Theory and
Practice of library
Management & Education
A Book in Commemoration of Excellent Service of Dr Pius Olatunji Olaojo as an Accomplished Library Manager, Teacher
and Mentor
Edited by
O lu fem i A rem u F ako la d e A k in n iy i A yo b am i A d e le k e
UNIVERSITY OF IBADAN LIBRARY
A Book in Commemoration of Excellent Service of Dr Pius Olatunji Olaojo
as an Accom plished Library Manager, Teacher and Mentor
First Published 2020 By:
A division o f
Scholarship Publishers (Ltd.)
Suite 2, Ike-Olu Shopping Com plex, O pposite U niversity o f Ibadan Second Gate, Orogun, Ibadan, Oyo State, Nigeria.
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© Pius Olatunji Olaojo ISBN : 978-978-53400-3-7
All rights reserved. N o part o f this publication may be reproduced, stored in a retrieval system, or transm itted in any form or by an means, electronic, m ech an ical, p h o to co p y in g , re c o rd in g o r o th erw ise, w ith o u t th e p rio r perm ission o f the copyright owner.
P u t t i i f o l 4 ( t i / J
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Contents
D edication v
A cknow ledgem ents vi
N otes on Contributors vii
Forew ord xxii
P refac e xxiv
Attestation I xxvi
A ttestation II xxviii
Introduction xxx
Table o f Contents xxxii
PART ONE: Autobiography of
Pastor, Dr Pius Olatunji Olaojo
‘The Emeritus Chairman’
1. A utobiography o f
Pastor Dr Pius Olatunji O laojo 3
PART TWO: Section One
Library Studies and Inform ation and Com m uniation
Technologies 25
2. Influence o f Inform ation and Com m unication Technologies on Library Services D elivery in Oyo State College o f A griculture and Technology Igboora, Oyo State, N igeria
- Gbenga F. Alayande, Idris T. Salay, Rhoda A. Abatan
Em manuel F. Onifade 27
3. Integration o f Artificial Intelligence in Library Service Delivery
- Blessing Ahiazu & C hidaka O. N yem ezu 47 4. Enhancing A dult Education Program m e in N igeria Through
Educational Telecasts and Social M edia Tools
- Waheed B. Busari, A dejum oke S. A jibola & Risikat Busari 63 5. M edia M onitoring and Social M edia Etiquettes: M ediating the
Digital D ivide in Inform ation Sharing
- John Adeboye Oyeboade, K ehinde Joy Olaniyi,
Taiwo Hope Olaniyi, A biola A bosede Sokoya 75
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6. Influence o f Com puter Anxiety and Inform ation Overload on Use o f Library Resources am ong U ndergraduates Students in Lagos, N igeria
- Abiola A bosede Sokoya 87
7. Influence o f Digital Literacy Skills on Job P erform ance o f Library Personnels in Selected A cadem ic Libraries in Southwestern, N igeria
- Susanah Oluyinka Tom om owo-Ayodele &
A denike Dam ilola O m oike 103
8. M ethods and M aterials for A udio-visual Resources Collection in School Libraries
- Phyllis I. Um erah & K olajo F. Susan 121 9. A pplication o f Inform ation and C om m unication
Technology (ICT) to Entrepreneurship for Sustainable Developm ent o f N igerian Early C hildhood Education
- Jemim ah Anuoluw apo Iyabode A bioye 133
10. Inform ation N eeds, U se and Challenges o f Cloud Com puting by U niversity U ndergraduates
- Olukayode M. Joseph & Folake F. A deola 145 11. Inform ation and Com m unication Technology Skills
and Use o f Cloud C om puting by U niversities Undergraduates
- A jibola Sunmade G botosho 157
PART TWO: Section Two
Library Studies and M anagem ent 169
12. Concept and Issues in A cadem ic Libraries
- Juliet C. A lex-N m echa & M agnus O. Igbinovia 171 13. From OYSCAI Library to OYSCATECH Library: AReview o f
Developmental Process and a Bursary Staff Viewpoint
- Olayinka B. Baanu, G benga F. A layande & Titilayo Adebagbo 187 14. Can a Librarian be a Therapist? A Case Study o f
Correctional Homes in Lagos State, Nigeria
- Sophia V. Adeyeye & Fadekem i O. Oyewusi 195 15. School Personnel Perception o f Library Building and
Q uality o f Library Service D elivery in Public Secodary
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Schools in Osun State, N igeria
- Kolawole A kinjide A ram ide 209
16. Work M otivation and Job Satisfaction as Determinants o f Work Productivity A cadem ic Library Personnel in Ibarapa Area Oyo State, N igeria
- Rasaq O. Oyewo, G benga F. A layande,
M ikail A. Yusuff & Yekeen M. O yeladun 233 17. Professional Com petence and Im age o f Librarians in a
Changing Inform ation Era in N igeria
- Julie O.Olalere & Deborah Chinwe Eddy-Ugoiji 247 18. Hybridisation o f Traditional Subjects in N ew Fields:
A Libraiac Concern
- Kasa, Mathais Gabriel & Sunday Olusola Ladipo 267
PART TWO: Section Three
Library Studies and Entrepreneurship 275
19. Im perative o f Entrepreneurship Education for Library and Inform ation Science Students
- Bilikis A defunke B abarinde 277
PART TWO: Section Four
Library Studies and Leadership 289
20. Leadership in Academ ic Librarianship
- Ebisemen P. Lulu-Pokubo & George A. Onwueme 291 21. Imperative o f Leadership Com petencies for Crisis
M anagement in Nigerian Libraries
- Jerry Eyerinm ene Friday & Ebere Edith Onah 305
PART TWO: Section Five
Indigenous and General K now ledge 317
22. Education and Religious B elief as Two M ilitating Factors against Preservation o f African Indigenous Knowledge System for Future Relevance
- Aliyu D. Dishon, Grace U.Taruayen, Esther O. Adetule,
A degboyega O. John & G babee S. Paul 319 xxxiv
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23. U tilisation o f Indigenous K now ledge for Sustainable Quality o f Life o f Secondary School Students in Osun State, N igeria
- Olukunle Akinbola O sunrinade 333
24. Consequencies o f Communication Breakdown in M arriages o f College Teaching Staff in Federal College o f Education (Special), Oyo
- Olubanke A. Olaojo, Paul Ojokheta, K olawole M. Oluwo
& Sulaiman A. Shittu 359
25. Predictive Estim ate o f Some Psychological Variables on Quality M anagem ent am ong Senior S taff in the U niversity College H ospital, Ibadan, N igeria
- M utiat Asiyanbi & R asheed A. K azeem 379 26. 2015/2016 English Prem ier League Analysis:
A Bayesian Approach
- Oladapo M uyiwa Oladoja, Saheed A biodun Afolabin &
Serifat A dedam ola Folorunso 399
27. Effect o f Entertainm ent M edia, Cognitive Styles and Demographic Factors on the Reading Habits o f the Polytechnic o f Ibadan High School Students, Oyo State - Rasaq Oyekanmi Oyewo, Idris Olatunji Yusuf
R hodaA dew um i A batan & Idris Tunde Salau 413 28. Effective Records M anagem ent and Organisational
Performance in Ibarapa Central Local G overnm ent Area, Igboora, Oyo State, N igeria
- Jelili Yaqoob, Julianah O. A deagbo, Lukm an A. Alabi
& Gift K. Ilori 425
29. Statistical Analysis o f Students A cadem ic P erfo rm an ces in Junior West A frican Exam inations in M athem atics in Selected Schools in Ede, Osun State
- Ojo, V. Oluwatoyin, Awobode, G. Olutayo
& Akinade, O. O lugbenga 439
Index 454
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Influence of Digital Literacy Skills on Job Performance of Library Personnels in
S Selected Academic Libraries in
_________ Southwestern, Nigeria________
SusanahOIuyinka Tomomowo-Ayodele Adenike Damilola Omoike
A b stract
The study investigated influence o f digital literacy skills on jo b performance o f library personnel in selected academic libraries in Southwestern, Nigeria.
Survey research method o f expost-facto type was adopted for the study. The study population consisted o f one hundred and four (104) library personnel’s in the two selected academ ic libraries (U niversity o f Ibadan and Obafemi A w olow o U n iv ersity ). The p o p u latio n o f the study co n sisted o f para- professionals, professional librarians and library officers. D ata were collected using questionnaire and were analysed using simple percentages, m ean and Pearson’s Products M om ent Correlation methods. The results revealed that library personnel in the two selected academ ic libraries possessed digital literacy skills such that they w ork easily w ith the com puter w ithout supervision (85.6%), use the computer every day at w ork (84.6%) and are skilled in using the com puter (82.7% ) am ong others. H ow ever, the digital literacy skills possessed by the librarians do not translate to jo b perform ance. Findings revealed a negative digital literacy skills on j ob performance o f library personnel in the two universities (Df= 102, N = 104, r = -.060, P > 0.05). The study recom m ended that the U niversity managem ent should support the library and ensure the improvement o f the library so as to continually meeting the needs o f the library users, by procuring good com puters to facilitate a digital library in order to facilitate resource sharing in the library to enhance teaching, learning and research.
Keywords:
D igital literacy skills, jo b perform ance, library personnels, academic libraries, Southwestern, N igeriaUNIVERSITY OF IBADAN LIBRARY
Introduction
The success o f an organisation often depends on the jo b perform ance oi their employees. Em ployees in an organisation are responsible in achieving the vision and goals o f the organisation. Every organisation aims for high productivity or perform ance w ithout w hich the goals and objectives o f such establishm ent cannot be realised. It is evident that the efficiency o f ar organization such as the library depends im m ensely on the attitude o f workers tow ards their jo b and their level o f com m itm ent to jo b performance. Library Personnel comprises the professionals and paraprofessional librarians. Each o f them have th eir ow n resp o n sib ilities and derelictio n o f duties. The professional librarians are those w ith educational qualification such as BA B.sc, BLIS/, MLS and Ph.D. degree. While, paraprofessionals might haveN C E ND, HND or Diploma certificate in Library and Inform ation studies. The professionals are undertaking both academ ic and adm inistrative w ork while the paraprofessionals are the supportive staff. They carry out their functions as directed by the professional staff in the library.
Professionals and Paraprofessionals are functional in their respective libraries m ainly because they assist their users/ clients in their respective disciplines to achieve their inform ation needs. Professional librarians are the academic librarians and are the m ajor m anagem ent team in the academic libraries, w hich com prise the un iv ersity librarian, the deputy university librarians, the principal librarians, senior librarian, librarian I, librarian II as well as assistant librarians in some universities. These set o f employees are responsible to the university libraries and the university m anagem ent to accom plish their goals and objectives o f providing the required information for the library users and for th e academ ic sta ff for teaching, learning, research, and know ledge integration and dissem ination. Therefore, it is required that the librarian possessed som e skills that will enable him /her provide such services. The required skills needed to enable the library personnel carry out all these functions is called digital literacy skills.
Digital literacy skills are the potential o f the librarians to effectively use technology. It is the ability o f the librarians to help the library user to locate, organise, understand, evaluate, and create information using digital technology. It is also the ability o f the librarians to use and understand digital technology effectively for everyday task. A ccording to O ladele (2010), library personnel depicts professionals w ho imparts the concepts o f digital and library literacy into the library users for their research and library usage
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on the basis o f training and educational advancem ent acquired by them.
Library personnel constitute the hum an resources that are very consequential within the library settings. Hence, the developm ent and grow th o f the library depends on the w orking activities o f the staff. Library personnel delivered efficient and effective services in the library to the users, hence their services are very important to the institution and it cannot be quantified.
Job perform ance can be said to be an act o f executing a command, duty and purpose tow ards achieving a desired result. It can also be seen as observable or m easurable behaviour o f a person in a particular situation.
Oduwole (2004) described jo b perform ance as how one carries out the task, duties and responsibilities associated w ith a particular job. The author stated further that jo b perform ance can also be referred to as achievem ents in terms o f goals set. It is also considered as an output o f a staff m em ber on the job, m easurable in terms o f quality and quantity o f jo b perform ed or done. This implies that there is a level o f jo b perform ance that is expected by every organisation from its employees. This includes academ ic libraries that are established to provide services to the academ ic com m unity w here they are located. Job perform ance as posted by Johari and Yahya (2009) is one o f the sig n ific a n t in d ic a to rs in m a n a g in g o rg a n iz a tio n a l p e rfo rm a n c e . Job perform ance refers to a clear understanding o f o n e’s jo b and the effectiveness o f carrying out the various tasks attached. It sim ply m eans how well an employee perform s positively at the individual place o f work.
It is obvious that the level o f jo b perform ance is dependent to a great extent on the quality o f the staff; his/ her educational background, training, motivation and experience. B orm an and M otow idlo (1997) cited in Ariani (2013) define employee perform ance or jo b perform ance as the aggregated value to an organisation w hich is the set o f behaviors that an em ployee contributes directly and indirectly to organisation goals. The interpretation o f this is that the behaviour and com m itm ent o f an employee in a particular o rg a n is a tio n d e te rm in e th e q u ic k a n d s u c c e ss fu l re a lis a tio n o f th e organisation’s goal. Bowling (2010) posted jo b perform ance to consist o f task perform ance or in-role perform ance and contextual perform ance or e x tr a -ro le p e rfo rm a n c e . F ro m th e o r g a n is a tio n a l p e rs p e c tiv e , ta sk perform ance and contextual perform ance represents the extent to w hich em ployees perform their official jo b or duties effectively. Job perform ance is an output o f a staff on the job, w hich is m easurable in terms o f quality and quantity o f jo b perform ed or done by such staff. A jegbom ogun and D iyaolu (2018) stated that -job perform ance refers to a clear understanding o f o n e’s
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jo b and the effectiveness o f carrying out the various tasks attached. It simply means how well an em ployee perform s positively at the individual place o f work.
Library personnel’s in the academ ic libraries as an information services provider required necessary skills to enable them perform or carry out their responsibilities effectively as expected by the m anagem ent and one o f the most required skill to be possessed is digital literacy skills. These enable the librarians to effectively use technology and provide library services to users effectively.
Statement of the Problem
Library personnel perform their jo b as directed by management o f the library.
Personal investigation w ith library personnel in some academ ic libraries revealed the fact that librarians are not happy w ith their jo b due to the kind o f treatm ent m eted out to them such as irregular prom otion, inadequate w orking materials (e.g., com puters), poor rem uneration, poor staff training on com puter etc. This has also inhibited their level o f digital literacy skills such that not all the professional librarians can adequately assist the library user to locate, organize, retrieve, evaluate, and create inform ation using digital technology as a result o f the aforem entioned motivational strategies.
Therefore, the purpose o f this study is to exam ine the influence o f digital literacy skills on jo b perform ance o f library personnel in selected academic libraries in Southwestern, Nigeria.
RQs
The following research questions guided the study:
1. W hat is the d igital literacy skills level o f the academ ic library personnel in University o f Ibadan and Obafemi Awolowo University?
2. W hat is the level o f jo b p e rfo rm a n c e o f th e acad em ic lib ra ry personnel in University o f Ibadan and Obafem i Awolowo U niversity?
3. W hat is the perceived in flu en ce o f digital literacy skills on jo b perform ance o f the academ ic library personnel in U niversity o f Ibadan and Obafemi Awolowo U niversity?
Hypothesis
The following null hypothesis was tested at 0.05 level o f significance:
1. There is no significant relationship betw een the digital literacy skills and jo b perform ance o f the academ ic library personnel in University o f Ibadan and Obafemi Awolowo University.
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Literature Review
Digital literacy is the ability to m aster relevant skill and use digital m edia efficiently and effectively for personal and professional growth. It is a highly valuable requirem ent to thrive in a w orld dom inated by digital tools w here com m unication technology has overtaken virtually the entire organizational landscape. A ccording to E-safety support (2014), D igital literacy is “the ability to locate, organise, understand, evaluate, and create inform ation using digital technology; it is the ability to use and understand digital technology effectively for everyday task.
In other word, it is an essential life skill. Bunker, (2010: 29) agrees with this and posits that digital literacy is critical to a nation’s w orkforce w ithin to d ay ’s digital world. Librarian in academ ic libraries can efficiently and effectively perform in this 21st century in the profession o f librarianship i f a c q u ire d ig ita l lite ra c y sk ills . T h e se c a te g o rie s o f lib r a ria n s are professional librarians. The Institute o f M useum and Library Services (2015) suggested that the standard professional developm ent o f librarians is the M asters’ degree in Library & Inform ation Science (M LIS); it is estim ated that tw o-thirds o f all public libraries have a librarian with an M LIS degree from an Am erican Library A ssociation-accredited institution.
M aharana and M ishira, (2007) pointed out that digital literacy skill is the ability to properly use and evaluate inform ation using a variety o f digital devices such as sm artphones, laptops, desktop com puters and internet-enable services and apply it to all areas o f life. They stated further that it is the a b ility to u se d ig ita l d e v ic e s a p p ro p ria te ly to p ro c e ss and re trie v e inform ation, understand how w eb works, participate in social networks for creation and sharing o f know ledge. A nd it was noted that these skills are not lim ited to hardw are and softw are ap p licatio n but include m aking good judgm ent on the inform ation to consume.
The skills are essential because it w ill enable individuals to utilize the internet m axim ally in the digital age (A ustralian Com m unication & M edia Authority, 2009). Digital literacy is full o f w indow s o f opportunities to help users cope with a m yriad o f electronic inform ation, prom oting critical skill, d ecisio n -m ak in g as w ell as en h an cin g effectiv e co m m u n icatio n in the know ledge-based society. The skills w ould enable individuals and employees understand and confidently utilize a variety o f digital tools w ith confidence.
It has been observed that digital literacy skills w ill not only afford em ployees the opportunity to exchange email, prom ote use o f ICT based
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products and services but will also enable em ployees to utilise m ultim edia presentation and participate in online discussion using any social m edia tool to facilitate and im prove com m unication. Proficiency in the use o f digital and m edia tools to solve com m unication problem s and reach out to a w ider com m unity would reduce digital divide as being experienced among adults or digital immigrants across nations (Huang and Chen, 2010). An employee or adult who is able to use digital m edia effectively is described as digital citizen whereas employees w ho lack appropriate digital literacy skills and are unable to access the internet and use com puter are referred to as non
digital citizens (Prenski, 2001, Selwyn, 2009).
N on-D igital employees m ay not be able to contribute efficiently and effectively in the workplace and participate in the know ledge environment.
The consequence m ay be low productivity, social isolation and economic stagnation. Such employees m ay suffer digital divide (Mossberger, Tolbert
& M cNeal, 2008). A ccording to M ossberger, et al. (2008), digital divide is the gap created betw een those w ho have access and those without access to the Internet. Lack o f access m ay be as a result o f poor investment in media education or training, lack o f interest on the part o f individuals to acquire digital skill as well as lack o f awareness.
These challenges notwithstanding, digital literacy skills are inevitable and essential in the 21st century. The im portance o f digital literacy cannot be over em phasized as it equips people w ith critical thinking skills and ability to evaluate and understand and interpret inform ation from the internet without w hich it is very detrimental. D igital literacy enables individuals to make inform ed use o f digital technology and m edia as it offers opportunity to participate in new kinds o f social activities (H ague & W illiamson, 2009:1).
It enhances em ployability w ith recruitm ent being increasingly undertaken online and provides skills needed for people to gain access to work places.
A ccording to UNESCO IITE (2011) digital literacy has beneficial effects on learning skills and competencies because it broadens the scope o f potential knowledge. E-Safety (2013) observed that digital literacy serves as a tool fo r c o lla b o rativ e, cre ativ e and re c o rd a b le co m m u n icativ e tech n iq u es essential for the next generation. In addition, it empowers individual with the 21st century skills o f creation, capacity to com m unicate, collaborate and to protect on e’s privacy. In order to fully participate and be active in this m odern era one needs to be digitally literate to meet global com petitiveness (S hopova, 2014) H ow ever, E sh et-A lk ali (2004) concluded that d igital
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literacy goes beyond skills needed to use or operate technological devices, rather survival skills needed in this digital era.
Itsekor and Jam es (2012) carried out a study on influence o f digital literacy on career progression and w ork m otivation o f academ ic library staff in South-West, N igeria and found out that academ ic library staff in South- West, N igeria are skilled in using the computer, use the com puter every day at work, know how to su rf the web to get inform ation they need, work easily w ith the com puter w ithout supervision, use the com puter for library work and are connected to the internet, know how to share resource with other colleagues on-line. On the other hand, a larger percentage indicated not very skilled in using M icrosoft packages to research, not very skilled, fairly skilled on being on a social network online (e.g. N L A online, Facebook, Badoo, Linkedln, Alert, BNET), not very skilled at navigating through the cyberspace v ery easily, not very sk ille d at n e tw o rk in g w ith o th e r co lleag u es v ia computers, not very skilled at blogging on the website, do not have an email and were not members o f N LA on-line.
Job perform ance is being conceptualized as the duties being perform ed by library personnel in the library so as to m axim ize the goal o f the library.
It refers to the jo b m easurem ent output o f library on the basis o f quality and quantity. Library personnel jo b differ from one library to another but they have peculiar jo b activities w hich is com m on to all libraries. On the other hand, jo b perform ance can be defined as the ability o f the library personnel to perform their roles, duties and responsibilities exceedingly well, within the university settings and the academ ic librarian have it as the role to m anage and direct their subordinate’s activities to achieve the aim o f the institution.
In the recent time, academ ic libraries w ere well into the digital revolution in inform ation storage and retrieval w hich has a great influence on library services and service delivery to the library patrons. The influence o f digital literacy skills on academic librarians will enable them to possess the necessary skill that they need to carry out their daily routine tasks thus im proving their jo b perform ance. However, digital literacy skills are very m andatory and
crucial to the jo b perform ance o f librarians in the institution o f learning.
As part o f the librarians’ duty to provide inform ation resources for users in the library, M adu (2008) quoting O m ekw u (2002) in Itsekor and Jam es (2012) opined that a m odern librarian should be ready to provide services that will ensure better access to inform ation, possibilities for co-operation, resource sharing, im proved productivity, up-to-date inform ation services, efficient and affective delivery o f service etc. He further stated that the librarian must o f necessity be fam iliar and com petent in the use o f com puter
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and internet based technologies in provision o f inform ation and in some cases a user m ay need assistance especially in the use o f som e o f these technologies to search for inform ation and the librarian should be able to provide a leeway.
Itsekor and James (2012) opined that in prom oting the use o f electronic resources in the library, there is a need for academ ic librarians’ m anpower and skill development. W hen individuals are empowered, they develop the skills that are needed on their jobs and equally they are more satisfied with the w ork they do. They are also well equipped to perform better, and are m ore productive on their jobs; hence they can be m otivated, compensated, prom oted and progress on their career path. Digital literacy skills em power people for productivity and career progression on their profession, but it seems that as one grow older, it becom es m ore difficult for them to learn on the job. Digital literacy skills require extensive and effective training for one to be com puter literate. A ccording to Itsekor and James (2012) librarian’s jobs involve the ability to interpret, analyze, evaluate and access information
the use digital literacy skill enhances their perform ance on the job.
Methodology
The study adopted descriptive survey research m ethod o f expost-facto type.
The population for the study was 104 library personnel selected from two university libraries in South-West N igeria. Library personnel were selected as appropriate specim en because the selected universities have digital library and ICT services and personnel are expected to offer online services as a result o f their digital literacy skills. The purposive sampling technique was used to select U niversity o f Ibadan and Obafem i Awolowo University which have the highest num ber o f library personnel in South-West Nigeria. On the other hand, the total enum eration sam pling was adopted for the 104 library personnel who constitute the entire library personnel in the two university libraries in South-W est N igeria. The instrum ent is titled “Digital literacy skills and jo b perform ance o f library personnel” Scale (DLSJPLP) contained questions developed into four sections. Section A; Background information.
Section B; Digital literacy skills level o f the academic library personnel, Section C; level o f jo b perform ance o f the academic library personnel and S e c tio n D; th e p e rc e iv e d in flu e n c e o f d ig ita l lite ra c y sk ills on jo b perform ance o f the academ ic library personnel. The reliability coefficient for the instruments was tested to be 0.84 using Cronbach- Alpha method.
The questionnaire was pre tested on library personnel o f the U niversity o f
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I l l
Ilorin that was not included in the study. Data collected were subjected to various statistical analyses using SPSS version 23. D escriptive and inferential statistics were adopted for data analysis, Sim ple percentages, tables, mean and Pearson Product M om ent Correlation w ere used in analysing data.
Data Analysis
Data w ere analysed as they related to the specific areas o f the study using descriptive statistics such as sim ple percentages, mean and tables, m ean and Pearson Product M om ent correlations.
Table 1: Demographic Information of the Respondents
N a m e o f U n iv e r s ity F r e q u e n c y P e r c e n t a g e ( % )
U I 70 6 7 .3
O A U 3 4 3 2 .7
T o t a l 1 04 1 0 0 .0
A g e D is t r ib u tio n o f t h e r e s p o n d e n ts F r e q u e n c y P e r c e n t a g e (% )
1 8 -2 5 y e a rs 3 2 .9
2 6 - 3 5 y e a rs 2 4 23.1
3 6 - 4 5 y e a rs 63 6 0 .6
4 6 - 5 5 y e a rs 12 11.5
5 6 y e a r s a n d a b o v e 2 1.9
T o t a l 1 0 4 1 0 0 .0
S e x F r e q u e n c y P e r c e n t a g e (% )
M a le 57 5 4 .8
F e m a le 4 7 4 5 .2
T o t a l 1 04 1 0 0 .0
M a r it a l s t a tu s o f r e s p o n d e n ts F r e q u e n c y P e r c e n t a g e ( % )
S in g le 9 8 .7
M a rr ie d 91 8 7 .5
S e p a r a te d 4 3 .8
T o t a l 1 0 4 1 0 0 .0
H ig h e s t E d u c a t io n a l q u a lif ic a t io n o f r e s p o n d e n ts
F r e q u e n c y P e r c e n t a g e ( % )
N C E /D ip lo m a 21 2 0 .2
B S c /B E .d 3 2 3 0 .8
M a s te r s 4 8 4 6 .2
P h D 3 2 .9
T o t a l 10 4 1 0 0 .0
D e s ig n a t io n o f t h e r e s p o n d e n ts F r e q u e n c y P e r c e n t a g e ( % )
A s s is t a n t c h i e f L ib r a r y O f f ic e r 1 1.0
C h i e f lib r a ry o f fic e r 1 1.0
L ib r a r ia n I 18 17.3
L ib r a r ia n II 3 4 3 2 .7
L ib r a r y o f f ic e r 25 2 4 .0
P rin c ip a l L ib r a r y O f f ic e r 4 3 .8
S e n io r L ib r a r ia n 16 15.4
S e n io u r L ib r a r y O f f ic e r 5 4 .8
T o ta l 1 0 4 1 0 0 .0
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Table 1 showed that m ajority o f the respondents 70(67.3% ) were Library personnel in UI and 34(32.7% ) were Library personnel in OAU. This implies that UI has m ore library personnel than OAU .M ajority o f the respondents 6 3 (6 0 .6 % ) w ere w ith in 36-45 y ears o f age, fo llo w ed by 2 4 (2 3 .1 % ) re s p o n d e n ts , w ho w ere w ith in 2 6 -3 5 y e a rs, also , 12(11.5% ) o f th e respondents were w ithin 46-55 years, 3(2.9% ) w ere w ithin 18-25 years, w hile 2(1.9% ) respondents are w ithin 56 years and above. It implies that m ajority o f the library personnel in the two universities are adults.
Majority, 57(54.8% ) o f the respondents were male while their female counterparts were 47(45.2% ). The indication o f this is that m ajority o f the respondents in the study are m ale.As regard m arital status, 91(87.5% ) o f the respondents were m arried, 9(8.7% ) w ere single, while, others 4(3.8% ) w ere separated. For educational qualification, Majority, 48(46.2% ) o f the respondents had M aste r’s degree certificates, 32(30.8% ) had B Sc/B E.d degree certificate, 21(20.2% ) had N C E /D iplom a certificate, w hile, only 3(2.9% ) had PhD certificate. T his im plies that m ajority o f the library personnel in the two universities had M aster’s degree. M ajority 34(32.7% ) o f th e resp o n d en ts w ere lib rarian II, 2 5 (2 4 .0 % ) w ere lib rary officer, 18(17.3%) were librarian I, 16(15.4%) were seniour librarian, 5(4.8% ) were seniour library officer, 4(3.8% ) w ere principal library officer, and only 1(1.0%) w ere in the category o f assistant c h ief library officer and ch ief library officer respectively.
Answers to the Research Questions
Research question 1: W hat is the digital literacy skills level o f the academic library personnel in University o f Ibadan and Obafemi Awolowo University?
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Table 2: The digital literacy skills level of the academic library personnel
S /N D i g i t a l l i t e r a c y s k ill s le v e l
E v s F S N V S N A A S M e a n D e c i s i o n
1 A s a li b r a r y s ta f f , I a m s k i l l e d in u s in g th e c o m p u t e r
4 ( 3 .8 % ) 8 6 ( 8 2 .7 % ) 1 4 ( 1 3 .5 % ) 3 .9 0 A c c e p t e d
2 I u s e t h e c o m p u t e r e v e r y d a y a t w o r k
2 ( 1 .9 % ) 8 8 ( 8 4 .6 % ) 1 4 ( 1 3 .5 % ) ' - 3 .8 8 A c c e p t e d
3 I k n o w h o w t o s u r f th e w e b to g e t in f o r m a t i o n I n e e d
2 ( 1 .9 % ) 8 4 ( 8 0 .8 % ) 1 8 ( 1 7 .3 % ) 3 .8 5 A c c e p t e d
4
I w o r k e a s i l y w ith th e c o m p u t e r w it h o u t s u p e r v i s i o n
2 ( 1 . 9 % ) 8 9 ( 8 5 .6 % ) 9 ( 8 .7 % ) 4 ( 3 . 8 % ) j 3 .8 6 A c c e p t e d /
5 1 r e s e a r c h u s in g M ic r o s o f t p a c k a g e s e a s i ly
8 6 ( 8 2 .7
% )
1 8 ( 1 7 .3 % ) 4 .8 3 A c c e p t e d
6 I u s e th e c o m p u t e r f o r li b r a r y w o r k a n d I a m c o n n e c te d t o th e i n t e r n e t
8 4 ( 8 0 .8
% )
2 0 ( 1 9 .2 % ) 4 .8 1 A c c e p t e d
7 I k n o w h o w t o s h a r e r e s o u r c e w ith o th e r c o l le a g u e s o n li n e
8 6 ( 8 2 .7
% )
1 8 ( 1 7 .3 % ) 4 .8 3 A c c e p t e d
8 I n a v i g a te t h r o u g h th e c y b e r s p a c e v e r y e a s i ly
7 9 ( 7 6 .0
% )
2 1 ( 2 0 .2 % ) 2 ( 1 .9 % ) 2 ( 1 .9 % ) 4 .7 0 A c c e p t e d
9 I n e t w o r k w ith o th e r c o l l e a g u e s v ia c o m p u te r s
7 0 ( 6 7 .3
% )
3 4 ( 3 2 . 7 % ) 4 .6 7 A c c e p t e d
The mean scores were interpreted as follows: A bove 3.5 is considered as positive and accepted w hilst 3.5 or below is considered as negative and rejected (Source: Field data, 2019).Therefore, table 2 showed that m ajority o f the respondents pointed that they are very skilled. The digital literacy skills o f the library personnel are: 89(85.6% ) indicated they w ork easily w ith the com puter w ithout supervision w ith (M ean=3.86), 88(84.6% ) showed that they use the com puter every day at w ork w ith (M ean=3.88), 86(82.7% ) m eant that as a library staff, they are skilled in using the com puter with (M ean=3.90), 84(80.8% ) show ed they know how to su rf the w eb to get inform ation they need with (M ean=3.85), 69(66.3% ) revealed they navigate through the cyberspace very easily w ith (M ean=4.07). This implies that the
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library personnel in the two universities are digital literacy personnel and are very skilled in using com puter to attend to users query in the library.
R esearch question 2: W hat is th e level o f jo b perfo rm an ce o f the academic library personnel in U niversity o f Ibadan and Obafemi Awolowo U niversity?
Table 3: Job performance of the academic library personnel
S / N J o b p e r f o r m a n c e o f t h e a c a d e m i c l i b r a r y p e r s o n n e l
E x c e l l e n t V e r y G o o d
G o o d F a i r P o o r M e a n D e c i s i o n
1 0 I a m a l w a y s p u n c t u a l a t w o r k
1 0 ( 9 .6 % ) 8 9 ( 8 5 . 6 % ) 5 ( 4 . 8 % ) 4 .0 5 A c c e p t e d
11 I p o s s e s s e d g o o d
l e a d e r s h i p q u a l i t y
1 0 ( 9 .6 % ) 9 4 ( 9 0 . 4 % ) 4 . 1 0 A c c e p t e d
1 2 I h a v e g o o d r e l a t i o n s h i p w i t h c o w o r k e r s
1 0 ( 9 .6 % ) 9 2 ( 8 8 . 5 % ) 2 ( 1 . 9 % ) 4 . 0 8 A c c e p t e d
13 M y j o b is a l w a y s
s a t i s f a c t o r y
1 8 ( 1 7 . 3 % ) 8 1 ( 7 7 . 9 % ) 5 ( 4 . 8 % ) 4 .1 3 A c c e p t e d
1 4 I h a v e a b e t t e r c r e a t i v e a n d i n n o v a t i v e a b i l i t y
1 4 ( 1 3 . 5 % ) 7 9 ( 7 6 . 0 % ) 1 1 ( 1 0 . 6 % ) 4 .0 3 A c c e p t e d
15 I a l w a y s m e e t u p w i t h d e a d l i n e
1 5 ( 1 4 . 4 % ) 6 3 ( 6 0 . 6 % ) 2 6 ( 2 5 . 0 % ) 3 .8 9 A c c e p t e d
1 6 I h a v e g o o d
c o m m u n i c a t i o n s k i l l s
3 ( 2 . 9 % ) 3 1 ( 2 9 . 8 % ) 6 7 ( 6 4 . 4 % ) 3 ( 2 .9
% )
3 .3 3 R e j e c t e d
17 I h a v e p r o b l e m s o l v i n g a b i l i t y
1 2 ( 1 1 . 5 % ) 6 7 ( 6 4 . 4 % ) 2 4 ( 2 3 . 1 % ) 1 ( 1 .0
% )
3 . 8 6 A c c e p t e d
The m ean scores were interpreted as follows: A bove 3.5 is considered as positive and accepted w hilst 3.5 or below is considered as negative and rejected (Source: Field data, 2019). Therefore, table 3 showed that m ajority o f the respondents indicated they are very good in perform ing their jobs as they printed as follows: 94(90.4% ) I possessed good leadership quality with (M ean=4.10), 92(88.5% ) I have good relationship w ith co-w orkers w ith (M ean=4.08), 89(85.6% ) I am always punctual at work with (M ean=4.05), 81(77.9% ) my jo b is alw ays satisfactory w ith (M ean=4.13), 79(76.0% ) I have a better creative and innovative ability w ith (M ean=4.03), and 1 always m eet up w ith deadline as indicated by 63(60.6% ) w ith (M ean=3.86).
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Research question 3: W hat is the perceived influence o f digital literacy skills on jo b perform ance o f the academ ic library personnel in U niversity o f Ibadan and Obafemi Awolowo U niversity?
Table 4: Perceived in flu en ce of d ig ita l literacy sk ills on job performance
S / N P e r c e i v e d i n f l u e n c e o f d i g i t a l l i t e r a c y s k i l l s o n j o b p e r f o r m a n c e
S A A D S D M e a n D e c i s i o n
1 8 M y s k i l l f u l n e s s in u s i n g t h e c o m p u t e r h e l p s m e t o c o n t r i b u t e m e a n i n g f u l l y d u r i n g o n l i n e g r o u p d i s c u s s i o n s
1 0 ( 9 .6 % ) 7 5 ( 7 2 . 1 % ) 1 6 ( 1 5 . 4 % ) 3 ( 2 . 9 % ) 2 . 8 8 R e j e c t e d
19 I e a s i l y p a s s o n l i n e i n f o r m a t i o n t o m y c o w o r k e r s t h a t w i l l h e l p t h e m t o p e r f o r m t h e i r w o r k e f f e c t i v e l y
1 0 ( 9 .6 % ) 8 5 ( 8 1 . 7 % ) 8 ( 7 . 7 % ) 1 ( 1 .0 % ) 3 . 0 0 R e j e c t e d
2 0 I c a n w o r k in a n y s e c t i o n o f t h e l i b r a r y
1 1 ( 1 0 6
% )
8 9 ( 8 5 . 6 % ) 3 ( 2 . 9 % ) 1 ( 1 .0 % ) 3 . 0 6 R e j e c t e d
21 M y k n o w l e d g e o n d i g i t a l l i t e r a c y s k i l l s h e l p s m e t o a t t e n d to u s e r s ’ n e e d s in t h e l i b r a r y
3 ( 2 . 9 % ) 1 2 ( 1 1 . 5 % ) 8 8 ( 8 4 . 6 % ) 1 ( 1 .0 % ) 3 . 1 5 R e j e c t e d
2 2 I a m e f f e c t i v e a n d e f f i c i e n t i n u s i n g o n l i n e r e s o u r c e s
6 ( 5 . 8 % ) 8 1 ( 7 7 . 9 % ) 1 3 ( 1 2 . 5 % ) 4 ( 3 . 8 % ) 3 . 8 6 A c c e p t e d
2 3 W i t h m y k n o w l e d g e o f d i g i t a l l i t e r a c y s k i l l s I a s s i s t e m p l o y e e s in m y d e p a r t m e n t w h e n t h e y n e e d h e l p
1 0 ( 9 . 6 % ) 8 7 ( 8 3 . 7 % ) 3 ( 2 . 9 % ) 4 ( 3 . 8 % ) 2 . 9 9 R e j e c t e d
The mean scores were interpreted as follows: A bove 3.5 is considered as positive and accepted whilst 3.5 or below is considered as negative and rejected (Source:Field data, 2019). Therefore, table 4 showed that digital literacy skills do not influence jo b perform ance o f library personnel in two universities
H o 1: There is no significant relationship betw een the digital literacy skills and job perform ance o f the academ ic library personnel in University o f Ibadan and Obafemi Awolowo University.
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Table 5: PPMC summary table showing the relationship between digital literacy skills and job performance of library personnel.
V a r i a b l e s N M e a n S t d . D e v D f r P S i g .
D ig ita l lite r a c y s k ills 104 4 4 .9 5 1 9 1 1 .6 4 8 8 9 10 2 -.0 6 0 .5 4 8 N o t S ig .
J o b p e r f o r m a n c e 10 4 4 3 .2 8 8 5 5 .4 7 6 6 5
Table 5 shows a negative digital literacy skills on jo b perform ance o f library personnel in the two universities (Df= 102, N = 104, r = -.060, P > 0.05).
B ased on this, the null hyp o th esis is accepted. T herefore, th ere is no significant relationship betw een digital literacy skills and job perform ance o f library personnel in U niversity o f Ibadan and Obafemi Awolowo University.
This implies that the digital literacy skills o f the library personnel do not determ ine their jo b perform ance. O ther factors could be responsible for their low level o f jo b perform ance.
Discussion of Findings
The study was designed to examine the influence o f digital literacy skills or jo b perform ance o f library personnel in U niversity o f Ibadan and Obafem
Awolowo University. From the study, it could be inferred that U niversity oJ Ibadan has m ore library personnel 67.3% ) than Obafemi Awolowo University The two selected academic libraries under consideration recruits m ore m ak
°f 57(54.8% ) than the fem ale counterparts and there are also strong nions that the two selected academ ic libraries employed m ore people ster’s degree than any other certificate. It could also be deduced U e ranking o f staff by position, librarian II was ranked 1st position and m ajority (60.6% ) w ere w ithin the age o f 36-45 years. M oreso, there w ere m ore (87.5% ) m arried personnel, and according to designation, there w ere more staff in (35.6% ) in serial section o f the library.
The study revealed the level o f digital literacy skills o f the library personnel which reflect the following: w ork easily w ith the com puter w ithout supervision, use the com puter every day at w ork, skilled in using the computer, know how to su rf the web to get inform ation they need, navigate through the cyberspace very easily. This implies that the library personnel in the two universities are digital literacy personnel and are very skilled in using com puter to attend to users query in the library. This finding is in line w ith the study o f E-safety support (2014), defines digital literacy as “the
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ability to locate, organise, understand, evaluate, and create inform ation using digital technology; it is the ability to use and understand digital technology effectively for everyday task. In other w ord, it is an essential life skill. Bunker, (2010: 29) agrees with this and posits that digital literacy is critical for a nation’s w orkforce w ithin to d ay ’s digital world.
The study also revealed that the library personnel are very good in p erfo rm in g th e ir jo b s as th ey in d ic a ted as follow s: I p o ssessed good leadership quality, I have good relationship w ith co-workers, I am always punctual at work, my jo b is always satisfactory, I have a better creative and innovative ability, and I always meet up w ith deadline. This finding corroborate the findings o f E-Safety (2013) observed that digital literacy serves as a tool for collaborative, creative and recordable com m unicative techniques essential for the next generation. In addition, it empowers individual w ith the 21st century skills o f creation, capacity to com m unicate, collaborate and to protect o n e’s privacy. In order to fully participate and be active in this m odern era one needs to be digitally literate to m eet global com petitiveness (S hopova, 2014) H ow ever, E sh et-A lk ali (2004) concluded th at digital literacy goes beyond skills needed to use or operate technological devices, rather survival skills needed in this digital era.
The study revealed that digital literacy skills do not influence jo b perform ance o f library personnel in two universities. This finding negate the findings o f M adu (2008) quoting O m ekw u (2002) in Itsekor and James (2012) opined that a m odern librarian should be ready to provide services that will ensure better access to inform ation, possibilities for co-operation, resource sharing, im proved productivity, up-to-date inform ation services, efficient and affective delivery o f service etc. He further stated that the librarian must o f necessity be fam iliar and com petent in the use o f com puter and internet based technologies in provision o f inform ation and in some cases a user m ay need assistance especially in the use o f some o f these technologies to search for inform ation should be able to provide a leeway.
Itsekor and Jam es (2012) opined that in prom oting the use o f electronic resources in the library, there is a need for academ ic librarians’ m anpow er and skill development.
The study showed a negative digital literacy skills on jo b perform ance o f library personnel in the two universities. Therefore, there is no significant relationship betw een digital literacy skills and jo b perform ance o f library personnel in U niversity o f Ibadan and O bafem i Awolowo University. This im p lies that the digital lite ra c y skills o f th e lib rary p erso n n el do not
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determ ine their jo b perform ance. O ther factors could be responsible for their low level o f jo b perform ance. This negate the findings o f Itsekor and James (2012), they opined that librarian’s jobs involve the ability to interpret, analyze, evaluate and access inform ation and that the use digital literacy skill enhances their perform ance on the job.
Conclusion
It is evident from the result o f this study that the digital literacy skills o f the library personnel do not determ ine their job perform ance. Therefore, there is no sig n ific a n t re la tio n s h ip b e tw e e n d ig ita l lite ra c y sk ills and jo b perform ance o f library personnel. O ther factors could be responsible for their low level o f jo b perform ance such as irregular promotion, inadequate w orking materials (e.g., com puters), poor rem uneration, poor staff training on com puter etcetera. This has invariably inhibited their level o f digital literacy skills and effective jo b perform ance such that not all the professional librarians can adequately assist the library user to locate, organise, retrieved, evaluate, and create inform ation using digital technology as a result o f the aforem entioned m otivational strategies. N evertheless, library personnel are still very good in perform ing their jobs as they indicated; I possessed good leadership quality, dependability and honesty, I have good relationship with co-workers am ong others. The library personnel also agreed that they can w ork in any section o f the library, their know ledge on digital literacy skills helps them in ensuring that jobs within areas o f specific responsibilities are com pleted in a tim ely m anner and w ithin budget am ong others.
In view o f the forgoing, it could be seen that personnel possess good d ig ital lite ra c y sk ills bu t yet are still low perfo rm ers. T h erefo re, the U niversity m anagem ent should encourage them by supplying appropriate m otivational strategies that will enable them to be effective in perform ing their jo b in the library.
Recommendations
In v ie w o f th e c o n c lu s io n s ta te d o r d ra w n a b o v e , th e f o llo w in g recom m endations are put forward. In order to ensure the jo b perform ance o f the library personnel in the selected academ ic libraries as a result o f their digital literacy skills possessed, the following should be considered:
i. Library m anagem ent should organise a training program m es for their library personnel and send their staff for seminars and w orkshops on digital literacy skills im provem ent to enable them to be effective in their job.
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ii. The U niversity m anagem ent should support the library and ensures the library improves by m eeting the needs o f the library in terms o f procuring good com puters to the library to make the library a digital library, autom ated library and a resource sharing library to enhance teaching, learning and research.
iii. The University management should have good motivational strategy packages for the library personnel. Such as good salary scale, promotion as at when due, training for staff and sponsoring o f programmes. This will enable the library personnel to be effective in their job.
iv. The University management should ensure stable power supply in the library.
This will enable the library personnel to provide online services to the users when they come to the library.
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