Literacy Learning Spaces: Nigerian Culture, · [Literacy and Reading in Nigeria] Vol 17 No 1 2018 Rethinking Our Literacy Learning Spaces: Nigerian Culture, Students’ Reading Habits

[Literacy and Reading in Nigeria] Vol 17 No 1 2018

Rethinking Our Literacy Learning Spaces: Nigerian Culture, Students’ Reading Habits

and Participation in Literacy Fostering Activities in the English Reading ComprehensionClassroom

Patience Aika & Stella in-Osaretin

Department of Curriculum & Instructional Technology, University of Benin,

[email protected]

Abstract

Literacy is an important tool for personal and national development. A principal means bywhich a country tries to realize the literacy needs of its citizens and ensure progressive and

sustainable change is the education sector. However, it has been observed that the readinghabit ofNigerian students is on the decline. Reasons such as the lack ofa reading culture and

the transmission mode of instruction in schools have been blamed for this situation. While

there are several studies on students’

reading habits and methods ofteaching reading, a fewor none seem to have focused on the influence of culture on students’ literacy practices.

Against this backdrop, this study investigated the influence of Nigerian culture on senior

secondary school students’

reading habits andparticipation in literacypromoting activities in

the English Reading Comprehension classroom. The descriptive survey research design was

adopted in the study. The sample comprised 500 Senior Secondary School 2 students in Benin

City. Four research questions were raised. Data were collected using a “Questionnaire on

Students’

Reading Habits and Participation during English Reading Comprehension Lessons

(QSRP)”

(r = .78). Results revealed the following: students have good reading habits and

participate actively during English Reading Comprehension lessons; a significant positivecorrelation exists between students

’

background reading culture and their reading habits; and

a significant negative relationship exists between students’ backgroundparticipation culture

and their participation during English Reading Comprehension lessons. It is recommended

that all education stakeholders continually look for innovative ways to improve the literacy

ability of learners.

Key Words: Literacy, Learning spaces, Culture, Reading habits, Participation in literacyactivities

Introduction

Literacy is commonly defined as the ability to read, write, speak, listen, and think

effectively. The United Nations Educational, Scientific and Cultural Organization (2004)

broadly defines literacy as the ability to identify, understand, interpret, create, communicate,

compute and use printed and written materials associated with varying contexts. Literacy has

also been defined as the ability to read and write a variety of texts such as alphabetic print,

computer programming languages, mathematical symbols, and choreographers’ marks (Moje& Tysvaer, 2010). With the advent and exponential growth of digital technologies in recent

years, the idea of what reading and writing entails have been expanded. While listening,

118 | Reading Association of Nigeria


speaking, reading and writing remain central to being literate, the advent ofmodern technologyhas created new literacy needs. This is why the literature speaks of “new literacies” (Bruce,

1997; Reinking, 1998; Lankshear & Knobel, 2006).

Hence, “literacy in the let century is a complicated concept, encompassing a range of

communicative practices coming together in such a way that a reader or writer should make

meaning of print combined with other sources of information” (Moje & Tysvaer, 2010, p.4).These modern developments have also necessitated the need for a change in the look and feel

of literacy learning spaces, the role of teachers, the nature of the learner and what and how

they learn. Nigeria recognizes literacy as a basic tool for personal and national development.The Federal Government of Nigeria (2013) places the inculcation of permanent literacy and

numeracy, and the ability to communicate effectively as one of the objectives of school

education. Nigeria is also a country with a rich cultural heritage. Hence, it is safe to say that

some aspects ofher culture has an impact on the literacy practices ofher citizens as well as on

the literacy learning spaces in her education system.

Culture, the way of life of a people, encompasses their arts, beliefs, and institutions that

are passed down from generation to generation. Culture can involve codes of manners,

language, literature, dress, religion, symbols, values, and rituals. The UNESCO Declaration

on Cultural Diversity (2001) refers to culture as the “distinctive spiritual, material, intellectual

and emotional features of society or social group” which encompasses “art and literature,

lifestyles, ways of living together, value systems, tradition and beliefs” (p.2). Dunn and

Marinetti (2004) describe culture as the patterns of thinking, feeling, and potential acting that

all people carry within themselves. The source ofthese patterns lies in the social environments

in Which people grew up.

The fact that Nigerian culture influences her education system is not unexpected as

culture and education are intricately linked. The culture of a society has an inevitable impacton its educational system. According to Pityana (2006), culture and education are words that

are often placed side by side in any order of preference due to the recognition that both

concepts are interlinked; it is truly not possible to have one without the other. Culture

influences people profoundly. People’s experiences and the environment around them shapetheir thinking, behaviours and actions. Humans are products oftheir environment. This is why,for example, people speak with different accents based on their place ofbirth and have different

tastes in food and clothes as well as customs and experiences (Oblinger & Oblinger, 2005).Cultural patterns affect the nature of people’s experiences and how they learn.

Culture is passed on by social interactions With significant others, especially parents,

being a child’s first contact with the wider society. Culture is a part of a child’s life from the

day s/he is born, and this is a multidimensional source of influence on the child’s literacy

development. Home is one of the most important places of education. The child learns many

things at home and tries to imitate his parents’ actions and deeds.


The society also provides the child with a number of learning experiences which may

have adverse or positive effects. When children enter school, they bring with them their culture

and what they have been taught directly or indirectly through culture. This paper focuses on

two related aspects of literacy practices around reading that could have been influenced by

Nigerian culture - reading habits of students and their participation in literacy activities in the

English Reading Comprehension classroom. The focus here is on the English Language

Reading Comprehension classroom because in secondary schools in Nigeria, reading is

subsumed under English Language, a subject in the school curriculum. The teaching ofreadingis often entirely left to the language teacher.

Reading is considered the cornerstone of learning. The ability to read is a critical factor

in improving students’ ability to learn at all stages of schooling, and is an essential skill for

accessing opportunities beyond school (Sisulu, 2004; Igwe, 201 1). Students need good readinghabits or culture to benefit fully from schooling. Reading culture, according to Igwe (2011), is

the kind of culture that values reading and studying as the basis of growth and development; it

promotes continuous and dedicated reading of information resources by children, students and

adults for knowledge acquisition, which will be applied practically for development.

In spite of the important functions of reading and its centrality to learning, a number of

prominent Nigerians, the media, educationists, parents and other well-meaning individuals

have on several occasions asserted that Nigerians have poor reading culture. For example,

Olutoyin (2010) observes that the average Nigerian reader, if he reads at all, is not a

spontaneous lover of books. Similarly, Aina-Ogungbemi, Adigun and Ogundipe (2011) aver

that Nigeria cannot be regarded as a reading nation because the younger generation of

Nigerians do not consider reading a leisure activity.

The low level of reading habit or culture among Nigerians has been attributed to a

number of factors. However, one factor that should not be overlooked is the cultural influence

of the various ethnic groups in Nigeria. The non-literate indigenous societies of Nigeria were

oral societies and to that extent, their literary productions were oral in nature. These oral

literatures consisted in myths, legends, proverbs, riddles, tales, songs and others. Olutoyin

(2010) in support of this View posit that Nigeria not having a reading culture could be

attributable to her having a predominantly oral tradition. Krolak (2005) affirms that books and

libraries are often seen as redundant in societies that are mainly based on oral traditions and

practices. In such societies, people stop reading once formal education is completed as:

"...they derive more pleasure from the oral and performing arts —

talking, singing, dancing, socializing — than from the rather privateand individual reading ofa book. Since the majorities are illiterate,

they affect the minority who can read, with the result that the oral

mode remains prevalent" (Totemeyer, 1994, p.413).

The home, the space where children first come in contact with their culture, reinforces

the attitude of apathy towards reading. As their children’s first teachers, parents have a role to

play in the development of the reading habit of their children. Eyo (2007) reveals that 70 % of



the problem associated with the poor reading culture of Nigerian children is traceable in partto parents. In many homes, the language of reading is introduced late; the first contact of some

children with this language is in school. As children grow older, reading and its associated

activities become herculean (Aina, Ogungbemi, Adigun, & Ogundipe, 2011).

Other important home background factors that influence students’ reading habits

include the availability of books and reading materials in the home and parents’ attitude to

reading (Stiftung Lesen, 2004). In Nigeria, many parents cannot afford to buy readingmaterials for their children due to economic hardship (Gbadamosi, 2007). In addition, many

Nigerian parents themselves have poor reading habits which they pass on, unintentionally

perhaps, to their children, and the culture of avoiding reading becomes a vicious cycle.

Furthermore, cultural tendencies impact the way children participate in education.

Several studies have shown that students’ participation in education is influenced by their

cultural upbringing. For example, Purdie and Neill (1999) cite the case of some Japanesestudents in an Australian-based outdoor education programme who experienced shynessaround activities such as swimming in a river and undressing near fellow students in a co-

educational setting. The attitude of the Australian students towards such activities were

however different.

Similarly, Bennett (2003) notes that many Asian students tend are quiet in class. Manyof them view making eye contact with teachers as inappropriate. In contrast, most Europeanand American children are taught to value active classroom discussion and to look teachers

directly in the eye to show respect, while their teachers view students' participation as a signof engagement and competence. The preceding examples are in line with broad cultural and

psychological research which indicates that people’s experiences are interpreted on the basis

of their cultural and personal identities

In the formal education system in Nigeria, the classroom is the most dominant learning

space. Within this context of learning, Nigerian culture exercises an influence on the patternof interaction between teachers and students. In traditional Nigerian societies, children are seen

as property— merely to be seen and not heard. Children are rarely allowed to listen to adults’

discussions or make contributions. It is considered a sign of disrespect for children or the

young ones generally to question the authority of elders. Whatever the elders say must be

accepted without question by the young ones. The elders are always right (Umobong, 2010;

Akinbote, 2011).

Similarly, in many formal classrooms, the teacher (elder) is seen as the sole reservoir

of knowledge. His/her duty is to fill the waiting vessels (students) with knowledge. The

students’ role is that of passive recipients. Classroom teaching can mainly be described as

traditional. It is predominantly teacher-centred with a national curriculum and prescribedtextbooks at its backbone. In the typical English reading comprehension classroom, the readinglesson is simply reduced to a take-out-your—book—and—read activity (Ogunnaike, 2002). Then,students are required to answer the questions that follow the passage(s) read. Many teachers

I Reading Association of Nigeria


fail to provide the necessary direction, support, and guidance for students before, during and

after reading to get them better engaged in the lesson. Considering the culture of silence for

children in the home and what the students find as the dominant culture in school, they may

find it difficult to participate actively in literacy learning activities in the classroom.

Further reinforcing the authority of the teacher as the sole possessor of knowledge in

the classroom is the physical arrangement ofthe classroom itself. It is an often-overlooked fact

that space arrangement constrains or enhances learning. “It can bring people together; it can

encourage exploration, collaboration, and discussion. Or, space can carry an unspoken

message of silence and disconnectedness” (Oblinger, 2006, p.l.1). The traditional layout of

Nigerian public schools’ classrooms rarely provides for social engagement among students

and adequate interaction between teachers and students. The décor, if any, is sterile and

unstimulating. Desks and chairs are arranged in rows facing the chalk/whiteboard. This design

optimizes instructor transmission (Brown & Long, 2005). It supports a transmission theoryunderlined by the idea that one person will “transfer” information to others who will “take it

in” at the same rate by focusing on the person at the front of the room. The single focal pointat the front of the room sends a strong signal about how learning will occur. It conveys the

pedagogical approach “I talk or demonstrate; you listen or observe.” (Chism, 2006, p.22).

Statement of the Problem

Literacy skills are Vital in these modern times, perhaps more than at any other time in

human history. The dominant way in which a country prepares its citizens for active

participation in the life of society which includes the acquisition of literacy skills, is throughits education system. This system is intricately linked to the country’s culture. Nigeria as a

country is yet to realize the literacy needs of her teaming population. In reading particularly,

Nigeria is found wanting. The number of students who have poor reading habits and skills are

even more worrisome. A number of reasons have been advanced for the poor state of readingin Nigeria, especially among its student population. Previous studies have focused on the role

of libraries, funding, television viewing and the use of other forms of electronic media such as

the intemet on students’ reading. However, there seem to be a dearth of empirical literature on

the influence of Nigerian culture on the state of reading. Against this background, this study

investigated the influence ofNigerian culture on Senior Secondary School 2 students’ readinghabits and participation in literacy promoting activities in the English Reading Comprehensionclassroom in Benin City.Research Questions

1. What is the state ofNigerian students’ reading habits?

2. What is the relationship between Nigerian culture and students’ reading habits?

3. What is the extent of students’ participation during English Reading Comprehensionlessons?

4. What is the relationship between Nigerian culture and students’ participation during

English Reading Comprehension lessons?

Methods

The survey research design was adopted in the study. The population for the study was

all Senior Secondary school 2 students in Benin City, Edo State. The sample of the study

comprised 500 Senior Secondary school 2 students. The simple random sampling technique



was used at all stages of the selection process. Out of the five local government areas (LGAs)in Benin City, three (Egor, Ikpoba-Okha, and Oredo) were selected. Then, ten schools were

selected from the identified local government areas. Three schools were each selected from

Egor and Oredo LGAs while four schools were selected from Ikpoba-Okha LGA. Furthermore,from each school, fifty students were selected.

A questionnaire entitled, “Questionnaire on Students’ Reading Habits and Participation

during English Reading Comprehension Lessons (QSRP)” was used for data collection. It is

divided into five sections — A, B, C, D and E. Section A covers students’ demographic data.

Sections B, C, D and E are modified Likert-type scales with four options — Strongly Agree,

Agree, Disagree, and Strongly Disagree. Section B is made up of 15 items designed to elicit

information on students’ reading habits. Section C contains 10 items designed to capture data

related to students’ background reading culture. Section D has 10 items intended to capturedata on students’ participation during English reading comprehension lessons while Section E

consists of 8 items focusing on students’ background participation culture. The questionnaireis scored thus:

SA Strongly Agree= 4

A Agree= 3

D Disagree= 2

SA Strongly Disagree= 1

For negative items, the reverse is the case.

The questionnaire was constructed by the researchers with inputs from some lecturers

in the Faculty of Education, University of Benin. In order to determine its reliability, the

instrument was administered to 50 students of similar status as those used in the study. Data

collected were analysed using Cronbach’s alpha and a reliability co-efficient of .78 was

obtained.

Research questions one and two were answered using mean statistics and Standard

Deviation While research questions 2 and 4 were answered using Pearson Product Moment

Correlation. In addition, for research questions one and three, a mid-point of 62.5% (the mean

score of all the items divided by the maximum score obtainable and converted to percentage)was used as the basis for making decision. In the case of research questions two and four, theywere tested at an alpha level of .05.

Results

The results are presented in the order of the research questions raised.

Research Question 1: What is the state ofNigerian students’ reading habits?



Results reveal that students generally have good reading habits — they enjoy readingactivities and engage in reading on a regular basis. Using 62.5% as the mid-point (positive

reading habits) results show that out of the 15 items assessing students’ reading habits, eightindicate positive reading habits. From the remaining seven items with negative responses, four

(9, 12, 13, & 15) indicate that the students disagree with the statements. In other words, theyread for pleasure; they do not find reading boring; they do not read just to pass examinations;and they do not wish they did not have to read. However, responses to items 5, 6, and 11

indicate that students do not read magazines and newspapers daily. They can also spend a daywithout reading. In summary, 12 out of the 15 items show that students have positive readinghabits. Further details are presented in Table 1.

Table 1: Students’ Reading Habits

Std. Mean

Items N Mean Deviation Percent Decision

I “we to read every day- 500 3.33 0.69 83.25 Positive

I study my school notebooks every day. 500 3_15 071 78.75 Positive

I study my school textbooks every day. 500 2.94 0.79 7350 Positive

I read some portions of a novel each day. 500 2.81 094 7025 Positive

1 read the newspapers eVer-V day- 500 2.41 0.92 60.25 Negative1 read magazmes every day- 500 2.35 0.85 58.75 NegativeI spend my free time by engaging in reading activities.

500 3.09 0.81 7725 Positive

I am always eager to finish reading a novel and beginanother. 500 3.1 0.94 77.50 Positive

I do not borrow books to read for pleasure. 500 242 1 60.50 NegativeI do not exchange pleasurable reading materials with

friends. 500 2.4 1.03 60.00 NegativeI cannot stay a day without reading. 500 297 095 7425 Positive

1 find reading boring"- 500 1.99 0.99 49.75 NegativeI read just to pass my examinations.

500 222 1.06 5550 Negative1 think about What I read-

500 3.22 0.82 80.50 Positive

I w15h I do not have to read.500 1.87 1 46.75 Negative

Students' Reading Habits

500 40.25 5.28 67.08 Positive

Mid-Point = 62.5%s

Research Question 2: What is the relationship between Nigerian culture and students’ readinghabits?


Table 2: Pearson’s Correlations of Students’ Reading Habits and Students’ Background

Reading Culture

Variables Pearson’s r P Value

Students’ reading habits

Students’ background reading culture .420** .000

*p<.05

Table 2 shows a Pearson r of .420 and a p value of .000. Testing at an alpha level of

.05, the p value is less than the alpha level. This indicates a significant positive relationshipbetween students’ reading habits and their background reading culture. The result implies that

students’ with good reading habits have a good background reading culture and vice versa.

Research Question 3: What is the extent of students’ participation during reading

comprehension lessons?

Findings show that the responses to all the items assessing students” participation in

English Reading Comprehension lessons came out positive. This indicates that students are

active participants during the lessons. Table 3 presents further details.

Table 3: Students’ Participation during Reading Comprehension Lessons

Std. Mean

Items N Mean Deviation Percent Decision

1. I often read aloud for the whole class. 500 2.64 0.97 66.00 Positive

2 I often ask the teacher questions on the

passages read. 500 2.94 0.84 73.50 Positive

3. I often contribute to class discussions. 500 3.11 0.81 77.75 Positive

4. I answer the comprehension questionsin my notebooks. 500 3.41 0.63 85.25 Positive

5. I look up the meaning of words in my

dictionary. 500 3.44 0.65 86.00 Positive

6. I read silently. 500 3.38 0.75 84.50 Positive

7. I listen only and let others do the

talking. 500 2.69 0.99 67.25 Positive

8. I explain what I know about the topicbefore reading the comprehension

passage. 500 2.79 0.89 69.75 Positive

9. I offer additional comments to that of

the teacher. 500 2.73 0.84 68.25 Positive

10. I take part in group discussions. 500 2.97 0.92 74.25 Positive

Students' Participation during English Reading

Comprehension Lessons 500 30.1 4.19 75.25 Positive

Mid-Point = 62.5%

Research Question 4: What is the relationship between Nigerian culture and students’

participation during English Reading Comprehension lessons?


Table 4: Pearson’s Correlation of Students’ Participation during English Reading

Comprehension Lessons and Students’ Background Participation Culture

Variables Pearson’s r P Value

Students’ participation during reading comprehension lessons - .222** .000

Students’ background participation culture

*

p < .05

Table 4 shows a Pearson r of - .222 and a p value of .000. Testing at an alpha level of

.05, the p value is less than the alpha level. This indicates that a significant relationship exists

between students’ participation during English Reading Comprehension lesson and their

background participation culture. However, the relationship is negative (-.222). In other words,when students’ background participation culture is high, then students’ participation during

English Reading Comprehension lesson is low and vice versa.

Discussion of Findings

The result of research question one reveals that students have good reading habits. This

contrasts with a number of observations such as those of Gbadamosi (2007), Olutoyin (2010),

Igwe (2011) and Aina (2011). One reason for this result may be because the sampled students

are self-motivated or intrinsically motivated to read. Research confirms that student motivation

is a key factor in fostering successful reading habits. In addition, extrinsic motivation to read

might have played a part in most ofthe sampled students reporting good reading habits. Several

studies indicate that students’ total motivation for reading is influenced by the complexinteraction of intrinsic and extrinsic factors. One of such extrinsic factors is an individual’s

goal. Data for this study were collected close to the period of the students’ examinations.

During examinations period, students generally put more time into reading. It is quite possiblethat students’ increased reading prompted by their desire to perform well (performance goal)

during the examinations influenced their reported reading habits.

Further findings in relation to research question two indicate a significant positive

relationship between students’ reading habits and their background reading culture. The result

supports the view that cultural patterns affect how people act and learn (Oblinger & Oblinger,

2005). Hence, those students with good reading habits are those who also have a good

background reading culture and vice versa. Similarly, the results support reading research

which indicates that when the culture of the home is one that fosters literacy development,students tend to develop good reading habits (Stiftung Lesen, 2004). In essence, homes with

suitable literacy environments are much more likely to produce students who are motivated to

read and vice versa.

Responses to research question three reveal that students take an active part during

English Reading Comprehension lessons. This result is contrary to what is reported in

Ogunnaike’s (2002) study and the overwhelming literature which identifies the lecture method

as the dominant method of instruction in Nigerian secondary school classrooms. The result of

this study suggests that teachers of the sampled students put forth effort into making their



reading comprehension lessons interactive. Students reported being involved in the lesson bymeans of discussions, questions and students’ read alouds. When students are encouraged and

given opportunities by their teachers to participate in the teaching/learning process, their

motivation and participation are likely to increase.

Finally, result pertaining to research question four reveals that a significant negative

relationship exists between students” participation in English reading Comprehension lessons

and their background participation culture. The finding reaffirms Pityana’s (2006) position that

culture and education are interlinked. The literature on literacy suggests a positive relationshipexists between a home environment that fosters literacy development and students’

engagement in literacy fostering activities in the classroom. However, the result of this studyshows a negative relationship between students’ background participation culture and their

participation during English Reading Comprehension lessons. Several factors could account

for this result. One ofthese factors could be students’ individual personalities which may either

foster or inhibit their participation. A student Whose is ordinarily active and lively at home

may be shy, introverted, anxious and lack confidence to speak during a class discussion. In

such a case, even though the student’s background participation culture is high, his/her

participation in class will be low. A student whose background participation culture is low

might have an extroverted personality and be very eager to participate during English Reading

Comprehension lessons.

Another reason might be differences between the accepted discussion style and

expectations ofthe home and the school. Discussions and participation in the formal classroom

may be different from what a student is used to at home. Unfamiliarity with discussion

conventions such as etiquette regarding turn-taking, working in small groups and others mightmake a student with a high background participation culture to shrink back from participatingin class. Similarly, a students’ home background might be conducive for fostering participationWhile that of the school might not be so welcoming. In such a case, the student’s participationin the classroom might be negatively affected. The reverse will be the case if a student is from

a background that does not foster participation but he/she enters a classroom that is engagingand fosters literacy promoting activities.

Conclusion and Recommendations

The need for literacy acquisition is definitely more demanding in these modern times

than it was in previous generations. Progressive and sustainable change is impossible when

adolescents, who are tomorrow’s future, cannot acquire adequate literacy skills to cope with

the challenges of the twenty-first century. Hence, the relationship among culture, students’

reading habits and participation in literacy fostering activities is one that should continue to

receive attention in the quest to enhance the literacy skills of students.

In the light of the results of this study, it is recommended that students continue to

improve on their good reading habits even after their completion of formal education. In



addition, since a positive relationship exists between students’ reading habits and their

background reading culture, parents should try as much as they can to ensure that their home

is one that fosters their children’s literacy development.

Moreover, English Language teachers should not let up in their efforts to actively

engage learners in the learning process, particularly when teaching reading comprehension, as

this has been found to be the best way to learn. They would do well to keep abreast of

innovative ways of engaging learners in literacy promoting activities in the classroom.

Government on its part should adequately fund teacher education programmes and ensure that

teachers are motivated to carry out their duties in line with effective empirically supported

literacy practices.

Finally, English Language teachers should continue to put forth effort in ensuring that

the classroom climate is conducive for students’ active participation and discussion. Students,no matter their background participation culture, would be able to participate actively during

reading comprehension lessons if teachers employ research-backed strategies for fosteringstudents’ participation in class.

References

Aina, A, J., Ogungbeni, J. 1., Adigun, J. A. & Ogundipe, D. C. (2011). Poor reading habits

among Nigerians: The role of libraries. Library Philosophy and Practice (e-joumal).Retrieved August 2, 2016, from httn://www.webnages.uidaho.edu/~mbolin/aina—ogun

gbeni-adigun—ogundipe.htm.

Akinbote, O. (2011). ECE 110: Childhood education in traditional Afiican societies.

Retrieved

July 10, 2016, from www.nou.edung/noun/NOUN 0 l/ndf/edus/ece 1 0 l childhoodeduc

ationinAfricantradition.p_df.

Bennett, J. M. (2003). Developing intercultural competence in the language classroom. In D.

L. Lang, & R. P. Michael (Eds.), Culture as the core: Perspectives on culture in second

language learning (pp.237-266). Greenwich, Conn.: Information Age Pub.

Brown, M. & Long, P. (2005). Trends in learning space design. In D. G. Oblinger, & J. L.

Oblinger, (Eds.), Educating the next generation. Washington, DC: EDUCAUSE


Bruce, B. C. (1997). Current issues and future directions. In J. Flood, S. B. Heath, D. Lapp

(Eds.), Handbook of research on teaching literacy through the communicative and

visual arts (pp. 875-884). New York: Simon and Schuster Macmillan.

Chism, N. V. N. (2006). Challenging traditional assumptions and rethinking learning spaces.

In

D. G. Oblinger, (Ed.), Learning spaces. Washington, D.C.: EDUCAUSE

Dunn, P., & Marinetti, A. (2004). Cultural adaptation: Necessity for e-Learning. Learning in

the

New Economy e-Magazine (LiNE Zine). Retrieved August 2, 2016, from www.1inezi

ne.com/7.2/articles/pdamca.htm

Eyo, W. (2007) Nigeria: Libraries and reading culture. This Day, February 11, 2007.

Federal Government ofNigeria (6th ed.) (2013). National Policy on Education. Yaba, Lagos:NERDC

Gbadamosi, T. (2007). Library reading culture and students’ academic performance in

secondary schools in Oyo State” Middle Belt Journal of Library and Information

Science, 7(2), 42-58.

Igwe, K. N. (2011). Reading culture and Nigeria’s quest for sustainable development. Library

Philosophy and Practice (e-journal). Retrieved August 2, 2016, from http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1500&context=libphilprac

Krolak, L. (2005). The role of libraries in the creation of literate environments. Background

paper preparedfor the Education for All Global Monitoring 2006, Literacy for life.Retrieved June 8, 2016, from http://www.ifla.org/files/assets/literacy-and-reading/pub

lications/role-of—libraries-in-creation-of-literate-environments.pdf

Lankshear, C., & Knobel, M. (2006). New literacies: Everypractices and classroom learning.London: McGraW-Hill

Moje, E.B., & Tysvaer, N. (2010). Adolescent literacy development in out-of-school time: A

practitioner’s guide. New York, NY: Carnegie Corporation ofNew York

Oblinger, D. G. & Oblinger, J. L. (2005). Is it age or IT: First steps toward understanding the

net generation. In D.G. Oblinger & J.L. Oblinger (Eds.), Educating the net generation

(pp. 21-220). Washington, DC. : EDUCAUSE. Retrieved May 8, 2016, from

httD://net.edu/ir/librarV/Ddf/Dub7 101 .Ddf

Oblinger, D. G. (2006). Space as a change agent. In D. G. Oblinger (Ed.), Learning spaces

(pp. 1 . 1-1 .4). Washington, D.C.: EDUCAUSE.


Documents

Literacy Learning Spaces: Nigerian Culture, · [Literacy and Reading in Nigeria] Vol 17 No 1 2018 Rethinking Our Literacy Learning Spaces: Nigerian Culture, Students’ Reading Habits