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Chinese Librarianship: an International Electronic Journal, 35. URL: www.iclc.us/cliej/cl35AI.pdf 72 Influence of Library Environments, Instructional Programs, and User- Librarian Collaborations on Library Use by Undergraduate Students in Nigeria Amusa Oyintola Isiaka Federal University of Agriculture Nigeria [email protected] Iyoro Abiodun Olaide Ondo State University of Science and Technology Nigeria [email protected] ABSTRACT: This study employed a survey method to investigate the influence of library environments, user education, and user-librarian collaborations on the use of academic libraries by undergraduate students in Nigeria. 2,676 students from six universities in the South-West Nigeria responded to the questionnaire. The findings revealed that the academic libraries are less used because of the availability of alternative information systems (such as the Internet, reading-rooms in residence halls and apartments), poor library environment, inadequate user education programs, and absence of formal user-librarian collaboration programs. It is recommended that the internal and external environment of the libraries be improved, that user education programs be extended to 2 semesters, and that user-librarian collaborations be institutionalised. I. Introduction Academic libraries in Nigerian tertiary institutions are being confronted with the challenges of underutilization and apathy. These libraries are faced with daunting tasks of making their users aware of the numerous resources available, and how to encourage their usage. Apathy to use of library resources and services may not be unconnected with the plethora of information available on the Internet, and other remotely accessible electronic resources, lecture notes, recommended textbooks, and other educational resources hitherto being consulted in academic libraries but now available on the Internet. Low reading culture among Nigerians and the undergraduate students as well is another factor that may account for unimpressive use of academic libraries. The majority of them would not use libraries unless they have compelling needs to do so. Other information facilities, such as bookshops, Internet cafe, and computer and relaxation centres, are competing for students’ attention. The issue of underutilization of academic libraries has been putting pressures on the library management to justify huge investment in them. Users have made their opinion known to the administration of academic institutions that academic libraries have lost relevance in today’s

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Page 1: Influence of Library Environments, Instructional Programs ... · The issue of underutilization of academic libraries has been putting pressures on the library management to justify

Chinese Librarianship: an International Electronic Journal, 35. URL: www.iclc.us/cliej/cl35AI.pdf

72

Influence of Library Environments, Instructional Programs, and User-

Librarian Collaborations on Library Use by Undergraduate Students in

Nigeria

Amusa Oyintola Isiaka

Federal University of Agriculture

Nigeria

[email protected]

Iyoro Abiodun Olaide

Ondo State University of Science and Technology

Nigeria

[email protected]

ABSTRACT: This study employed a survey method to investigate the

influence of library environments, user education, and user-librarian

collaborations on the use of academic libraries by undergraduate students in

Nigeria. 2,676 students from six universities in the South-West Nigeria

responded to the questionnaire. The findings revealed that the academic

libraries are less used because of the availability of alternative information

systems (such as the Internet, reading-rooms in residence halls and

apartments), poor library environment, inadequate user education programs,

and absence of formal user-librarian collaboration programs. It is

recommended that the internal and external environment of the libraries be

improved, that user education programs be extended to 2 semesters, and that

user-librarian collaborations be institutionalised.

I. Introduction

Academic libraries in Nigerian tertiary institutions are being confronted with the challenges

of underutilization and apathy. These libraries are faced with daunting tasks of making their

users aware of the numerous resources available, and how to encourage their usage. Apathy

to use of library resources and services may not be unconnected with the plethora of

information available on the Internet, and other remotely accessible electronic resources,

lecture notes, recommended textbooks, and other educational resources hitherto being

consulted in academic libraries but now available on the Internet. Low reading culture among

Nigerians and the undergraduate students as well is another factor that may account for

unimpressive use of academic libraries. The majority of them would not use libraries unless

they have compelling needs to do so. Other information facilities, such as bookshops, Internet

cafe, and computer and relaxation centres, are competing for students’ attention.

The issue of underutilization of academic libraries has been putting pressures on the library

management to justify huge investment in them. Users have made their opinion known to the

administration of academic institutions that academic libraries have lost relevance in today’s

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73

IT-driven world as their roles can be taken over by the Internet, and local networking devices

and systems. Consequently, some administrators of academic institutions have concluded that

with the quantity of information resources on the Internet, there should be less funding for

and development of academic libraries.

What could change users’ perception of the academic library include, but not limited to, the

library environment, library use instruction, and user-librarian collaboration.

The academic library environment encompasses all the circumstances, people, things, and

events around the library and can have potential effects, positive or negative, on the library

usage. The design of a library can influence users’ behaviour and satisfaction in the same way

that the physical environment and organization of a library can. Attitudes of library staff also

count as they will make users comfortable or uncomfortable in using library services.

Library instruction is to teach users necessary skills to make good use of library resources.

This is necessary to promote full exploitation of library resources and to create awareness for

subsequent use of the library resources. Also, it would be hard for users of academic libraries

to gain knowledge of library use on their own. Therefore, provision of instruction on library

use, which can most effectively be conducted by the library staff, is necessary. While relating

library instruction programme to library environment, Marshall, Burns, and Briden (2007)

stated thus:

Library instruction programs conducted in the library have the benefit of

introducing students to the library’s physical space as well as intangible

services. Students can also be convinced that the library is a comfortable and

friendly place to work and that can provide convenient help for all their

information needs.

User-librarian collaboration may also have influence on the use of academic libraries. It can

also encourage the development of higher standards of library instructions. This collaboration

is premised upon mutuality of expectation, ability, willingness, and satisfaction among the

parties in the relationship. Academic libraries, through the reference librarian, can provide

opportunities for the collaboration and welcome enquiries from users. User-librarian

collaboration can take place during the library instruction sessions or when users seek

information during the search process. Kulthau (1993) referred to this process as

“Information Mediation Process”, which is

a process where a particular question determines the establishment of

dialogue between the user and the librarian. This is dependent upon the

need to know, the will to learn, and the desire to understand.

Brunton (2007) observed the relevance of information mediation process as follows:

Information mediation process can facilitate information search process by

enabling diagnosis of the problem as well building a framework for learning

effective search strategies. It can also lead to increase levels of confidence

and satisfaction on the part of users.

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This study is to find out the relationship that may exist among library environment, library

instruction, user-librarian collaboration, and the use of academic libraries by the

undergraduate students in Nigerian Universities.

II. Statement of the Problem

The authors have observed the low patronage in the libraries where they work. And a large

number of undergraduate students told them about their unwillingness to use the libraries.

Many of them claimed that they had not set their foot in the libraries since the mandatory

library registration was introduced.

Quality and quantity of library collections could be reasons for students not using such a

library. But the fact is that these libraries do provide access to vast arrays of resources and in

large quantities.

Other possible reasons for this low or non-use of libraries could be students’ unfamiliarity

with the library instruction, unfavourable library environments, and absence of information

mediation process.

III. Objective of the Study

The main objective of this study is to investigate the influence of library environment, library

instruction, and user-librarian collaboration on the use of academic libraries by Nigerian

undergraduate students. The specific objectives are as follows:

characteristics of library use by undergraduate students,

perceived influence of library environment on the library use,

perceived influence of library instruction on the library use,

influence of user-librarian collaboration on the library use, and

impediments to effective user-librarian collaborations.

IV. Research Questions

Arising from the above objectives of the study, the following are the questions to be

answered in the study:

What are the demographic variables and library use characteristics of the

respondents?

What are the respondents perceived relevance of their library environment to their use

of libraries?

What is the perceived relevance of library instructions to their use of libraries?

What are their views on user-librarian collaboration activities in their libraries?

What are the variables that constitute impediments to effective user-librarian

collaborations?

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V. Literature Review

This section of the study is broken into topical sub-sections, covering the variables in the

study. Knowledge of the variables is crucial to the understanding of the roles they can play in

the use of academic libraries in Nigeria.

1. Library Environment

Campbell and Shlecter (1979) conducted a study on the effects that the environment can have

on the use of library. They scanned the total environment to see how it can influence user

behaviour and satisfaction. Their study concluded that the design of a library can influence

user behaviour and satisfaction. Most of the constraints identified in their study are on the

physical environment and library organization, staff disposition, and resources of the

libraries.

Clee and Maguire (1993) focused their study on the effects of the environment on library use.

Their study was based on the work of Campbell and Shlecter (1979). They found out that the

perception of the total library environment has more impact than that of individual factors.

They noted that the total environment is made up of many different factors and that any one

of these factors could potentially affect a user’s perception of the library. They recommended

better guiding, better lighting, a fresher atmosphere, more seating, and a quieter library.

Lushington (2002) stated that individuals use libraries and as such, libraries should be

designed with individuals in mind. Libraries must be designed for the widest possible

spectrum of tastes, inquiries, and informational and cultural needs, and provide assistance to

individuals in utilizing materials in all formats. There is also the need to reduce barriers to

library use such as bad design of facilities and buildings.

Leighton and Weber (1999) opined that academic library is more than a book repository as it

also provides study space in an environment that is conducive to serious thinking and

learning, symbolic of the process of education. They believed that the library environment

can facilitate the attainment of this role of the library.

Lombardo and Condic (2001) emphasized that the library needs to be a comfortable place.

Otherwise, students will decide to use alternative methods to gather the information they

need. This remark was borne out of their observation of students’ growing dependence on

electronic resources and students’ lack of understanding that some of the best sources that

they could use for research are in print format.

2. Library Instruction

Cleveland (2004) described library anxiety as the negative feelings of fear and inadequacy

that undergraduate students feel when they first use the library. The underlying reasons for

this anxiety, according to him, could be because students were intimidated by the size of the

library, they didn’t know what to do in the library; or they didn’t know how to begin the

research process.

Jiao and Onwuegbuzie (2009) stated that students who received library instructions upon

entering college were less likely to experience library anxiety. It is important for library

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instructors to be friendly and approachable. They should address the issue of library anxiety

in a candid way so that students understand that they are not alone with this feeling. Library

instructors should also encourage cooperative learning as a part of instruction programs.

Given (2004) concluded that Library Use Instruction sessions should show students how the

library could benefit them because many of them are not aware of the valuable services the

library offers that can make life much easier for them. In addition to these, library use

instructions will also improve their study and research skills.

Toner (2005) conducted a study on the non-use of library services by freshmen students. She

found out that libraries need to market their services better to the students that are not

frequent visitors to the library. She emphasized that if lecturers brought their classes to the

library once a semester for an instruction session, academic librarians would have a captive

audience on which to market the advantages of the library. This includes not only library

services but also the library building itself.

Vondracek (2007) observed that students seek comfort and convenience when searching for a

location to study or conduct research. Comfort being the most important factor for studying

alone is indicated by such characteristics as the ability to spread out, listen to music, and the

level of privacy. Convenience, on the other hand, is the most important for studying in a

group. Convenience is indicated by location ability to take study breaks, and having no close

hours, i.e., opening 24 hours a day.

Marshall, Burns, and Briden (2007) asserted that library instruction would help students

perceive libraries as a credible resource. Students see faculty as the subject expert and

interact with them almost every day. On the other hand, they view librarians as people who

work in the library with whom they almost never interact. They do not think of librarians as

subject experts, or even research experts, but only people managing library collections.

3. User-Librarian Collaborations

Collaboration is a form of relationship that may exist among librarians and users of the

library, which could promote understanding and use of library resources among them. This

collaboration encourages learning and development of good library habit.

An ethnographic study at the University of Rochester revealed that if students feel

comfortable in the library and with librarians, they will more likely use the library.

Furthermore, that study showed that students often consult people they know when in need of

help. However, if the people they consulted have no experience in the subject area, they are

more likely to consult a subject specialist librarian. The logical conclusion from these

observations, according to Marshall, Burns, and Briden (2007), is that librarians need to find

a way to attract students. To do so, they have to be friendly, unassuming, proactive, and

knowledgeable in order for the relationship to thrive.

Brunton (2005) stated that partnership with the librarian and exposure to user-education

sessions will significantly reduce inhibiting factors to library use, such as ineffective search

strategies, poor time management, and fear of technology. User education programme and

interventions by the librarian shape the information-seeking behaviour of students and help

overcome problems such as anxiety and stress. However, such user-education programs need

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to address the active learning experience, support students-librarian partnership, take into

account various learning styles, and accommodate the changing modes of information

delivery (Brevik and Gee, 2009).

VI. Research Methodology

The survey method is adopted for the study. The instrument used to gather data is a

questionnaire. The questionnaire has four sections. Section A focuses on demographic

information of the respondent, Section B on academic library use and impact, Section C on

library instruction, and Section D user-librarian collaboration.

Three thousand copies of the questionnaires were distributed to undergraduate students in the

six selected universities in the Southwest geopolitical zone of Nigeria. The universities

selected for the study and the proportional copies of the questionnaire administered in each

are as follows:

Institution Copy

Olabisi Onbanjo University (OOU) 500 copies

University of Ibadan, Ibadan (UI) 750 copies

University of Lagos, Lagos (UNILAG) 750 copies

University of Ado-Ekiti (UNAD) 500 copies

University of Osun State (UNIOSUN) 300 copies

Ondo State University of Science and Technology (OSUSTECH) 200 copies

Copies of the questionnaire were randomly administered to the students in the six universities

over a period of two months. During the process, efforts were made to ensure that the copies

of the questionnaire be administered to undergraduate students at all levels of studies and in

all disciplines.

Table1. Rate of questionnaire return

University Copies Administered Copies Returned

OOU 500 477

UI 750 646

UNILAG 750 614

UNAD 500 439

UNIOSUN 300 300

OSUSTECH 200 200

TOTAL 3000 2676

Table 1 shows that of the 3,000 copies of the questionnaire distributed, 2,676 (89.2%) were

completed and returned.

VII. Data Analysis

Two thousand six hundred and seventy-six (2,676) returned questionnaires were used for this

study.

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1. Demographic statistics

Table 2. Respondents by gender

Gender Frequency %

Male 1153 43

Female 1523 57

Total 2676 100

Table 2 shows that 1,523 respondents (57%) are female while 1,153 (43%) are male.

Table 3. Respondents by college or faculty

College or Faculty or Respondents Frequency %

Arts and Humanities 511 19

Social and management Sciences 509 19

Education 517 19

Engineering and Technology 233 9

Agricultural Sciences 205 8

Natural Sciences 449 17

Law 163 6

Medical Science (Medicine, Pharmacy, etc.) 89 3

Total 2676 100

Table 3 shows that 511 respondents (19%) are in Arts and Humanities, 509 (19%) in Social

and Management Science, 517 (19%) in Education, 233 (9%) in Engineering and

Technology, 205 (8%) in Agricultural Sciences, 449 (18%) in Natural sciences, 163 (6%) in

Law, and 89 (3%) in Medical Sciences.

Table 4. Respondents by level of studies

Level of Studies Frequency %

100 446 17

200 479 18

300 411 15

400 462 17

500 491 19

600 or above 387 14

Total 2676 100

Table 4 shows the level of studies of the respondents. 446 respondents (17%) are at 100 level,

479 (18%) at 200 level, 411 (15%) at 300 level, 462 (17%) at 400level, 491 (18%) at 500

level, and 387 (14%) at 600 level or above.

2. Library use

Table 5. Frequency of library use by respondents

Frequency of Library Use Frequency %

Not at all 0 0

1-2 times 1066 40

3-4 times 931 35

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5-6 times 447 17

7 times or more 232 8

Total 2676 100

Table 5 shows that 1,066 respondents (40%) use the library 1 to 2 times a week, 931 (35%)

between 3 to 4 times, 447 (17%) between 4 to 5 times, and 232 (8%) 7 times or more.

Table 6. Duration of time spent in the library

Duration Frequency %

0-10 minutes 0 0

11-30 minutes 48 2

31-60 minutes 1959 73

1-3 hours 493 18

3 or more 176 7

Total 2676 100

Table 6 shows that 1,959 respondents (73%) spend between 31 to 60 minutes in the library,

493 (18%) between 1 to 3 hours, 176 (7%) 3 hours or more, and 48 (2%) spend between 11 to

30 minutes.

Table 7. Venue of serious study

Venue Frequency %

University main library 336 13

College/Faculty/Departmental library 618 23

Residence hall 1068 40

Student union building 50 2

Public library 248 9

Internet cafe 346 13

Total 2676 100

Table 7 shows that 1,068 respondents (40%) use the residence hall for serious study, 618

(23%) college or faculty or departmental library, 346 (13%) the Internet cafe, 336 (13%) the

university main library, and 50 (2%) student union building or relaxation centre. These

findings reveal that the libraries in the respondent’s universities are less used. The impact of

other facilities where students can read is also significant.

Table 8. Types of library use

Type Frequency %

Between classes 1653 62

Group meeting/Socialize 513 19

Study/Read lecture notes 483 18

Research 27 1

Total 2676 100

Table 8 shows that 1,653 respondents (62%) use the library to spend time between classes,

513 (19%) to meet groups or socialize, 483 (18%) to study or read their lecture notes, and 27

(1%) for research.

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3. Library environment

Table 9. Library environment indicators

Library Environment Indicators Excellent Good Fair Poor Undecided

Library Building - 396

(15%)

1482

(55%)

634

(24%)

161

(6%)

Library Furniture - 702

(26%)

1870

(70%)

104

(4%)

_

Furniture Arrangement - 693

(16%)

1842

(69%)

141

(05%)

_

Temperature within the library - 1476

(55%)

161

(6%)

1039

(38%)

Décor of the library - 1963

(73%)

713

(27%)

_

Signage within and outside the library - 729

(27%)

1342

(50%)

605

(23%)

_

Noise level within the library - 966

(36%)

1,710

(64%)

_

Library personnel - 1739

(65%)

937

(35%)

_

Table 9 shows that 1,482 respondents (55%) consider their library building “fair”, 396 (15%)

“good”; 637 (24%) “poor”, and the remaining 161 (6%) were “undecided”.

The furniture available in the library was rated “fair” by the large percentage of the

respondents (1,870; 70%), followed by “good” (702; 26%) and “poor” (104; 4%).

Arrangement of furniture within the library is another environmental indicator. The majority

of the respondents rated the arrangement of furniture in their library as “fair” (1,842; 69%),

followed by “good” (693; 26%), and “poor” (141; 5%).

Temperature within the library also matters as it will ensure the comfort of users. 1,476

respondents (55%) rate their libraries as “fair”, 161 (6%) as “poor”, and 1,039 (38%)

“undecided”.

The entire décor of the libraries were rated fair by the majority of the respondents (1,963;

73%), and “poor” by 713 (27%).

Signage within and outside the library was rated “good” by 729 respondents (27%), “fair” by

1,342 (50%), and poor by 605 (23%).

Noise level within the library was considered “good” by 966 respondents (36%) and “fair” by

1,710 (64%).

Library collections and personnel are the two most important elements in a library

environment. Both of them belong to the category of internal environment of a library. The

two elements are rated well by the respondents.

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Table 10. Library collections

Collection Size Frequency %

Excellent - -

Good 1839 69

Fair 837 31

Poor - -

Undecided - -

Total 2676 100

Table 10 shows that 1,839 respondents (69%) rated the libraries collections as “good” and

837 (31%) as “fair”.

Table 11. Library collections

Collection Size Frequency %

Excellent - -

Good 1739 65

Fair 937 35

Poor - -

Undecided - -

Total 2676 100

Table 11 shows that 1,739 respondents (65%) rate the library personnel as “good” and 937

(35%) as “fair”.

The respondents were also asked to respond to a statement on the collective impact of the

environmental factors on the use of the library.

Table 12. Influence of library environment on library use

Response to the Statement Frequency %

Strongly agree 1926 72

Agree 617 23

Disagree 133 05

Strongly disagree 0 0

Undecided 0 0

Total 2676 100

Table 12 shows that the majority of the respondents (1,926; 72%) strongly agree with the

statements, 617 (23%) agree, and only 133 (5%) disagree.

4. Library instruction

Library instruction or user education programme is crucial to the utilization of library

resources.

Table 13. Awareness of library instruction programme

Response Frequency %

Aware 2676 100

Not aware 0 0

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Total 2676 100

Table 13 shows that all respondents are aware of library instruction programs in their

institutions.

Table 14. Types of library instruction programme

Response Frequency %

Orientation talk 869 32

Library course 1807 68

Library use seminar 0 0

Library visit 0 0

Library bulletin and newsletter 0 0

Total 2676 100

Table 14 shows that the types of library instruction programs in these institutions include

orientation talk, library course, library use seminar, library visit, and library bulletin and

newsletter. 869 (32%) respondents are aware of the orientation talk and 1,807 (68%) of the

library course.

Table 15. Duration of library instruction

Response Frequency %

One semester 2676 100

Two semester - -

No response - -

Total 2676 100

Table 15 shows that all respondents (2,676; 100%) indicate that the duration of library

instruction programs at their universities is a semester.

Table 16. Adequacy of contents and period of library instructions

Response Frequency %

Adequate 109 4

Fairly adequate 405 15

Not adequate 2162 81

Total 2676 100

Table 16 shows that 2,162 (81%) respondents consider the contents and duration of the

library instruction programs “inadequate”, 405 (81%) “fairly adequate”, and 109 (4%)

“adequate”.

Table 17. Comfort levels with library instruction

Responses Frequency %

Comfortable 0 0

Fairly comfortable 514 19

Not comfortable 2162 81

Total 2676 100

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Table 17 shows that none of the respondents are comfortable with the library instructions

received. 2,162 (81%) respondents are “not comfortable” with the library instructions and

514 (19%) consider them “fairly comfortable”.

5. Library help

Table 18. Awareness of help on library use

Response Frequency %

Aware 531 20

Not aware 2145 80

No response 0 0

Total 2676 100

Table 18 shows that only 531 respondents (20%) are aware of the existence of help on library

use in the libraries and 2,145 respondents (80%) are not aware.

Table 19. Frequency of seeking assistance

Response Frequency %

Often 195 7

Rarely 397 15

Never 2084 78

No response 0 0

Total 2676 100

Table 19 shows that 195 respondents (7%) often ask for assistance from library staff, 397

(15%) rarely ask for assistance, and 2,084 (78%) never ask for assistance.

Table 20. Readiness of library staff to help

Response Frequency %

Always ready to assist 236 9

Rarely ready to assist 295 11

Never ready to assist 0 0

No response 2145 80

Total 2676 100

Table 20 shows that only 236 respondents (9%) think that library staff are always ready to

help them. 195 respondents (11%) believe that library staff are rarely ready to help. And

2,145 respondents (80%) did not respond to the question.

Table 21. Rating of assistance from the library staff

Response Frequency %

Very effective 0 0

Effective 197 7

Fairly effective 398 15

Not effective 0 0

No response 2141 80

Total 2676 100

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Table 21 shows that 197 respondents (7%) considered the assistance from the library staff

“effective”, 398 (15%) considered it “fairly effective”, and 2,141 respondents (80%) did not

respond to the question.

Some factors that could hinder effective user-librarian collaborations were identified and put

across to the respondents. Analyses of their responses by the frequency are listed below.

(Please note that the number of responses in this case is more than 2,676, as the respondents

were allowed to take more than one option.)

Lack of interest in the library (864 responses)

Perceived busy nature of library staff (632 responses)

Over confidence of users with the library facilities (592 responses)

Self-esteem or reluctance of users to discuss with library staff of their needs

(531 responses)

Unfriendliness of librarians and other library staff (369 responses)

Lack of confidence to approach library staff for assistance (232 responses)

Stubbornness on the part of the users (0 response)

VIII. Conclusion

2,676 returned copies of the questionnaire were used in this study. As the data shows, 1,523

are female students and 1,153 male students. Their levels of studies range from 100 to 600

level or above. They are from various disciplines such as arts, social science, natural science,

etc.

They rarely use their institution libraries. The majority of the respondents use the libraries

twice weekly. They spend less than one hour during each visit. There are facilities other than

the library that the respondents use for their studies. They use their residence hall and

apartment most frequently, as well as their college or faculty libraries, and the Internet café.

The only library environmental factors rated favourably by the respondents are the library

collections and personnel. Library furniture, temperature, décor, signage, and noise level

were rated fair or even poor. This indicates that the overall environment of the libraries is

below the expectations of the respondents.

Library instruction or user education is available to the respondents in the forms of

orientation talk and library use course. The form and contents of the programme are,

however, considered inadequate. Besides, the respondents are not comfortable with the

library instructions they have received from the library staff in their institutions.

Among the respondents that make use of user-librarian collaboration, 236 respondents (9%)

admitted that the librarians are always ready to assist. Only 197 respondents (7%) considered

the library assistance effective. Some hindrances to effective user-librarian collaboration

were attested. Top among these are the lack of interest in the library by some respondents and

the perceived busy nature of librarians.

Inadequate use of libraries by undergraduate students may be due to the availability of other

facilities such as the Internet that provide easy access. However, the influence of library

environment, library instruction, and user-librarian collaboration, individually and

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collectively, cannot be ruled out. They all can influence the library use by undergraduate

students.

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Authors:

Amusa, Oyintola Isiaka, Nimbe Adedipe Library, Federal University of Agriculture,

Abeokuta, Nigeria. Email: [email protected]

Iyoro, Abiodun Olaide, the University Library, Ondo State University of Science and

Technology, Okiti – Pupa, Nigeria. Email: [email protected]

Submitted to CLIEJ on 22 January 2013.

Copyright © 2013 Amusa Oyintola Isiaka & Iyoro Abiodun Olaide

Amusa, Oyintola Isiaka; & Iyoro, Abiodun Olaide. (2013). Influence of library environments,

instructional programs, and user-librarian collaborations on library use by undergraduate

students in Nigeria. Chinese Librarianship: an International Electronic Journal, 35. URL:

http://www.iclc.us/cliej/cl35AI.pdf