthermore, the findings also states that there is significant difference in the teaching methodology adopted by lecturers exposed to the E-library and lecturers without information and communication technology tools. This corroborates the views of Abolaji, & Aluri (2000) who jointly opined that, at this age/generation, low level of computer literacy amongst university lecturers has a detrimental effect on their productivity especially the teaching methods adopted. However, students need to be reminded from time to time of their library use instructions, organize frequent library tours to update their knowledge and also to provide assistance in their research work.

TAI SOLARIN UNIVERSITY OF EDUCATION, IJAGUN, IJEBU-ODE DEPARTMENT OF COMPUTER SCIENCE Dear Sir/Ma, I am a student of the above named institution. This questionnaire is designed to elicit responses as touching the research topic the impact of E-library on students academic performance in higher institutions of learning in Nigeria. Your sincere opinion is highly needed for the success of this research work. Your response nonetheless will be treated with confidentiality. Thanks

Section A NAME OF INSTITUTION: _______________________ (optional) GENDER: Male AGE: 18-20 RELIGION: LEVEL: 100 Muslim 200 21-23 Female 24 26 Christianity 300 400 500 Above 26

Section B Instruction: Kindly tick () as it represent your opinion

S/N STATEMENT 1. 2. 3. 4. E-library is convenient and fast Availability of resources in the E-library encourages me to use the E-library E-library staffs are too hostile and unfriendly Most times, the E-library staffs inadequate technical know-how owing to low level of computer application literacy cannot solving questions posed to them by students In-service training for e-library staffs or personnel should be encouraged I find answers to questions I tackle with the help of the E-library Lecturers do not refer us to the E-library as a place where we could get reference to the course taught Financial incompetence of the university has led to inability to digitalize convectional libraries in Nigeria higher institutions.

SA A SD D

5. 6. 7.

8.

9. 10.

E-learning requires a different infrastructural environment enabled with computer software, hardware and telecommunication facilities
Majority of students are not ICT compliant, hence, they cant reap the full benefit of what E-library offers.

CHAPTER FIVE SUMMARY, RECOMMENDATIONS AND CONCLUSION 5.1 SUMMARY In a nutshell, the research work has traced the meaning of E-library as well as its impact on
students academic performance in higher institutions of learning in Nigeria.

In

addition

other

literatures were discussed. Factors militating against the digitalization of conventional libraries in higher institutions of learning in Nigeria were also traced. E-Library has come to be a pedagogical shift in education method. Nigerian universities are not left out either on personal, institutional or national levels. Its obvious advantages are there to justify its adoption. There is no doubt that it can take central position in solving the university teaching and learning process struggles since education will be available and enhanced outside the walls of the classroom. Two hypotheses were tested in all. Of the two hypothesis tested, all the two alternative hypothesis were accepted. However, based on the findings made my the researcher,

recommendations and conclusion will be drawn as well as proffer suggestions for further studies on the same subject matter. 5.2 CONCLUSION The findings in this study show very clearly that the major impediment to digitalization of libraries of higher institutions in Nigeria is finance. Furthermore, the findings state that low level of computer literacy is a threat to the implementation of E-library in the nations university education. The paper has established that computerization is an expensive but necessary project. Computerization of the library has to be done before it can go virtual. It was also discovered that in Nigeria, Information and Communication Technology (ICT) infrastructure is poorly developed. This needs to be addressed so as to facilitate the smooth take-off and running of virtual library in Nigeria. The provision of library services through application of ICTs is the current norm in librarianship all over the world. Recently, there has been emergence of virtual libraries in Nigerian Universities to provide enhanced access to national and international information for quality education and research towards better academic performance and national development. Additionally, it is concluded that information literacy skills have not taken the
desired firm root among University students in Nigeria. The little that is presently being taught involves mainly the librarians, leaving out the students out of the context of ICT enlightenment skills.

5.3

RECOMMENDATION From the foregoing, it is strongly recommended that aggressive user education and

computerization of the library as well as acquisition of current information resources for proper and effective services to aid smooth learning and teaching process, and enhance students academic performance.. Recommendations are also made to the library management that before planning programs and services in each academic session, proper library orientation programme must be put on the priority list for the first year students. However, there is the need to have adequate human and infrastructural facilities for sustainable development of virtual library in the country. There is a need for the government to put in place policies and strategies that will enable the libraries in Nigeria to achieve the objectives of virtual library. The government should make effort to provide funds for policy implementation, provide necessary technology training for librarians and develop information infrastructure.

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