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COMPETENCIES REQUIRED BY POLYTECHNIC LIBRARIANS IN NORTH CENTRAL STATES OF
NIGERIA BY
IBRAHIM NDALAMI DRISU REG. NO. PG/MLS/06/41088
A RESEARCH PROJECT
SUBMITTED TO
DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE,
FACULTY OF EDUCATION, UNIVERSITY OF NIGERIA NSUKKA
NOVEMBER, 2009
2
COMPETENCIES REQUIRED BY POLYTECHNIC LIBRARIANS IN NORTH CENTRAL STATES OF
NIGERIA BY
IBRAHIM NDALAMI DRISU REG. NO: PG/MLS/06/41088
DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE,
FACULTY OF EDUCATION, UNIVERSITY OF NIGERIA NSUKKA
INPARTIAL FULLFILMENT OF THE REQUIREMENT FOR THE AWARD OF MASTERS IN LIBRARY AND INFORMATION SCIENCE OF
THE UNIVERSITY OF NIGERIA NSUKKA
NOVEMBER, 2009
3
APPROVAL PAGE
This research project has been approved for the Department of Library and
Information Science, University of Nigeria, Nsukka.
By
…………………………… …………………………………. Dr. Lady O.N. Amucheazi External Supervisor Supervisor ………………………….. …………………………………. Prof. (Mrs.)V.W. Dike Internal Examiner Head of Department
Prof. Grace C. Offorma
Dean, Faculty of Education
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CERTIFICATION
NAME: Ibrahim Ndalami Drisu
REG. NO.: pg/mls/06/41088
The above named student has satisfactorily completed the above degree
of Master in Library and Information Science.
The work embodied in this work is original and has not been submitted
for any other diploma, degree of this University or any other university.
……………………………………………… ……………………. Dr. (Lady) O. N. Amucheazi Date …………………………………….. ……………………… Ibrahim Ndalami Drisu Student Date
5
DEDICATION
This work is dedicated to Almighty God whose favours on me has been
enormous.
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ACKNOWLEDGEMENT
I am immensely indebted to the Almighty God who made it possible for
me to start and finish this work. I wish to sincerely express my gratitude and
appreciation to my supervisor Dr. (Lady) O. N. Amucheazi for her patience,
encouragement and motherly advice and for spending her time to read this
work and make necessary corrections.
I am highly grateful to my HOD, Prof. (Mrs) V. W. Dike and to all the
lecturers of the Department of Library and Information Science, University of
Nigeria, Nsukka for their roles and assistance in carrying out this work. I am
particularly grateful to Mr. E. Omeje and Dr. V.N. Nwachakwu for their tireless
support in carrying out this work.
I wish to also thank the Polytechnic Librarian, Mr. J.A.I Onoja, Alhaji
Usman A. Akowe and Mr. Emmanuel A. Ebiloma for moral and financial
support. May Allah reward them all.
To my wife and children, I express my special gratitude for their
understanding, patience and co-operation throughout the period of this course.
Lastly, I wish to thank all my friends who have one way or the other
assisted in carrying this work.
Ibrahim Ndalami Drisu Dept. of Library and Information Science, University of Nigeria, Nsukka. April, 209
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ABSTRACT
The purpose of this study is to evaluate the competencies of the 21st century librarians of the Polytechnic of the North Central States of Nigeria. This study was guided by five (5) research questions. The study adopted the descriptive survey research design with a population of fifty one librarians and thirty-four library officers from the various Polytechnic libraries in the North Central States. Data were collected from this population using questionnaire titled Library Services Competencies Questionnaire (LSCQ) and by oral interview. The questionnaire were divided into seven (7) sections of ABCDEFG. The eighty-five respondents completed and returned the questionnaire correctly representing 100% response rate. Mean, standard deviation frequencies and percentages were used to analyse the five research questions. The result of the study reveals that libraries in the Polytechnic libraries are not ICT competent. Major problems hindering their acquisition of ICT competencies include: lack of budgetary provision for training, lack of ICT equipments such as computers and internet facilities, lack of training officers in the field of librarianship in ICT and inadequate practical classes in library schools. Recommendations on how to acquire these competencies were made. These include: provision of funds for training librarians periodically through workshops, seminars and conferences. The need for librarians to use their personal monies to attend conferences in order to fit into the present 21st century librarianship was also recommended.
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TABLE OF CONTENTS
Title Page .. .. .. .. .. .. .. .. .. ii
Approval page.. .. .. .. .. .. .. .. . . iii
Certification.. .. .. .. .. .. .. .. . . iv
Dedication.. .. .. .. .. .. .. .. . . v
Acknowledgement.. .. .. .. .. .. .. .. vi
Abstract .. .. .. .. .. .. .. .. . . vii
Table of Contents .. .. .. .. .. .. .. .. viii
Chapter One: Introduction
Background of the Study .. .. .. .. .. .. 1
Statement of problem .. .. .. .. .. .. 5
Objectives of the Study .. .. .. .. .. .. 6
Significance of the Study .. .. .. .. .. .. 7
Scope and Limitation.. .. .. .. .. .. .. 8
Research Questions.. .. .. .. .. .. .. 8
Chapter Two: Literature Review
An Overview of 21st Century Library Services.. .. .. . 9
Trends in Polytechnic Libraries .. .. .. .. .. .. 10
Competencies of Librarians in the 21st Century.. .. .. .. 12
Qualities Services in Libraries .. .. .. .. .. .. . 14
Essential Competencies needed by Librarians .. .. .. . 15
Methods of Acquisition of needed competencies by Librarians …18
Challenges that threaten library skills Acquisition.. .. ..19
Strategies for overcoming the challenges of acquiring Needed Competencies.. .. .. .. .. .. .. ..20 Review of Empirical Literature .. .. .. .. .. ..21 Summary of Literature Review .. .. .. .. .. .. 28
Chapter Three: Research Methodology
Research Design .. .. .. .. .. .. …. . 30
Area of Study .. .. .. .. .. .. .. 30
Population of the Study .. .. .. .. .. .. 30
9
Sample and Sampling Techniques.. .. .. .. .. 31
Instrument for Data Collection.. .. .. .. .. 31
Questionnaire.. .. .. .. .. .. .. .. 31
Interview.. .. .. .. .. .. .. .. .. 32
Validation of the Instruments.. .. .. .. .. .. .. .32
Reliability of the Instruments .. .. .. .. ….. .. 32
Administration of the Instrument .. .. .. .. 32
Methods of Data Analysis .. .. .. .. .. .. 33
Chapter Four : Presentation and analysis of Data .. .. …. .. 34
CHAPTER Five: Discussion of Findings, Implication, conclusion
and Recommendations
Discussion of findings .. .. .. .. .. .. .. 41
Conclusion .. .. .. .. .. .. .. .. 44
Implication of the study .. .. .. .. .. .. 45
Recommendations .. .. .. .. .. .. .. 46
Suggestions for further studies .. .. .. .. .. 47
Limitations .. .. .. .. .. .. .. .. 47
References .. .. .. .. .. .. .. .. … 48
Appendix I (Questionnaires) .. .. .. .. .. .. 53
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CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Polytechnic education was formally established in Nigeria with the
promulgation of Decree 33 of 1979. The main purpose of the polytechnic
education is to produce middle level technological manpower for the nation
economy. Polytechnic education is therefore part of the technical education
programme, which aims at providing practical and applied skills as well as
basic scientific knowledge to their products. This system of education
according to Attama (2007) was a shift from the traditional university type of
education, which is more or less purely theoretical. He said the specific aims
and objectives for the establishment of polytechnics include:
[a] The production of high level and middle manpower as appropriate in areas
necessary for agricultural, industrial, commercial and economic development of
the country.
[b] The identification and solution of the technological problems and the needs
of the industry.
[c] The production of technicians and technologists for direct employment in
industries.
Polytechnic education was therefore introduced based on the realization
that the desire for a better condition of living of the people and the overall
development is very much dependent on the level of acquisition of skills and
basic scientific knowledge. Onuh (1997) cited in Attama (2007) observed that
the nation’s progress and prosperity will be determined not by wishful thinking
or pious hopes but by the people’s ability to understand and take optimum
advantages of the potentialities for continued advances resulting from a
dynamic and progressive technology. Attama [2007] reiterated this when he
said that the possession of this ability and understanding requires sound
operations of economy as well as theoretical and practical knowledge of
technology.
11
Amongst the first five Federal Polytechnics established in Nigeria by the
Federal Government, two were located in the North Central states of Nigeria.
These are Federal Polytechnic, Idah located in the ancient town of the then
Benue State, but now Kogi State and the Federal Polytechnic, Bida in Niger
State. Realizing the objectives and goals for which these institutions were
established, some state governments follow the foot steps of the Federal
Government to establish State Polytechnics to produce high level and middle
manpower for her industries. These states within the North Central States are
Plateau State with Plateau State Polytechnic, Barikin Ladi, Kogi State
Polytechnic, Lokoja, Kogi State, Benue State Polytechnic, Ugbokolo, Benue
State and Nasarawa State Polytechnic, Lafia, Nasarawa State. Federal
Government later established more Federal Polytechnics in the country, one of
which is Federal Polytechnic, Nasarawa , Nasarawa State.
The aims and objectives of the polytechnic education are achieved
through teaching, research and the dissemination of existing and new
information, the accomplishment of which can only be achieved through a
functional library. Polytechnic libraries play vital role in the attainment of
these objectives. Libraries should therefore be seen as integral part of
polytechnic education. Re-affirming the importance of libraries in an education
system, Aguolu (1989) stated thus:
We cannot expect an excellent academic programme in any educational institution without the support of well – equipped libraries. Libraries in schools, colleges of education, Polytechnics and universities are not adjunct to their institution but an integral part of them. They are the hub from which all intellectual activities should radiate to all academic and research programmes.
Polytechnic libraries are therefore an important organ in polytechnic
education. The academic health, intellectual vitality and the effectiveness in the
provision of these technological skills and basic scientific knowledge depends
largely upon the state of the library. Fabunmi (2004) described library as the
12
engine room and power house where information are collected, processed,
stored and retrieved for use by users.
The basic need for the establishment of libraries in the polytechnics like
any other academic libraries is to partner with the institution in attaining the
objectives for which they were set to achieve. According to Ajibero (1992) the
place of libraries in Polytechnics are very high because they provide
information not only for education but for scientific and technical progress as a
whole through the use of information both inside and outside the Polytechnic.
He concluded that the Polytechnic is as good as its library. This comment
implies that any Polytechnic without a functional library is as good as saying it
is not a Polytechnic. The library objectives therefore must be in congruence
with the polytechnic objectives. These objectives are fulfilled by the library
through the provision of adequate and quality information service to the users.
The responsibility for the acquisition of relevant information sources,
storage, processing and provision of effective services rest with the librarians
and in some cases on the library officers. The librarians are those who must
have obtained at least a first degree in Library and Information Science and
accepted by the Librarians Registration Council through Decree 12 of 1995 and
by law, entitled to practice for all purposes as a librarian in the country. The
library officers who at times carry out these functions are those who must have
obtained a Diploma or Nigerian Certificate in Education (NCE) in Library and
Information Science from any library school.
All services provided in the libraries are user centred. Udoka (2000) also
stressed that entire human and material resources in the library are put in
place for the purpose of providing effective services to the users. Quality library
services are services that are capable of providing the right information to
users within a short period of time. Fabunmi (2004) explains quality services
as information services to users that are timely in delivery, meet users needs,
easy to understand and use.
Libraries are now being supplemented and transformed with the
introduction of Information Communication and Technology (ICT). The
13
introduction of Information, Communication and Technology has brought
about the globalization of information Globalization of information is
characterized by the breaking down of artificial barriers to the free flow of
information, knowledge, services and people across national boundaries. This
development has brought about a shift from traditional libraries with site –
specific collections to virtual or digital libraries where information and
knowledge have no geographical boundaries. According to Omekwu (2008)
globalization has brought a situation where information sources are no longer
localized or limited by time and space but dynamic, digital and seamless. The
implication of this development he argued are:
- Libraries are now situated in cyberspace.
- Library services are no longer constrained by time of opening and closing
hours.
- Library users can access services in libraries beyond their own, beyond
their country and continent.
- The virtuality of information resources means that millions of users can
access resources at the same time.
Today, the philosophy of ownership of information has therefore been
challenged by a new philosophy of access to information thus, changing the
ways librarians provide information to their users.
Users needs have also changed in line with the modern demands.
Various services are now been requested and offered to patrons without
necessary seeing them. This has created a faceless type of readers. Virtual
reference are also been used to support distance education in institution.
Users can also ask various current information on a particular subject within a
limited space of time. These developments invariably mean more challenges on
the part of the librarians as custodian and mediators who have the
responsibility for the acquisition of relevant information resources, storage,
processing and making them available to the users in the best way to achieve
the aim and objectives. Providing these services in this era of change is
dependent on the librarians’ level of competencies.
14
Competencies according to Omekwu (2003) relate to the librarian’s
knowledge of information sources, access, technology, management and the
ability to use this knowledge as a basis for providing the highest-level quality
information services to their users. He stated further that competenticies
relates to skills, attitudes and values that enable a practitioner to work
efficiently, be a good communicator, focus on continuing education or
learning throughout their careers, demonstrate the value added nature of the
contributions and remain flexible and positive in an ever-changing
environment. Murphy (1999), Corbin (1993) and Mohmood (2003) explained
competencies in terms of skill oriented behaviours and observable actions
measured against qualitative standards. Competency according to them is
judged on whether or not learned, mental and physical tasks can be performed.
Acquisition of competencies according to Onwubiko (2007) is important
because, they help the library profession to adapt and survive in a rapidly
changing academic environment. It is therefore imperative to have a list of
competencies in Polytechnic libraries that will help in the survival and
promotion of the academic libraries and librarians. The librarian’s
competencies therefore determine the quality of service provided to readers
thus, it is a gateway to providing quality library services.
STATEMENT OF PROBLEM
Traditionally, Polytechnic libraries were established to provide library
services of collecting, managing and making available information and
resources to their parent institution in order to achieve the objectives and goals
for which the Polytechnics were established. These functions have not changed
but the methods of carrying out these have changed due to current transition
from the traditional library to digital library. This transition resulting from the
globalization of information due to the application of Information Technology
(IT) in libraries created a new library environment – integrated print and
electronic sources. There is also seamless access to information created by
this change.
15
The application of Information Technology (IT) resulting in globalization
of information had also led to the springing up of internet services within
Polytechnic campuses where most of the library users patronize to access their
information need instead of the Polytechnic libraries. These developments
invariably means more challenges on the part of the librarians which obviously
demand the high level of competencies for effective library and information
services. There is therefore the need for librarians of the Polytechnics to update
their skills so that they can better render services to their users and foreclose
the possibilities of internet services operators taking over their jobs. The
following questions however emerge:
Do the Polytechnic librarians in the North Central states of Nigeria possess the
desired competencies to meet up with these challenges of provision of library
services? Are the skills possessed properly applied to the challenges of
information and library services provision in this digital age? Are there likely
problems impeding the acquisition of the desired competencies by the
librarians of the Polytechnics?
These questions definitely demand urgent investigation. If this is not
done, there is the danger that Polytechnic Librarians may not cope with the
demands of current library services. This will equally affect the provision and
use of information in the Polytechnics and may indeed scuttle Polytechnic
education. This should not be allowed to happen as it is capable of dampening
the nations’ resolve to achieve high level of technical development in the
earliest possible future. This is why this study is timely to inquire into the
competencies possessed by librarians in Polytechnic libraries that will enhance
the provision of good library services.
OBJECTIVES OF THE STUDY
This study is aimed at the following objectives:
1. To identify the desirable competencies possessed by the librarians for
quality library services.
2. To identify the essential competencies needed by librarians in
Polytechnic libraries in the 21st century.
16
3. To find out the methods of acquiring the essential competencies by
these librarians.
4. To identify the constraints associated with the acquisition of these
needed competencies by the librarians.
5. To identify the strategies to be employed in meeting the challenges for
the acquisition of needed competencies by the librarians.
SIGNIFICANCE OF THE STUDY.
This study, which examines the competencies required of the librarians
of the polytechnic libraries, will hopefully be of great benefit to the polytechnic
library managers, librarians working in polytechnic libraries sectors and their
patrons in the following ways:
It will enable the management of National Board for Technical Education
appreciate the need for the provision of necessary Information and
Communication Technology (ICT) facilities to various polytechnic and organize
constant training for Librarians to be in tune with the changing face of
librarianship.
It will help the library management to identify existing gaps in their
librarians’ competencies and organizing training to fill such gaps. It will also
help library management to develop relevant training programmes generally for
staff that will make them more skillful in the provision of quality services to
their users.
It will assist library managers in the various polytechnics of this zone in
the recruitment of new staff based on the identified gaps in requisite
competencies in clarifying common goals for all employees.
It will enable aspiring librarians to become familiar with the core
competencies needed in their respective libraries and this will help them make
effort for the acquisition of these competencies by sponsoring themselves for
training even when the institution refuses to do so.
The library patrons will develop more confidence in academic Librarians
capability to cope with the challenges of the 21st Century information services
17
provision and become attracted to make better use of library services with the
hope that they will receive better guidance from the librarians.
SCOPE AND LIMITATION
This research study covers the librarians and library officers in the
Polytechnic libraries of the North Central States of Nigeria. The Polytechnic
libraries where data will be collected from the librarians include: Federal
Polytechnic, Idah Library, Federal Polytechnic Library, Bida, Federal
Polytechnic Nasarawa Library, Lafia Kogi State Polytechnic Library, Lokoja, and
Benue State Polytechnic Library, Ugbokolo. The research focuses on the
competencies needed by 21st century Polytechnic librarians that will help to
enhance the quality of library services.
RESEARCH QUESTIONS:
This study sets to answer the following questions.
1. What are the essential competencies needed by librarians in the
Polytechnic libraries.
2. Which of these competencies do these librarians possess?
3. By what means can these librarians acquire these needed
competencies?
4. What constraints are associated with the acquisition of these needed
competencies?
5. What strategies can be employed to meet these constraints of acquiring
the needed competencies?
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CHAPTER TWO
REVIEW OF LITERATURE
The literature review is presented based on the following sub-headings:
A. Conceptual framework, which will be made up of the following:
i) An overview of 21st century library services
ii) New trends in Polytechnic Libraries
iii) Librarians and competencies for information services in 21st
century.
iv) Quality services in libraries
v) Essential competencies needed by academic librarians in the 21st
century and modalities for their acquisition.
vi) Constraints associated with the acquisition of library skills by Librarians in
academic libraries.
B. Review of empirical studies.
C. Summary of Literature review
AN OVERVIEW OF 21ST CENTURY LIBRARY SERVICES
The field of librarianship has continued to evolve over the years. This
ever changing important development have also gone a long way to affecting all
the facets of librarianship including the provision of library services. Elisha
(2007) said the 21st century libraries has become integrated library system,
building digital collections, institutional repositories and providing electronic
services such as access to internet, on-line journals, e-mails and creating work
stations for general computing needs like word processing, spreadsheets, data
analysis.
O’ English (2003) traced the trends in present day librarianship as the
exposition of electronic resources and the implosion of funding, the
disintermediation of the librarian patron relationship, the increase in distance
education and increase in non traditional students using campus library. This
trend according to him will continue into the future. Fleming (2003) on his own
part stated the library has become a process in addition to being a place. He
said that libraries are now places to go to accomplish such tasks as access to
19
e-mail, searching e-mail, access on-line journals and databases, fill out for
interlibrary loan forms to acquire a book or article from another library and
acquiring training for safe wave applications and internet search and access.
Lovato Gassman (2003) stated that although the traditional library chores of
collecting, managing and making available information and resources have not
changed but the methods of performing these functions have changed to
electronic methods.
Ojedokun (2008) sees the 21st century librarianship in the like of
entrepreneurship in the delivery of services in the interactive high-speed
communication environment. Omekwu (2006) also noted that the development
in libraries is not only in terms of the evolution of cyberspace but also in the
traffic of information across geographical boundaries and at all times. He
therefore said time, space, the volume and speed of access to worldwide
information in a networked environment are the clear evidence of the
globalization of information and this tends to bring about a change in the
provision of quality library services to users. He highlighted the new services
brought by the evolution includes navigating website, creating electronic data
bases and educating users in the use of digital libraries. Omekwu (2002)
discussing the challenges of information system in modern libraries observed
that hi-tech information systems have influenced all spheres of human
endeavour including provision of library services. He stated that hi-tech is now
used in providing library services.
There is therefore no doubt that 21st century library services have
changed. These changes is the resultant effect of globalization of information
and access to networked resources, a changing economy new learning and
research system and the demands of the users communities for information
that add value to their work.
TRENDS IN POLYTECHNIC LIBRARIES
Polytechnic libraries in the North central states of Nigeria like their
counterparts in other states of the federation started in a temporary building
that were not original planned for a library and with collections that were
20
mostly donated in multiples copies that were outdated. Aboi (1992) attested to
this when he said that most Polytechnics Libraries in Nigeria began with
temporary buildings that never met the standards expected and this had made
reading spaces and offices small and cannot accommodate the 30% readers as
required by standard. He further said due to inadequate funding standard
furniture’s and equipment were not even provided for the use and comfort of
the readers and staff.
Ajibero (1992) collaborating Aboi said most Rectors of Polytechnics do
not know the importance of libraries to the successful implementation of their
institutions goals thus little or no attention is given to Polytechnic Libraries in
their annual budgeting allocation thereby making the libraries to be under
funded. This under funding brings setbacks to the libraries in terms of
befitting library building recruitment of adequate and competent staff and
provision of services and use. This situation has not changed very much for
the better as most of the Polytechnic libraries are still housed in the temporary
structure with small reading rooms that are yet to meet the 30% standard. The
Polytechnics that have built their permanent library buildings but they are yet
to move into them due to non-availability of furnitures owing to poor funding.
This situation was rightly observed by Attama (2005) when he said over two
decades of Polytechnic library history, many Polytechnic libraries are still
housed in temporary and shanty quarters which has not guarantee effective
use of library resources because most of these libraries are in inadequate
temporary building which are unsuitably located near workshops, students
hostels, noise prone areas such as main roads and canteens. He also said
many Rectors of Polytechnics do not appreciate the importance of Polytechnic
Libraries in the achievement of the goals of the institution thus there is
inadequate number of quality staff in the Polytechnic Libraries thereby
hampering the provision of quality services. There is also lack of quality and
current textbooks and journals and that many Polytechnics libraries are not
equipped with modern Information Technology (IT). All these according to him
will make it difficult for to achieve their the Polytechnic objectives. In some
21
Polytechnics, very small budgets are allocated to the library for procurement of
materials. Where there is a budgetary provision, Librarians have no free hand
to administer the funds to improve library services.
The issue of funding is therefore paramount to the development of
Polytechnic libraries. If the Polytechnic libraries are well funded there will be a
significant improvement in the quality of services libraries provide to their
institution as the issue of good library building, personnel library stock,
furniture and provision of modern Information Technology (IT) facilities in
polytechnic Libraries will be adequately made and thus quality services will be
guaranteed.
COMPETENCIES AND LIBRARIANS OF 21ST CENTURY
Competencies according to Omekwu (2003) relates to librarian’s
knowledge of information sources, access, technology, management and the
ability to use this knowledge as a basis for providing the highest level quality
information services to their users. He went further to state that competencies
relates to skills, attitudes and values that enable a practitioner to work
efficiently, be a good communicator, focus on continuing education or learning
throughout his career, demonstrate the value and remain flexible and positive
in an ever-changing environment. Other writers like Murphy (1999), Corbin
(1993) and Mohmood (2003) explain competencies in terms of skill oriented
actions and observable behaviours that is quantifiable against qualitative
standard. Onwubiko (2007) perceived competency from the angle of essential of
task performed. He said competency is judged on whether or not learned,
mental and physical task can be performed in any given environment by any
professional. He stated that the acquisition of competencies is very important
because they help the library professionals to adapt and survive in a rapidly
changing academic environment.
Lovato-Gassman (2003) opines that the 21st century librarians require
proficiency in web navigation, creating web pages and should be able to
communicate and learn in a completely virtual environment. He stated further
that the present librarians should be able to train employees and patrons on
22
how to access the information they need to ensure that their objectives and
that of the organization is achieved. He therefore concluded that the librarian
requires teaching skills in addition to other professional competencies.
Fabunmi (2004) confirmed that the libraries of the 21st century need to have
staff that are competent enough to train users in the use of audio-visual
equipments, and training in the full exploitation of the resources of the library
and outside the library through the use of internet – e-library.
Estabrook (2003) stated that skills are needed by librarians for providing
education to users, primarily in the areas of introducing literary use for library
instruction, guiding tours and introduction to library resources and teaching
research skills. He went further to state that library skills are mostly
fundamental in the use of information technology. Nofsinger (2003) stressed
that librarians with strong technological background are essential in creating
21st century library collections and services. According to him this knowledge
is used to creating full test article, data bases electronic books, chart-based
interactive technologies and video conferencing. Onwubiko (2007) stressed the
important of acquisition of skills as providing practical standards with which to
measure and evaluate current and potential employees. He therefore argued
that it is desirable to have a list of competencies in academic libraries, as it will
help in the survival and promotion of academic libraries and librarians.
Omekwu (2003) advancing the need for developing new professional
skills said that the 21st century library service is predicted on the evolving
electronic environment. He went further to state that skills are needed for
information management in order to meet the demands of the new information
environment – migrating to web. He concluded that professionals with
appropriate skills will have a competitive edge over others lacking in skills
required to operate in the emerging practice. Chu (2003) stated that skills
acquired by librarians are used to help perform properly their role as filter –
interpose between the different information sources and the varied scope of
readers. Specifically, he said that librarians need skills that should be used in
the present electronic environment to creating access points and linking
23
readers to them at the time of their needs. Foster (2003) opined that the
librarian with the information technology skills, the traditional library skills
with human relation and communication skills will ever continue to excel in
the provision of quality users services. Explaining further he said the
information technology skills will enable the librarians interact with the
computer to making the required search using the search engines to locating
the user information need. The public relation and communication skills
enable the librarian to interact perfectly with users in order to determine their
actual information needs.
Based on the views of available literatures reviewed above, it is therefore
imperative for librarians to acquire relevant competencies for their jobs which
will empower them to render quality services to their clients especially in this
emerging information, communication and technology era.
QUALITY SERVICES IN LIBRARIES
Quality which Amstrong (1995) attributed to customer satisfaction (and
in our context library user satisfaction), is generally recognized today as the
key to the achievement of competitive advantage. Eze (2005), stated that
whatever important efforts is made for development of library and library users
still reject the service because it did not meet their expectations, this become
efforts in futility. Fabunmi (2004) explained quality service as information
services that are timely in delivery, easy to understand by courteous and
knowledgeable staff to meet users need. Ojedokun (2008) sees library services
as those services that are provided by libraries in order to satisfy the users
information needs. He further attested that service is the highest priority in
libraries today and that information technology was acting as a catalyst. He
therefore opined that for the libraries to be able to provide quality information
services, the librarian should develop a better understanding of the needs of
their users in order to provide them with their needs on time. Cobin (1993) in
Onwubiko (2007) sees quality services as those services that are rendered
sincerely and with enthusiastic desire to help others in their quest for
information. Onwubiko (2007) explained it as an ability to be proactive with
24
one’s knowledge and talents in the effort to assist others in identifying,
locating, receiving and evaluating information that meets their needs.
According to him this implies that the academic librarians must take
reasonable risk in satisfying users’ needs, balancing expectations and needs of
various stakeholders and remain professional and helpful to users.
Libraries are established to provide qualitative services to meet users
needs. The issue of provision of quality services is therefore paramount to any
library set up. Any library that does not meet the users’ information need is as
good as not having a library. The likelihood of such effect is that the library will
be abandon by users and the library will hardly have the support of the
management in terms of adequate financing and recognition. The onus for the
provision of quality services rest with the librarians. To provide quality services
is therefore dependent on librarian’s level of competencies. Quality service and
competent librarian must go together.
ESSENTIAL COMPETENCIES NEEDED BY LIBRARIANS
Polytechnic library are established to provide for its parent community
the needed information for achieving the goals and objectives for which the
institution was established. Specifically Polytechnic libraries provide teachers;
researchers and students needed information in aid of the teaching, learning
and research work. For the libraries to provide these services efficiently, it is
required that the librarian possess certain essential library competencies.
These essential competencies help the librarian to adapt and survive in a
rapidly changing academic environment. The competencies which polytechnic
librarians must possess in addition to their professional skills have been
summarized by various authors to include:
Leadership Competencies
Bates (1998) Cobin (1993) and Ameen (2006) argued that librarians need
leadership competencies because it bestows on the librarian the ability to set
and model high performance standards characterized by integrity. They listed
the qualities of a good leader to include ability to earn thrust and respects of
25
others by coaching, inspiring and empowering team of people to achieve
organizational goals. Bates (1998) added that a good and competent leader
must have the ability to anticipate and predict internal and external changes,
trends and influences in order to effectively allocate resources and implement
appropriate library initiatives. Ameen (2006) also added that a competent
leader must be flexible and have the capability to plan within the limited
resources to achieve organizational goals. Every librarian is a potential leader
thus it is important for the librarians in the Polytechnic libraries to acquire
leadership competencies if they must provide quality services to achieve the
goals for the establishment of Polytechnic education. The ability to lead well
will motivate other library workers to accept responsibilities and also carry out
such responsibilities well. A competent leader also plans ahead to solve reader
problems.
Information and Communication Technology Competencies
Woodsworth (1997), Gieseeke (1999), Lovato-Gassman (2003) and
Ogundipe (2005) assert that librarians of today and tomorrow must possess
ICT competencies if they must remain relevant in the present form of
librarianship. Woodsworth (1997) stated that the basic competencies for every
librarian nowadays must include knowing what the internet is and not,
evaluating and using hardware, software and network and understanding basic
computer and information science concepts. Ogundipe (2005) sees the
librarian of 21st century as information scientists. And as information scientist
they must be competent in electronic means of acquiring and transmitting
information, automation, databases creation and terminal programming and in
various electronic library software. Gieseeke (1999) specifically stated that the
librarian must also be competent in internet browsing access and retrieval.
The introduction of ICT in libraries have changed the ways information are now
being handled, packaged, stored, retrieved and disseminated for the purpose of
providing quality library services. The ICT has revolutionized information
packaging and repackaging. To cope with these changes Polytechnic librarians
must be ICT competent and compliance in all its ramifications.
26
Communication Competencies
Communication is the passing of message from one person to another.
Communication is said to have taken place if both the sender and receiver
understand the message passed. Nofsinger (2003), Hopkins (2003), Bate
(1998) and Giesseke (1999) stated that for any librarian to be able to provide to
the users adequately he must be good in communication skills. Nofsinger
(2003) and Hopkins (2003) argued that ability to communicate will assist the
librarian to be articulate, be persuasive and use active listening in order to
determining the actual information needs of the users. He went further to
explain that an articulate librarian also makes effective presentations to
teaching faculties and classes, teaching information retrieval and electronic
manipulation skills essential in the digital world. Gieseeke (1999) cited
communication competencies as ability to listen effectively, transmit
information accurately and understandably and actively seeks constructive
feedback. The Librarian ability to communicate well is pre-requisite for
providing quality services. Users information needs can be provided
adequately if only the librarian understands the user well. Acquisition of
communication competencies is therefore very essential to providing quality
library services.
Public Relations Competencies
Lovato-Gassman (2003), Glikin (2003), Ujuanbi (2008) and Fagbemi
(2003) listed public relation competencies as one of the basic competencies
required by the librarians of today to provide effective services to their users.
Glikin (2003) argued that public relations competency is necessary since
libraries are built for the purpose of providing services to the users. He
therefore stressed that the acquisition of public relations will help librarian to
pre-empt patron’s negative perception for the libraries and librarians as the
interaction between librarians and users will foster good relationship and
understanding of each other. Lovato-Gassman (2003) and Ujuanbi (2008)
agreed with Glikin assertion and also added that public relation will help to
promote library image and use. They also posit that the librarian that is skilled
27
in public relations is in a better stance in dealing with book suppliers/dealers,
the co-staff with whom he works and the users that he serves. They added that
a competent librarian should be patient and have good listening ability when
dealing with users and must always relate cordially with others. Stanley (2003)
stated that public relation competency is a necessity for librarians just as ICT
competencies. He said with the growing cost of library materials, good public
relation could be used to solicit help from groups for the library. He listed the
public relation traits as empathy, sympathy, patience, altruism and ability to
listen and concluded that it is a necessity for librarians if they must provide
quality service to their users.
METHODS OF ACQUISITION OF NEEDED COMPETENCIES BY LIBRARIANS
Lovato-Gassman (2003) identified some of the ways of acquiring the
needed skills by the librarian as through part-time employment which
translates into experiences, internships and additional course work. This will
supplement the library school courses, according to him. Ogundipe (2005)
asserted that library skills, especially information technology skills can be
acquired by incorporating the course in the master of library science
programme that will run for a whole session with emphasis on practical.
Through this he said versatility to handle specific and updated version of
library services as they are developed and produced will be enhanced. He said
for this to be actualized the teacher must themselves be skilled and
experienced practitioners who have been using the technology repeatedly or
normally. Boff and Singer (2003) stated that acquisition of skills by librarians
could be better done through continuing education. This they said includes
several approaches such as attending professional conferences and workshops
or taking additional classes. It also include reading professional journals,
magazines and books and subscribing to one or more e-mail discussion list
that are so valuable for staying current in the profession.
Murshashi (1997) in his work, “The training of special librarians”
highlighted the various areas in which training of the librarians should cover.
He said training should cover information management, subject knowledge,
28
new technology and interpersonal skills. Training in these areas should involve
the professional association in addition to on-the-job training. Fatoki (2007)
asserted that for the librarians to be in line with the scheme of the changing
face of librarianship there is the need for acquisition of the necessary skills
through sponsored major conferences, workshops, tutorials and publications at
both national and international levels. There are therefore several ways by
which needed competencies could be acquired. These include attending to
workshops, conferences, orientation, inductions and most importantly
librarians should involve themselves in continuing education.
Based on the reviewed research and literature it is clear that schools are
not enough to help librarians acquired the competencies that are required for
service in this changing face of librarianship. This may be because the
changes in the curricular may not be as frequent as the changing faces of
librarianship. There is therefore the need to acquire competencies by other
ways.
CHALLENGES THAT THREATEN LIBRARY SKILLS ACQUISITION
Otekunefor (2005) commenting on the challenges that confront librarians
in the acquisition of relevant competencies stated that lack of funds have
always hampered the librarians for acquiring the necessary skills. According to
him, management hardly provide enough funds for the library especially for
staff training. Adeniji (2007) opined that the challenges hampering the
acquisition of needed library skills necessary for providing quality customer
services are non-existence of appropriate working environment, lower moral
and lesser level of motivation. He opined that in most polytechnic libraries
today, staff motivation such as rewarding handwork is not existing, and this
have made librarians to be reluctant in the acquisition of necessary
competencies.
Lovato-Gassman (2003) summaries the challenges for the acquisition of
competencies by librarians as:
1. The culture of the organization.
2. Lack of support and commitment at institutional level
29
3. Time and resources.
4. Constant change and adaptation to the changed environment and
services to be rendered to community.
5. Limited options for relevant training.
Boye (1996) and Ogundipe (1994) noted that in developing countries
there is the problem of how to implement curricula for producing librarians
with skills who can serve not only for sophisticated users of university libraries
and even the illiterate masses of illiterates in rural areas. They therefore
advanced that until this challenge is overcome, the problem of skills
acquisition will be difficult. If librarians and information professionals of the
future must be equipped with a wide range of competencies to manage the
changing environment of librarianship in which he or she must work, no
matter what challenges he is confronted with in the process of getting himself
or herself equipped, he must design a plan of action to surmount these
challenges if he or she must remain relevant.
STRATEGIES FOR OVERCOMING THE CHALLENGES OF ACQUIRING
NEEDED COMPETENCIES
Strategy is a plan intended to adopt in achieving certain purpose. For the
librarian to acquire the needed skills requires that certain strategies be evolved.
Smith (2003) stated that curiosity is one way through which library skills could
be acquired. According to him the curious people are always adding to their
knowledge and thus becoming more proficient. He noted that curiosity reflects
the values and habit of learning.
Stoffle, Moris and Trejo (2003) see the creation of an enabling environment from
organizational level. They argued that for the librarian to be able to acquire the needed
competencies there must be limitless innovation opportunities and flexible supportive
infrastructure. They also added that the librarians on their own must also utilize the constructive
tool. Hass (2003) stated that for librarians to be able to acquire the needed skills they must be a
deep generalist. This according to her means continue to learn about resources and patron needs
outside your area of specialization. In line with Hass (2003) view, Boff singer (2003) also stated
that the best strategy for the acquisition of library skills is to commit self to the life time of
30
continuing education and to searching for ways to improve the skills and knowledge through
eagerness and willingness. There must therefore be the will by the librarians for the skill
acquisition.
Akers (2003) argued that three strategies are necessary for library skills
acquisition. These according to him are flexibility, curiosity and questioning.
He argued that any librarian who wants to be skilled must be flexible by
accepting responsibilities outside any specific area of assignment, be curious
and having the willingness to explore, learn or teach patrons in all aspects of
librarianship, and should ever be ready to asking questions on issues affecting
his or her profession. Ofordile (2007) recommended that library administrators
should make adequate provision for librarian’s development programme by
making funds available. He further stated that the librarians should be willing
to improve themselves in their work within and outside the libraries.
Deducing from these reviews, there is no doubt that the librarians are
confronted with challenges which must be overcome if they are to be relevant
in the present scheme of information provision in the Polytechnic Libraries.
REVIEW OF EMPIRICAL STUDIES
This sub-section reviews studies as it relates to Polytechnic libraries,
librarians and similar institution libraries and librarians
Onasote and Adeniji (2007) carried out a survey work on the impact of
leadership on effective information delivery in Nigeria university libraries. The
work which was designed to identify the impact of leadership on information
services in Nigeria university libraries identified conflicting goals between
management and employees and inappropriate working environment as the
pitfall for lower moral, lesser level of motivation and consequently affecting
productivity which resultant effect is ineffective information service and failure
to achieve corporate objectives. He therefore assert that leaders required skills
which developed in a corporate climate that foster encouragement, co-
operation, administration, trust and loyalty and where there are role models to
provide examples for effective service. This work will be of reference for this
31
present work especially in the area of leadership skills. I will therefore infer
from it.
Igben (1993) carried out a survey study of students’ use of catalogue and
users advising services in the Polytechnic library Ibadan using questionnaire to
elucidate information from two hundred and fifty (250) students. The aim was
to identify the problems of the non-usage of these services and proffer possible
solutions to these problems. The study revealed that student users did not
avail themselves of these services and facilities as expected. The reason he
attributed to lack of skills by the librarians to carry out user orientation and
instruction programmes. He therefore recommended a more widespread,
organized and articulated users instruction programmes in the library. This
study limits itself to student users only. It did not request the view of the
librarians to know if there was an organized orientation and instruction that
has not been utilized by the student users. There is therefore the tendency
that the fault may be that of the users. The present work thus, differs from
Igben’s work because it is to evaluate the librarians to determine their level of
competencies.
Nicolas and Fanton (1997) conducted a survey on the internet and the
changing information environment in Italian libraries. The aim of the study
was to identify the challenges and how the librarians will confront these
challenges. The study also examines the implication to end users. The study
identified that there is a shift for improvement to overload; the displacement of
traditional information services; a change in work patterns, a change in system
requirement and the drawing of new information age. They recommended that
for the librarians to be able to surmount these challenges, they must rise up to
become literate and acquire skills in Information and Communication
Technology. This work though related was carried out in a developed
environment.
Again Wright (1997) sought the opinion of some library school deans at a
US Special Libraries Association meeting about the document on the
competencies for special libraries of the 21st century and agreed that there was
32
the need for communication competence, information technology and general
library practice competence. The aim of researcher was to ascertain whether
the library schools are kept abreast of development in librarianship and the
need to reflect this in the curricular. The research adopted documentary
design. This work is though related to the present work since it deals on the
issues of competencies but the design used is not useful to the present study.
The research too was carried out in a developed environment.
Sule (2001) in his study of students’ use of selected services in Kogi State
Polytechnic library, Lokoja observed that students did not avail themselves of
services such as the catalogue and readers advisory services. He also found
out that users instruction or orientation programme which should have helped
to enlighten the student users did not reach a reasonable proportion of the
students. He therefore recommended that a more widespread, organized and
articulated user instruction programmes be carried out. The study was aimed
at examining the use of library catalogue and users’ advisory services and the
spread of users instruction and orientation. The survey design was used with
population of two hundred and fifty users sampled. Sule’s work was carried out
in one of the Polytechnics understudy, but differs in the topic of study. While
Sule’s work is on the students’ use of catalogue and advisory services the
present work is on the competencies of the librarians as it will enhance the use
of these services. Sule’s work will however, be useful since it is on one of the
Polytechnics understudy.
Ezeani (2005) carried out a work titled Re-engineering reference services
to meet ICT demands of PG students the case of Nnamdi Azikiwe library, UNN,
Nsukka. The study was an investigation aimed at ascertaining the
effectiveness of the reference section of Nnamdi Azikiwe Library in discharging
its mandate of information provision to the teaming population of its clientele.
The survey was carried out with the use of questionnaire administered to 150
Post Graduate students from which 120 were useable. This study revealed
that a reasonable number of post graduate students do not know where to
locate materials in their discipline, and that there were no current literature in
33
most discipline and finally expanded services were not offered in the library.
The writer therefore recommended that the library stock be updated so as to
make the library relevant and new collections should always be marketed to
create awareness to users. She also recommended that expanded services
such as internet services, readers advisory services, career counseling services
should be embarked upon. All these she said will engineer reference services
to meet the present ICT demands of users of this library.
This work has no direct relation with the present work. The writer’s
work deals with collection and non availability of certain services. The work
covers only reference services of the Nnamdi Azikiwe Library which is a
university library and a section of a library. This makes it differ, in terms of
scope and area of study with relations to this work which intend to evaluate
the competencies of the librarians of the Polytechnic Libraries.
Ameen (2006) carried out a survey work on the challenges of preparing
the professionals for leadership roles in Pakistan. Twenty six professionals and
academicians were studied using questionnaires and triangular research
method. In his findings he discovered that the professionals lack initiative for
self development; employers do not want to spend money and encourage library
staff for continuous professional training and development; and that MLIS
regular educational programs for training junior and middle level managers
and do not prepare library professionals for leadership roles. He therefore
recommended that library schools should be geared to imparting leadership
training though regular courses for new comers and continuing education for
senior people; higher education commission should focus on revising courses
periodically in order to keep pace with the on going development and that the
professionals themselves need to take initiatives and develop their skills
through self – learning and sharing with peers. This work was although
carried out in a foreign country, the findings and recommendation will assist in
carrying out this work.
Obajemu (2006) carried out a survey of eighty-four (84) participants at
the Cataloguing and indexing group of Nigeria Library Association workshop in
34
2004 with a view of determining the impact of the annual workshop on the
application of information and communication Technology (ICT) to cataloguing
and classification in Nigeria libraries. The work covered forty-three libraries -
Universities, Polytechnics, Colleges of Education, research institutes and
ministries/parastatals/agencies across the nation. The data analyzed showed
that the workshops organized in the recent years had spurred the action of the
participants at those workshops to further pursue ICT and that the workshops
had positive impact on the participants with respect to application of ICT to
cataloguing and classification. He recommended for the libraries intending to
computerize their catalogue that they should get themselves familiar with
software’s available in the market in order to make appropriate software to
avoid running into trouble of incompatibility. He also recommended an in-
house training for all levels of staff in the library to acquaint everybody with the
knowledge of the software. Also recommended is the formation of users groups
that will be used to solving technical problems. This work is related to the
present work in the area of training and its impact. The writer will infer from
Obajemu’s work to determine whether or not training alone can help in the
requisition of needed competencies by librarians of the Polytechnic.
Sado and Ibeun (2006) in their work titled Assessment of the
preparedness of some Nigerian Research Institute Libraries in meeting modern
challenges in information provision in the 21st century identified poor library
collections, lack of adequate staff and lack of IT and librarians with ICT
competencies in research libraries as the problem of research Libraries. The
study revealed that even the present staff in the libraries are not well trained
for services in the evolving modern Information Technology. They therefore
recommended that staff should develop the attitude of self retraining,
introduction of more courses on computer application should be incorporated
into the library school curricular and that librarians should also be prepared to
work with other staff in other discipline to achieve their roles. The study
adopted the survey method of research and questionnaires were designed and
administered on ninety-eight respondents in the ten research institutes. This
35
work although related in some aspect like the area of training of staff, but the
work is more general as it covers the library collection and other facilities. The
study was also carried out on the monotechnic which has different
environment, facilities and objectives. I will however infer from some of the
observations and recommendations.
Owolabi (2007) in his work, internet access and usage by the students of
Akanu Ibiam Federal Polytechnic, Unwana, examined internet access and
usage of two hundred and six Polytechnic students randomly selected.
Questionnaire was used as the main instrument for gathering information.
The findings of this work revealed that all students were aware of the internet
as an instrument that provides information for teaching, learning and research
but very few students used it. The study also identified power problem
constraints in the use of the facility. The study also revealed that the school
was yet to be connected with internet facility though there was a move. The
writer therefore recommended that the Polytechnic management should
facilitate her move in getting the school connected to internet services.
Owolabi’s work, although on a Polytechnic Library like the present work,
was limited to whether students have access to internet services and if they are
actually using it. This work relates to the present work in a way because its
availability will justify the need for librarians to acquire the needed
competencies. The writer will therefore infer from the findings and
recommendations.
Omekwu and Echezona (2008) tried to explore the challenges and
opportunities for librarians operating in a global information environment in
their work titled ‘Emerging challenges and opportunities for Nigeria libraries in
a global information system. The exploratory research design was adopted for
their work. This method was used to examine the status of ICT in African
countries, current issues in library practices with specific focus on digital
technology and internet. Their findings revealed that information professionals
need to be ready to move with the challenges of digital technology, globalize
information access and networked resources, a changing economy, new
36
learning and research. They therefore recommended that governments,
universities, and libraries should help to encourage each member country to
find solution within the law of the land for the facilitation of efficient and
inexpensive public access to telecommunication, provide users-friendly
software and database, facilities training and exchange of expertise on the use
of ICT tools, facilitate exchange of experience on development guideline and
assist in current development and access in S & T areas such as on-line
science and technology, library database, web-base database educational
software and multimedia application. This work although relevant to this
present work the methodology used cannot be used for the present work. This
is because no practical administration of questionnaires on the population was
carried out. The work limited itself to exploration of documents as against the
present work which findings will be determined by the responses of the study
questionnaire.
Ifidon (2008) in his study of the crises in education and training of
Nigeria librarians examine the concept of the profession with special references
to Nigeria Librarianship with the aim to identify the crisis in the education and
training of Nigerian librarians. The author adopted the survey research method
and data were collected from documentary sources in library literature
archives, including documents from the National University Commission and
current curricular for library and information science programme. Discussions
with professional colleagues, and heads of library schools were also used. In
his findings, he identified lack of acceptable criteria in the areas of prescribed
course of training, certification and internship, minimum curricular
requirement developed by librarians themselves and non controversial status of
members. He stated that all these are imposed and that this has in turn had
negative nipples effect on the status of Nigeria librarian and librarianship. He
therefore recommended that the Nigeria library school curricular should be
reviewed by librarians themselves with a view of formulating minimum
professional standards, that the Nigerian library Association/Librarian’s
Registration Council should review library and information science curricular
37
every five years with accreditation visitation every three years; and that all
approval for the establishment of any new library school should be given by the
Librarians Registration Council. He also recommended that a one year
mandatory internship should be undertaken by fresh library school graduate
as against the present three-month industrial attachment and that the
membership of the Nigerian Library Association should be restricted to
Chartered Librarians and that the Nigerian Library Association and Librarian
Registration Council should team up to release a definite code of ethnics for the
profession. Ifidon’s work has a bearing with this work since acquisition of
library competencies start with the acquisition of library education. However,
the present work will not base his findings on documentary source but the
survey research shall be adopted. Ifidon’s work will assist in carrying out this
present work as it will help in the formulation of questions to determine how
the crises has affected the librarians training.
SUMMARY OF LITERATURE REVIEW
The review of literature is based on documentary sources, made up of
mainly journal articles and a few textbooks. Majority of these documents are
published abroad and some published locally. Based on the literature reviewed
the following facts were revealed:
- That information services provision have changed and are still changing
from its traditional method to electronic method.
- That library competency is the ability of the librarians to use acquired
skills to perform library duties effectively.
- That quality customer services are those services provided by librarians
and information managers in order for users to access their information
needs effectively.
- That essential skills are needed by the librarians to provide quality
information services.
- That acquisition of essential competencies are required by academic
librarians
if they must provide quality customer services in 21st century.
38
- That academic librarians are required to adopt continuing education for
the acquisition of these competencies.
- That academic librarians are faced with challenges such as lack of funds,
lack of appropriate working environment, low moral and level of
motivation, lack of equipment such as computers and internet facilities
that are characteristics of 21st century library for providing quality
library services.
Some studies have been undertaken on Polytechnic Libraries and other
institutional libraries in Nigeria. Most of these studies centred on services
available and use of such services. None of these work dealt with evaluation of
Polytechnic Librarians’ competencies. Other studies such as Ameen (2006),
and Wright (1997) are foreign writers whose work were carried out in a
developed environment where facilities such as computer hardwares and
softwares are readily available and training nearly perfect. This work therefore
is unique in itself and does not duplicate any previous studies thus the need
for carrying out the research.
39
CHAPTER THREE
RESEARCH METHODS
This chapter describes the procedures that would be adopted in carrying
out the work. The design and procedures used will be discussed under the
following headings:-
- Research design
- Area of study
- Population of the study
- Sample and sampling techniques
- Method/instrument for data collection
- Validation of the instruments
RESEARCH DESIGN
Descriptive survey research method was used for the study. Descriptive
survey research involves a systematic and comprehensive collection of
information about the opinions, attitudes, feelings, beliefs and behaviours of
people (Fisher, 2007). This method is used because the research is to elicit the
opinions of the respondents in terms of their competencies within the
Polytechnic Libraries of the North Central States of Nigeria.
AREA OF STUDY
The area of study are states within the North Central of Nigeria. The
states are Kogi, Nasarawa, Niger, Plateau and Benue States.
POPULATION OF THE STUDY
The population of this study is eighty – five (85) librarians. This
comprises all academic librarians and library officers in the seven polytechnics
that are located in the North central States of Nigeria.
40
Table 1:POPULATION OF THE STUDY BY POLYTECHNICS
S/N Polytechnic Libraries Population
Librarians Library
Officer
1. Federal Polytechnic Idah library 9 4
2. Federal Polytechnic Library Nasarawa 8 4
3. Federal Polytechnic Library Bida 5 6
4. Kogi State Polytechnic library Lokoja 10 3
5. Nasarawa State Polytechnic Library Lafia 3 4
6. Benue State Polytechnic Library Ugbokolo 10 8
7. Plateau State Polytechnic Library, Barkin
Ladi
6 5
TOTAL 51 34
Sample And Sampling Technique
According to Nworgu (1991) when the population of a study is small, all
the population should be used. Accordingly the total population of eighty – five
(85) was used. Therefore, there was no application of any sampling technique.
Instrument For Data Collection
The following instruments was used for the collection of the data for the
study. a structured questionnaire titled Library Service Competencies
Questionnaire (LSCQ).
A seven section questionnaire of ABCDEFGH were drawn to elicit
adequate information with regards to the librarian’s competencies. The
questionnaire, which was structured and designed for the librarians, was titled
Library Service Competencies Questionnaire [LSCQ]. The questionnaire was
designed strictly in line with the requirement for answering the seven-research
questions.
The section into which the questionnaire is divided are: section ‘A’ is on
background and characteristics of the respondents; section ‘B’ on reasons for
41
librarians acquisition of competencies; section ‘C’ is on needed competencies;
section ‘D’ is on competencies possessed; ‘E’ methods of competencies
acquisition; section ‘F’ is on challenges for competencies acquisition and
section ‘G’ is on strategies to be employed for coping with these challenges.
Interviews were arranged and conducted. The heads of the polytechnic
libraries and sectional heads of the libraries were interviewed. The researcher
employed unstructured type of interview so as to benefit from the tremendous
merits of flexibility. The purpose of the interview was to get more and specific
information about competencies and skills required by their subordinates. The
interview of the heads of the library helped confirm some of the responses of
their subordinates in the questionnaire.
Validation Of The Instrument
The instruments were face validated by experts who are mainly lecturers
of the Department of Library and Information Science of the University of
Nigeria Nsukka (UNN). The lecturers were requested to assess the face and
content validity of the items to ascertain the appropriateness of the
instruments with respect to the research questions. My project supervisor
finally validated the instruments. Their corrections were fully incorporated in
the final draft of the instruments.
Reliability Of The Instruments
A pre-test was carried out to ascertain the reliability of the instrument
outside the research population. Librarians and library officers in two Colleges
of Education-one each of Federal Colleges of Education and State Colleges of
Education in one of the states of the zone understudy were used for the pilot
test. Questionnaires were administered to the Librarians and library officers of
these libraries. The result was analyzed statistically using standard derivation
and simple percentage instrument. The result was that most of the Librarians
are not competent in Information Communication and Technology (ICT).
Administration of the Instrument
The set of questionnaire was sent to the various polytechnic libraries of
the zone and administered amongst the population. This set of questionnaire
42
was collected back from the respondents immediately. This is in order to have
quick return and to minimize loss of the completed questionnaire.
Methods Of Data Analysis
The researcher used both descriptive and inferential statistical
methods to analyze the data. Specifically, frequencies, percentages (%) and
deductive reasoning were used to analyze each item in the questionnaire for
the purpose of answering the research questions. Each item on the
questionnaire was presented in tabular form for clarity. For responses on a 4-
point Likert type scale, a mid-point mean of 2.5 which is the criterion mean
was accepted as a positive response. This point was chosen because the
average of the individual mean score is 2.5 i.e.
4 + 3 + 2 +1 = 2.5 4
Thus, any mean score that ranged from 2.5 and above was regarded as
positive and accepted while below 2.5 was regarded as negative and rejected.
Also any percentage that ranged from 50% and above were regarded as
positive and accepted, while below 50% was regarded as negative and rejected.
The percentage was calculated thus:
Weight of responses x 100 Number of responses 1
43
CHAPTER FOUR
Presentation And Analysis Of Data
This chapter present the result and analysis of data collected. This was
done in reference to research questions and the questionnaire formulated to
direct this study.
A total of eighty-five (85) questionnaires was distributed and all the
copies were filled and returned by the respondents representing 100% response
rate. They were organized and analyzed by means of mean (X) and percentages
(%) and presented in tables. The tables below show that the total frequency of
respondents is eighty-five (85) with a criterion mean of 2.50 while the
percentage value is 100% with a cut-off point of 50%.
Research Question 1:
What are the essential competencies needed by librarians in the Polytechnic
Libraries?
In answering this question, frequency count, percentages and criterion
mean of the responses on essential competencies needed in the polytechnic
libraries in the North-central State of Nigeria was analyzed after computation.
The percentage cut-off point in deciding the competencies needed was 50% and
the criterion mean is 2.50. The analysis of the data is presented in tables, 2
and 3.
Table 2: Percentage responses of librarians in the polytechnic libraries of North Central State of Nigeria.
S/No Options No. of Responses
%
a) To assist in helping users get access to their information needs
82 96
b) To help arrest users’ frustration and dissatisfaction while seeking for information
75 88
c) To help retrieve information from computer system and internet for users
55 64
d) To help motivate workers for provision of quality services to users
35 41
e) To be able to educate readers on electronic information access
54 64
44
The above table depicts that Polytechnic Librarians agreed that for them
to be able to cope in providing quality services to their patrons there is the
need for them to be competent. These opinions are expressed in various forms
as indicated on, the table. Eighty-two (82) representing 96% of the respondents
said competencies will help to assist Polytechnic Library patrons to get access
to their information needs; seventy-five (75) representing 88% stated that
competencies will help to arrest users frustration, fifty five (55) representing
64% of the respondents agreed that a competent librarian will be able to
retrieve information from computer system and internet for their users; fifty
four (54) representing 64% agreed that a competent Polytechnic Librarian will
be able to educate users on how to access information electronically; while 35
respondents representing 41% agreed that a competent Librarian will be able
to motivate his workers very well and the workers will serve the users better.
Table 3: Mean responses of Librarians in the Polytechnic libraries of North Central State of Nigeria on needed competencies.
S/N Competencies Mean (x)
a) Forecasting the future and proffering appropriate solution
10 15 40 20 2.17
b) Role assignment to staff 50 20 5 10 3.29
c) Development of team spirit 60 10 10 5 3.47
d) Appreciate change and develop continuous professional skills
70 5 5 5 3.64
e) Management of Finances 30 25 17 13 2,84
f) Policy making skills 20 30 18 17 2.62
g) Organizing skills 70 6 5 4 3.67
h) On-line searching 70 10 3 3 3.74
i) Word processing 35 45 2 3 3,31
j) Providing virtual information 37 33 9 6 3.18
k) Creating data bases 70 13 2 - 3.68
l) Strong business communication 55 25 1 4 3.54
m) Interpersonal communication 65 15 2 3 3.67
n) Patience and listening ability 67 13 1 4 3,68
o) Relating cordially with others 80 3 1 1 3.90
p) Sympathetic 80 2 2 1 3.90
q) Research skills 75 6 2 2 3.81
45
This table reveals that role assignment to staff, development of team
spirit, appreciating change and developing continuing professional education
skills, good management of finance, policy making competencies, organizing
on-line searching, word processing, providing virtual information, creating data
bases, strong business communication, interpersonal communication practice
and listening, relating cordially with others, sympathetic and research
competencies are all needed for effective provision of quality services. However,
forecasting the future and proffering appropriate solution had a negative
perception from the respondents. It had a below average mean of 2.17.
Research Question 2:
Which of these competencies do the librarians possess?
To elicit information on the competencies possessed by the librarians in
polytechnic libraries of North Central State of Nigeria, the mean score of 2.50
was used as criterion mean point in determining it. the analysis of the data is
presented in table 4 below:
Table 4: Mean responses of Librarians in the polytechnic libraries in the North Central States of Nigeria on competencies possessed.
S/N Competencies Mean (X)
a) Forecasting the future 15 5 50 15 2.11
b) Role assignment to staff 20 10 30 25 2.50
c) Development of team sprit 47 25 10 5 3.32
d) Good management of finance 10 5 60 10 2.18
e) Good policy making skills 10 1 60 14 2.08
f) Organizing skills 30 5 20 30 2.41
g) On-line searching skills 5 5 10 65 1.41
h) Word processing 5 5 15 60 1.47
i) Providing virtual information 3 6 6 15 1.47
j) Creating data bases 3 7 15 62 1.47
k) Strong business communication 16 30 20 20 2.38
l) Interpersonal communication 50 15 10 10 3.24
m) Patience and listening ability 40 10 30 5 3.00
o) Relating cordially with others 30 27 16 2 2.74
p) Sympathetic 20 35 15 5 2.58
q) Research skills 30 30 14 11 2.93
46
The above table depicts that of all the needed competencies the highest
possessed by the respondents is development of team spirit with the highest
mean of 3.32. Appreciating change follows this and developing continues
professional skills and interpersonal communication with a mean of 3.24 each.
The fourth in the rank is patient and listening ability with 3.00. The others are
research skills 2.93, relating cordially with others 2.74; sympathetic 2.58 and
role assignment to staff with 2.50 mean. The rest have negative means of 2.41
for organizing skills; strong business communication, 2.38; good management
of finances 2.18; policy-making skill with a mean of 2.08. On-line searching,
word processing, providing virtual information and creating data bases have
less than 1.50 mean of 1.41 and 1.47 for the rest three respectively.
Research Question 3:
By what means can these Librarians acquired these needed competencies?
To provide an answer to this question, frequency counts and percentages
score were used. The analysis of the data is presented in tables 5 and 6
respectively.
Table 5: Percentage responses of librarians in the polytechnic libraries in the North Central State of Nigeria on their basic professional library qualification
S/No Qualifications No of Responses %
a) Diploma Library Science 35 41
b) Bachelor Degree Library Science 21 31
c) PGD Library Studies 2 2
d) MLS Library Science 20 24
e) Ph.D Library Science 2 2
From the table above, staff with Diploma in Library and Information are
35 representing 41% of the total respondents and also ranking highest. This is
closely followed by 26 respondents representing 30% that are holders of Master
Degree in Library Science and 21 respondents representing 25% are first
47
degree holders. Only 2 each out of the total respondents hold Ph.D degree and
P.GD in Library and Information Science.
Table 6: Percentage responses on the methods of competencies acquisition by Librarians in the polytechnic libraries in the North Central States of Nigeria.
S/No Options No of Responses %
a) Workshops/Conferences/Symposia 10 12
b) Induction/Orientation 70 82
c) Participatory Management training 35 41
d) On-the-job training 75 88
e) Formal professional education 85 100
f) Seminar 10 12
g) Job Rotation 48 56
h) Internship 85 100
From the result on method of training by which the respondents
acquired their skills, it shows that only 10 representing 12% have ever
attended workshops/conference/symposia; 70 respondents representing 82%
agreed to have attended induction and orientation; 45 representing 53%
accepted partaking in participatory management training; 75 respondents
representing 88% said that they acquired their skills through on-the-job
training; 85 respondents representing 100% agreed to have acquired their
skills through professional library education; 10 out of 85 respondents
representing 12% attended seminars, while 48 representing 56% of the
respondents stated that they acquired their skills through job rotation. 85 of
the respondents representing 100% agreed to have acquired their skills
through internship.
48
Research Question: 4
What constraints are associated with the acquisition of these needed
competencies?
To elicit the information from the Librarians in the polytechnic libraries
in the North Central States of Nigeria on the constraints associated with the
acquisition of these needed competencies the criterion mean of 2.50 was used
as cut-off point in deciding their challenge. The analysis of the data is
presented in table 7 below.
Table 7: Mean responses of Librarians in the polytechnic libraries in the North Central States of Nigeria on the challenges confronting them in the acquisition of needed competencies.
S/N Options Mean
(x)
a) Lack of Budgeting provision for
training
55 18 7 10 3.50
b) Lack of Time 2 2 6 75 1.18
c) Limited Opportunities for
relevant training
60 15 7 3 3.55
d) Lack of training facilities 30 35 10 10 3.00
e) Lack of training officer in
Librarianship field to handle
training
30 37 8 10 3.02
f) Lack of policy on training 10 10 5 60 1.65
The analysis shown on the above table on challenges impeding the
acquisition of skills indicates that limited opportunities for relevant training
with 3.55 rank highest among the challenges faced by the respondents. This is
followed by lack of budgetary provision for training with 3.50. Lack of training
officer ranked third with 3.02. Others are lack of training facilities 3.00, lack of
time with 1.18 and lack of policy on training as the least and last with 1.65.
49
Strategies for Overcoming the Challenges of Acquisition of Competencies. Research question 5 How can these Challenges be overcome?
The researcher decided not to provide any options for the respondents in
answering the question. Respondents were therefore allowed to express their
respective views on what they think could be the measures to take to
overcoming these challenges.
Table 8: percentage responses of strategies for overcoming the challenges of acquisition of competencies.
No %
1 Provision of fund through budgetary allocation for staff
training
85 100
2. Staff should be give opportunity to attend conferences,
workshops and seminars
82 96
3. Provision of necessary facilities for practice 80 94
In answering these questions all the respondents suggested that
budgetary provision should be made by the management for Continuing
Education of Librarians, and that the management of the institution should at
least be releasing not less than three (3) Librarians to attend conferences,
seminars and workshop anytime such professional workshops, conferences
and seminars are organized. 80 respondents out of 85 representing 94% said
training facilities should be provided in the polytechnic libraries for librarians.
50
CHAPTER FIVE
DISCUSSION OF FINDINGS, IMPLICATIONS, CONCLUSION AND
RECOMMENDATION
Discussion of Findings
The objectives of this study is to identify the essential competencies
needed by librarians in the Polytechnic Libraries in the 21st century; identify
the competencies possessed by these librarians for quality services; to inquire
into the methods of acquiring these essential competencies by these librarians;
identify the challenges associated with the acquisition of these needed
competencies; and finally to identify the strategies to be employed in meeting
the challenges for the acquisition of the needed competencies by librarians in
the Polytechnic Libraries of the North Central States of Nigeria.
In this chapter the major findings are discussed, the conclusion, the
implications of the study, recommendations, summary, and suggestions for
further study are presented. The discussions of the result is based on the
objectives of the study and this is guided by the five (5) research questions.
1. The essential competencies needed by the Polytechnic Librarians.
The data tabulated and analyzed in chapter four revealed that all but one
of the essential competencies are needed by the librarians to provide quality
services to their users. The ranking shows that relating cordially with others
and been sympathetic which are traits of public relations as listed by Stanley
(2003) and Glikin 2003, Lovato-Grassman (2003) ranked highest. The only
item perceived as not necessary competency required for effective provision of
library services is forecasting the future, and proffering appropriate solution.
The reason for this perception may be because not all the librarians are
sectional heads or heads of their libraries. They must have wrongly assumed
that the role of forecasting and proffering appropriate solution rest with only
the heads. Their perception agrees with Ameen (2000) who linked this to a
leader when he said a competent leader must be flexible and have the
51
capability to plan within the limited resources and be able to forecast the
future and proffer appropriate solution to achieve organizational goals.
2. Competencies Possessed By The Librarians
The findings of this study show that from the list of competencies
accepted to be required by the librarians; the librarians of the Polytechnic
libraries within the North Central States do not possess all the competencies.
These competencies possessed by these librarians are the pre-21st century
competencies that every librarian of that era is expected to have.
Competencies such as forecasting the future, good policy making, organizing,
on-line searching, word processing, creating databases and providing virtual
information which are the characteristics of 21st century librarianship are
nearly non existence. This result of this study in this respect differs from
Woodsworth (1997), Giesseke (1999), Lovato-Grassman (2003) and Ogundipe
(2005) who asserted that librarians of today and tomorrow must possess ICT
competencies if they must remain relevant in the present form of librarianship.
The findings are also contrary to Omekwu (2003) who stated that 21st
library services is predicted on the evolving electronic environment and that
professionals librarians require competencies in information management to
meet the demands of the new information environment – migrating to web. The
findings however agrees with Sado and Ibeun (2006) findings of lack of
Information and Communication Technology competencies amongst the
librarians of research libraries as the bane for poor library services provision to
users.
3. Methods of acquiring the essential competencies by these Librarians
Tables 4 and 5 were used to assess the methods of acquisition of the
essential competencies. The result on Table 4 reveals that 59% of the entire
population of the study are professional by trained in library schools with
various levels of degrees. The remaining 41% are para-professionals with
Diploma in Library and Information Science. These para-professional assumes
the position of professionals in some libraries with limited number of
librarians.
52
Table 5 reveals that only few librarians attend workshops and seminars.
This result is contrary to Boff and Singer (2003) and Fatoke (2007) view that for
any librarian to be in line with the scheme of the changing face of
librarianship, necessary skills must be acquired through sponsored major
conferences, workshops and tutorials. The result also implies that
competencies acquired were through induction/orientation,formal/professional
education, internship, on-the-job training and seldomly through participatory
management training and job rotation. Although these methods of
competencies acquisition agrees with Lovato-Grassman (2003), Ogundipe
(2005) and Murshashi (1997), adequate competencies may not be acquired if
the status quo of the Polytechnic Libraries and the library schools are still
traditional. What this will in effect mean is that all the competencies that must
have been acquired will still be traditional and would have not been able to
meet the challenges of quality library and information services in the 21st
century.
4. Challenges that threaten Librarian Competencies Acquisition
The finding of this study reveal that lack of budgetary provision for
training, limited opportunities for relevant training, lack of training facilities
and lack of training officers in librarianship field to handle training are the
challenges that confront the librarians in the acquisition of needed
competencies for the provision of the quality services to users. This result
agrees with Adeniji (2007) who stated that one of the challenges for the
acquisition of competencies is lack of appropriate working environment. It also
agrees with Henrietta (2005) who hinged the challenges of competencies
acquisition on lack of funds, which could be linked to non-provision of
budgetary allocation for training. Other challenges like the limited
opportunities for relevant training and lack of training officers conforms with
Lovato-Grassman (2003) summary of the challenges for the competencies
acquisitions. However the results of this study disagree with Lovato-Grassman
(2003) lack of time on the part of the librarians as a challenge. This is because
the respondents totally disagreed with the lack of time as a challenge. Lack of
53
policy on training was also not accepted to be a challenge for the acquisition of
competency. The reason for non-acceptance of this as a challenge may be
because policy statements and their interpretation is dependent on the
management of the libraries and the Polytechnics in general.
5. Strategies for Overcoming the Challenges of Competency Acquisition
It has been discovered earlier that the challenges of acquisition of
competencies by librarians in the Polytechnic libraries is lack of budgetary
provision for continuous training of the librarians. It was also noted that there
is also limited opportunities for relevant training. Also identified, as problems
are lack of training facilities and lack of competent hands to handle training.
As a measure to overcoming these challenges, the result reveals that most of
the respondents stated that management of Polytechnics should make
adequate funds available through budgetary provision to allow more librarians
to attend training that will improve and make them grow in line with
developments in librarianship as it unfolds. The respondents emphasizes
funding because other challenges such as lack of training facilities and lack of
enough competent hands to train other librarians rest on adequate funding. If
enough funds are provided, more people will be trained thereby increasing the
number of resource persons to be handling further training. The challenge of
limited opportunities for relevant training also rests on funding.
Conclusion
The findings of this study serve as a basis for making the following
conclusions:
1. Librarians in Polytechnic libraries need to be competent in order to
provide quality library and information services.
2. The major competencies needed by these librarians to offer quality
library services to users are public relations, communication,
leadership and Information and Communication Technology.
3. Majority of the librarians in the Polytechnic Libraries do not possess
the ICT competencies.
54
4. Few librarians are allowed to attend workshops, seminars and
conferences.
5. Majority of the librarians depends on knowledge acquired from the
library schools and on the job training.
6. Most of the libraries in these Polytechnics lack necessarily equipment
like computers, and Internet facilities, which are the major
characteristics of 21st century libraries. And because these facilities
are not available on-the-job training is limited to traditional
librarianship.
7. Only few librarians have adequate knowledge of the 21st century
librarianship and thus making training officers scarce.
8. Most Polytechnic management hardly make budgetary provision for
librarians training in order to update their knowledge regularly.
9. Librarians will be able to acquire the necessary competencies if
adequate fund are made available and librarians released to re-tool
themselves in order to properly provide enhanced services for users in
the evolving electronic information environment, which is the
characteristics of 21st century librarianship.
Implications of the Study
The study has some implications for Polytechnic library management,
the librarians and users. The result shows that librarians have not been able
to provide quality services to their users in this 21st century because of non-
possession of needed Information and Communication Technology
competencies. Librarians in Polytechnics should adopt strategies to possess the
needed competencies. Polytechnic libraries are established to provide quality
services to their users. None provision of these quality services will make the
users to search for an alternative source of information thereby resulting to
hence the patronage of cyber café.
The findings also reveal that librarians of the Polytechnic sector are
seldom sent for seminars, conferences and workshops by the management of
the institutions. This implies that most of the librarians in the Polytechnic
55
libraries are never updated. Seminars, conference and workshops are forum
where new development in any field are discussed and training carried out to
get the librarians acquainted with the needed skills. Competent librarians
provide services to users and such efforts arose the interest of users in the
library thereby increasing the number of users that will have sympathy for the
library management. These interested users will assist in lobbying for the
library management, anytime library cases are presented. Lack of competent
librarians therefore result to library management difficulty in getting approval
for some of their needs.
Recommendations
Based on the findings of this study, the following recommendations are
therefore made:
1. Polytechnic library management should hasten the establishment of
Internet services in their various libraries.
2. Organising in-house training should be instituted to periodically train
both old and new staff to make them not only competent but also
create an awareness as new knowledge emerge in the field.
3. Library management should endeavour to send as many librarians as
possible to attend workshops, seminars, and conferences. On return
of these librarians, an immediate in-house training should be
organized in the form of train-the-trainee system to impact the
knowledge acquired.
4. Librarians on their own should sacrifice their hard earned salaries to
attend seminars, conferences and workshops. This is very necessary
because their productivity is hinged on their level of competencies.
5. Library schools should try to introduce, “library public relations” as a
course unit in the Bachelor of Library and Information degree. This is
because libraries are service oriented with ultimate aim of satisfying
information needs of their users.
6. The Information, Communication and Technology (ICT) course unit
should be more of practical than the theory. The present training
56
where students do not have access to computers throughout course of
studies in library schools should be discouraged. Access to
computers to carry out practical will equip the librarians with a better
skill in Information, Communication Technology (ICT).
7. Polytechnic librarians must also strive to re-tool themselves by
continually updating their knowledge after their studies in library
schools in order to continue to fit in the emerging electronic
information environment.
Suggestions for Further Research
1. Consequences of non-possession of needed competencies by Polytechnic
librarians.
2. A comparative study of possessed competencies of librarians in the
Polytechnic and Universities.
3. Human Capital Management in Polytechnic Libraries.
Limitations
The researcher experienced the following shortcomings in carrying this
study. These are.
1. Large area of study with long distance.
2. Financial difficulties.
3. Shortage of time as the researcher works full time while on his
programme.
57
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APPENDIX I
Department of Library and Information Science, University of Nigeria, Nsukka. Enugu State.
April 21, 2008
……………………………….
………………………………..
Dear Respondents,
CUSTOMER SERVICE COMPETENCIES QUESTIONAIRE (CSCQ)
I am carrying out a study on Competencies required by 21st Century Librarians’ for enhancing Quality Customer Services in the Polytechnic Libraries in the North Central States of Nigeria in partial fulfillment of the award of Masters Degree in library and Information Science.
Please, I am therefore requesting you to kindly complete the attached questionnaire and return same to me. I, wish to assure you that whatever information you give shall be treated with utmost confidentiality.
I thank you for your co-operation.
Yours Sincerely,
I. N. Drisu
Researcher
63
A: BIODATA
1. NAME OF SCHOOL……………………………………………
2. NAME OF LIBRARY……………………………………………
3. SECTION WHERE YOU ARE WORKING…………………
4. SECTIONS WHERE YOU HAVE WORKED……………..
5. QUALIFICATIONS…………………………………………….
6. YEAR(S) OF GRADUATION……………………………….
7. DESIGNATION…………………………………………………
8. SEX – MALE FEMALE
9. YEARS OF EXPERIENCE IN LIBRARY WORK………..
(A) 1-10YRS (B) 10-20YRS
(C) 20 AND ABOVE
B: NEED FOR LIBRARIAN’S ACQUISITION OF COMPETENCIES
10. Why do you need to acquire skills? ( )
a) To assist me to be able to help users get access to their information
need. ( )
b) To help me to arrest user’s frustration and dissatisfaction while
seeking for information. ( )
c) To help me retrieve information from computer system and
Internet for users. ( )
d) To help to motivate workers for more provision of quality services
to users.( )
e) To be able to educate readers on electronic information access. ( )
C: NEEDED COMPETENCIES
Answer the following by ticking any of the options in order of importance.
4 is the highest rank followed by 3, 2, and 1.
13 With the advancement in Librarianship which of these skills do you
think you need for effective performance of your job?
64
S/No. COMPETENCIES
4.Very
Important
3.
Important
2.Not
Importantly
1. Not very
Important
a) Forecasting the future, and
proffering appropriate solution
b) Role assignment to staff
c) Development of team spirit
d) Appreciate change and develop
continue professional skills
e) Management of finances
f) policy making skills
g) Organizing skills
h) On-line searching
i) Work Processing
j) Providing virtual information
k) Creating databases
l) Strong business communication
m) Interpersonal communication
n) Patience and listening ability
o) Relating cordially with others
p) Sympathetic
q) Research skills
Others, Please Specify…………………………………
D: COMPETENCIES POSSESSED
12. Which of the following skills do you possess?
65
S/N. Competencies possessed 4 3 2 1
a) Forecasting the future
b) Role assignment to staff
c) Develop of team spirit
d) Appreciate change and develop continue
professional skills
e) Good Management of finances
f) policy making skills
g) Organizing skills
h) On-line searching
i) Work Processing
j) Providing virtual information
k) Creating databases
l) Strong business communication
m) Interpersonal communication
n) Patience and listening ability
o) Relating cordially with others
p) Sympathetic
q) Research skills
Others, please specify --------------------------------------------
E: METHODS OF SKILL ACQUISITION
13. Which of theses professional library qualification do you have?
a) Diploma in library science
b) Bachelor degree in library and information science
c) Post Graduate Diploma in Library Studies
d) Master degree in library and information science
e) Phd in Library and Information Science
14. Through which of these methods of training did you acquire skills for
your work?
a) Workshops/Conferences/Symposia ( )
66
b) Induction/Orientation ( )
c) Participatory management training ( )
d) On-the-job training ( )
e) Formal professional Education
f) Seminar
g) Job Rotation
h) Internship
i) Others, please specify…………………………….
F: CHALLNEGES FOR SKILLS ACQUISITION
15. Which of the following constraints have impeded your acquisition of
needed skills
S/No. Options SA
4
A
3
D
2
SD
1
a) Lack of budgetary provision for
training
b) Lack of time
c) Limited opportunities for relevant
training
d) Lack of training facilities
e) Lack of training officer in
librarianship field to handle
training
f) Lack of policy on training
Others, please specify ----------------------------------------------------------------------
------------------------------------------------------------------------------------------------
67
G: STRATEGIES FOR MEETING THE CHALLENGES OF ACQUISITION OF
NEEDED SKILLS
16 How can these challenges can be overcome? ……………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
INTERVIEW QUESTIONS.
1. What kind of new services does your library provide?
2 In what ways has the introduction of information Technology
affected your provision of library services?
3. With the new changes in library development do you think your
Librarians have the necessary skills enough to attend to users in your
new library environment?
4. What complaints connected with these new services have you
received?
5. What attempt have you made to train users in line with the new
services?
6. What training programmes are designed by your library for
your staff in order to make them competent to serve users satisfactorily?
7. What challenges is the library facing in the area of skills
acquisition by the librarians?
8. What step(s) have been taken to address these problems?
9. What is the extent of success with these steps?