From Library to Virtual Library Learning Commons: Alternative to School Library Media in Nigeria

June 2, 2020 Web Editor Advocacy, International Corner, Virtual LLC, Vol. 4 No. 2, Spring 2020 0

VLLC in Nigeria

By Najim Akorede Babalola
Department of School Library and Media Technology
University of Ibadan, Nigeria

Abstract

The school library is an important aspect of education that cannot be separated from educational sectors. This study examines the relevance of school library media to educational advancement in Nigeria. The thrust of this study is to promote the use of the virtual library learning commons as an alternative to the school library in the contemporary world. Based on literature reviewed, this article explores concerns of Federal Government of Nigeria on recognising the importance of libraries in the country. In response to this, it was found that some schools have no library structure while some have no library resources. The study, therefore, suggests possible causes of negligence in school library media, hence the suggestion to adopt and utilise the virtual library learning commons as an alternative to school library media in Nigeria. Recommendations arise based on the various researches, studies and analysis of virtual library learning, which I believe will promote the use of the library among school children in this digital age in Nigeria, and Africa in general.

Introduction

The features, characteristics as well as the goals of the school library are not different in Nigeria from every other part of the world. The school library is a place where vast collections of academic resources are kept for academic purposes. The school library parallels any education sector either public or private dedicated to improving the quality and standard of such education. The school library does not only assist children in developing the habit of reading but also equips the students with the skills require to succeed in a constantly changing technological, social and economic environment.

The use and importance of the school library is not limited to enriching reading and learning programs of students rather it has been referred to as a central hub supporting students, teachers as well as other members of staff. It avails teachers with the opportunity to access relevant curriculum information and professional development materials within and outside the school and to cooperatively plan, implement and evaluate the learning program.

School libraries close the education gap by ensuring that disadvantaged students are considered to have equitable access to resources. It is fundamental to teaching and learning because it engages students with the capability and inclination to complement what is being taught in school. Its use is not only to find and use information to complement classroom subjects, but rather to acquire information to succeed in the future life and work. It promotes independent and group learning programs because books borrowed can be read in the library or taken home for further study.

Despite the importance and relevance of the school library to teachers, students, members of staff and educational advancement in general, Nigeria does not promote the use of the library among students, most especially primary and secondary school students. It is either that there is no room specifically designated for library or that some schools have no resources. However, studies have submitted that lack of promotion for use of the library is due to declining financial support; inadequate infrastructure and equipment; employment of unqualified personnel among other factors. It is on this basis that this study sees the virtual library as an alternative means to promote the use of libraries in Nigeria. Virtual libraries avail students of the opportunity to have immediate access to resources anytime, anywhere, without physical boundaries. With the virtual library, a variety of national and international content (e.g. curricula, learning materials, books, journals, magazines, newspapers) can be accessed remotely.

The School Library Media from Nigeria Perspectives

Nigeria is a country in West Africa, bordering Niger in the north, Chad in the northeast, Cameroon in the east, and Benin in the west. Its southern coast is on the Gulf of Guinea in the Atlantic Ocean. It is officially called Federal Republic of Nigeria. The federation comprises 36 states and one Federal Capital Territory, where the capital, Abuja, is located. British influence and control over what would become Nigeria and Africa’s most populous country grew through the 19th century. A series of constitutions after World War II granted Nigeria greater autonomy. The Federation of Nigeria was granted full independence on October 1,1960 under a constitution that provided for a parliamentary government.

The educational system in Nigeria encompasses three different sectors: basic education (nine years), post-basic/senior secondary education (three years), and tertiary education (four to six years, depending on the program of study). According to Nigeria National Policy on Education (2004), basic education covers nine years of formal (compulsory) schooling consisting of six years of elementary and three years of junior secondary education. Post-basic education includes three years of senior secondary education. At the tertiary level, the system consists of a university sector and a non-university sector. The latter is composed of polytechnics, monotechnics, and colleges of education. The tertiary sector as a whole offers opportunities for undergraduate, graduate, and vocational and technical education.

The school library in Nigeria therefore covers from basic to tertiary institutions. Oyewusi (2016) submitted that the mission of the school library is to ensure access to all available information so that members of the school community will become effective, independent and discriminate users of idea and information. It is highly unfortunate that despite the realisation of the importance of the school library by the Federal Government of Nigeria in the Fourth National Development Plan of 1981–1985, not all categories of school (basic to tertiary institutions) enjoy school library services.

It is pertinent to submit that tertiary institutions enjoy access to the school library in Nigeria more than any of the other categories except private schools. Basic and post-basic educational systems which consist of primary and secondary school are the worst hit on use of the library in Nigeria. In corroborating this submission, Elaturoti (2000) avers specifically that there is need for effective library service in nursery, primary and secondary school where the school library media centre would provide information and ideas that are fundamental to functioning successfully in today’s information and knowledge-based society. This therefore shows that the role of the school library is not limited to supporting and enhancing educational goals but it is also important in providing skills needed for future development.

It is worthy of note to submit that technology advancement has impacted the school library and this led to inclusion of media in the school library. It is now referred to as School Library Media Centre (Oyewusi, 2016). This submission is being supported by IFLA School Library Guidelines (2015) that a school library is a school’s physical and digital learning space where reading, inquiry, research, thinking, imagination and creativity are central to student’s information-to-knowledge journey and to their personal, social and cultural growth. In Nigeria as a country is lacking in school libraries and now in school library media, the salient question remains what is the faith of Nigeria? Alternative to the school library will be discussed in some of the next sections of this study.

It is being emphasised that while government in Nigeria does not see the school library as a priority to educational advancement in Nigeria, the use of libraries in tertiary education is been promoted by Nigeria Universities Commission (NUC) which makes it mandatory and compulsory not only as a requirement for accreditation but also a section that needs to be accredited for such institution. Different studies carried out on school libraries in Nigeria have submitted that most schools have no building that could be passed for libraries (Akande, 2001). Most schools surveyed have book collections but refer to a certain school area that did not follow library standards as their library (Fayose, 1982), declining financial support; inadequate infrastructure and equipment; employment of unqualified personnel; emptiness of the book shelves and low level of information technology development are problems facing school libraries (Ajegbomogun and Salaam, 2011). Effective school library media centres staffed by qualified library media specialists are needed to have a positive impact on student academic achievement and this can only be judged according to the strength of the collection (Elaturoti, 2001; Oyewusi, 2016). Without mincing words, school library media centres must act as laboratories not only for students but teachers as well as other members to function effectively.

Librarians in the 21st Century

The way the library has been perceived in the traditional day is different from present day. Technology advancement serves as a driver that brings about changes and innovation to the present day library. Momoh and Folorunso (2019) corroborate this submission where it was emphasised that technological advancement witnessed in the world of librarianship aided the operation of librarianship and brings about rapid development in this current dispensation. Technology changes the library from stores where books are being kept to a space for innovation and places for knowledge creation and sharing.

Changes witnessed in the world of librarianship affect library services as well as librarians in discharging their duties effectively and efficiently. Jestin and Parameswari (2002) pointed out that with the electronic environment, the library profession in the 21st century demands a range of skills from library and information science (LIS), including technical skills, IT skills and managerial skills. This therefore shows that librarians must be skilled in the use of information and communications technology (ICT). This advancement in library through technology is being felt from resources in the library to the methods of information dissemination. Examples of these changes are cataloguing, which has changed from handwritten to typewriter to online public access catalogue (OPAC); also, library resources are being automated in the present world which promotes improvement in the variety, amount and quality of materials that are available in the library.

The study of Singh (2015) submitted that advancement in technology has changed library service from print to online service. Libraries have therefore witnessed transformation from printed services such as collection development, cataloguing and classification, circulation and reference services, Current Awareness Service (CAS), Selective Dissemination of Information (SDI), and bibliographic services to online service which includes provision of quality learning space, creating metadata, offering virtual reference services, teaching information literacy, choosing resources and managing resources licenses, collecting and digitizing archival materials and maintaining digital repositories.

The above changes and transformation implies that there are changes in nomenclature of the library profession. Babalola (2020) submitted that nomenclature of librarianship has changed with the adoption and utilisation of library services to include Digital Communication and Learning Initiatives Librarian, Digital Literacy Librarian, Educational Technology Librarian, Instructional Technology Librarian, Serials, E-Resources and Instructional Services Librarian, Data Services Librarian among other. The fact therefore remains that despite the advantages of technology in library service, it will bring about a digital gap in library service, most especially between the developed and developing countries which lack adequate development from provision of technological facilities and infrastructures amongst others.

Integration of technology in promoting library service requires that librarians must be properly educated in order to discharge their duties in the contemporary world. Dasgupta,(2006) was of the opinion that there is a need to for individuals in different sectors to be aware of the changes in information and communication technology and must avail themselves of the opportunity to join various short/long courses/training programs, which automatically helps them to improve the quality and sustainability of their services. Technology, most especially Information and Communication Technology, will not only promote library professions but brings about advancement in the area. Library resources are available and accessible online and electronically without users getting to the library.

Virtual Library Learning Commons: The Overview

Digital technologies are influencing scholarship and scholarly communication and include immediate and essential requirements to the academic support and to the service portfolios of libraries (Degkwitz, 2017). Libraries around the world have witnessed tremendous and numerous effects of technologies which bring librarians, library services and users together in a twinkle of the eye. The virtual library is one of these innovations which grants users access to the use of library resources electronically on a computer network.

A virtual library according to Verma and Verma (2014) is a system where users can access information that resides only in electronic format on computer networks or systems without any physical boundary of the information. The virtual library relies on computers and related technologies in providing user access to information from collection of resources available on one or more computer systems electronically. Riccio (2001) was of the opinion that with virtual libraries, unlimited users have access to electronic books and journals at the same time, anytime and anywhere. The virtual library combines material in electronic format with computer and electronic networks in granting access to unlimited users at the same time. It is pertinent to submit that virtual library access is among the changes and transformation witnessed by the traditional library.

Changes in the traditional library from technological advancement most especially ICT ranges from digital library, electronic library before virtual library. The term virtual library seems to be different from other libraries because it has no restrictions on the extent, content, formats or cost of data which makes it attract the interest of users because of the increasing medium called the WWW (World Wide Web) (Verma and Verma, 2014). The benefit and importance of the virtual library to educational development has been emphasised by Nigerian authors. Okebukola, in Russell and Dlamini (2002) argued that a virtual library would improve the quality of teaching and research through the provision of current e-books, journals, and other library resources. It will also enhance scholarship, research and lifelong learning through the establishment of access to shared global virtual archival collections. The ease of access to library resources without restriction of access will improve the academic development of students and also promote effective teaching and learning.

Gbaje (2007) submitted that Nigeria Government through the National Universities Commission (NUC) realize the importance of virtual access to teaching and learning and makes to formulate and implement relevant information and communication technology policies to facilitate access to relevant and current information for teaching, learning research and development. It is pertinent to submit that in July 2001, NUC convened a stakeholder’s workshop in Abuja where the blueprint for the project was developed and subsequently approved by the Federal Executive Council (FEC) in January 2002. For the first phase of the project, eleven universities were selected as pilot centers with the hub at NUC. It was reported that the necessary computer systems and digitization equipment were procured for NUC, who reported that since January 2002 when the National Virtual Library project was initiated, they had achieved the following:

  1. Recruitment of technical staff and consultants to meet manpower needs of the project.
  2. Carried out a Rapid Needs Assessment in eleven (11) universities selected for the pilot scheme of the first phase of the project.
  3. Development and hosting of the Nigerian Virtual Library web site on the Internet with the URL: http://www.nigerianvirtuallibrary.com
  4. Digitization and uploading of journals published in Nigerian Universities.
  5. Aggregation of free international e-journals into the Nigerian Virtual Library for easy access.
  6. Open Tender process for the procurement, installation and maintenance of information systems for the eleven pilot universities and the hub in NUC in-progress.
  7. Training of university librarians and deans of faculties from Nigerian universities on the use and management of the virtual library.
  8. Commencement of the process for electronic publishing of academic journals in Nigerian universities.
  9. Indexing of over 5,000 journal articles from all disciplines ongoing.
  10. Training of ICT officers in Nigerian universities on Webometric ranking of universities.
  11. Online and help desk assistance to users of the Virtual Library project.

Since the pilot phase, none of the functions set out has been achieved and there is no functional virtual library in Nigeria Universities. This could be attributed to many factors which may include manpower and technological development as at the time the project is being carried out; lack of expert involvement in the designing the project among others. However almost all the universities in Nigeria have digital and electronic libraries in the universities and also being subscribed to by the Universities.

Why Virtual Library Learning Commons is the Alternative

Studies have shown that the state of libraries in Nigeria most especially school library media centres is nothing to write home about despite the major and significant roles that the library plays in supporting and enhancing educational goals. It has been submitted in the previous section that not all public schools in Nigeria have libraries except for private schools and Federal Government Unity schools. Oyewusi (2016) submitted that most of these schools that have libraries do not have qualified school library media specialists to handle the School Library Media Centre activities in the country.

Non-availability of libraries, lack of resources and school library media specialists will affect the use of the library in schools. Abubakar & Terna (2007) avers that availability of library facilities is ensuring their presence in the Nigerian school libraries for immediate use. It is pertinent to submit that the Federal Government of Nigeria have an agency saddled with the responsibility of coordinating all aspects of Universal Basic Education (UBE) program implementation. This agency is known as Universal Basic Education; the agency sees to the Universal Basic Education (UBE) Program of the nine year basic educational program, which was launched and executed by the government and people of the Federal Republic of Nigeria to eradicate illiteracy, ignorance and poverty as well as stimulate and accelerate national development, political consciousness and national integration.

This agency has a replica at the state level called State Universal Basic Education Board (SUBEB) who advised the Universal Basic Education Commission on possible intervention by the Commission in the provision of adequate basic facilities, which include the use of basic national curricula and syllabi and other necessary instructional materials in use in early childhood care development centres, primary and junior secondary school at the state level. It is SUBEB that is charged with the responsibilities of establishing libraries in the states, but unfortunately Sote, Aramide and Gbotosho, (2011) have submitted that despite the great recognition accorded SUBEB libraries, they have not been able to perform up to expectations. They are lacking in the area of collecting, processing, storage and making available and accessible information materials to support teaching and learning. This could be the result of lack of financial support (submission of Fayose cited above) as the project will be replicated in each of the 36 states in the country.

These problems could be overcome with the adoption of a virtual library which uses the computer and its technology. Ya’u (2003) opines that the virtual library has an opportunity to address the scarcity of teaching and research materials in the libraries in Nigeria. The author went further to submit that an indigenous virtual library would allow the institutions and indigenous researchers to share their own research outputs with the global community as well as ensure the preservation of Nigerian cultural heritages. In a similar manner, Adeniran and Unuigboje (2018) corroborate the submission of Ya’u that due to several advantages of e-resources such as timeliness, search facilities, remote access and updatedness, virtual learning becomes more indispensable after the arrival of the Internet in the academic environment.

The challenges that Nigeria as a country may have is lack of technological advancement battling the developing countries around the world. The fact remains that the country has been living with this, most especially during the coronavirus pandemic where everybody around the world chooses to go virtual. Without doubt there are shortcomings but despite that, the country was able to cope with online conferences, meetings and some educational programs. The school library is important to educational development of children not only for immediate needs but also for the future. At the same time it also assists teachers in teaching and learning. This study, therefore, submits that virtual library learning commons is the alternative to the library.

Conclusion

This study examined the importance of school library media centres to educational development as well as advancement of school children. The school library is important not only to students but it promotes teaching and learning among teachers and members of staff in the school. The study traced the perspective of the Federal Government of Nigeria on the importance of library and concluded that, although the library has been recognised in the national plan, it has only been promoted at the higher institutions level. Government, through the National Universities Commission, makes library compulsory in higher institutes of learning and it is one of the requirements for the accreditation program. State Universal Basic Education Board (SUBEB) charged with the responsibilities of organising libraries for the basic education program has not been able to live up to this expectation. The study submitted that this could be attributed to cost and the financial implication of setting up libraries in each of the 36 states of the country. This study therefore recommends the virtual library learning commons as an alternative to traditional libraries in the country. Although evidence from the literature has shown that NUC has attempted a virtual library in the country but it fails, this could be attributed to technological advancement of the country when it has been attempted. This study therefore recommends that:

  • Government should see the library as an important aspect of teaching and learning that cannot be separated
  • The country should see the virtual library as an alternative to the traditional library because of its features and characteristics
  • Government should be designing the virtual library for all sectors of education in the country
  • Government should collaborate with experts in the design and implementation of the virtual library
  • The concerned stakeholders should seek expert advice in designing the virtual library in the country
  • Librarians should be well recognised as an important profession in the educational sector of the country

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Najim Akorede Babalola

Najim Akorede Babalola holds Bachelor of Education in Adult Education from Adekunle Ajasin University, Akungba-Akoko, Ondo State, Nigeria. Master in Information Science, African Regional Centre for Information Science, University of Ibadan, Ibadan, Nigeria. Currently he is a postgraduate student at the Department of School Library and Media Technology, University of Ibadan, Ibadan, Nigeria. He is a member of Nigerian School Library Association, International Association of School Librarianship. He is currently a member of non-teaching staff, University of Ibadan, Ibadan, Nigeria.