The Training, Development and Education of Library Manpower in Information Technology in University Libraries in Nigeria
C.O. Ajidahun
Abstract
This paper takes a critical look at library education and training of human resources in information and computer technologies in Nigerian university libraries. It discusses the training needs of staff, highlights the benefits of training, the training techniques, the training programmes and the staff development processes. Twenty-one university libraries in Nigeria participated in the study. Result shows that many academic librarians and other categories of library staff are not computer-literate. The study further reveals that the training programmes for staff development in information technology in Nigerian university libraries are grossly inadequate. This paper offers suggestions which might help enhance staff development in Nigerian university libraries.
Introduction
One of these challenges, according to Nzotta (1984), is the need to provide education and training in new skills to accommodate modern and latest developments in librarianship. These developments include areas such as library automation and computer applications in libraries and in other information systems in order to facilitate effective services. Advances in information technology have thus made it a necessity for libraries to be actively involved in staff training. This view is well amplified by Moyo (1996) when he observed that with the proliferation of computer software in the market, consumers continue to rely on the software vendors for knowledge of not only how to operate the new software, but how to profitably optimize its use. If software consumers, the majority of whom are in information systems, are not properly trained, one then wonders how they will be able to cope with the innovations that information technology has introduced to information systems, That is why Ogunseye (1984) asserted that developing countries such as Nigeria "cannot afford the luxury of training passive librarians only. We need librarians who are also information specialists and information brokers ... who can restructure and package information for action." This training, according to Metzger (1992), must not be limited to librarians in academic and private or special libraries. It must be extended to school libraries whose outlook has changed from an extra rather than an essential element in the serious business of teaching and learning to "instructional materials centres," "media centres," or "resource centres" whose functions in the educational and intellectual development of the students are indispensable. In order, therefore, to provide the enabling environment for information technologies to thrive in the information systems, it becomes a necessity for libraries to train and educate their human resources in line with the latest technological advances in the information field. Courses that are run in these library schools both at the undergraduate and postgraduate levels have no biases towards information technology. Hence, graduates of librarianship are produced with a lot of deficiencies in the areas of computer manipulation, software management, and information technology. One then wonders how efficient these librarians would be. That is why many librarians in Nigeria today are not computer-literate . Wilson (1989) lamented the sorry state of library schools in Africa when he remarked that library school courses in automation have a limited chance of making adequate contributions towards the development of functional skills and abilities in their graduates. The computers and telecommunication facilities needed for teaching and learning are either not there or inadequate. Similarly, Oketunji (2001) observed that the library schools are inadequate in meeting the challenges of modern information technologies owing to lack of financial resources to procure the necessary equipment needed for the training of students. Hence, emphasis remains on printed materials rather than on information sources in electronic form which is the new trend in information technology. Both Ita (1991) and Adedigba (1995) are therefore of the view that the library profession and the library schools must move with the times and embrace the modern information technologies. Only then will the library schools be able to provide the necessary professional training skills and competence that librarians need to be able to function in a technologically advanced environment.
Moreover, there are professional librarians in the university libraries in Nigeria whose knowledge of library automation has been rendered obsolete owing to lack of training and retraining in modern library practices. This unpleasant development is inimical to the development of library automation in Nigerian university libraries. Perrucci and Tothman (1969) defined obsolescence as "loss of once held knowledge and failure to become familiar and knowledgeable about new knowledge in one's field." Ojiambo (1992) classified obsolescence into three areas, namely: professional obsolescence, real obsolescence and ex officio obsolescence. All three refer to the professional's or individual's incompetence or inadequacy to perform certain required professional tasks. Training or human resource development is very important in order to overcome the problem of obsolescence, which Silver (1981) categorized into technical and executive obsolescence.
Librarianship is replete with literature on users' education. Less attention is being paid to the training and education of librarians and information brokers. Consequently, scholarly articles in this area are rarely published. It is against this background that this research has become necessary. It will sensitize library managers and information specialists to pay attention to staff development in their respective institutions. The research will also contribute to the literature on human resource development in librarianship.