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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

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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

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

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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

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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

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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.

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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

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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

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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.

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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.

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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.

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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

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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

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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

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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

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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

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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

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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?