Ajidahun Part 5: Methods
The research method was a descriptive survey designed to find out the computer literacy level of library staff in the Nigerian university libraries. The survey was also designed to find out the staffing positions in the university libraries and the mode of sponsorship for computer training programmes. Twenty-one Nigerian university libraries were involved in the study, out of which 14 were federal-owned universities while the remaining seven were state-owned universities. The research instruments used were observations of some of the university libraries and a directory on the state of information and communication technology (ICT) in university libraries in the West African sub–region prepared by the Standing Conference of African University Libraries, Western Area (SCAULWA).
Results and Discussion
The results of the research are presented and analyzed in Tables 1 to 3:
Table 1: Library Manpower and Levels of Computer Literacy
| Table 1:
Table 1: Library manpower and levels of computer literacy. Note: N=20; N=20 because Kenneth Dike University Library, University of Ibadan, did not provide any information on its staffing situation. | |||
| Category of staff | Number of staff | Number of computer-staff | Percentage |
| Professionals | 279 | 86 | 32.24 |
| Para-Professionals | 306 | 34 | 11 |
| Others (clerks and administrative staff) | 1,163 | 95 | 8.16 |
Table 1 above shows clearly that out of 276 professional librarians working in 20 university libraries in Nigeria, only 89 (32.24 percent) of them are computer-literate. The table also shows that out of 306 paraprofessional staff members in 20 of the Nigerian University libraries, only 34 (11 percent) of them are computer-literate. In addition, the table reveals that there are 1,163 staff in other categories in the 20 Nigerian university libraries surveyed, out of which only 95 (8.16 percent) are computer-literate. Obviously, the result shows that most of the staff of Nigerian university libraries are not computer-literate. This is rather shocking. The effect of this on the automation efforts currently being canvassed for may suffer some setbacks when most of the personnel who will be involved in the implementation of library automation projects in Nigerian University libraries are not computer–literate. About 68 percent of the professional librarians with postgraduate Master's degree of M.L.S. are not computer-literate. This further underscores the point that the curricula of library schools in Nigeria are deficient. In this age of computer and information technology, library schools cannot afford to produce professional librarians who will not be relevant in the information systems.
Table 2. Training techniques
| Table 2:
Training techniques Note: N=21. | ||
| Training Methods | Number of university libraries | Percentage |
| On the-job training | 16 | 66.66 |
| Formal education | 6 | 28.57 |
| Attendance at woekshops, seminars, etc. | 1 | 4-76 |
The analysis in Table 2 shows that library staff in fourteen (66.66 percent) of the 21 Nigerian university libraries surveyed are computer-literate through on-the-job training, while six (28.57 percent) of the 21 university libraries surveyed have their staff become computer educated through formal education which could be on part- or full-time basis. The use of workshops and seminars to develop library staff is not very popular and significant as only one (4.76 percent) out of the 21 university libraries surveyed depend on the use of workshops and seminars to train its staff in computer technology. On-the-job training is the most popular training method employed by most of the universities surveyed. This is because university libraries cannot afford to release their staff to go back to school either for part- or full-time studies in order for them to be computer-literate. It has cost implications for the university system One then wonders how many can be released at a time to go for formal education. An average library manager will be concerned with who will carry out the duties of such staff while they are away. Thus it is far easier to allow library staff to learn the use of the computer through on–the–job training. After all, if the computers are there with all the teaching kits, learning may not be all that difficult. Similarly, attendance at workshops, conferences and seminars that are about information technology and computer focused are very expensive, so an average staff member will need a lot of money to cover conference fees, conference materials such as bags and papers, lunch, accommodation and transportation. In most universities, conference funds are so lean that rarely can a library staff member attend professional conferences once a year. Library staff now attend professional seminars and conferences on a rotational basis. This situation is pathetic.