RESOURCES FOR TEACHING INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) RELATED COURSES IN LIBRARY SCHOOLS WITHIN SOUTH EAST NIGERIA
By
Author
Presented To
Department of Library and Information Science
Abstract
This study was conducted to investigate the ICT resource availability necessary for
teaching ICT related courses in Library schools within South East Nigeria. This is
with the aim of finding out their problems and strategies for enhancement of
teaching and learning. Six objectives and six research questions guided the study.
A descriptive survey design was adopted in carrying out the work. Purposive
sampling technique was used. The entire population of fifty-one (51) respondents
was used for the study. The instruments for data collection were questionnaire and
observation checklist. Fifty-one copies of the questionnaire were distributed to the
lecturers and ICT staff in the four Library Schools within South East Nigeria with
a 100% return rate. The following statistical measures were employed for the data
analysis: frequency table, simple percentage and mean (X). The results obtained
from the findings revealed that the extent to which ICT resources were used in the
four Library schools for the teaching of Library and Information Science (LIS)
courses was seen to be infrequent, that the frequency and percentage of the
resources needed for the teaching of ICT related courses in the four Library
schools is high. Also, the ICT resources are available in different proportions and/
or unavailable altogether. The respondents agreed with most of the itemized
problems affecting the availability of resources for the teaching of ICT related
courses in the four Library schools, that the lecturers and ICT staff in the four
library schools studied lack some basic ICT skills. Based on the research findings,
it was recommended that students should avail themselves of the available ICT
resources in their institutions as a way of enhancing their studies, learning and
aiding retention. Better funding of ICT resources by universities/government is
necessary in the library schools and lecturers in Library schools should have full
ICT skill, especially in the areas of slide design and use of projectors as this will
promote learning and make it more permanent in students. Finally, there should be
adequate power supply and power back up as this is necessary for continuous ICT
resources usage.
Table of Contents
Title Page -- -- i
Approval Page -- -- ii
Certification Page -- -- iii
Dedication -- -- iv
Acknowledgements -- -- v
Table of Contents -- -- vi
List of Tables -- -- viii
Abstract -- -- ix
CHAPTER ONE: INTRODUCTION
Background of the Study -- -- 1
Statement of the Problem -- -- 6
Purpose of the Study -- -- 7
Research Questions -- -- 8
Significance of the Study -- -- 8
Scope of the Study -- -- 9
CHAPTER TWO: LITERATURE REVIEW
Conceptual framework -- -- 10
Application of ICT to teaching areas in library and
Information Science -- 12
Information and communication technology (ICT)
Resources Needed in Library Schools -- 16
Availability of ICT resources for teaching of library and
Information Science -- 21
Problems in the teaching of ICTs in Library Schools -- 23
ICT competencies needed by lecturers -- 25
Review of related empirical studies -- -- 30
Summary of Literature Review -- -- 37
CHAPTER THREE: RESEARCH METHODS
Research Design -- -- 39
Area of study -- -- 38
Population of the Study -- -- 38
Sample and Sampling Technique -- -- 39
Instrument for Data Collection -- -- 39
Validation of the Instrument -- -- 40
Method of Data Collection -- -- 40
Method of data Analysis -- -- 41
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA 42
CHAPTER FIVE: DISCUSSION, CONCLUSION AND
RECOMENDATIONS
Discussion of Findings -- -- 56
Implications of the Study -- -- 60
Recommendations -- -- 62
Suggestions for Further Study -- -- 62
Limitations of the Study -- -- 63
Conclusion -- -- 63
REFERENCES -- -- 67
APPENDICES -- -- 74
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