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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
amusaoyintola@yahoo.com
Iyoro Abiodun Olaide
Ondo State University of Science and Technology
Nigeria
abiyoro@yahoo.com
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
Chinese Librarianship: an International Electronic Journal, 35. URL: www.iclc.us/cliej/cl35AI.pdf
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.
Chinese Librarianship: an International Electronic Journal, 35. URL: www.iclc.us/cliej/cl35AI.pdf
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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?
Chinese Librarianship: an International Electronic Journal, 35. URL: www.iclc.us/cliej/cl35AI.pdf
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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
Chinese Librarianship: an International Electronic Journal, 35. URL: www.iclc.us/cliej/cl35AI.pdf
76
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
Chinese Librarianship: an International Electronic Journal, 35. URL: www.iclc.us/cliej/cl35AI.pdf
77
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.
Chinese Librarianship: an International Electronic Journal, 35. URL: www.iclc.us/cliej/cl35AI.pdf
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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
Chinese Librarianship: an International Electronic Journal, 35. URL: www.iclc.us/cliej/cl35AI.pdf
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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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82
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
Chinese Librarianship: an International Electronic Journal, 35. URL: www.iclc.us/cliej/cl35AI.pdf
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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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84
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
Chinese Librarianship: an International Electronic Journal, 35. URL: www.iclc.us/cliej/cl35AI.pdf
85
collectively, cannot be ruled out. They all can influence the library use by undergraduate
students.
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Cleveland, A. (2004) Library anxiety: A decade of empirical research. Library Review, 53(3),
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Clee, Jan; & Maguire, Ruth. (1993). Library environment and library usage. Library
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Given, Lisa M. (2004). Faculty and librarians' perspectives on academic space: Setting the
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Leighton, Philip D.; & Weber, David C. (1999). Planning academic and research library
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Lombardo, Shawn V.; & Condic, Kristine S. (2001). Convenience or content: A study of
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Lushington, Nolan. (2002). Libraries designed for users: A 21st century guide. New York:
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Marshall, Ann; Burns, Vickie; & Briden, Judi. (2004). Know your students: Rochester’s two-
year ethnographic study reveals what students do on campus and how the library fits in.
Library Journal, 132(18), 26 – 29.
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Chinese Librarianship: an International Electronic Journal, 35. URL: www.iclc.us/cliej/cl35AI.pdf
86
Authors:
Amusa, Oyintola Isiaka, Nimbe Adedipe Library, Federal University of Agriculture,
Abeokuta, Nigeria. Email: amusaoyintola@yahoo.com
Iyoro, Abiodun Olaide, the University Library, Ondo State University of Science and
Technology, Okiti – Pupa, Nigeria. Email: abiyoro@yahoo.com
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
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