INFORMATION LITERACY, COGNITIVE STYLE AND ATTITUDE
TOWARDS LIBRARY USE AS DETERMINANTS OF UNDERGRADUATES’
USE OF LIBRARIES IN NIGERIAN.
UNIVERSITIES
BY
ABIMBOLA YOLOYE
Matric No: 96498
A PhD RESEARCH PROPOSAL PRESENTED AT THE DEPARTMENT OF
LIBRARY, ARCHIVAL AND INFORMATION STUDIES. FACULTY OF
EDUCATION. UNIVERSITY OF IBADAN, IBADAN. NIGERIA.
DR. O. A. OKWILAGWE
SUPERVISOR.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The whole concept of education is to train and develop the total man to be able to fit
in and function in the society and community. Education ensures the promotion of the
physical, emotional and psychological development of children and, acquisition of
competence necessary for self reliance at all levels. Empirical studies like that of Ukeje
(1991) and Oshosanya (2004) indicate that education is the future of Nigeria, the way out
of poverty and illiteracy. Therefore, undergraduates must explore all avenues that will
make them fulfilled academically, socially and culturally. The more widely the
undergraduates read, the better informed they become and the more their understanding
will grow. The academic libraries are established basically to provide learning and
research materials for students, lecturers and other users (Johnson, 2000). The library is a
collection of resources like books, periodicals, pamphlets, manuscripts, reports,
audiovisual, disc, cassettes, tape recordings, CD-ROM, film and filmstrips, slides,
posters, pictures, maps, and information services (Fayose, 2000).
In Nigeria, most primary and secondary schools do not have established libraries but
all the higher institutions have, though some may be ill- equipped. A well equipped
library contains books on all relevant subjects and disciplines, from quick reference
books like encyclopedias that give a quick taste of a topic to more scholarly monographs
which discusses the topic in great depths and periodicals which give the most precise and
up-to-date information on the topic from several view points. Books are the principal
sources of information, cognition and intellectual growth. The United Nations
Educational Scientific and Cultural Organization (UNESCO) 2005, share the view that
the basic means for storage and transfer of information are books.
According to Olowookere (2004), the library is a place entrusted with the selection,
acquisition, processing, organising, storage, retrieval and dissemination of information in
either book or non-book materials. This shows libraries are functional in selection and
acquisition of collections though the undergraduates perceive the library resources as not
being straight forward as Internet search engine (Kibirge, 2000). However, we must note
1
that libraries are no longer restricted to traditional resources; we now have electronic
library resources which are in electronic format which require special equipment to use
them. These electronic resources include digital documents, electronic serials, databases,
patents in electronic form and networked audio visual document.
The university library is charged with certain roles, most especially in the area of
availability of information that will enable the undergraduates to carry out their academic
activities successfully. Among these crucial roles are the acquisition and dissemination of
information on the various courses in the universities. The library promote the sharing
and transfer of information between other institutions through network, maintain rich upto-date reference sources, share resources with other universities and conduct current
awareness services with a focus on selective dissemination of information to
undergraduates (Widernet, 2003). The library may also have print subscription to certain
title that is not full text electronically or accessible through another database. For the
library to perform these roles creditably, it must conform to the latest trend in the
information management world. This is why digitization and automation are occupying a
centre stage in the achievement of effective and efficient delievery and dissemination of
information in a library system. The issue is only a few of the university libraries are
automated.
Widernet (2003) believes automation makes materials easier for undergraduates to
locate as well as allow library staff to serve undergraduates better by facilitating a
multitude of tasks such as acquisition, cataloguing, circulation and reference. Also,
digital libraries have the potential to store much more information, simply because digital
information requires very little physical space to contain it.
There are many myths associated with undergraduates’ use of academic libraries. The
reality is many undergraduates come to the university unprepared and unequipped to
handle the demands of their course work, since they have no experience with large
research libraries. They may not understand how academic libraries work and may not
have acquired the skills to do meaningful research. Undergraduates use the library
primarily as a quiet and convenient place to study and may not be aware of its resources
(Whitmire, 2001). Mays (2006) reveal undergraduates are not borrowing books in great
numbers, he posits 11.6% of undergraduates in Deakin University borrowed no books at
2
all for a whole session and tends to view the university library as a meeting place and
study hall. There is another important reality of undergraduates’ research techniques
including lack of understanding when it comes to sources of scholarly information with
students exhibiting confusion between popular and academic journals (Leckie and
Fullerton 1999). In addition they often miss important information because they tend to
use sources that have worked for them in the past and they have no conception of what a
citation trail is (Valentine, 2003).
Kunkel (1996) report that 49.4% of undergraduates in Kent state university are
seldom given any work that requires library research and 31.4% have few library
assignments to do. Consequently students who are not given library assignments fail to
develop library skills. At the university level, the unique needs of undergraduates are
focused on content, appropriate critical and creative thinking skills. For intellectual
stimulation and growth to occur, it is important to challenge the undergraduates on a
higher cognitive level. Most undergraduates struggle to make sense out of printed texts
and often show signs of emotional distress or lack of interest towards the use of library
due to their in-efficiencies. This may be due to the fact that most primary and secondary
schools do not have established libraries and librarians (Ajayi, 1993).
Thousands of students enter the universities with varying experiences depending
on where they attended school previously; the size and status of the institution and the
level of their interest and intellect (Mason, et al 2000). Observations on these young
people bring the word sophistication to mind, and amazement at their level of self
confidence. Some grew up with computer at home and in school, surfing the internet and
playing computer games. Many are well travelled and quite able to handle themselves in
many situations, but what happens when they enter the foreign atmosphere of an
academic library, they are faced with how to cope with fulfilling the academic
requirements.
Undergraduates’ interest cover a multitude of subjects, as well as a wide spectrum
of personal expectations and goals to be realised, but one thing they will have in common
is the need to use the university library for research papers, projects, presentations,
assignments and access reserve readings. How often do undergraduates use the library?
Do they know their way around the library or going to the library is an unsettling,
3
stressful experience for some? Studies like that of Kunkel and Kuhlthau (1996) show that
using the university library for research purposes overwhelms many undergraduates.
Often they use the library as a meeting place to talk to classmates or quiet place to take a
mid afternoon nap. When it comes to actually using library resources to reach an end,
anxiety is often the result. Investigating undergraduates’ research behaviour, Valentine
(2003) found that unfamiliar library surrounding and resources were related to
undergraduates’ fear of using the library. They considered themselves failures if they
have to ask the librarian for anything.
Undergraduates leave secondary school with little or no library skills to transfer to
a post secondary institution (Kunkel, 1996). The lack of library skills coupled with
library and performance anxiety increases when faculty members think the problem will
be quickly effaced and has no concern to the reality that their students cannot cope. There
is no reason to believe undergraduates can learn adequate library skills independently,
they only learn to cope better with their own deficiencies and hide their inadequacies. By
so doing, they miss out on a greater quality of education which can only come from
learning how to do independent research. It is a myth to believe that undergraduates can
make the changes needed for educational success without faculty members and librarians
helping them. Asking librarians for help can lessen how much stress is involved in the
research process, while librarians should include assurances that the undergraduates’
feelings of confusion and anxiety are normal (Keefe, 1998)
Kuhlthau (1996) found that undergraduates do not know the library can be quite
helpful in completing their course work and in providing them with deeper understanding
of assignments. They attempt to do their research work very quickly, getting in and out of
the library as fast as they can. Also unremarkable is their keen interest for using
electronic sources in the research process, although many databases were beyond their
comprehension. Libraries give undergraduates access to books they cannot afford to buy
and allows undergraduates who cannot afford to get a computer to use the ones in the
library (Mays, 2006). Again undergraduates do not support or supplement course work
with library research; this may mean that undergraduates rely on lecture notes, handouts
and text books on the curriculum which may not help the undergraduates to learn
independently (Hardy, 1992). In other words, undergraduates should be active seekers of
4
information rather than passive recipients of learning. Whether undergraduates will use
the library often also depend on the teaching style of their lecturers, course requirements
and the educational mission of the university.
The objectives of the university libraries are to acquire, organize and provide
resources and services towards effective teaching, learning, research and dissemination of
existing and new information (Crawford, 2003). For any course of study to be
worthwhile, a wide range of reading is required. Thus, the importance of the library in
teaching, learning and acquisition of knowledge is very crucial to the human race and in
particular to undergraduates. Flemin (1990) opines that libraries provide instructions;
education and exploration to undergraduates to enable them make more effective,
efficient and independent use of information resources and services to which these
libraries provide access.
Information literacy is a fundamental component of the educational process at basic
and advanced level, in which undergraduates learn how to think actively and critically
about information rather than passively receive packaged facts or materials (Dewald,
2000). To be information literate at the university level is far more than just reading a set
of text books to obtain a degree. The whole concept is to train and develop the total man
to be able to fit in and function in the society. A study conducted by Maduagwu (2000)
show undergraduates need more than one book to widen their horizon, deepen their
understanding and have broader social insight. He state further that books provide an
adequate information literacy foundation and undergraduates must use libraries optimally
and competently. Undergraduates must explore all avenues that will make them fulfilled
academically, socially and culturally. The more widely they read, the better informed
they become and the deeper their understanding would grow (Johnson, 2000). Studies
like that of Clougherty, Forys, Lyles, Persson, (1998) show that undergraduates
underused certain library services and resources. According to these researchers, most
students use the library to study, photocopy and check out materials; very few students
use the library for reference consultations. The most use library resources are catalogues,
news papers and computers in a computer laboratory area. Researches also show that
very few students use printed indexes and bibliographies, microfilm and microfiche, CDROMs, videos and maps, where they are available (Eurich, 2002).
5
It is essential for university libraries to posses the resources that will enable them
meet the goals of promoting learning, research and scholarship. A well stocked library
will be of no use if undergraduates do not know how to use the resources and services, it
is necessary to introduce the undergraduates to the library and its methods of operation.
Aguolu (2001) supports the view that libraries will be useless if they were mere
information storage systems without librarians to select from the universe of rapidly
proliferating records that are growing at an exponential rate. The librarian creates
bibliographies of all types, cataloguing codes and classification schemes to provide
effective subject access to books, print or non-print, micrographic, audio-visual or
machine readable.
The library catalogue is a useful tool that provides the key to all the resources in
the library, some libraries build their own internal database, known as Online Public
Access Catalogue (OPAC) which is an electronic version of the traditional card
catalogue. These machine readable resources are computerized databases stored on
computers and floppy discs (Ifidon, 1997). Empirical study by Bawden (1999) found
developments in the field of information technology have launched the library and its use
into an information communication super highway that does not require the
undergraduate to come into the library at all. Many of them may work remotely from
homes, hostels, classrooms, offices or internet cafes. They may alternate between using a
desktop or a laptop, web-capable cell phones or personal digital assistants.
However, many undergraduates wrongly assume that basic internet searches will
suffice in writing research papers. They may be ignorant of the hidden web in the library
which often contains materials of considerable value which internet search engines
cannot find and index and, may not appreciate the value of information in paper form on
library shelves. As a result, librarians and other educational professionals are introducing
information literacy in all its forms and aspects to make their patrons information
competent persons. Information literacy is experienced in a number of ways and
differently by different people; it gives insight into interaction with the world of
information as students experience it. It also helps students to understand critical
differences in experiences and suggest learning outcomes based on whole experiences
and real life practice (Williams, 1995). Information literacy enables undergraduates to
6
perceive, encode, decode, retain and remember information or learning materials as they
interact with the libraries. Information literacy develops in the undergraduates a set of
skills and competencies in finding, evaluating and making use of information in
appropriate ways.
Information literate undergraduates become more thoughtful and versatile in
seeking and using information either in the raw form of empirical data or in the highly
processed form called “knowledge” which is critical to their academic pursuit. They now
have ability to acquire information, to decide what information is needed, for what
purpose and how to access and apply them to confront circumstances and situations that
confront them. Information literate students possess some generic skills like information
seeking, problem solving, communication, information use and critical thinking.
Information literacy is important in the use of library because of the proliferation
of information sources, such as print media, electronic media, visual and audio media to
which the undergraduates are exposed. The complexity of the library facilities and its use
may pose a great challenge to undergraduates’ poor reading habits, shallow knowledge
and background about their subjects and fields of study. They have to think, perceive and
remember information to be able to solve problems, use strategies, approaches, or styles
to absorb, understand, digest and interpret information for learning to take place. In this
way the use of the library becomes meaningful.
The mental process of awareness, perception, reasoning and judgment is cognitive
style. It cut across many disciplines such as education; computer programming and
information science. These fields have goals in common for studying cognitive style, that
is how users (students, computer users or information seekers) process information and
how systems (teaching styles, computer interfaces or information systems) can be better
built to accommodate the diversity of the user population (Newton, 2000). Educational
theorists like Lakoff and Johnson (2000) believes one’s cognitive style can greatly
influence reasoning, and may also play a role in effecting the way an undergraduate
conceive a library environment
Goldstein and Blackman (1992) define cognitive style as a hypothetical construct
which has been developed to explain the process of mediation between stimuli and
responses. The term cognitive style refers to characteristic ways in which individuals
7
conceptually organize the environment; it is an information process whereby objective
stimuli are interpreted into meaningful schema. Therefore, cognitive style is the
information processing habits that typify undergraduates’ mode of perceiving, thinking,
problem solving and remembering. The perceiving functions are sensing and intuition,
while thinking and feeling are the judging function. Sensing and intuition are the
information gathering functions which describe how new information is understood and
interpreted. Thinking and feeling are the decision making functions (ie judging) they are
responsible for making rational decisions based on the data received from sensing and
intuition.
There is often the assumption that all undergraduates will learn in similar manner,
this ignores the important issue of individual differences in cognitive style. Each
undergraduate has a consistent approach to organizing and processing information during
thinking, style is not related to intelligence but it reflects qualitative rather than
quantitative differences between the undergraduates in their thinking processes
(Goodenough, 1997). Therefore, cognitive style is the characteristic modes of functioning
that the undergraduates show throughout their perceptual and intellectual activities in a
highly consistent and pervasive way, it is the preferred way undergraduates’ process
information while using the library. Undergraduates’ can be classified in terms of having
a particular cognitive style or preference in the way in which they perceive or process
information. Cognitive styles play a role in undergraduates’ selection of electives and
majors and the vocational choices they make. It has also been found to influence
undergraduates’ learning patterns (Reid, 1997). It is a common belief that library users’
cognitive styles should be considered in the design of library acquisition and services.
This is because cognitive style is the process and behaviour the undergraduates’ exhibit
in the formulation or acquisition, analysis and interpretation of information or data of
presumed value for decision making (Roberts, 2006).
Researches also identify cognitive style as one of the factors which account for
some differences in how undergraduates use the library and that cognitive styles represent
distinct areas of selfhood in undergraduates (Ramanville, 1994). It is a relatively stable
indicator of how undergraduates perceive, interact with, and respond to the library
environment (Keefe, 1998). It is a thinking style which has to do with undergraduates’
8
characteristic modes of processing information. Empirical studies also show that
cognitive style is a persuasive dimension of personality, bipolar in nature and stable over
time (Whyte, Karolick, Nielsen, Elder and Hawley, 1995). A number of cognitive styles
have been identified and studied over the years. Examples are field independence versus
field dependence, probably the most well known style. It is a tendency to gather
information or approach information resources and services in an analytical manner as
opposed to the global fashion.
Carrey (1991) identified convergent thinkers, good at accumulating materials
from a variety of sources relevant to a problem’s solution and divergent thinkers who
proceed more creatively and subjectively in their approach to problem solving. Pask
(2003) in a discussion of strategies and styles of learning classified cognitive styles as
either holist or serialist. Holists gather information in hierarchical manner (i.e. top-down),
when confronted with an unfamiliar type of problem. The serialists approach problemsolving in a sequential fashion, proceeding from the known to the unknown. Other
cognitive styles that have been identified include: scanning; which is the differences in
the extent and intensity of attention resulting in variations in the vividness of experience
and the span of awareness. Leveling versus sharpening; these are individual variations in
remembering that pertain to the distinctiveness of memories and the tendency to merge
similar events. Reflection versus impulsivity; is the individual’s consistencies in the
speed and adequacy with which alternative hypotheses are formed and responses made.
It has been a commonly held view that two cognitive mechanisms control
memory and information processing. They are suppression, when the information is
irrelevant and no longer necessary for comprehension and enhancement when it is still
necessary for processing, and for building new structures. These views have been
discussed and documented by some notable cognitive theorists as Bloom (1956) and
Gagne (1977). To achieve comprehension undergraduates have to reconstruct and reorganise a text mentally, linking new information to that already stored in the memory to
form new coherent mental pictures. The cognitive style emphasises the problem solving
process rather than the cognitive style structure and capacity, it categorises
undergraduates’ habits and strategies at a fairly broad level and essentially views problem
solving behaviour as a personality variable (Shymansky and Yore, 2005). However,
9
information processing can be constrained by different factors such as individual
cognitive characteristics like: skills, strategies and habits, as well as attitude to use.
Attitude is an important variable to consider in the study of human behaviour and
vital concept in the use of libraries by undergraduates. The most popular concept about
attitude describes it as a mental process consisting of the cognitive components of
knowing, thinking, perceiving, believing and even judging. It also includes the affective
process of feeling, emotion, acting, doing and striving. Attitude, as a hypothetical
construct, represents individuals like or dislike for an item. It could be positive, negative
or neutral views of an “attitude object” that is a person, behaviour or event (Loewenstein,
2007). Walster and Sieben (1994) have argued that people can also be “ambivalent”
toward a target that is they simultaneously possess a positive and a negative bias towards
the attitude in question. The undergraduates’ attitude may be composed from various
forms of judgments; it may develop on the ABC model (affect, behavioural change and
cognition). The affective response is a physiological response that expresses an
individual’s preference for an entity like the library. The behavioural intention is a verbal
indication of the intention of an individual to use the library while the cognitive response
is the cognitive evaluation of the library to form an attitude.
Babalola and Olapegba, (2005) averred that most attitudes are a result of
observational learning from the environment. Most of the undergraduates’ attitudes
therefore may result from observational learning from library environmental factors like;
seating arrangements, lighting, ventilation, library staff, conveniences, available
resources and services. Attitude formation among students may be due to several factors
one of which is a misconception of the importance of the library in academics and, which
might lead to a wrong use or non use of the library (Doran, 1972).The misconception
may be because undergraduates are not familiar with the library resources and services
and so they develop a lackadaisical attitude towards its use. Apart from this, choice of
subjects and activities in subjects are directly related to attitude formation. In addition,
the influence of the undergraduates’ home background and some school structure
variables are bound to affect the attitude of students to the use of libraries (Gardener,
2006).
10
Attitude like cognitive style is a disposition to act or react in a particular way to a
certain stimulus or environment. It is, therefore, expected that undergraduates should
possess attitude towards perceiving, encoding and retention of information or learning
materials. They will definitely not perceive or decode contents of information materials
in the same way. Webster Concise Dictionary (2002) defines “attitude’ as the way
individuals think and feel about something, somebody or the environment. In this study,
the attitude of undergraduates to the library system and services are conceptualised as
those reactions to the system and services, resulting from use or experience. These
resources and services must be provided in such a way that the hours of search and labour
put in by the students and the amount of equipment and facilities in place will improve
the general quality of the service. This interaction between the undergraduates and the
library can then be related to the output effectiveness, which will create like or dislike for
the use of libraries.
Gaps in skills for acquisition and utilization of information and information
sourcing from the libraries are what this study will attempt to fill. In developed countries,
user education, information use skills and use of library are taught right from the primary
school level. This shows that much importance is attached to the roles libraries play in the
economic and educational set up. However, majority of undergraduates in Nigerian
universities may have commenced their university studies with little or no exposure to the
library. Majority of them only read to pass examinations, and have little or no knowledge
of how to use the university libraries.
.
1.2 Statement of the Problem
The extant literature has shown that undergraduates do not use the library effectively,
competently and optimally. Many use the library when they have examination to sit for,
assignments to complete or academic research to do. They do not exhibit skills and
competencies in finding and making use of information in appropriate ways. Also,
research indicates undergraduates in Nigeria do not show self consistent modes of
functioning in awareness, perception, reasoning and judgment in the use of libraries and
information. The undergraduates’ past experiences, values, habits and needs seems to
11
influence their perceptual process of the library. In addition, there seems to be inadequate
collections, facilities and services in some of the academic libraries.
1.3 Objectives of the study
The main objective of this study is to investigate the extent to which information literacy,
cognitive style and attitude determine undergraduates’ use of libraries in Nigerian
universities. The specific objectives are to:
1. find out the information literacy level of undergraduates
in
Nigerian
Universities;
2. identify the cognitive styles of undergraduates in the use of libraries in Nigerian
universities;
3. investigate the most exhibited attitudes of the undergraduates towards the use of
libraries in Nigerian universities
4. find out the frequency of use of the various library resources and services by
undergraduates in Nigerian universities, and
5. ascertain the extent to which information literacy, cognitive style and attitude of
undergraduates towards use of library, individually and collectively affect their
use of libraries in Nigerian universities.
1.4 Research Questions
Four research questions were raised as follows. The Research questions are:
1. What is the undergraduates’ level of information literacy in Nigerian universities?
2. What is the undergraduates’ cognitive style in Nigerian universities?
3. What is the attitude of the undergraduates to use of libraries in Nigerian universities?
4. What is the frequency of use of library resources and services by undergraduates in
Nigerian universities?
1.5 Hypotheses.
The following hypotheses will be tested:
Ho1: Information literacy will not significantly determine undergraduates’ use of library
in Nigerian universities.
12
Ho2: Cognitive Style will not significantly determine undergraduates’ use of library in
Nigerian universities.
Ho3: Attitude to library use will not significantly determine undergraduates’ use of
library in Nigerian universities
Ho4: Information literacy, cognitive style and attitude towards library use will not
significantly determine undergraduates’ use of library in Nigerian universities.
1.6 Scope of the study.
The study will focus on information literacy, cognitive style, attitude towards use of
library and undergraduates’ use of libraries in Nigerian universities. It will cover selected
Federal, State and Private universities in Nigeria. The study will cover only third year
undergraduates because they are expected to have been familiar with their university
libraries. Three different faculties will be used in each of the selected universities; they
are faculties of Social Science, Science and Arts/Humanities.
1.7 Significance of the study.
This study is considered significant as the result will help undergraduates in the use of
libraries. It will also encourage university library management to develop information
literacy instruction programmes necessary to assist students in their academic pursuit.
The library will also consider the cognitive styles of users in acquisition and
development collection. Further more, the study will contribute to the general
improvement of library resources and services to users, especially in the areas of
expansion of services and hiring of specialist librarians. The study will also bring to the
awareness of the various universities’ management the need for undergraduates to
improve their attitudes toward the use of libraries. Finally, the findings will assist the
universities to map out strategies that will contribute to the critical mass of the body of
knowledge and information in the use of libraries. This could lead to a paradigm shift in
the information literacy, access, acquisition and use in Nigerian university libraries.
13
1.8 Operational Definition of Terms:
Information literacy: Information literacy is the amount of information or skill which
undergraduates possess on awareness, access, interpretation and evaluation of needed
information for use.
Cognitive Style: Cognitive style is the information processing habit, which represents
the undergraduates’ mode of perceiving, thinking, remembering and solving problems.
Attitude to use of Libraries: Attitude to use of libraries refers to the belief, thought
opinion, feelings, values and actions and reactions of the undergraduates to use of library
resources and services
Use of libraries: Use of libraries means the actual use of available library resources and
Services within the university by undergraduates
14
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter is devoted to the review of related literature on the problem of investigation.
The pool of literature on information literacy, cognitive style, and attitude as they
determine use of libraries by undergraduates in Nigerian universities will be reviewed
under the following headings;
2.1 Overview of the importance of libraries and use by undergraduates.
2.2 Information literacy and undergraduates’ use of libraries.
2.3 Cognitive style of undergraduates and use of libraries.
2.4 Attitude of undergraduates towards the use of libraries.
2.5 Influence of Information Technology on use of libraries by undergraduates.
2.6 Theoretical framework.
2.7 Conceptual model for the study.
2.8 Appraisal of literature review.
2.1 Overview of the importance of libraries and use by undergraduates:
Libraries remain the repositories of vast amounts of information and knowledge for
socio-economic, political and cultural development in any civilization. Undergraduates
can access the library resources by use of the catalogue system, computer searches, and
the assistance of trained librarians and library staff. It is a place for students to gain
knowledge about a wide variety of subjects (Alemna, 1995). Harris (1990) sees libraries
as instruments of power potent with all the explosive thoughts of mankind. Jalloh (2000)
argues that the library is the major supporting agency in the process of information
production, processing and provision to support academic activities in all institutions. He
states further that the library creates awareness for information use and acquaints
undergraduates with ideas of how knowledge is arranged in the library to facilitate
location and learning. Uhegbu (2001) argues that the undergraduates need a perfect
understanding of the usefulness of the libraries in the provision of information needs
through use.
15
University library holdings fall into these categories: reference books, books to
support teaching and learning, periodicals, fiction and biography. Reference books
usually are not allowed outside the library. Students today have a wonderful resource
because the present day libraries not only house books, but offer non print media, video
and audio tapes, large print materials for the visually impaired, and computers with
internet access to assist in retrieval of information. Printers and copiers allow students to
print information from the source. No wonder, Johnson (2000) admits the library is the
best source to obtain reading materials from quick reference books like encyclopedias to
the more scholarly monographs and periodicals which gives precise and up-to-date
information. Therefore, the main objective of a university library is to acquire, organize
and provide resources toward effective teaching, learning, research and dissemination of
existing and new information.
According to Crawford (2003) it is very important for university libraries to
possess the resources that will enable them to meet the goals of promoting learning,
research and scholarship. This makes the libraries very crucial to the overall academic
development of undergraduates because in the university the students acquire competence
in different disciplines to increase their knowledge base. Arem (2005) submits that
undergraduates need to be equipped with skills in reading, inquiry and independent
thinking. They should strive to develop their insight and analytical skills because
undergraduate courses involve receiving lectures, undertaking assignments, writing of
term papers, projects and carrying out research.
In view of these, university libraries store large volumes and varieties of
complex learning resources in different formats. Fayose (2000) listed the university
library resources as prints: books, periodicals, government publications, graphics, maps,
atlases, and non print media: microforms, transparencies, slide, video, films, tapes, and
disks. Obanya (2001) stresses effective use of the library by undergraduates will
contribute greatly to their academic success. There are various means by which the
library can be put to use by undergraduates. In between lectures, students can go into the
library to browse through the shelves, read newspapers or periodicals or get themselves
more familiar with the arrangement of the library. A survey on Canadian undergraduate
16
library use by Williams (1995) found that active learners who participate more in class
and who read, write and study hard are regular and active library users.
Some undergraduates find the university library as a study place where there is
comfortable chair, table and congenial atmosphere for study. They read their lecture
notes, study with their own books or work with library materials. Many see the library as
a store house where they can borrow books but which they may not visit if they can
afford to buy their own books. Such students who do not appreciate the value of the
library are at a disadvantage (Ajayi, 1993). Others see the library as a reading room,
which could be noisy sometimes. Olanlokun (1982) found that students use the library for
class work, research, discussions, leisure and other purposes. Guskin (1996) in a study
reports library use promotes active learning and thus contributes to students’ ability to
think critically and work well independently and in a group.
Variables like failure to make effective use of knowledge acquired through
reading, failure to read intelligently, critically and creatively can militate against the use
of the library by undergraduates. Using the library and reading requires that
undergraduates should be able to analyze, critique, and visualise as required by the
materials they read. They should be able to do critical reading as this enriches and
develops the innate mental faculties and attitudes to events, things and problems (Unoh,
1983). Also, environmental factors like poor ventilation, lighting, seating arrangement,
lack of conveniences, can hinder the use of the library by undergraduates. Other
hindrances could be distances of halls of residence or hostels to the library.
With the growth of the internet, some university libraries now deliver their
services online. As the digital information world gets more complex, it gives
undergraduates more opportunities of enjoying the services of university libraries and in
greater depth. Today, students may not come into the library at all; they may work
remotely from homes, offices or internet cafes, alternating between desktop or laptop
computers, web-capable cell phones or personal digital assistants.
17
2.2 Information Literacy of Undergraduate Students.
Information literacy is the development of a growing set of skills and
competencies in finding, evaluating and making use of information in appropriate ways.
Information literacy focuses on a wide variety of critical thinking skills that go beyond
mere information seeking to help undergraduates effectively evaluate information and use
it to solve problems, form opinions and create new knowledge. Information literacy skills
help undergraduates address the challenges of an info-rich digital age and help them
become critical consumers of information, both in school and throughout their lives.
Studies have shown that students learn information literacy skills best when they are
integrated into the curriculum and into individual course syllabi (Dewald, 2000).
Librarians have thus made it their mission to support undergraduates’ learning by
working with faculty to identify desired students outcomes and partnering with faculty to
conduct instruction and design assignments to meet the enormous changes occurring in
higher education throughout the world as a result of new information developments
Undergraduates need to acquire new sets of information skills in order to
effectively prepare their knowledge base in all disciplines. In this information centered
world, students must develop skills that will prepare them for post-secondary
opportunities like the work place or in pursuit of education. Information literacy therefore
becomes a vital part of university-level education (Breivik and Gee, 2006). To produce
such information literate undergraduates, will require schools and colleges to appreciate
and integrate the concept of information literacy into their learning programmes.
Ultimately, information literate students become those who have learnt how to learn, this
is because they now know how knowledge is organised, how to find information and how
to use information in such a way that others can learn from them. They are prepared for
life long learning, because they can always find the information needed for any task or
decision at hand (Gibson, 2004). Schools, colleges and universities need to teach their
students to integrate learning opportunities into everything they do in order to be
successful in the constantly changing work environment and society. Undergraduates
need to obtain high levels of literacy during every phase of their education. They have to
achieve excellent skills in reading, writing, mathematics and critical thinking to be
successful in the new millennium (Stallings, 1997). The task of scientific research
18
requires scholars and students to utilize competent information skills. Therefore, the
development of a growing set of skills and competencies in finding, evaluating and
making use of information in appropriate ways is vital to undergraduates. Thus, the
information literate student becomes more thoughtful and versatile in seeking and using
information.
Information literacy has expanded the decade long efforts of librarians to help
their users learn about how to utilize research tools (like periodical indexes) and materials
in their own libraries. Librarians want users to be able to transfer and apply this
knowledge to new environments and to research tools that are new to them (Grassian,
2004). Information literacy is seen by librarians as a key requirement in accessing and
making appropriate use of the vast amounts of information which are now available to
undergraduates, particularly through the internet. Information literacy has developed as a
refocusing of bibliographic instruction or user education in academic libraries, but
unfortunately many students confuse computer literacy with information literacy. Reports
on undergraduates’ education identify the need for more active learning whereby they
become self-directed independent learners who are prepared for lifelong learning. To
accomplish this, undergraduates need to become information literate (Breivik, 1998).
In a case study of undergraduates in the University of Oklahoma, Brown,
Murphy and Nanny (2003) discover undergraduates find the technology so easy and
complete and, are not interested in learning information literacy skills necessary to locate,
evaluate and effectively use information gathered from the internet. Skillful use of the
internet as a research and learning tool is one such clear need for undergraduates who
wish to be successful in industry, commerce and academia. Undergraduates need to be
information literate because digital information is often unregulated by editors, publishers
or peer review. Undergraduates must be critically alert and evaluate each internet source
they use for reliability and validity (Smith and Ragan, 1999). Librarians need to rethink
traditional methods of bibliographic instruction to accommodate these new generations of
thinkers who are adept at using technology but not necessarily in finding accurate and
relevant information.
Discipline specific literacy establishes meaning and context for undergraduates,
and helps them develop general and discipline specific information skills in the use of
19
library. The Association of College Research Library (ACRL) 2000 presents a set of
performance indicators based on five standards: the information-literate student
determines the nature and extent of the information needed, accesses needed information
effectively and efficiently, evaluates information and its sources critically and
incorporates selected information into their knowledge base and value system, uses
information effectively to accomplish a specific purpose, understands many of the
economic, legal and social issues surrounding the use of information and accesses and
uses information ethically and legally. Information literate students are prepared for life
long learning because they can always find the information needed for any task or
decision at hand. Since information may be presented in a number of formats, the term
information applies to more than just the printed word. Other literacy such as visual,
media, computer, network, and basic literacy are implicit in information literacy. The
development of basic information literacy skills is an important foundation for the use of
libraries by undergraduates.
Although most undergraduates do not learn information literacy in specific
courses, they usually encounter some type of information literacy training in other
courses like English and General Studies. Orr et al. (2001) discover the mastery of
generic information skills is the precursor to, and lays the foundation for, the
development of higher-level thinking and evaluation skills. Undergraduates will most
likely be required to research scientific literature and use primary sources in their more
specialized upper-level courses. Writing papers and doing assignments are frequent
occasions for introducing undergraduate students to scientific literature. At this stage,
undergraduates are expected to have developed basic information literacy skills, be
comfortable with using the library and performing basic searches. Therefore, information
literacy becomes a fundamental component of the educational process at all levels and
one of the primary outcomes of higher education (Dewald, 2000; ACRL, 2003). A major
trend in undergraduate students’ education is an increasing involvement in research
activities. However, the fact that student are attracted by the speed and convenience of
the web and often use unevaluated and inappropriate resources means that higher
institutions need to teach information seeking skills to the students (Grimes and Boening,
2001).
20
Nahl-Jacobovits and Jacobovits (1993) observed students have serious affective
information needs which are related to their own abilities in accessing library resources.
They discovered the students fear making mistakes and are often intimidated by the
complexity of search tools. To be information literate, Plotnick (1999) and ACRL (2000)
reveal students must be able to recognize when information is needed and have the ability
to locate, evaluate and effectively use the needed information. In the same vein The
Prague Declaration (2003) positions information literacy within lifelong learning which
encompasses knowledge of ones information needs and the ability to identify, locate,
evaluate, organize and effectively use information to address the issues or problems at
hand. Similarly, the United Kingdom’s Chartered Institute of Library and Information
Professionals (CILIP, 2005) positions information literacy as knowing when and why you
need information, where to find it and how to evaluate, use and communicate it.
Therefore information literacy becomes valuable for undergraduates because it will
establish meaning and context for them. The information seeking practices take care of
subject – specific tools, resources and methods of searching (Town, 2001).
Furthermore, Grafstein (2002) states information literacy skills will equip
students with knowledge about specific subjects, contents, research practices and
information retrieval systems that apply generally across disciplines. Bruce (1998)
highlights the role of content and explains information literacy cannot be achieved
without engaging in a discipline specific subject matter which frequently relies on
specific types of data, tools and search processes. Studies revealed the need for students
to master complex resources and search skills within their disciplines (Bracke and Critz,
2001). The authors explained that students need to recognise the many channels available
for information in their disciplines and the many different searching mechanisms within
these channels. Information literacy enables students to engage critically with content and
extend their investigation, to become more self- directed and assume a greater control
over their own learning as they use the library. Association of College Research Libraries
(ACRL, 2000) remarked information literacy creates opportunities for self direction and
independent learning where students engage in using a wide variety of information
sources.
21
As students progress through their undergraduate years, they need to have
repeated opportunities for seeking, evaluating, managing and applying information
gathered from multiple sources and discipline specific researches. This is because
information literacy is the cumulative experience gathered from a range of subjects and
learning experience which creates the information literate person (Bawden, 2001).
However it is important, according to Breivik (2002), not to confuse information literacy
with library bibliographic instruction. Serious research usually involves using the stacks,
where most of the library’s books are stored. This is because scientific research requires
scholars and undergraduate students to utilize competent information skills. In agreement
with ACRL’s statement Orr, Appleton and Wallin (2001) describe a model that
incorporates both general and discipline specific information literacy, and emphasise the
value of a curriculum integrated approach.
Bracke and Critiz (2001), Leckie and Fullerton (1999) discovered that early in
students’ academic careers, they take courses to fulfill both general degree requirements
and their majors. Basic or introductory courses have traditionally been fact and data
intensive, relying on textbooks, lectures, basic exercises, and the learning and
memorisation of facts and concepts. Heavy reliance on textbooks means that students are
rarely required to use outside information sources or develop information skills relevant
to their majors.
A study conducted by Gonzalez (2001) lay emphases on research and writing
and describes education processes as a continuum and explains that research is
undertaken at each of these levels from lower division (where students learn the most
basic research skills) to post doctoral (where they acquire the most advance search
experience). In another study, Lenox and Walker (1993) in their findings characterize the
information literate undergraduate as one with the analytical and critical skills to
formulate research, access a variety of information types through the library in order to
meet his/her information needs.
2.3 Cognitive style of undergraduates and their use of libraries.
Cognitive style is a mental process involving thinking and reasoning, an aspect
of psychology that deals with internal mental processes such as problem solving, memory
22
and language. Cognitive style does not indicate content of the information but how the
brain perceives and processes the information which can be described in a variety of
ways. In this study, cognitive style is described as the information processing habits
representing the undergraduates’ typical mode of perceiving, thinking, problem solving
and remembering. It is the variations among undergraduates’ preferred ways of
perceiving, organising, analysing or recalling information and library experience. Witkin,
Oltman, Raskin and Karp (2002) posit cognitive style as the characteristic, self consistent
modes of functioning which individuals show in their perceptual and intellectual
activities in the library. These shows there are individual differences in performance of
undergraduates in library tasks.
It is also of interest to note that differences in cognitive styles do not indicate
differences in learning or memory (Witkin, Moore, Goodenough and Cox, 1995). It
indicates the preferences an undergraduate has for perceiving and processing information,
not the ability to learn the material. Thus students with equal learning abilities but
different cognitive styles may experience different levels of success while using the
library (Wang, Tempoir, Layman, Penniman and Collins, 1998).
Grigorenko and Sternberg (1997) study states cognitive style supports the
psychological implication for learners while Merriam and Caffarella (1991) posit
cognitive styles as consistencies in information processing. Witkin, Moore, Goodenough
and Cox (1995) add, cognitive style includes one’s perceptual and intellectual
capabilities. This means that cognitive style is based on the premise that undergraduates
process information and use the libraries differently on the basis of either learned or
inherent traits. Having a particular cognitive style simply denotes a tendency to behave in
a certain manner. Baron (2000) identifies two groups of thinkers: convergent thinkers,
good at accumulating materials from a variety of sources relevant to a problem’s solution,
and divergent thinkers who proceed more creatively and subjectively in their approach to
problem solving.
Pask (2003) extends his notion in a discussion of styles of learning and
classifies cognitive style as learning strategies which are holist or serialist. When
confronted with an unfamiliar type of problem, a holist gathers information randomly in a
frame work, while a serialist approaches problem-solving from known to the unknown.
23
Kagan, (2005) claims cognitive style provides an in-road to predict library search
performance, a thinking style which has to do with undergraduates’ characteristic and
typically preferred modes of processing information. Guralnik, (1998) argues that
cognitive style is a distinctive or characteristic method of acting or performing. He
pointed out two categories of styles which are of concern in the cognitive domain as the
knowledge and skills needed to interact with the library to find information. Ericsson and
Simon (1993) show the cognitive style of undergraduates is the habitual and preferred
way of doing cognitive tasks.
Cattel (2001) and Royce (2003) conclude that cognitive styles seem to have
important implications for education and use of libraries. Grigorenko and Sternberg
(1997) suggest that the use of libraries can be improved by adding measures of style to
measures of desire and, explains impulsive students may exhibit dissatisfaction in the use
of libraries because of their tendency not to be careful in their use. Empirical findings
show that undergraduates with impulsive style, in contrast to those with a reflective style
make more errors in reading prose and serial recall tasks. They are more likely to offer
incorrect solutions on inductive reasoning problems and visual discrimination tasks
(Elkind, 2006). Holland (2003) suggests that interest in the use of libraries may be
predicted by the way students seek to acquire and use information; it may be realistic,
investigative, artistic, social, enterprising and conventional. Kolb (2004) identifies four
types of styles based on two dimensions: converger versus diverger and assimilate versus
accommodate. This polar type yields different kinds of students. Converger students are
hypothetical, they think deductively; they really want to know whether they can get
maximum result before deciding to use the library. On the contrary the divergers make
use of imaginative and intuitive kind of thinking. (Cattel, 2001) argues that, these styles
interface with work on cognition and work on personality which represents distrust areas
of selfhood.
Julien (2001) suggests the early introduction of the information resources
within the students’ specific subject discipline, which may prompt them to use the
library. For any course of study to be worthwhile, the undergraduates require a wide
range of reading, there is an assumption that the real students are not satisfied with the
ruminations of the classroom lecturer but they have sufficient intellectual curiosity,
24
ability and initiative to search for truths in well equipped libraries (Eurich, 2002). Klahr
and Wallace (2005) in their study on children, who are impulsive, conclude they perform
lower in school. Another study by Witkin (2005) posits field dependent students have
problem when they were learning to read, it means undergraduates who are field
dependent may have difficulty with reading and may not use libraries effectively.
Gul, (2002); Clapp, Holland and Jacobson (2003) focused their studies on
reflective students who are more result oriented and patient in their search and impulsive
ones who are always in a hurry. The extent of the undergraduates’ dependent versus
independent style may also affect their use of libraries, some may prefer their lecture
notes, hand out or personal textbooks. They may find the libraries not interesting or
difficult to navigate.
Bryant, 2000, stressed the need for students to develop cognitive skills in preadolescent age because it is at this age, more than any other, that adolescents move from
concrete thinking to more abstract operations. Studies like those of Doyle (1996),
Walsters and Sieben (1994) show significant results and evidences that the cognitive style
of students affect the development of positive attitudes to the use of libraries. On the
whole, there is an indication of interaction between cognitive style and undergraduate
students’ use of libraries in universities.
2.4 Attitude of undergraduate students towards use of libraries.
Attitude is a hypothetical construct that represents an individual’s like or
dislike. The Oxford Advanced Learner dictionary defines attitude as “the way we think
and feel about a thing, a person or an object”. It is a behavioural pattern, feelings and
thinking of the undergraduates which may affect their use of libraries. Jung (1971) define
attitude as readiness of the psyche to act or react in a certain way. Since attitude cannot
be measured directly, a person’s attitude towards an issue or object is deduced from the
behaviour in situations involving that object. Studies have shown a number of other
variables that can affect the attitude of undergraduate students; Delameter (2000)
observes that education, social class, religion, gender and knowledge will influence the
students’ attitude. Other studies reveal personal characteristics of undergraduates as they
25
make effective and competent use of libraries as well as recorded a relationship between
attitude and behaviour (Kaiser and Fuhrer 2003).
Similarly most definitions on attitude seem to centre on the notion that it
involves measuring people, issues, and objects along a dimension ranging from positive
to negative. This measurement has two components-cognitive and affective (values and
beliefs). Attitude as a cognitive input explains the undergraduates’ behavior in the library
setting (Bootzin, Loftus, Zajonc, 1993). Martin (1998) argued that an individual’s attitude
to an object or issue is always related to the expected result associated with that object or
issue and the expected outcome of a positive attitude is a pleasant feeling or result.
Favourable attitude triggers action while lukewarm attitudes result in negligence or lack
of concern.
Undergraduates may have the competence to perform and may not have the
desire (attitude) to do so effectively. In other words, competencies give us the ability to
perform while attitude give us the desire to perform (Marzano, 1998). Undergraduates
may be competent but may lack the desire to use the library which explains Babalola and
Olapegba’s 2005 findings that the characteristics of the undergraduate students like
personality, past experiences, values, habits, needs may all influence their perceptual
process of the library. The library therefore poses a challenge to such students and many
develop emotions like disgust and fear to use libraries.
Pinker (2007) posits that the things we do are based on our emotions and the
views of others about us usually disturb us. In like manner, the views of friends and peers
disturb undergraduates who cannot use the library effectively, which means the
perception of undergraduates may also affect their attitude to use of library either in
negative or positive form (Epictetus, 1998). Tella (2004) discovers attitude develops as a
result of perception and that attitude affects perception, undergraduates may perceive the
usefulness of the library, the ease of use and the enthusiasm affects using libraries. There
is a strong tie between attitude and values; and our attitude is a function of what we feel
and think (Delameter, 2000). A wrong value system in undergraduates makes the use of
library secondary, an undergraduate, who prefers to read with the music on, may not find
reading in the library interesting. Ignorance and naivety about the libraries may also
affect the undergraduates’ attitude to using the library. A study at the University of
26
Minnesota, on seasonal variations in the use that students make of the library and its
facilities, show that environmental factors, lack of facilities, social psychology,
personnel, personal and individual problems are some of the factors causing changes in
students’ attitude to use of libraries (Ratcliffe, 1984). Reading, like speaking and writing
involves an interaction between thought and language. According to Strang, McCullough
and Traxler (1997) reading requires thinking, feeling, imagining and purposefulness.
Some of the problems confronting undergraduates may be failure to make effective use of
the libraries, failure to read intelligently, critically and creatively.
The ability to read well is one of the most valuable skills undergraduates can
acquire, because library use may increase at higher levels of study due to general
expansion of courses and the development of project-based study. This is a component of
third and fourth level courses for undergraduates (Jaboada, 2006).
On the contrary, Kiewra (2005) in his submission argues that undergraduates
may not use the library but resort to other sources of information like the archives
collections and record offices. He attributes this attitude to the very wide variety of
resources students tap in pursuit of special materials. Studies by Berzonsky, Williams and
Richardson (2008) show that undergraduate students favour using online search to
address research questions, but they often do not have the skills to assess the validity of
research articles. From all indications, undergraduates look for the easy way out when
searching for information or materials for academic purposes.
2.5 Influence of Information Technology on use of Libraries by Undergraduates.
Information technology has made information superficially much easier to access but it
leaves the user with the responsibility for deciding what quality information is and what
it’s not. Undergraduates need to become critical consumers of information in order to
avoid overload and to develop new intellectual skills in order to manage information
effectively and transform it into usable knowledge (Goad, 2002). Libraries do not only
collect and preserve materials; they also provide access to information resources.
Consequently, both the information system and the information professionals are
adapting to meet the changing needs and growing expectations of users (Jalloh, 2000). As
library resources migrate from print base materials to digital resources, one enduring role
27
of libraries is their intellectual task of cataloguing which imposes order on diverse
resources and creates records for retrieval through existing online catalogues (OCLC,
2006).
Electronic
information
sources
offer
today’s
undergraduates’
different
opportunities which their predecessors did not have. Brophy (2001) details the
advantages as digital referencing is faster than consulting print indexes, straight forward
when using combinations of key words, it is possible to search multiple files at a time and
update information faster and more often. Driven by students’ needs, libraries have
increasingly been augmenting print-sources; indexing and cataloguing with efforts in
internet resource description and organization (Mason, Mitchell, Mooney, Reasoner, &
Rodriguez, 2000). The internet is a global network of computers, a super network
connecting many smaller networks together and allows all computers to exchange
information with each other. The internet uses a set of protocols called Transmission
Control Protocol/Internet Protocol (TCP/IP). The World Wide Web (WWW) uses the
internet to move from site to site. (Library of Congress, 2000).
Using information technology, libraries now access electronic resources more
economically (Ojedokun,and Lumande, 2005). Electronic information such as online
catalogue (OPAC), electronic databases and useful internet sites has become an important
part of library resources, especially in academic libraries (Badu, 2004). The virtual
library provides twenty-four hours (24hrs) access, requires no shelves, tables chairs card
catalogues or even the presence of a librarian. It connects the clientele to a global
information network environment. Information technology enables undergraduates to
locate books in the library using the online catalogue, search for articles in electronic
databases or indexes, search and evaluate information on the internet. However students
require some skills to be able to use these resources effectively (Haws, 2007). The
quantum of information has expanded and the formats in which they are held have
developed. Libraries are now gateways to an almost infinite world of electronic
information delievered on the internet. The facilities consist of computers, CD-ROM
databases, facsimile, printers, scanners, telephones, slide projectors, LCD projectors,
overhead projectors and the internet (Idowu and Mabawonku, 1999; Agu, 2001).
28
Information technology facilitates the information revolution and transfer of
information in different formats (Mutula, 2000). Today we have e-library and e-learning
to support teaching and learning; and students have fast access to current information.
These will lead to improvement in academic performance, and ability to use and apply
technology in their future endevours (Brown, 2002, Forgasz, 2006; Corbett and Williams,
2002). Through information technology, libraries have added e-journals and electronic
databases to their collections and by extension have introduced inter-library loans
(Virtanen and Nieminen, 2002). Although, there might be some socio- economic factors
that affect use of information technology like level of education, geographical location,
economic status and income as enumerated by Hellstein (2006).
2.6 Theoretical Framework
This study deals with information literacy, cognitive style, attitude, and undergraduates’
use of libraries in Nigerian Universities. The theoretical framework of the study is based
on the information processing theory of Sternberg (1997) which attempts to break down
reasoning operation and steps about how people solve information processing problems.
He suggests that information processing occurs on two different levels. One level has to
do with sequential steps-components that a person goes through in solving complex
mental problems and the other level involves the meta-components process that organizes
the components that a person goes through in deciding how to solve the problem. In
other words, information processing has six sequential components that deal with
encoding, inferring, mapping, applying, justifying and responding. Meta-components
deal with the higher-order decision process, the speed and accuracy with which to go
about deciding how to solve a particular problem.
The study shall employ the six sequential components of Sternberg’s theory of
encoding responses of the sample and identifying the relevant attributes that may be the
solution to poor use of libraries. Inference is made on the relationship between the
encoded responses and the use of libraries as the individual applies the relationship
inferred to the possible answers. Attempt is made to justify an answer option as
preferable to others even if it does not seem to be ideal or support previous studies,
arguments and paradoxes. Finally the individual response with the interpretations of
29
results, findings, conclusions and recommendations on meta-cognition level is very
important. The decision process about the methodology, answer options as preferable to
others is very important.
Other relevant theories are: Gestalt theory postulated by Wertheimer (1922)
which emphasizes higher order cognitive processes in the midst of behaviourism. This
theory applies to all aspects of human learning. It applies directly to perception and
problem solving. Perception is an active mental process closely related to all higher order
cognitive functions. Tella (2004) agrees with this view and states; that as a result of
perception, students might develop an attitude towards an idea, a person or object which
may be favourable or unfavourable. Also individual differences in abilities and cognitive
styles have been shown to be important in perception.
Cognitive dissonance theory is another attitudinal theory that is relevant to this
study. It is developed by Greenwald (1968). It is a framework for understanding how
attitudes (beliefs and values) change under the influence of communication. Babalola and
Olapegba (2005) advocate this theory as individual’s reaction to different aspects of
communication is different. The theory assumes that an individual reacts to different
aspects of particular persuasive communication with positive or negative thought that in
turn will determine whether or not the individual will support the position.
2.7 Conceptual Model for the Study.
The conceptual model explains the process and how the study will be done. The model
proposes linkages and interactions between the independent variables; information
literacy, cognitive style, attitude and the dependent variable, use of libraries. It is
proposed that the independent variable can be influenced by some environmental and
intrinsic intervening factors such as age, gender, faculty, facilities, IT and experience.
This invariably will influence and improve the use of facilities in libraries (dependent
variable) which may be books, journals, audio-visual materials, online data bases, digital
materials etc. The resultant effects of the variables put together is that cognitive style,
attitude and information literacy are factors that may enhance use of libraries by
undergraduates in Nigerian universities. The following model shows a direct relationship
30
between information literacy, cognitive style, attitude, and use of libraries by
undergraduate students.
Conceptual model for Information literacy, Cognitive style, Attitude, and undergraduates’ use of
libraries.
Independent variables
Intervening variables
Information literacy of
undergraduates determined
by
Perception of need for
information
Information searching skills
Location of information
sources
Retrieval skills
Evaluation of information
Effective and efficient use
Environmental and intrinsic
factors
Use of libraries
Books
Journals
Other serials
Ref. sources
Audiovisual materials
CD-Rom dbases
Online dbases
Internet
Digital materials
Reprographic materials
Age
Gender
Peer
Cognitive style of
undergraduates
Cognition
Thinking
Remembering
Problem solving
Intelligence
Knowledge
memory
Dependent variable
Facilities
Staff relationship
Information technology
Conducive library environment
Experience
Intelligence quotient
Library use skills
attitude of
undergraduates
determined by
Self concept
Personality
Self efficacy
Locus of control
Value system
beliefs
Interest
Motivation
Knowledge
Library use instructions
Library staff expertise
Fig. 1 conceptual model for information literacy, cognitive style,
attitude and undergraduates’ use of libraries (self constructed)
31
2.8 Appraisal of Literature Reviewed.
The research reports reviewed have identified problems associated with the students’
level of information literacy, cognitive style, attitude and learning resources. None has
determined the influence of the undergraduates’ level of information literacy as a
determinant of use of library. None of the research reports has examined the ability of the
undergraduates to exhibit knowledge of awareness of information and determine when
information is needed or ability to identify, locate, assess, interpret or evaluate needed
information using the library. Though research reports show that cognitive styles affect
the development of attitudes, and attitudes influence performance and achievements of
students; the literature reviewed has not established the influence of both the cognitive
style and attitude on the use of library by university undergraduates.
Reviewed literature show that human memory depends on cognitive style, since
learning involves, perceiving, encoding, decoding, retention and recall of information or
materials presented. None have really determined the influence of these on the use of
library by undergraduates. This study is designed to fill these gaps.
32
CHAPTER THREE
METHODOLOGY
3.0 This chapter presents details on how the study will be carried out under the following
sub-headings:
3.1 Research Design
The study is non-experimental. Survey approach is adopted, employing ex-post-facto
type of research. There will be no direct control of any variable; as variables will be
studied as they occur. Surveys according to Nworgu (1991) allow a group of people or
items to represent the entire group. In this study, the researcher will use survey method to
identify how information literacy, cognitive style and attitude of undergraduates
determine their use of libraries.
3.2 Population for the study.
The population of this study comprises of sixty-four thousand, eight-hundred
(64800) undergraduates in their third year (300 level) in Nigerian universities. As at
2008, there were eighty-two (82) approved universities in Nigeria made up of twenty-five
(25) Federal, twenty-nine (29) States and twenty-eight (28) Private universities
(UME/DE Brochure 2008/2009). The special universities such as universities of
Technology and Agriculture which are fifteen (15) in numbers will be excluded from this
study. This is because they do not have colleges/ faculties relevant to this study. With the
exemption of the special universities, the study population is reduced to sixty-seven (67)
universities. These are seventeen (17) Federal, twenty-three (23) States and twenty-seven
(27) Private universities.
Also, other degree awarding institutions like colleges of Education and
Polytechnics are not included in this study. The universities in Nigeria by type/
ownership are listed in appendix 3.
33
3.3 Sampling Technique and Sample size.
Multistage random sampling technique will be used for the study. Universities in
Nigeria will be stratified by ownership namely: Federal, State and Private universities.
The second stage of the stratification will be by the six (6) geopolitical zones namely:
South West (SW), South East (SE), South South (SS), North West (NW), North East
(NE) and North Central (NC). The sample will be drawn from sixty-seven (67)
universities made up of sixteen (16) federal, twenty-three (23) states and twenty-seven
(27) private universities.
Three universities will be selected from each of the six zones, one from each type or
ownership. A total of eighteen (18) universities will be selected which is about twentyseven percent (27%) of the population. This is to ensure each geopolitical zone and each
university by type or ownership is represented.
Also three faculties /colleges will be purposively selected on the bases that they
are available in all the selected universities. They are Arts/Humanities, Social Science
and Science. Undergraduates in the third year (300 level) from the selected
faculties/colleges and universities will be used for the study. The choice of third year
undergraduates is because they have had three years experience in the university and
must have had the opportunity of using the library at least for two years prior to this
study. Those in the final year (400 levels) will be very busy preparing for final year
examinations and project thus will be excluded. The first and second year undergraduates
are still regarded as freshmen who are just adjusting to the university system and may not
have had enough opportunity of using the university library.
3.4 Instrumentation
An instrument entitled “Information Literacy, Cognitive Style, Attitude and Use of
Libraries questionnaire” (ILCAU) will be designed, validated and used for the study. It
will be made up of the following sections:
Section A of the instrument contains the demographic data; which will be used to collect
the background information like name of institution, faculty/college, level and gender
from the undergraduates.
34
Section B will find out the information literacy level of the undergraduates.
The section consists of twenty-six (26) items rated on a four point scale of Strongly
Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD) with weighted value of
4 to 1 in terms of scoring. This score is reversed for negatively worded statements.
Section C will be used to identify the Cognitive styles of undergraduates. It is made up
of twenty items (20) rated on a four point scale of Strongly Agree (SA), Agree
(A), Disagree (D), and Strongly Disagree (SD). Just like section C, the weighted value is
from 4 to 1 and the score is reversed for negatively worded statements.
Section D will be used to determine the attitude of undergraduates. It has twenty-two
(22) items rated just as in sections B and C.
Section E will find out the use of library resources and services by undergraduates. The
section has eighteen (18) items; item 87 is rated on a two point scale of Always (A) and
Not Always (NA) while item 88 is rated on a four point scale of Very Highly Applicable
(VHA), Highly Applicable (HA), Occasionally Applicable (OA) and Not Applicable
(NA).
3.5 Validity and Reliability of instruments.
The questionnaire was given to experts in the departments of Library Archival and
Information Studies, Psychology and Institute of education University of Ibadan to
ascertain its face and content validity. This resulted in useful criticism, corrections and
additions to ensure the questionnaire is appropriate and to eliminate ambiguity. The
research instrument was trial tested at university of Ibadan, university of Ado-Ekiti and
Bowen university, using sixty (60) third year undergraduates (300level) from the
faculties/colleges of Arts/Humanities, Social Science and Science. These represent
Federal, State and Private Universities. Cronbach alpha technique was used to determine
the reliability of the instrument. The reliability alpha level are 0.86 for section A, 0.87 for
section B, 0.76 for section C, 0.67 for section D and 0.74 for section E.
35
3.6 Data collection procedure.
The researcher and six (6) trained research assistants will administer the questionnaire to
300 level undergraduates in the selected universities. The field work is expected to take
about six months.
3.7 Method of Data Analysis.
The returned questionnaire will be collated, coded and analyzed using frequency counts,
percentages, mean and standard deviation as descriptive statistics to measure research
questions one to four (1-4). Regression analysis will be used as inferential statistics to
measure hypotheses one to three (Ho1-Ho3) and multiple regression for Ho4
36
REFERENCES
Agu, A. 2001. Factors that encourage or inhibit computer use for secondary mathematics
teaching . Journal of computers in mathematics and science teaching. 25.1 : 77-93
Aguolu, C. C. 2001. Libraries, Knowledge and Natioonal Development, Maiduguri,
UR. 7
Ajayi, K. 1993. Library and information services for educational development in Nigeria.
Lecture delievered at the annual lecture of the Nigerian library association. Ogun
state chapter, UNAAB, Abeokuta.
Alemna, A.A. 1995. “The Management or oral records by Libraries,
Archives and other Related Institutions in Ghana” African Journal of Library
Archives and Information science. 6.2;127 – 136.
Arem, J. 2005. Colleges and Universities. Microsoft Encarta Reference
Library CD-ROM.
Association of College Research Libraries (ACRL) 2000. Information literacy
Competency standards for higher education. http://www.ala.org.ala/acrl/standards
/informationliteracycompetency.html Retrieved 5/4/2008
Association of College Research Libraries (ACRL) 2003. Information
Literacy Competency standards for higher education.
http://www.Infolit.org.documents/progress html on 2/4/2007
Babalola, S. S. and Olapegba, P. O. 2005. Social Psychology Basic Principles and
Approaches in Psychology: Perspective in human behaviour. Eds. Bola Udegbe,
Shyngle Balogun, Helen Osinowo and Gbenga Sunmola. Dept. of Psychology,
University of Ibadan. 198-223
Badu, E. 2004. Strategic management of information technology in university libraries in
Ghana. The information technologist. 1.1&2: 25-37
Baron, J. 2000. Thinking and deciding.3rd ed. Cambridge: Cambridge university press.
Bawden, D. 1999. User oriented evaluation of information systems and services
Aldershot: Gower.
Bawden, D. 2001. Information and Digital Literacy: a review of concept.
Journal of Documentation 57.2: 218-259.
Berzonsky, B. William, A. Richardson, K. D. 2008. Journal of Natural
37
Resources and Life Sciences Education. 37:8-13.
Bloom, M. L. 1956. Industrial psychology and its foundation. New York: Harper and
Row
Bracke, M.S. and Critz, L.2001. Re-envisioning instruction for the Electronic
Environment 21st Century Science Engineering Library. Science & Technology
Libraries 21.2& 3:97 -106.
Breivik, P. S.1998. Student learning in the information age. Phonix, Oryx Press.
Breivik, P.S. 2002. Information Literacy and the Engaged Campus. Giving students and
community members the skills to take on (and not be taken in by ) the internet,
AAHE (American Association of Higher Education B ulletin, 53. 1:3 -6
Breivik, P. S. and Gee, E. G. 2006. Higher education in the Internet age: Libraries
creating a strategic edge. Westport, CT: Greenwood Publishing.
Bootzin, R.: Loftus, E.; Zajonc, R. 1993. Psychology Today: An Introduction. New York.
Random House. Fifth edition. 570.
Brophy, P. 2001. The library in the twenty-first century. New services for the information
age. London: Library Association Publishing. 223
Brown, D. 2002 Proving strategies for teaching and learning: Presentation in the new
educational benefit of ICT in higher education conference, Rotterdam retrieved
5/6/2006
Bruce, C. 1998. Information literacy: a framework for higher education. Australian
Library Journal. 44: 158
Bryant, P.E. 2000. Cognitive development. British medical bulletin 27: 200-205
Carrey, J. M. 1991. The issue of cognitive style in MIS/DSS research.
http:ilen.wikipedia.org/wiki/cognitive_style Retrieved 26/5/2008
Cattel, R.B. 2001. Abilities: The structure, growth and action. Boston: Houghton Mifflin.
Chartered Institute of Library and Information Professionals (CILIP) 2005. Defines
information literacy for the UK libraries and information update 4.1: 22-25
Clapp, R.G. Holland, F. A. Jacobson, C. E. 2003. Stability of Cognitive Style in Adults
and some implications: A Longitudinal study of the Kirton Adaptation Innovation
Inventory. Psychological Reports. 73:1235-1245.
38
Clougherty, L. Forys, J., Lyles, T., Persson, D., Walters, C. Washington, A. and
Hoagland, C. 1998. “The university of Iowa libraries’ undergraduate user needs
Assessment” college and research libraries. 59: 572-584
Crawford, J. 2003. How Libraries are training users on e-resources: Best
Practices. 85-100.
Corbbett, B. and Williams, J. 2002. Information Communication Technology: Access and
use. Education Review quarterly 8.4 : 8-14
Delamter, J. D. 2000. Attitudes. Encyclopedia of Sociology. 2nd (ed.) E.F.
Borgatta and R. Montgomery. (Eds.) New York: Macmillan References. 184192.
Dewald, N. 2000. “Web- based library instruction. What is good pedagogy? Information
Technology and libraries. 18.1 : 26-31
Doyle, C. 1996. Outcome Measure for Information Literacy within the National
Education Goals of 1990: final report of the National Forum on Information
Literacy. Summary of findings. Washington, DC: US Department of Education.
ERIC Document on ED 351033.
Elkind, D. 2006. Cognitive structure in latency behaviour: in J. C. Westman. ed.
Individual differences in children. New York: Willey
Epictetus, A. 1998. Age and gender difference in computer use and attitudes among
secondary school students: what has changed? Educational research 42.2 :
155-165
Eurich, A. C. 2002. Students’ use of the library: The journal of Higher Education.
4.8:421-424.
Fayose, P. O. 2000. Library resources and their roles in education: The centre for external
Studies. University of Ibadan, Ibadan.
Flemin, H. 1990. User education in academic libraries: library association publishing
limited.
Forgasz, H. 2006. Factors that encourage or inhibit computer use for secondary
Mathematics teaching. Journal of Computers in mathematics and science
Teaching 25.1 :77-93.
39
Gagne, R. M. 1977. The conditions of learning: 3rd ed. New York: Holt, Rinehart and
Wiston
Gardner, P. 2006. Database-backed library websites: a case study of the use of PHP
and MySQL at the university of Nottingham. Program 35.1 : 33-42
Goldsten, S. and Blackman, K. 1992. Effects of health and nutrition on cognitive and
behavioural development in children in the first three years of life. Food and
nutrition bulletting 20: 7-99
Gibson, E. 2004. Information literacy develops globally: the role of the national forum on
information literacy quest. http://www.ala.org/ala/aas//pubsandjournals/kqarchive
/vol32/324foc2.cfm Retrieved 5/4/2008
Goodenough, D. R. 1997. The role of individual differences in field dependence as a
factor in long memory. Psychological bulletin 83: 675-694
Gonzalez, C. 2001.Undergraduate research, graduate mentoring, and the university’s
Mission. Science. 293: 1624-1626
Grafstein, A. 2002. A disciplined based approach to information literacy. The journal
Of academic Librarianship. 28.4: 197-204.librarianship
Grassian, E. 2004. Information literacy building on bibliographic instruction. American
Libraries 35.9 :51-53
Greenwald, F. 1968. Managing the system analysis function. Ohio: American
management association
Grigorenko, E.L. and Sternberg, R.J. 1997. Styles of Thinking, Abilities and
Academic Performance. Exceptional children. 63.295-312.
Grimes, E. and Boening, P. 2001. Styles and strategies of learning. British journal of
educational psychology 46 : 128-148
Gul, F. 2002. Cognitive Styles as a factor in Accounting Students’ Receptions
of Career Choice factors. Psychological Reports. 72:1275-1281.
Guralnic, D.B. (ed.) 1998. Websters’ New World Dictionary (2nd college ed.):
Classic Edition. Akron, OH: William Collins.
Guskin, A. E. 1996. Facing the future changes. 28.4: 26-38
Hardy, F. 1992. Library services for faculty in the Urban University Academic libraries
In Urban and Metropolitan areas. Greenwood. 99-100
40
Haws, R. 2007. An attitudinal study of students’ toward a required library
instruction Course. Research strategies. 5.4:172-179.
Harris, J. 1990. “Libraries and Librarianship in Nigeria at mid century” Nigerian
Libraries. 6.1&2:18
Hellsten, I. 2006. The paradox of information technology in primary school: e-learning
is new but gender patterns are old. Scandinavian journal of educational research
50.1 : 1-21
Holland, J. L. 2003. Making vocational choices: A theory of careers. Englewood Cliffs,
NJ Prentice Hall.
Idowu, A. and Mabawonku, I. 1999. Information Technology Facilities and applications
In some Nigerian Research and University Libraries. African Journal of Library
Archives and Information Science. 9.1 :27-35
Ifidon, S. E. 1997. Essentials of African University Library collections in the humanities
And the Social Sciences in relation to post graduate research. Ph.D thesis dept. of
LARIS, faculty of Education. University of Ibadan.
Jaboada, D. A. 2006. The role of the library in the teacher training college. Nigerian
libraries. 5 .3: 102-110
Jalloh, B. 2000. A plan for the establishment of a library network or
consortium for Swaziland: Preliminary Investigations and Formulations. Library
consortium Management: An International Journal 2.8: 165-176.
Johnson, E. 2000. History of libraries in the Western world. Metuchen, NJ. Scarecrow.
331
Julien, H. 2001. Information literacy instruction in Canadian academic
libraries: Longitudinal Trends and International Comparison, College and
Research Libraries: Canada.
Jung, K. 1971. Understanding attitudes, personality and predicting social behaviour.
Englewood Cliffs, New Jersey: Prentice Hall. http://www.bellaneet.org/partners.
Retrieved 20/4/2007.
Kagan, J. 2005. Individual differences in the resolution of response
Uncertainty.Journal of personality and social psychology 2: 154 – 160
41
Kaiser, F. G. and Fuhrer, U. 2003. Ecological behaviour’s dependency on different forms
of knowledge: Applied psychology: An international journal review 52.4:98-613
Keefe, J. W. 1998. Profiling and utilising learning style. Reston, VA: National
association of secondary school principals.
Kibirge, C. 2001. The library in the 21st century. New services for the information age.
London: Library Association publishing. 223
Klahr, D. and Wallace, J. G. 2005. Cognitive development: an information processing
view. New Jersey: Lawrence Erlbaum
Kiewra, K. A. 2005. Investigating note-taking and review: A depth of processing
alternative. Educational Psychology 8:336-374
Kolb, D.A. 2004. On management and the learning process: in D.A. Kolb,
I.M. Rubin & J.M. Maclntyre (Eds.). Organizational psychology. Englewood
Cliffs, N.J. Prentice Hall, 239-252.
Kuhlthau, C. 1996. Validating a model of the search process: a comparison of academic,
public and school library users. Library and Information Science Research 12:
5-13
Kunkel, L. R. 1996. What do they know? An assessment of undergraduates library skills.
Journal of academic librarianship 22.6:430-434
Lakoff, G. and Johnson, M. “Cognitive style and on-line database search experience as
predictors of Web search performance” journal of the American Society for
information Science 51: 558-566
Leckie, G. and Fullerton, A. 1999. Information Literacy in Science and
Engineering Undergraduate Education: Faculty attitudes and pedogological
practices, College & Research Libraries, 60.1: 9-29.
Library of Congress 2000. Proceedings of the bicentennial conference on bibliographic
control for the new millennium confronting the changes of networked resources
and the web. Washington D.C. Nov. 15-17:536 available at
http://www.loc.gov//catdir/bibcontrol//
Loewenstein, A. E. 2007. Power of super attitude.
http://www.usatoday.com/news/health/2004-10-12-mind-body-x.htm
retrieved 27/5/2008
42
Maduagwu, G.U. 2000. Students’ readers’ use of library documents: implications for
library technology. [email protected] visited 10/3/2006
Marzano, R.J. 1998. A Theory - Based Meta- Analysis of Research in
Instruction Aurora Colorado: Mid continent Regional Educational Laboratory
167.
Mason, J; Mitchell, S. Mooney M., Reasoner, L., Rodriguez, C. 2000. Informine:
Promising direction in virtual Library development. http:/www.firstman Day
.org/issues5/6manson. Visited 27/8/2007.
Mays, T. 2006. Do undergraduates need their libraries? A study of users and non users at
Deakin university. Australian Academic Research libraries 17:51-62
Merriam, S. B. and Caffarella, R. S. 1991. Learning in adulthood: A comprehensive
guide. San Francisco: Jossey-Bass
Murphy, T. J. and Nanny, M. 2003. Turning techno-savvy into info-savvy. Authentically
integrating information literacy into the college curriculum. Journal of academic
librarianship. 29.6
Mutula, S. 2000. Information Technology development in Eastern and Southern Africa:
implications for university libraries. Library Hitech 18.4 : 320-334
Nahl-Jacobovits and Jacobovits, J. 1993. The cognitive approach to information seeking
And learning. Journal of cognitive psychology 81: 53-58
Newton, D. 2000. The cognitive approach to information seeking and learning. Journal of
cognitive psychology 81 : 53-58
Nworgu, B. G. 1991. Educational research: basic and methodology. Ibadan, wisdom
Publishing.
Obanya, C.J. 2001, cognitive styles and cognitive strategies. Journal of
science Education75.2:231 – 342.
OCLC, 2006. Cataloguing Internet Sources
http://www.ocle.Org.support/documentation/Worldcat.htm#shy
Ojedokun, A. A. and Lumande, E. 2005. Cooperative electronic networks of academic
libraries in Southern Africa. Information Developments 21.1
http://www.idv.sagep.com visited 24/2/2006.
43
Olanlokun, S. O. 1982. Attitude of Nigerian university students towards library use and
services. Lagos librarian 10.2 : 106-123
Oshosanya, R. C. Education as an indices for better future. The Punch. October 15 p12
Olowookere, J. J. 2004. A contemporary approach to library usage for Nigeria tertiary
Institutions. Lagos: Nakus Ent.
Orr, D. Appleton, M., and Wallin, M. 2001. Information Literacy and flexible delivery:
Creating a conceptual framework and model. Journal of Academic librarianship.
27.6: 457-463.
Pask, G. 2003. Styles and strategies of learning. British journal of educational psychology
46. ii: 128-148
Pinker, S. 2007. How the mind works. New York: W.W. Norton & company.
http://www.teachkidsattitude_1st.com
Plotnick E. 1999. Information literacy ERIC Digest. Educational Resources
Information
Centre
ERIC
document
no;
ED
427777http://www.
Ericdigests.org/information.html
Prague Declaration, 2003. Towards an information literate society. http://www.infolit
.org/2003.html Retrieved 5/4/2008
http://www.infolit.org/html
Ramanville, M. 1994. Awareness of cognitive strategies: The relationship between
university student’s metacognition and their persistence. Journal of studies
in higher education. 19. 3: 359-366
Ratcliffe, F. W. 1984. Preservation policies and conservation in British libraries. Report
Of the Cambridge university library conservation project. Library and information
Research report. 25
Reid, J.M. 1997. The learning style preferences of ESL students. TESOL quaterly. 21.1
:4
Roberts, A. 2006. Cognitive styles and students progression in architectural design
education. 27.2 : 167-181 www.wileyinterscience.org/html Retrieved 14/11/2007
Royce, J. R. 2003. The conceptual framework for a multi-factor theory of individuality:
In J. R. Royce (ed) contributions of multivariate analysis to psychological theory.
London Academic press.
44
Shymansky, J. A. and Yore, L. D. 2005. A study of teaching strategies, student cognitive
Development and cognitive style as they relate to student achievement in science
Journal of research in science teaching 17.5 : 369-382
Smith, P.L. and Ragan, T.J. 1999. Instructional Design, 2nd ed. New York, Willey
Stallings, D. 1997. The virtual university is inevitable: but will the model be non-profit or
profit? A speculative commentary on the emerging education environment.
Journal of academic librarianship. 23 : 271-280
Sternberg, R. 1997. Thinking styles. Boston: Cambridge University press. http://www.
aboutlearning.com/
Tella, A. 2004. The perception of work motivation in relation to job satisfaction and
organizational commitment of library personnel in academic and research
libraries in Oyo state. Dept of Library, Archival and Information Studies,
university of Ibadan.
Town, J. S. 2001. Wisdom or Welfare? The seven pillars model. In Corall, S. and
Hathway, H. eds. Good practice in information skills development. Proceedings of
a conference held at the university of Warwick, 6-7 July 2000, SCONUL, London.
11-21
Uhegbu, A. N. 2001. The information user issues and themes. John Jacobs classic pub.
Ltd. Enugu 12-13
Ukeje, G. 1991. “The education of library users in Nigerian universities” Education
libraries bulletin 25.75 :20-29
UNESCO, 2005. Efa global monitoring report statistical annex.
http://www.unescopart1/en.ph
Unoh, S. O. 1983. Reading in Nigeria as a multilingual nation: problems and prospects: A
keynote address in the proceedings of the first national seminar on reading in
Nigeria, Ahmadu Bello university, Zaria.
Valentine, B. 2003. Undergraduate research behaviour: using focus groups to generate
Theory. Jounal of Academic Librarianship 1.9.5:300-304
Vitanen, J. and Nieminen, P. 2002. Information and communication technology among
undergraduate dental students in Finland. European journal of dental education
6. 4: 147-152.
45
Walker, M. L. 1993. Information literacy in the educationalprocess. The educational
forum 57.2 :312-324.
Walster, D. and Sieben, B. 1994. Applying an attitude behaviour consitency model to
Researchi n library and information science. Library and information science
research 16 : 157-172.
Wang, P.; Tempoir, C.; Layman, E.; Penniman, D. and Collins, S. 1998. An explorative
study of users searching the world wide web: a holistic approach. Proceedings of
The 6th annual meeting of the American society for information science, October
25-29, Pittsburgh, PA, 389-399.
Webster 2002. Concise edition Dictionary and Thesaurus. Scotland: Geddes and Grosset
Wertheimer, M. 1922. Laws of organization in perceptual forms. A source book of
Gestalt psychology. London: Routleddge and Kagan Paul. Retrieved Feb.
10, 2008 from http://psy.edu.asu.educ/orclasscs/weitheimer.htm
Whitmire, R. 2001. Student use of the library: The journal of higher education. 4.7:
224-227
Whyte, M. M. Karolick, D. M. Nielsen, M. C. Elder, G. D. and Hawley, W. T. 1995.
Cognitive styles and feedback in computer-assisted instruction. Journal of
Educational computing research. 12.2 : 195-203
Wider Net. Org, 2003. Library Automation: library automation considerations
http://www.widernet.org/library%20projects/libraryautomation/auessay.html/
Williams, A. P. 1995. Conceptualizing academic library use: results of a survey of
Continuing education students in a small Canadian undergraduate university.
Journal of higher education, 25.3 : 31-47
Witkin, H.; Moore, W.; Goodenough, B. and Cox, A. 1995. Cognitive styles and teacher
Education: field dependence and areas of specialization among teacher education
majors. Journal of educational research. 80.1 : 19-22
Witkin, H. 2005. Cognitive style in academic performance and in teacher-student
relations in individuality in learning, edited by Samuel Messic &associates. San
Francisco: Jossey Bess.
46
APPENDIX 1
LETTER OF INTRODUCTION
Dept. of Library, Archival and Information Studies.
University of Ibadan.
……………………………
Dear Respondent,
This questionnaire is aimed at gathering information on Information literacy, Cognitive
style and Attitude of undergraduate students as determinants of use of libraries. Kindly respond to
the items as honestly as you can. Your response will be treated with utmost confidence.
Thank you for your cooperation.
Yoloye, A. (Mrs.)
INFORMATION LITERACY, COGNITIVE STYLE, ATTITUDE, AND USE OF
LIBRARIES QUESTIONNAIRE (ILCAQ).
Section A: Background Information.
1. Name of Institution…………………………………………………………..
2. Faculty/College…………………………………………………Level:……………………
3. Sex: Male
Female
Section B:
Information Literacy level.
Please tick the appropriate box, using the rating scale
SA –
Strongly Agree
A-
Agree
D-
Disagree
SD -
Strongly disagree
Items
SA A D SD
1
As an individual, I am able to define my specific information needs
2
I can clearly define concepts of a topic
3
As a student I understand the need to use information to undertake
everyday task
47
4
I can recognise that background information helps to achieve focus on a
chosen topic
5
I have the ability to use several reference sources to increase familiarity
with a topic
6
I have ability to select materials and summarize in my own words for
my use
7
You understand the nature of information freely available on the internet
8
I have ability to take notes from print and electronic source by printing
or saving to disk
9
As an individual I can use Truncation search techniques
10
I can use Boolean search techniques
11
As a student I have the ability to choose materials on topics taking into
account accuracy
12
I can limit online search by fields
13
I can use mailing list to obtain and exchange information
14
I can use discussion groups to obtain and exchange information
15
As an individual I can use news groups to obtain and exchange
information
16
As a student I am able to recognise accurate and complete information
as the basis for intelligent decision making
17
I am able to use information in critical thinking and problem solving
18
I can competently evaluate information no matter what the source
19
As student I understand everyday online search tools
20
As an individual I understand the need to use appropriate search tools
21
I am able to access sources of information including computer based and
other technologies
22
I can effectively use the library card catalogue to search for specific
library materials
23
I can integrate new information into an existing body of knowledge
24
I can organize information for practical application
25
I can use web addresses to search the internet
26
I am able to use information ethically and legally
48
Section C: Cognitive style test.
Please from the under listed items, tick the ones that best describe your cognitive style in
relation to use of libraries. Using the rating scale below:
Strongly Agree
(SA)
Agree
(A)
Disagree
(D)
Strongly disagree (SD)
Items
27
SA
My thought process is so fast that before the lecturer finishes asking a
question my hand is up ready to answer
28
What matters most is for an undergraduate to be computer literate no
matter the sequence he/she learns
29
In using the library, it is better to have knowledge first before
application
30
In the alphabetical order if A is followed by B automatically letter U
will follow T
31
There is a need for students to be more reflective while in the library
32
I am aware I can readily access the library resources by depending on
the librarian
33
Analytical minds look at micro aspects of issues as is a waste of time as
compared with macro
34
There is need for me to be impulsive in order to win in fastest and best
competition
35
I am convergent thinker I look for information far more than the lecturer
notes
36
I look at issues in its totality rather than serially
37
It is better to solve a problem from known to unknown
38
I am externally motivated in my response to questions
39
As a divergent thinker I have a divergent view of the library
40
Sometimes I think the library has much to offer me since I think more
serially
49
A D SD
41
I try all the search tools/method in the library until I get what I want
42
I exhibit analytical mind and critical appraisal when it comes to use of
library
43
For me the complication of going in sequence in online search is a waste
of time
44
It is good to think about question than to raise one’s hand before the
lecturer finishes it
45
I process information in hierarchy, from top to bottom because there are
so many books in the library
46
I am able to distinguish figures and symbols as discrete from each other
and not in an undifferentiated way
47
I am able to recall previous information gathered from the library
Section D
Attitude towards Use of Libraries
Please indicate your attitude by putting a tick in the appropriate space in front of each
statement.
Strongly Agree (SA), Agree (A), Disagree (D), Strongly Disagree (SD)
Items
SA A D SD
48
Learning to use the library has never been easy
49
The 21st century library is more complicated than ever before
50
Library research requires the use of prints and non-prints
51
I do not see the relevance of the use of libraries to my academic work
52
I visit the libraries because I enjoy reading not for academic purpose
53
I dislike going to the library because I do not know how to use the card
catalogue
54
I do not use the library since I can afford to buy my own books
55
I do not see the relevance of the library since my lecturers give notes
and handouts
56
Library electronic resources may be accessed from networked
computers outside the library
50
57
The search method in the library does not make the library interesting to
me
58
Using the library enables me to be information literate
59
The shelving in the library is confusing, that is why I don’t like using
the library
60
Using the library is not as exciting as receiving lectures
61
I like using the library because I know how to get what I want there
62
I would have liked to use the library but I do not have a library card
63
Students assume they know how to find articles and other library
materials because they know how to use the computer
64
I do not like the set up in my university libraries because most times I
do not find the materials I am looking for
65
Even with the few current materials available, I still enjoy using the
libraries
66
I no longer consult the unfamiliar library specific tools because of the
introduction of Information Technology
67
There is need for increased student librarian interaction
68
The card catalogue and periodical index are no longer useful in the
libraries
69
The increasing prevalence of computers in libraries have contributed to
the decline of interaction between reference librarians and students
Section E
Use of libraries
Please respond to the following items by a tick in front of the response that depicts your
academic library experience, using the rating scale below.
Never (1), occasionally (2), Often (3), Very often (4). How often have you done the following?
V. often
70
Developing a bibliography
71
Using the catalogue
72
Asking the librarian for help
73
Reading in the reserve or reference section
51
often
Occasionally
Never
74
Checking out books
75
Using the Online Public Access Catalogue (OPAC)
76
Checking citations in things read
77
Reading basic references or documents
78
Finding materials while browsing the stacks
79
Using the library as a place to read/study
80
Acquire any significant information from the internet
81
Use book indexes properly without wasting time
82
Been frustrated while using the library
83
Can not find information needed to complete assignment
84
Use the electronic resources
85
Use the Current Awareness Services (CAS)
86. Use Selective dissemination of information services (SDI)
87
Using indexes to journal articles
The following electronic resources are available for use in my university library.
Please tick the correct column as applicable, using these ratings: Available (A), Not Available
(NA)
A NA
88
Internet
Online Public Access Catalogue (OPAC)
e-journal
Telephone
Facsimile
CD-ROM
Scanner
Please tick the appropriate column that best describes how accessible to you, the following library
materials are, using these ratings: Very Highly Accessible (VHA), Highly Accessible (HA),
Occasionally Accessible (OA), Not Accessible (NA).
VHA HA OA NA
89. Books
Journals
Magazines
52
News papers
Pamphlets
Monographs
Reference sources
Audiovisuals
CD-ROM databases
Research projects
How often do you make use of the following library resources and services for academic
related issues? Please tick the appropriate box as applicable.
Resources and Services
Monthly Weekly
Internet
Online Public Access Catalogue
e-journals
CD-ROM
Books
Journals
Magazines
News papers
Pamphlets
Monographs
Reference sources
Audiovisuals
CD-ROM databases
Research projects
Abstracting
Indexing
Selective Dissemination of Information SDI
Telephone/ Facsimile
53
Daily
Not at all