Problems of Library Services To The Disadvantaged Users in South East Zone

Walesuccess educational enterprise research institute Nasarawa.
08059172350
PROBLEMS OF LIBRARY SERVICES TO THE

DISADVANTAGED USERS IN SOUTH EAST ZONE
(AN ASSESSMENT OF IMO STATE LIBRARY BOARD)
BY
NNENNA GIFT IORZUA

FPN/SGS/LIS/2013/2014/NDLIS/381
SUBMITTED TO
THE DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE,

SCHOOL OF INFORMATION AND TECHNOLOGY, FEDERAL
POLYTECHNIC NASARAWA
IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE

AWARD OF NATIONAL DIPLOMA IN LIBRARY AND INFORMATION
SCIENCE
SEPTEMBER, 2015

08059172350
CERTIFICATION
I hereby declare that this National Diploma project of Library and
Information Science was conducted by me, under the supervision of
Mrs. Deborah Mazah of the Department of Library and Information
Science, Federal Polytechnic Nasarawa, Nasarawa State.
.....................................................................
................
.......................
NNENNA GIFT IORZUA
Sign/Date

08059172350
APPROVAL PAGE
This research project has been read and approved meeting the
requirements of the Department of Library and Information Science for
the award of National Diploma (ND) in Library and Information
Science.
.............................................
................
................
Miss Deborah Mazah
Sign/Date
Project Supervisor
............................................
................
.....................
Mrs Victoria Ale
Sign/ Date
Head of Department
...........................................
.........................
................
External Examiner
Sign/Date

08059172350
DEDICATION
This research work is dedicated to Almighty God for his mercy,
protection and guidance over my life.

08059172350
ACKNOWLEDGMENT
My deep appreciation goes to the Almighty God for his preservation
through the period of this academic research. I also give him glory for
inspiration to carry out this research.
A good numbers of people deserve special appreciation for the
assistance and support they accorded me in the course of this work.
Prominent among them is my supervisor Mrs. Deborah Mazah for her
uttering attitude to work, which made it possible for her to read
through each chapter of my work and always made very useful
criticisms that helped the project come out this way.
I appreciate all my lecturers for their support in moulding me to fit
with global academic challenges. Thanks to Mr. Nat Dachan, Mr.
Okechukwu Obadiah, Mal. Habib Shehu, Mr. Bukar Ibrahim, Mr. Moses
Sugbaza, Mr. Kerry Magaji, Mr Ali Bala and Mrs Christiana Ukpo. Thank
you all.
Special gratitude to my computer operator and research assistance for
his un-relented effort. Thanks to the Director and entire staff of Wale
Success Educational Enterprise Nasarawa.
My sincere appreciation goes to Mr. and Mrs. Iorzua for their support
morally, financially and prayerfully throughout my study in Nasarawa
and also my brother Mr. Godwin, Esther and all my family members
and finally my thanks goes to all my friends Mr. Dayo, Mr. Paul,
Blessing, Amina, Jennifer, Dorcas, Sir White, Monday and to all my
course colleagues, may God bless you all Amen.
Thanks and God bless you all.

08059172350
ABSTRACT
The purpose of this research is to identify the problems of
library services to the disadvantaged users in South East
Zone: an assessment of Imo State Library Board. Related
literatures were reviewed under seven (7) sub-head. Survey
research method was adopted for the study. The users and the
librarian were selected for the study. The respondents and the
library staffs were from the general population of the Imo
State Library Board. Two set of questionnaire were used, the
other
for
respondents,
total
of
30
copies
of
the
questionnaire were administered and they were all retrieved

well filled. Descriptive statistics was used to analyse the data
collected
and
this
study
generating
frequencies
and
percentage are organized based on subject matter. The

findings shows that children of the rural area of Imo State are
faced with lack of library facilities and the condition of Imo
state library is poor, it is therefore recommended that
government should support and be committed with funding of
public libraries in South East Zone, Nigeria and Imo State in
particular
with
adequate
facilities
disadvantaged children.
to
encourage

08059172350
TABLE OF CONTENT
Title page
.......................................................................................................
................................... i
Certification
......................................................................................
..................................................... ii
Approval
page .......................................................................................................
................................ iii
Dedication ..............................................................................................
................................................. iv
Acknowledgement ..................................................................................
............................................. v
Abstract ..................................................................................................
................................................... vi
Table of
Contents .................................................................................................
................................. vii
7

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List of
Tables .....................................................................................................
...................................... x
CHAPTER ONE
1.0
Introduction
...........................
. 1
1.1
Background of the study
. 2
1.2 Statement of problem
... 4
1.3 Research Objectives
....5
1.4 Research Questions
.... 5
1.5 Significance of the study
.. 6
1.6
Scope and Limitation of the study
. 6
1.7 Operational definition of terms
.. 7
CHAPTER TWO
LITERATURE REVIEW
2.0
Introduction ............................................................................................
.................................. 10
2.1
The aim of the public
library .............................................................................................. 11
2.2
Users
Services...................................................................................................
.............. .......... 12

08059172350
2.2.2 Service
functions ................................................................................................
..................... 12
2,2.3 User guidance
functions ................................................................................................
....... 12
2.3
Resources to support user

services ................................................................................ 13
2.4
Factors influencing the provision of library

services .............................................. 15
2.5
School library services in rural

communities ............................................................. 16
2.6
Reading and information needs of children during various

cognitive development
stages ............................................................................................
................... 17
2.7
Factors influencing rural childrens needs and user

behaviour ......................... 20
2.8
Summary of the
review ............................................................................................
......... 24
References
..............................................................................................
............................. 26
CHAPTER THREE
RESEARCH METHODOLOGY
3.0
Introduction ............................................................................................
............................... 29

08059172350
3.1
Research Techniques
Utilized ........................................................................................ 29
3.2
Research
Population ..............................................................................................
............ 29
3.3
Sample size and Sampling techniques of the study
area .................................... 29
3.4
Sample size of the respondents and sampling
technique .................................. 29
3.5
Research
Instrument ..............................................................................................
............ 30
3.6
Administration of research
instrument ..................................................................... 31
3.7
Data
analysis ..................................................................................................
........................ 31
REFERENCES .................................................................................
........................................ 33
CHAPTER FOUR
DATA PRESENTATON AND ANALYSIS
4.0
Introduction ............................................................................................
............................... 33
4.1
Response
Rate ........................................................................................................
................33
4.2
Information seeking behaviour of children in the rural area of Imo
state... 34
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4.3
Reading, Information and media needs of rural children of Imo
State ........ 34
4.4
Source of
Information .............................................................................................
........... 35
4.5
The children prefer to use library to other sources of
information ...............35
4.6
The problems faced by library
users .......................................................................... 36
4.7
Condition of Imo State library
board ........................................................................... 36
4.8
Suggestions to solve the
problems ............................................................................... 37
References .............................................................................................
................................. 38
CHAPTER FIVE
CONCLUSION AND RECOMMENDATION
5.0
Summary, Conclusion and
recommendation ............................................................ 39
5.1
Summary of the
study ......................................................................................................
.... 39
5.2
Summary of the
findings ..................................................................................................
.... 39
5.3
Conclusion ..............................................................................................
.................................... 40
5.4
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08059172350
Recommendation ...................................................................................
................................. 41
Bibliography ...........................................................................................
................................... 44
Appendixes .............................................................................................
................................... 48
12

08059172350
LIST OF TABLES
Table 3.3
Research
Population ..............................................................................................
.. 30
Table 3.4
Sample size of
respondents .................................................................................. 30
Table 4.1
Response
rate ........................................................................................................
..... 33
Table 4.2
Information seeking behaviour of children in the rural area
of Imo
State .......................................................................................................
......................... 34
Table 4.3
Reading information and media needs of rural children of
Imo State 34
Table 4.4
Source of
information .............................................................................................
. 35
Table 4.5
Children prefer to use library to other source of
information .............. 35
Table 4.6
The problem faced by library
users .................................................................. 36
Table 4.7
Condition of Imo State Library
Board .............................................................. 36
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Table 4.8
Suggestion to solve the
problems ...................................................................... 37
CHAPTER ONE
1.0 INTRODUCTION
The fundamental aim of libraries is to provide timely, accurate,
pertinent, and reliable information for their users. According to Olowu
(2004), librarians are devoted to improving access to information, and
satisfying the user is most paramount. There is a growing recognition
that library services, particularly in Public Libraries Service, are an
integral
part
of
national
socioeconomic
development
and
improvement of the general quality of life Kibat (1990) Public Libraries

Service
in
Nigeria
are
part
of the
government,
in
terms
of
administration and budget procedures. The establishment of Public

14

08059172350
Libraries Service in Nigeria, however, has been mostly limited to urban

areas. That has resulted in illiteracy and ignorance among young
people in rural areas. In Nigeria, a majority of the population lives in
remote areas. Some of these areas are only accessible by boat,
donkey, or bicycle. The inhabitants of these rural areas are without
education. The library can play an important role in the advancement
of knowledge. This role can be effectively carried out with wellstructured
and
well-planned
library
services.
Library
services,
including the packaging and repackaging of information have been

provided in Nigeria for many decades Iwhiwhu (2008). Unfortunately, a
number of problems inhibit the provision of efficient library services to
the disadvantaged users in rural areas of Imo State and other parts of
the country. These problems include lack of physical infrastructure,
lack of information and communication technologies (ICT), illiteracy,
language barriers, poverty, etc.
1.1 BACKGROUND OF THE STUDY

Children need the library for lifelong education in consonance with the
national education policy. In some parts of Nigeria, children (especially
those from rural areas or economically disadvantaged backgrounds)
first meet books in school, and have limited access to books in the
home and community (Usoro and Usanga, 2007).
Extending library
services to children is essential for universal basic education to
15

08059172350
succeed. Public Libraries Service in Imo State is expected to extend

library services to nomadic populations, remote communities, rural
primary schools, and day care centres. According to Correa (1997) the
library is the place where teachers and pupils come into contact with
the world,' that is, where they acquire the general knowledge which
forms the basis for all further learning. If we want children, and all
citizens, to acquire literacy, we must provide reading materials
(Unagha, 2008).
Public Libraries Service in the Imo State has declined dramatically over
the past twenty years, reflecting both the political and economic
situation of the country. Library service is
inhibited by poor
infrastructure, inadequate funding, lack of human resources, and so

on. Libraries must serve all sectors of the population: urban and rural,
literate and illiterate. It is the responsibility of all to address these and
other problems affecting Imo State library systems.
Studies have consistently reported inadequate levels of ICT literacy as
one of the major problems facing libraries in Nigeria as they move into
the 21st century. ICT infrastructure development and poor funding
have been identified as problems, followed by poor ICT skills among
staff (Oduwole, 2005; Adedoyin 2005). The culture of infrastructure
development
and
maintenance
is
not
widespread
in
Nigeria.
Infrastructure is essential for delivery of library services to rural

communities. According to Kibat (1990) the major obstacles inhibiting
efficient information services in rural areas are poor communication
infrastructure and widely-dispersed rural population. In developed
nations Public Libraries Service provide ICTs that aid timely delivery of
information to the rural population. A majority of Nigeria's rural
population still lacks the most basic telecommunications.
Nearly all library materials are purchased from outside Nigeria, mostly
from Europe and America, and due to a shortage of foreign currency
and a high exchange rate, acquisitions have dropped sharply and in
some states completely stopped. Many libraries in Nigeria cannot
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08059172350
afford to purchase and install computers and establish an Internet

connection, especially in rural areas. Lack of funds is the greatest
problem
libraries
face.
Inadequate
funding
is
hindering
the
development of Public Libraries Service in Nigeria (Nwokocha, 2002).

Ajibero (2000) attributes this to economic conditions, government
attitude, and particularly information infrastructure.
Library services are essential to the educational, political, and social
development of the rural population. The information gap between the
urban and rural areas can be bridged by effective library services. The
federal, state, and local governments have the responsibility to better
the lives of rural people by reaching rural communities through
effective library services. The failure of libraries in the urban and rural
areas in the Imo State states may be due to lack political will, poor
infrastructure, inadequate funding, and inadequate human resources.
1.2 STATEMENT OF THE PROBLEM
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There was a body of research supporting the view that Public Libraries
Service can have a positive impact on academic achievement,
particularly at the primary and early secondary level and with
appropriate action to ensure the service delivery is efficient and
effective. However, much of this evidence was from countries where
public librarians also have teaching training and more research would
be needed to determine the extent to which the evidence is
transferable. There is limited but significant research demonstrating
the view that Public Libraries Service have the potential to impact on
the broader aspects of learning, including vulnerable or special needs
students.
Where there is evidence of impact on learning, there are associated
key factors of collection levels, library staffing levels and collaboration
between the librarian, teacher and the member of the public. Training
of
teachers
and
librarians
is
demonstrated
to
raise
mutual
understanding of each others contribution and roles within the

community library setting and training should include information
skills development, collection mapping, planning and evaluation.
The presence of a librarian and the quality and frequency of their
instructional input has an impact on learning but the relationship
between
this
and
qualifications
and
personal
attributes
and
experience is less clear. However, public librarians who take a

professional and proactive approach to their role within the community
can cite evidence of their impact on learning; and are more able to
reflect, self-evaluate and develop further.
Considering the background to the provision of library services in the
rural areas of
Imo State, children in rural areas do not enjoy the same privileges as
children from urban areas. This research would become an imperative
in view of the above to study the problem of library service to the
disadvantaged users( children of Imo State rural area) in south east
zone Nigeria.
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1.3 RESEARCH OBJECTIVES

The following are the objectives of the study:
1.
To know the reading and information needs and information

seeking behaviour of children in the rural areas of Imo State.
2.
To discover the reading, information and media needs of rural

children.
3.
To find out the reading habits, information seeking and library

usage patterns.
4.
To discover factors influencing their reading and information

needs.
5.
To study the state of library and information service provision to

children in the rural areas of Imo State.
1.4 RESEARCH QUESTION

This research is carried out with a view to finding answers to the
following questions:
1. What are the reading and information needs and informationseeking behavior of children in the rural areas of Imo State?
2. What are the readings, information and media needs of rural
children?
3. What are their reading habits, information-seeking, and library
usage patterns?
4. What are the factors influencing their reading and information
needs?
5. What is the state of library and information service provision to
children in the rural areas of Imo State?
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1.5 SIGNIFICANCE OF THE STUDY

The results of this study will contribute to library and information
service provision to rural children as follows:
1. Make learners, educators, non-educators, principals and the
Department of Education aware of the importance of library
service in the learners education;
2. Will provide suggestions that will
stakeholders (learners,
educators, non-educators,
principals
help
to
and
the
improve
Ministry
the
of
Education) involvement in the public library activities;

3. Inform learners about the role and functions of libraries;
4. Indicate how Public Libraries Service can enhance learning in
rural schools; and
5. Establish what can be done in order to improve these library
services so that they can meet the special needs and
circumstances of disadvantaged children in rural areas.
1.6 SCOPE AND LIMITATION OF THE STUDY

This study is in view of knowing and shall only cover the problems
of library services to the disadvantaged users in south east zone of
Nigeria, taking the assessment of Imo State Library Board as a case
but the study was confined to the use and provision of library
services to the rural areas surrounding Owerri, the Imo State
Capital.
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1.7 OPERATIONAL DEFINITION OF TERMS

The terms listed below are defined or explained as they were used
in the study
1. Library: a place in which literary, musical, artistic, or reference
materials (as books, manuscripts, recordings, or films) are kept
for use but not for sale.
2. Services: Intangible products such as accounting, banking,
cleaning, consultancy, education, insurance, expertise, medical
treatment, or transportation.
3. Disadvantaged: lacking in the basic resources or conditions (as
standard housing, medical and educational facilities, and civil
rights) believed to be necessary for an equal position in society.
4. User: a person or thing that uses something.
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REFERENCES
Adeyoyin, S.O. (2005). Information and communication technology
(ICT) literacy
among the staff of Nigerian university libraries. Library
Review 54 (4):257-266.
Ajibero, M.I. (2000). Strategies and tools for information service
delivery in the
New Millennium. A paper presented at the 2000 NLA Annual
Conference.
Boyce, J.I., & Boyce, B. R. (1995). Library outreach programs in rural
areas. Library
Trends 44 (2). Available:
Correa, A.F. (1997). Public library programmes. Proceedings of the IFLA
presession seminar on School Libraries, Caldes de Montbui
(Barcelona). Spain, 16-20 August 1993. The Hague: IFLA:
81 - 99.
Friese, D. (2008). Evaluation of public library service in rural areas in
comparison
to a books-by-mail service . Available:
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Harris, S. (2009). Library management systems embrace change:

Integration,
usability, and good discovery tools are some of the
requirements of the modern library. Research Information
39 (December 2008 and January 2009): 21 24.
Iwhiwhu, E.B. (2008). Information repackaging library services: a
challenge to
information professionals in Nigeria. Library Philosophy and
Practice. Available:
Kibat, K.K. (1990). Community information and referral services for
rural areas of
South East Asia: A conceptual framework. World Libraries 1
(2). Available:
Nigerian universities libraries. The Electronic Library 23 (3):289-291.
Nwokocha, U. (1998). Public libraries in Nigeria: Decades of persisting.
International Information & Library Review 30 (2): 97-104.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0 INTRODUCTION
In order to study problems militating against providing adequate
library services to children in rural areas, it is necessary to study their
circumstances, characteristics and needs. This chapter focuses on the
reading and information needs of children and factors influencing their
needs and information usage behavior with particular reference to
children in rural areas. The researcher has given attention to studies
conducted by other researchers.
This study shall therefore review the related literature under the
following sub-headings:
1.
2.
3.
4.
5.
6.
aims of the public library

user services
Resources to support user services
Factors influencing the provision of library services
Public library services in rural communities
Reading and information needs of children during various
cognitive
24

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Developmental stages
7. Factors influencing rural childrens needs and
2.1 THE AIM OF THE PUBLIC LIBRARY

It was argued that library and information services can provide for the
information
needs
of
rural
children
in
Africa
where
recorded
information is not readily available in schools and homes. If children do

not have access to books and other information sources at school or at
home then they could obtain information from library and information
services if they exist. Therefore the nature and purpose of library and
information services will be discussed to establish to what extent it
could provide for in the information needs of rural children.
After a careful study of the literature the aims of the public library are
set out below (Elkin & Lonsdale 1996).
The public library, the local gateway to knowledge, provides a basic
condition for lifelong learning, independent decision-making and the
cultural development of the individual and social group.
1.
The childs library is concerned with the whole child and not just
with school
and learning.
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08059172350
2.
By developing literacy in the young the library can create the
habitual adult
reader and user of the library, instilling a positive view
of libraries
throughout adulthood.
3.
Through its collections, and ultimately through reading, the
public library
contributes to childrens leisure needs and their
intellectual, emotional,
social,
educational
and
language
development.
4.
The library has been seen as a major contributor to the
development of literacy, which remains the primary aim of the

service.
5.
The public library fulfils complementary social functions through
its
programme of activities, promoting social interaction among
young people,
between children and other groups in the community,
while fostering an
6.
awareness of the culture of others.
The library hosts a collection of materials and makes them
available to users
when needed (Elkin & Lonsdale 1996:66; Library
and Information Services
Council
1993:74; Oosthuizen 1994 86; Odini

2.2.1
(England)
1995:15;
September
1990:35).
USER SERVICES
The user service function of a library forms a crucial link between the
users and the information sources in a library. Service rendering has
much to do with the range of services that are provided by the library
to its users.
2.2.2
Service functions
For service rendering to be effective it should function as it is expected

to. Then it will be able to meet the needs of the users successfully.
Service functions performed in a library are the activities that are
concerned with service rendering.
The services may be provided in the form of activities performed in
the particular library. The activities may differ from one type of library
to the other; for instance public libraries and school libraries or media
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08059172350
centres may provide different services. Service rendering is concerned

with the personal services which are directed at both the needs and
interests of a particular target group. As pointed out in Chapter 1,
services refer to the user guidance functions and include information
provision and reference work, user education, user advice and
bibliotherapy. User guidance services contain all the elements of
assistance, advice, guidance and stimulation. Library services are
intended to assist and benefit the user (Wilkinson 1986:9; Christianson
1986:773-784; Goodrum 1986:80-94; Lynch 1986:662-668).
2.2.3
User guidance functions
According to Gericke (1996) user guidance can be defined as the

action whereby the user is guided and directed towards the
satisfaction of some reading or information need.
This is the guidance provided to the user in order to facilitate the
effective interaction between the record and the user. It is a
professional guidance function, which has much to do with information
provision and reference work, user instruction, user advice as well as
bibliotherapy. Information retrieval is also regarded as a user guidance
function. It encourages effective service provision. It forms part of the
service functions. Gericke (1996:351-352) says that guidance includes
the following:
1.
information provision and reference work;
2.
educating and instructing the user in the techniques of
information and library use or user education;

3.
user advice, which implies guidance in respect of the choice of
material and
which is aimed at user motivation and stimulation,
and
4.
specialized form of guidance aimed at improving the users
insight into
personal
problems
bibliotherapy. (Gericke 1996:351-
and
352).
27
which
is
known
as

08059172350
2.3 RESOURCES TO SUPPORT USER SERVICES

Although library and information services to rural areas are far from
ideal, authors such as Freiband (1993), Latrobe (1992), Latrobe and
Laughlin (1992), and Dwyer (1992) proposed the different kinds of
resources required to support user services in an African context.
Library resources consist of collections, facilities, staff and funds.
Resources take the form of good administrative support, an adequate
budget, the necessary furniture 38 and appropriate equipment to
develop, accommodate or store, preserve, organise, evaluate and
provide access to resources (Freiband 1993:80).
2.3.1
Collections necessary for rendering effective service
For service rendering to be successful, the collection should be readily

available, relevant and should also contain different types of
information sources. Also the distance from the library or inconvenient
service hours, may prevent some people from being able to make
fruitful use of the library services. This is particularly true of assistance
to children in rural areas with sparse library facilities and services.
2.3.2
Information organization and retrieval
Latrobe and Laughlin (1992:162) suggest that facilities should be

useful to the users. The library catalogue should facilitate student
access to the collections. Sometimes these library catalogues are
found to be obstacles to childrens abilities to access library materials.
Therefore they meet neither the childrens curricular nor personal
needs. Catalogues should contain adequate subject headings or
access to subjects covered in the collection and clearly reflect the
content of the materials that are of interest to children. Lack of an
adequate catalogue will result in difficulties in accessing the library
resources on particular topics of interest to African children or in
African languages for children who are not English-speaking. This may
lead to failure to identify related aspects of the subjects (Latrobe &
Laughlin 1992:162). Appropriate facilities are required for effective
28

08059172350
service rendering if value is to be added to catalogues and information

systems in order to provide information which will help children in
making informed selections of documents or sources to use.
Abstracts, table of contents and an index also add value to the
information system (Dwyer 1992:26). In order to facilitate rendering of
service to children, the librarian should assign subject headings based
on the childs age, grade, reader interest level, literacy genre, physical
form, developmental values, themes, uses of materials, multicultural
designations, sex role, and also ethnic groups. The indexing system
should be designed in such a way that it will meet the needs of
children (Latrobe & Laughlin 1992:162).
2.3.3
Facilities and equipment
According to Tawete (1988:334) facilities necessary for effective

service rendering include accommodation, reading space, shelving,
tables and chairs, and lighting as well as various equipment required
to make use of various media, such as computer terminals. These
facilities have an influence on the provision of library services. When
the facilities are adequate, the services rendered in the library will also
be satisfactory depending on the professional attitudes of the staff. A
Public library is viewed as a learning laboratory in that all media, print
and nonprint materials are used purposefully and planned and
integrated with other learning programmes. Facilities can be said to be
necessary for effective service rendering when libraries are able to
provide the space for reading, meetings, discussions and exhibitions.
Especially in rural areas, houses are meant to shelter people, their
livestock, the children and pets but are poorly lit. As a result, the
village or town library is a quiet place for children to read, listen audio
cassettes and view films.
In developing countries libraries may improve the availability of
material by:
opening many library branches if possible; and
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08059172350
starting book box services for learners to establish centres (Tawete

1988:334). The library should consist of rooms, which are quiet and
peaceful, a computer room and Internet room (Rowley et al. 1998:152)
For effective service rendering, the library should have a childrens
room, which should be bright, with a comforting site, low shelves with
colourful books on different topics and a librarian to guide children
(Freiband 1993:80; Barker 1993:l3; Rowley et al. 1998:152)
2.4 FACTORS
INFLUENCING
THE
PROVISION
OF
LIBRARY
SERVICES
Libraries provide services to users through both printed and electronic
media, which presuppose that the potential users are able to read,
know how to use books to find information and know how to apply
(use) the information obtained. There are factors that can challenge
effective services if not addressed. Factors that may influence the
effectiveness of library services are discussed below.
2.4.1
Availability
and
accessibility
of
library
and
availability
and
information services
Considering
circumstances
that
lead
to
the
accessibility of information, it seems that people of developing and

developed countries depend on two different information systems. In
developed countries most schools have a Public library, class libraries,
library lessons and qualified teacher-librarians. Ogundipe (1994:239)
reports that in developing countries only a small number of primary
and post-primary schools have relatively functional libraries. These
libraries are not properly equipped and funded, although most of the
publications required can be acquired locally. In developing countries
libraries are still fighting with the problems of a scarcity of current
textbooks and journals (Ogundipe 1994:239).
2.4.2
Economic conditions in rural areas
Another contributing factor that leads to the poor provision of LIS to

rural areas is the lack of industrialization which results in poor
30

08059172350
economic conditions. While developed countries are industrialized and

rich, developing countries are less industrialized and as a result they
have poor economies. The rising inflationary trends in the economy of
developing countries have resulted in the skyrocketing prices of books,
diaries, digests, and other forms of publications. This has put these
materials beyond the reach of low-income earners and students. The
governments annual budget provision is affected by the realities of
inflation. As a result, the provision of library services to children is
affected adversely. The acquisition and maintenance of audiovisual
materials, which are required for information dissemination by libraries
and other information agencies, have been affected by the financial
crunch. The childrens access to information is also affected. Libraries
providing services to children, who should have information to do their
school work, are also under-funded. As a result of the poor quality and
quantity of the library resources and the consequent low rate of
information, the children seldom make use of the library (Mohammed
1994:100-101). Considering the socio-economic conditions referred to
in the discussion above it seems doubtful that conventional library
services could provide in the needs of rural communities.
2.5 PUBLIC LIBRARY SERVICES IN RURAL COMMUNITIES
The Public library is different from other kinds of libraries in giving its
first priority to its educational aim. It is often situated in a single room
or rooms designated for storage and use of information resources, or
used in conjunction with other resources within a school. There are
different types of Public library models, such as the media centre or
resource centre, or information centre, school and community library,
integrated library, school-housed public library, classroom library,
book box and mobile book service (Naidoo, Faasen & Metcalfe 1997:47). Dube (1998:183) agrees with De Vries and Van der Merwe
(2006:124) that the different types of libraries can be combined to
result in more suitable services. The combination of school libraries
31

08059172350
and a public library resulting in school-community resource centres is

another option for library services that could be suitable for rural
communities. These could be designed to cater for people from all
walks of life, i.e. learners, illiterate groups, semi-literate groups as well
as literate groups. The combination of these libraries is of great
importance and advantage in as far as funding is concerned, because
all the stakeholders concerned will have to contribute a certain
amount. Moreover the LIS agencies would be able to prevent any form
of discrimination among the community members (users).
According to De Vries and Van der Merwe (2004:26) library models,
such as the school community library, should be established in the
rural areas where there are limited resources. As far as this type of
library model is concerned, it will be the responsibility of the
provincial Department of Education, the provincial library service and
the local government or municipality. As a result this joint venture
could facilitate the funding of the library.
2.6.1
READING
DURING VARIOUS
AND
INFORMATION
NEEDS
OF
CHILDREN
COGNITIVE DEVELOPMENTAL STAGES
To understand what childrens information needs and usage behavior

entail it is necessary to understand the reading and information needs
they have at various stages of childhood. Piaget (in Fourie & Kruger
1995:234-238) distinguished between various developmental stages
in childhood, namely, the pre-operational, concrete operational and
formal operational stages, and identified the various cognitive needs
of the child.
2.6.1.1 Pre-operationa1 stage (27 years of age)
The sensorimotor period is that period between birth and two years
of age in which thought depends on immediate perceptions and motor
action. The child starts to discover the world himself/herself. The pre32

08059172350
operational stage is characterized by the facts listed below. The child

develops the following cognitive abilities:
Egocentrism has to do with the child being unable to reflect on
his own thoughts.
Centration has to do with the child being able to assimilate all
aspects of an object or event. The perceptual aspects appear to
dominate any cognitive activity.
Transformations take place among states of objects or events
which are not understood. The child is not aware of the
relationship between events.
Reversibility of mental operations is not yet attained at this
stage (University of South Africa 1989:63; Fourie & Kruger
1995:34).
The materials a library can provide to meet the needs of children in
this stage are both ordinary toys and educational toys. The child has
to be given the opportunity to play with toys and objects such as
building blocks, clay and plasticene in order to be able to manipulate
them physically and in so doing develop the abovementioned
cognitive skills.
2.6.1.2 Stage of concrete operations (711 years of age)
Children between 7 and 11 years of age develop logical thought
processes
or operations
that
are necessary
for
understanding
problems concerning concrete objects or events. Operations are

concerned with the cognitive functions which are necessary for
understanding information. An operation is a type of action.
Operations can be carried out directly by manipulating objects or
internally as when the symbols representing things and relations are
central to concrete operations. The child develops the following
cognitive abilities:
Seriation which is responsible for the childs ability to arrange
mentally a set of things according to differences.
33

08059172350
Classification which is necessary for grouping objects mentally

according to similarities (Fourie & Kruger 1995:234-235).
Children at this stage should be provided with opportunities to order
and classify objects and events and books should reinforce this ability.
2.6.1.3 Stage of formal operations (12 years and older)
The formal operational period is divided into two different stages as
presented below.
The first stage (ages 1113) is the stage between concrete and
formal operations. This stage is characterized by the transition
from
thoughts
concerning
reality
to
thoughts
concerning
possibility. During this stage the child can reason and hypothesis
about current and concrete experiences (Fourie & Kruger
1995:236).
The second stage (ages 1415) is concerned with the final
restructuring of the mind before it reaches its full growth
potential. At this stage the adolescents thinking starts to be
dominated by experimentation, hypothesis-making, synthesis
and analysis of cognitive materials as well as exploratory ideas.
The adolescent eventually reaches his/her full intellectual growth
potential and has the same capacity as that of an adult (Fourie
& Kruger 1995:237-238).
2.6.2
Personal
and
school-related
information
needs
of
children
Apart from basic information needs, there are personal or individual
needs that arise as a result of the situation in which the child finds
himself/herself (Fourie 1991:3).
The child is motivated to seek information related to his/her situation,
which is goal directed, since he/she is aware of a gap in trying to solve
the
problems
encountered
in
everyday
environment.
34
life
within
the
family

08059172350
Fourie (1991:3-4) suggests that learners information needs arise from

tasks set by the teacher as well as the requirement for additional
reading matter and media that should be provided in schools.
Moreover, the critical perspective of the world among older children
awakens the childs ability to think in a realistic way.
Children are also expected to undertake independent study such as
homework, assignments and self- study projects. Moreover, aspects
raised in the classroom environment and the urge to expand
knowledge concerning a topic could motivate the child to seek
additional information on his/her own and this can arouse the inherent
curiosity of the child.
According to Sturges and Chimseu (1996:135-137), in developing
countries information needs expressed mostly relate to agriculture,
other
economic
activities,
health
care
and
sanitation.
Some
communities are renowned for their skills and abilities in bone

therapy, mental health and childbirth problems. The nature of
traditional African learning is oral. It is learner-centred where learning
has much to do with the home, farm and play.
On the other hand, in developed countries most of the people are
educated to a certain level and they are able to read and write. They
depend on written or recorded text in that they keep diaries to remind
them of something. (Sturges & Chimseu 1996:135-137). They realize
that information will help them to do their work, further their studies,
and find information for leisure purposes.
2.7
FACTORS INFLUENCING RURAL CHILDRENS NEEDS AND

USER BEHAVIOR
The user behavior of children in western societies differs from the user
behavior of children in developing countries and particularly that of
rural African children. In order to understand the information needs
and usage behavior of rural children, it is important to understand the
35

08059172350
environment in which they grow up and its impact on their handling of

information.
Most viewpoints refer to conditions in a society where reading (use of
printed media), is the norm. It is only a few (for example, Camble
(1994) and Machet (2004)) who refer to the impact of culture (in rural
areas) on reading habits.
According to Camble (1994:104) newspapers and magazines are
rarely used by rural people. Childrens reading and information needs
and usage behavior are influenced by different factors such as
biological and hereditary factors, personal factors, socio cultural
factors and economic factors, the information environment as well as
various record-related factors, namely record content, record form,
availability and accessibility of information.
2.7.1 Biological and hereditary factors
Certain biological and hereditary factors, such as visual and listening
abilities, influence a childs ability to read. Intelligence as well as
visual skills, listening skills and reading ability are interdependent
factors influencing the user behavior of children and adolescents.
Intelligence also determines their preferences for certain categories of
fiction and non-fiction. The information needs of a gifted child will
differ from that of a slow learner and their usage behavior will differ
(Marshall 1975:20-33).
2.7.2 Personal factors
Childrens information needs are different at different developmental
stages since their information needs change as they grow older.
2.7.3 Social and cultural factors
Individuals read to satisfy their needs for enjoyment, for utility and
escape
36

08059172350
(Marshall 1975:20-33). The child is profoundly influenced to use the

media and the library by different socio-cultural factors. For example,
the peer group will influence the child in his/her choice of books.
Children in rural areas, where there are no information services or
computers, spend most of the time participating in other activities
rather than reading. Children in developed countries have the
opportunity to experiment with information technology.
2.7.4 Oral culture
An important factor influencing the usage behavior of children is that
they should have access to an information system (Durrani 1990). In
modern developed society, institutions such as libraries and schools
provide for the different information needs of children. However,
Ogundipe (1994:239) suggests that in African countries it is not the
libraries, but rather the oral tradition of indigenous knowledge
systems that can be regarded as synonymous with the term
storehouse of knowledge. The oral system of knowledge is different
from the written system. In African societies, much knowledge is
learned, stored and disseminated through the oral tradition.
Individuals, families and groups within the society specialised and
gained great accreditation in chosen areas of knowledge through both
formal and informal methods of training. The continuity of the oral
tradition from generation to generation is possible as a result of a selfreviewing,
self-perpetuating
system.
There
are,
for
example,
communities that are renowned for their skills and abilities in bone
therapy, mental health and childbirth problems (Ogundipe 1994).
Against this background it is understandable that children in areas
where traditional life still prevails do not have so much exposure to
institutions like libraries that developed to provide for the needs of a
modern literate society. This can have serious implications for
conventional library and information services to rural children in an
African context (Ogundipe 1994).
2.7.5 Economic factors
37

08059172350
The socio-economic status and the home environment play a part in

encouraging reading (Marshall 1975:20-33). For example, children who
have opportunities to visit libraries and other cultural institutions will
read more than children who do not have the opportunity to visit the
library.
Fasick (1998:xiv) asserts that the large number of children in high
schools who dropped out in the past will be encouraged to be in school
until they receive education which will enable them to work in this new
society. People are reluctant to pay taxes to affect social change.
These results in the ever-increasing pressure to cut costs in all social
agencies such as schools, museums, libraries and universities (Fasick
1998:xiv; Marshall 1975:20-33).
These
circumstances
have
serious
implications
for
the
abovementioned agencies to provide for childrens information needs.

They are also not conducive to the development of a positive attitude
towards using the library.
2.7.6 Information environment
Ogundipe (1994) states that it was the European travelers with their
tales of Africa as the dark and mysterious continent that recognized
this information environment were interesting and complex. Moreover,
literature and personal observation indicate that the African village
has a self-contained, holistic system of knowledge and beliefs. This
system has succeeded in opposing the spiritual pressure of colonialism
and the modern African state. Knowledge of history, religion, the
creation of the imagination, agricultural lore, and traditional herbal
medicine were stored in the human memory and was orally
transmitted. All these contribute to the indigenous knowledge system
on which the people of the African village depend.
This type of system determines both the nature of peoples
information-seeking patterns and perceptions of their information
needs. A large proportion of the population does not know that they
38

08059172350
have
information
needs,
whereas
some
cannot
express
their
information needs. Information needs, which are expressed, are

mostly related to agriculture, other economic activities, health care
and sanitation
(Ogundipe 1994).
2.7.7 Record-related factors
2.4.7.1 Record form as a factor
The use of different types of recreational media meets childrens
needs for information. Reading is one such activity. However,
according to the Library and
Information Services Council (England) (1995) the decline in reading
among teenagers is as a result of the increase in video games, 24hour television and other sophisticated leisure activities, as well as the
commercial hard-sell and media-hype which go together with these.
As a result many children no longer make use of libraries for
recreational purposes. There is awareness that teenagers have a
diversity of needs, as well as separate needs from those of young
children and adults. In addition, reading activity has to compete with
the attractions of commercial operators for the attention of teenagers.
On the other hand, public libraries do not match the ambience of
entertainment premises (Library and
Information Services Council 1995:8-9; Marshall 1975:20-33).
2.7.7.2 Record content as a factor
The smooth functioning of LIS to the user population requires the
availability of a relevant collection. According to the researchers
observation there are not enough copies of fiction books in the former
National Library of the Venda Government. A large part of the
collection is made up of mostly English materials. There is a general
lack of books in the mother tongue (Tshivenda). As a result the
collection is not relevant to the needs of its users. Teachers do not
have enough reference books for either teaching or learning. There is
39

08059172350
a limited choice of books. The collection consists of books in which the

language is too difficult, while the type size and illustrations are
inappropriate. There are no appropriate resources in the collection
such as newspapers, magazines, journals, etc. The collection mainly
consists of outdated materials.
2.7.7.3 Availability of appropriate books and other media as a
factor
Considering
the
circumstances
in
rural
areas
in
developing
communities (where many people cannot read and write), the

provision of library services to children may be affected by the type of
sources provided. As a result of black childrens background of oral
culture, they do not read books for pleasure (Mohammed 1994:100).
Moreover, books for these rural children also contribute to their dislike
of reading. If the books are in a language that the rural children cannot
understand, even if the information is relevant to them, the books will
be of no use to the particular children. Since parents of rural children
in developing communities are not literate, they cannot teach their
children how to obtain information from books.
In addition books provided by library and information services
sometimes contain subjects at a level that the rural child cannot
understand. The size of the print in books for rural children, who are
not familiar with reading, is also of importance.
Most of the illustrations in books are also not appropriate for rural
children originating from an African culture (or African tradition) where
people are primarily dependent on an oral culture in the absence of
literacy. Library and information services in developing communities
normally lack supporting literature comprising simple large print texts
in the local language (Tawete 1988:336).
2.7.8 Geographic factors
40

08059172350
Rural communities in Africa are in crisis and are unable to sustain and
generate themselves economically, which also has an impact on the
information needs of rural children (Wyley 1995:4).
The viewpoints of Sturges and Chimseu (1996) are applicable to a
study of the usage behavior of rural children since they deal with
circumstances in remote rural areas that differ from those in urban
areas. Sturges and Chimseu (1996:135-137) see the African village as
poverty-stricken, neglected and frequently isolated by its geographical
situation, language and culture. This village represents an extreme in
the global information environment, which regresses from virtual
reality through to the painful hard reality of a lack of information.
2.8 SUMMARY OF THE REVIEW
In this chapter library and information service provision to children,
the mission, aims and functions of libraries, the factors influencing the
provision of library services to children in both developing and
developed countries and cooperation as a solution to schools without
libraries were dealt with. Considering the fact that children in rural
areas have reading and information needs, alternative library services
that can meet their information needs are important. Although
children in rural areas have a background of an oral-based culture,
they have reading and information needs that cannot be met by
means of this oral culture. There are conventional libraries that meet
both the reading and information needs of children. In the rural areas,
where there is a lack of such conventional libraries as a result of
poverty, lack of professional staff, funds, resources and infrastructure,
alternative library services can be suitable to meet the reading and
information needs of rural children. Library cooperation, which has
much to do with resource sharing, can also play an important role in
meeting the reading and information needs of rural children who do
not have library facilities and resources at their disposal. As a result
library cooperation is found to be one of the solutions to the lack of
41

08059172350
library resources especially in rural areas. In rural areas there is still a

need to provide library and information services to children to support
them in their studies. The literature review shed light on the different
types of services that can be of importance in the rural areas where no
library services exist. However, in order to determine the existing
state of library service provision to rural children in Venda in particular
it was deemed necessary to conduct an empirical investigation in this
regard.
REFERENCES
(ICT) literacy
among the staff of Nigerian university libraries.
Library Review 54 (4):257-266.
42

08059172350

delivery in the
Conference.
areas.
Library Trends 44 (2). Available:

pre-
session seminar on School Libraries, Caldes de
Montbui
(Barcelona). Spain, 16-20 August 1993.
The Hague:
IFLA: 81 - 99.

comparison

http://eric.ed.gov/ERICwebportal

Integration,
usability, and good discovery tools
are some of the
requirements
library. Research
of
the
modern
Information 39 (December
2008 and January 2009): 21
24.

challenge to
information professionals in Nigeria.
Library Philosophy
and Practice. Available:
http://unllib.unl.edu/LPP/iwhiwhu3.htm
rural areas of
World
South East Asia: A conceptual framework.

Libraries
http://www.worlib.org/
43
(2).
Available:

08059172350

International Information & Library Review
30 (2): 97-
104.
Wyley, C. 1995. Drowsy managers of a crisis: librarians and

information provision
to
rural
communities.
Innovation,
11:4-10.
Oduwole
, A.A.
cataloguing in
(2005).
Information
technology
Nigerian
Electronic Library
university
applications
libraries.
to
The
23(3): 289-294.
Oghuvwu, V. (2007). The roles of library in Nation building. Nigerian

Journal
Research and Production 11 (3):
Okiy, R. B. (2004). History of libraries. Benin City: Justice-Jeco Business

Venture.
Okiy, R. B. (2008). Information for rural development: Challenges for
Nigeria
rural public libraries. Library Review 52 (3):
126-131.
Ogundipe, O. 1994. International and comparative librarianship in
developing
countries. Journal of Education for Library
and
Information Science, 35(Summer):236-248.
Unagha, A.O. (2008). Implementing Universal Basic Education (UBE)

through
Services.
the Strategic Provision of Public library

Library
Available:
http://unllib.unl.edu/LPP/amanze.htm
44
Philosophy
and
Practice.

08059172350
Usoro, I.M.P., & Usanga, E.E. (2007). The role of Nigerian primary
school
libraries in literacy and lifelong learning
CHAPTER THREE
RESEARCH METHODOLOGY
45

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3.0 INTRODUCTION
This chapter is treated under the following sub-headings:
research technique
utilized,
research
sampling technique, sample size of
population,
sample
respondents,
and
research
instruments, administration of research instrument,
and
data
analysis.
3.1 RESEARCH TECHNIQUE UTILIZED
Survey research method was adopted for the study. Survey
research method
is defined by Adbullahi (1995) and Ajaya (2000)
as a study which involves an
investigation on entire population of
people or items by collecting data from
samples
drawn
from
population and assuming that this sample is true representation of the

entire population, it is a method usually adopted when
handling
a large population especially on issues of the moment that involves

systematic collection of data from the population of the study
through the
use of questionnaire, interview or observation etc. this
technique allows the researcher to collect information about target

population without carrying
out a complete study on the entire
population.
3.2 RESEARCH POPULATION
Population in research according to Udeh, (2001) is all the
members of a
specified group to which an investigation relates. This
study is based on
some selected rural all areas of Imo State
Nigeria. Imo State is a large area
consisting
of
government. Therefore, the study covers five (5) rural areas

the 5 local government areas as its population. The population
the areas under study are further presented below:
46
local
within
of

08059172350
Table 3.3: Research population

NAME OF PLACE
PRESENT
POPULATION
Owerri Municipal
Ahiazu Mbaise
30
10
Ezinihitte Mbaise
Ideato North
10
Ideato South
15
Total
70
Source: Field Work 2015

3.3 SAMPLE SIZE AND SAMPLING TECHNIQUE OF THE STUDY
AREA
Udeh, (2001) stated that sample refer to the group of items
which the study relates (i.e the population) or it is a similar group of
elements drawn through
a definite procedure from a specified
population.
The sampling technique used in selecting the sample among the
population is
Simple random sampling. Ajayi (2000) was on the view that
this method is
unbiased and provides the best representation of the
population.
Table 3.4: Sample size of respondents
SELECT AREA
PRESENT
SAMPLE
Imo state library
POPULATION
30
THE RESPONDENTS
30
board, Owerri
municipal
Total
30
Source: Field Work 2015
3.5
30
RESEARCH INSTRUMENT
47
SIZE
OF

08059172350
The instrument used for data collection was a structured

questionnaire.
Questionnaire as described by Udeh, (2001) is an
instrument in educational research used for obtaining information on

a number of issues. It could be
used to obtain information on the
distribution of a group of people in terms
of
gender,
state,
qualification, age, teaching experience etc. he went further to

state the characteristics of a good questionnaire:
1.
Relevance: it should be relevant to the purpose of the research.
It should be
such that will elicit all the information necessary for
answering the research

2.
questions and testing hypothesis.
Consistency: it should yield consistent responses. Responses
should be as
close as possible if a group of people respond to
questions.
3.
Usability: it should not be bulky and method of scoring and
interpreting the data should be fairly simple and easy.

The advantage of questionnaire over other instruments most
especially interview is that the researcher does not talk much. He only
shares copies of
the questionnaire to the respondents to fill and
return them back to the
researcher.
The
structured type. Structured questions restrict

expression of their opinions. The researcher
questionnaire
respondents
was
in
a
the
considered it to be
more appropriate for the study. The questionnaire was structured
out
as follows: Appendix A letter of introduction and Appendix B
are
questions with options which the respondents are required to choose

from.
3.6 ADMINISTRATION OF RESEARCH INSTRUMENT
Copies of the questionnaires were administered personally to the
respondents through email. They were correctly filled and
returned to
3.7
the
researcher.
DATA ANALYSIS TECHHNIQUE

Descriptive statistic was used to analyse the data collected from
the
respondents to generate frequencies and percentages. The

48

08059172350
method was used
for
simplicity,
understanding
and
easy
assessment.
Ifidion ( 2007) attested that converting data to percentage
responses enables
the researcher to compare subgroup of unequal
size meaningfully.
Kayoed
(1996)
techniques show
observe
that
simple
description
statistical
clearly whether the objective of the study have
been accomplished and
thereby providing the basis for assessing
the succeed of the project. Tables
also clarify and compare the
result.
REFERENCES
Abdullahi (1995). Science and technonology. Osiri, (2 nd series)
Ajaya (2000). Information technology and the Nigeria library. Universal
press
Ibadan.
Ajayi (2000) addressing the digital service in teaching information

retrieve: A
theoretical view on taking students
Francis, M. et al (2011). Business Resereach Handbook: A Guid for

Students
and Research Supervisors: Owerri TonyBen
Publishers. 46.49
Kayode ( 1996): digital professional educational for digital libraries and
Hayzelward, (ed) (1996): Iela publications 1000
Munchan: K.G Sanr. Pe-
214-223
Kerlinger (1998) Business Research in collecting and analyzing data.

New
York. Academic Press
Shehu, H. (2013) Note on Research Methodology (unpublished),

Department
of
Library and Information Science, Federal
Polytechnic
Nasarawa.
Udeh, W. Anene (2001) Mastering Research Methods and project report

writing at a glance, Enugu; Emma press Nig.Ltd Pp.20-23
49

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CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.0 INTRODUCTION
The chapter deals with the presentation and analysis of data collected
in
this
study. The
chapter is
subdivided
under the following
subheading: response rate and analysis of data.

4.1 RESPONSE RATE
Table 4.1 A total number of 30 copies of questionnaire were distributed
among the 30 respondents with the 100% retrieved for analysis.
INSTITUTION
NUMBER
OF NUMBER
OF PERCENTAGE(%
QUESTIONNAIRE QUESTIONNAIRE )
IMO
ADMINISTERED
STATE 30
RETRIEVED
30
100
30
100
LIBRARY
BOARD,
OWERRI
MUNICIPAL
TOTAL
30
Source: field work 2015
50

08059172350
The above data represented the total number of 30 copies of

questionnaire administered to the respondents of Imo State Library
Board Owerri Municipal. While all the 30 copies were properly filled
without any invalid copy with returned representing 100%.
4.2 INFORMATION SEEKING BEHAVIOR OF CHILDREN IN THE

RURAL
AREA OF IMO STATE
Table 4.2: The researcher sought to know the information seeking

pattern of library users in the rural area of Imo State.
S/N
ITEMS
1
EXCELLENCE
2
GOOD
3
FAIR
4
POOR
5
TOTAL
Source: Field work 2015
FREQUENCY
4
5
19
2
30
PERCENTAGE
13.32
16.65
63.27
6.66
100
From the above data, it shows that the information seeking behavior of
children in the rural area of Imo State is more than average with
63.27% level of responses supporting the seeking behavior to be fair.
Further analysis may discover reasons for the fairness in their
responses to the use of library
4.3 READING, INFORMATION AND MEDIA NEEDS OF RURAL
CHILDREN OF IMO STATE
Table 4.3: the researcher sought to know the reading, information and
media needs of rural children of Imo State.
S/N
ITEMS
FREQUENCY
51
PERCENTAGE

08059172350
1
FREQUENTLY
2
SOMETIMES
3.
NEVER
4.
TOTAL
25
5
0
30
(%)
83.3
16.7
0
100
The above data shows that the reading and media needs of rural
children of Imo State is very high with 83.3% of responses supporting
the fact. If the above table 4.2 could prove that the children behavior
to information seeking patter is fair and the response from table 4.3
showing the fact that information and media needs are high,
definitely, the study would pay critical attention to the next data to
ascertain the missing gap between the two above data of table 4.2
and 4.3.
4.4 SOURCE OF INFORMATION
Table 4.4 The research sought to find out how children source for
information to complete their home work.
S/N
1
2
3
4
ITEMS
FROM
FROM
FROM
FROM
LIBRARY
FRIENDS
INTERNET
THE
BOOKSHOP
5
TOTAL
FREQUENCY
PERCENTAGE
6
8
11
5
(%)
19.98
26.64
36.63
16.65
30
100
This data shows that most of the children made use of Internet to
source for information needed for their homework or assignment with
36.63% while only 19.98% make use of library to search for
information
4.5 DO THE CHILDREN PREFER TO USE LIBRARY TO OTHER
SOURCES
OF INFORMATION?
52

08059172350
Table 4.5 The researcher sought to know if the children prefer using
library to other sources of information.
S/N
ITEMS
1
2
3
Source: Fieldwork
YES
NO
TOTAL
2015
FREQUENCY
PERCENTAGE(
23
7
30
%)
89.91
10.09
100
Table 4.5 above shows that 89.91% of the respondents indicated their
interest to prefer the use of library in sourcing for information than
using other sources like internet, book shop etc while other 10.09%
respondents prefer other means to the use of library.
4.6 THE PROBLEMS FACED BY LIBRARY USERS
Table 4.6 the researcher sought to know the problems faced by users
in the library
S/N
ITEMS
FREQUEN PERCENTAGE(%
CY
Staff indifferences towards the 7
)
23.31
students
Library
has
26.64
no
detailed 8
information on resources in the

3.
library
Lack of adequate books in the 7
23.31
4.
library
The location of the library is far 8
26.64
from users location

5.
TOTAL
Source: Field work
30
100
Table 4.6 shows a great competitive in response to the problems faced

by the rural area children of Imo State Library Board as many people
have similar opinion and challenges. 23.31% are of the view that Staff
indifference towards the student is their own challenge while another
23.31 are of the view of lack of adequate books in the library.
Meanwhile, the opinion of the rest 50% divided into the location of the
53

08059172350
library as far from the location of the user and lack of detailed
information on resources in the library.
Table 4.7 CONDITION OF IMO STATE LIBRARY BOARD
The researcher deem it necessary to find out the condition of Imo
State Library Board.
S/N
ITEMS
1
GOOD
2
FAIR
3
POOR
4
TOTAL
FREQUENCY
PERCENTAGE(
8
12
10
30
%)
26.64
39.96
33.3
100
From the users point of view, the condition of the Imo State Library is
fair as the highest percentage of 39.96% of the respondents supported
the view. 33.3% believe that the librarys condition is poor while only
26.64 believe that the library is good.
Table 4.8 SUGGESTIONS TO SOLVE THE PROBLEMS
The researcher sought to find out the suggested solution to library
problems.
S/N
1
ITEMS
Community
should
fund
3
PERCENTAGE
0
6.76
support
the library
Government
should
FREQUENCY
0
make
available
for upgrade
e-library should 0
be introduced
4
All of the above
5
Total
28
30
54
0
93.24
100

08059172350
Table 4.8 shows the suggestion of the respondents in developing Imo

State Library Board through community, government and introduction
of E-Library.
REFERENCE
Adimorah, E.N.O. & Ugoji, P. 1997. Rural community information
system in
Nigeria. IMO State Project Report. World Libraries,
7(2):40-55.
Aitchison, J. 2006. Experiments in the provision of rural community
libraries in
South Africa: the Family Literacy Projects initiatives.
Innovation, 32:94-109.
Arp,
L.
1990.
Information
literacy
or
bibliographic
instruction:
semantics or
philosophy. RQ, 30(1):46-50.
Babbie, E.R. 1990. Survey research methods, 2nd Edition. Belmont,
CA.:
Wadsworth.
Barker, P. 1994. Books what books? A library in South African schools
for black
55

08059172350
children. School Librarian, 4:136-141.

Barker, S.L. 1993. Laying a firm foundation: administrative support for
readers
advisory services. Collection Building, 12(3/4):13-18.
Bekker, S. & Lategan, L. 1988. Libraries in black urban South Africa: an
exploratory study. South African Journal of Library and
Information Science, 56 (2):63-72.
Best, J.W. 1990. Research in Education, Englewood Cliffs, NJ: PrenticeHall.
Breivik, P.S. & Gee, E.G. 1989. Information literacy: revolution in the
library. New
York: American Council of Education.
Bristow, A.P. 1990. The role of the school media centre in Venda
Secondary
Education. MBibl dissertation, University of South Africa, Pretoria.
(Unpublished)
Busha, C.H. & Harter, S.P. 1990. Research methods in librarianship:
techniques
and interpretation. New York: Academic Press.
Camble, E. 1994. Information environment of rural development
workers in Borno
State Nigeria. African Journal of Library, Archives and Information
Services, 4:99-
106.
Carter, C.J. 1986. Young people and books: a review of the research
into young
peoples reading habits. Journal of Librarianship,
18(1):1-22.
Christianson, B. 1986. Special libraries, in ALA World of Encyclopaedia
of Library
and Information Services. 2nd Edition. Chicago: ALA.
CHAPTER FIVE
56

08059172350
5.0 SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 SUMMARY OF THE STUDY
This study focused on the analysis of the collected data. The
researcher analysed the data provided by the learners, teachers, as
well as teacher-librarians. The findings on the provision of library
services to children in the rural areas of Imo State were presented in
chapter four. It seems that library service rendering to learners in rural
schools is in a general state of neglect. Existing library stock seems to
be outdated, disorganised and inaccessible. Staff appointed as
librariansare not professionally trained to administer a library service,
such as collection development and teaching the basic principles of
information skills. No attention is paid to the information needs of
Public library users. It seems that learners do not know how to search
for information in printed sources and there is no one who takes
responsibility for teaching learners information skills, or any others
skills required for information literacy.
Staff involved in library services, like teachers, teacher-librarians,
policy makers and administrators such as the Department of
Education and library coordinators, seem equally indifferent as to who
should take responsibility for service rendering. Major findings and
recommendations are given to put the problem into perspective.
5.2 SUMMARY OF FINDINGS
The following were found out at the end of the data analysed:
From the above data, it shows that the information seeking behavior of
children in the rural area of Imo State is more than average with
63.27% level of responses supporting the seeking behavior to be fair.
Further analysis may discover reasons for the fairness in their
responses to the use of library.
The above data shows that the reading and media needs of rural
children of Imo State is very high with 83.3% of responses supporting
the fact. If the above table 4.2 could prove that the children behavior
57

08059172350
to information seeking patter is fair and the response from table 4.3
showing the fact that information and media needs are high,
definitely, the study would pay critical attention to the next data to
ascertain the missing gap between the two above data of table 4.2
and 4.3.
This data shows that most of the children made use of Internet to
source for information needed for their homework or assignment with
36.63% while only 19.98% make use of library to search for
information.
Table 4.5 above shows that 89.91% of the respondents indicated their
interest to prefer the use of library in sourcing for information than
using other sources like internet, book shop etc while other 10.09%
respondents prefer other means to the use of library.
Table 4.6 shows a great competitive in response to the problems faced
by the rural area children of Imo State Library Board as many people
have similar opinion and challenges. 23.31% are of the view that Staff
indifference towards the student is their own challenge while another
23.31 are of the view of lack of adequate books in the library.
Meanwhile, the opinion of the rest 50% divided into the location of the
library as far from the location of the user and lack of detailed
information on resources in the library.
From the users point of view, the condition of the Imo State Library is
fair as the highest percentage of 39.96% of the respondents supported
the view. 33.3% believe that the librarys condition is poor while only
26.64 believe that the library is good.
Table 4.8 shows the suggestion of the respondents in developing Imo
State Library Board through community, government and introduction
of E-Library.
5.3 CONCLUSION
The purpose of this investigation was to gain a glimpse of existing
conditions regarding library service rendering in rural schools of Imo
58

08059172350
State. The findings shed light on the absence of proper services and
the lack of information literacy among rural learners in the face of
poor services. A disturbing fact came to light that librarians and the
Department of Education seem to be indifferent to the implications of
poor library services for the lifelong learning capacity of rural learners.
This is an issue that should receive serious attention in future. It was
found that no library cooperation between the libraries of schools, and
public and community libraries takes place in this area . Most of the
librarians do not understand what library cooperation entails. The
investigation also shed light on the reading and information needs of
rural children. The study found that children have a need for
interesting and stimulating reading materials, so that they will be able
to develop a reading culture. The lack of library buildings, appropriate
book collections, resources, facilities and library education were shown
to be important factors influencing the reading and information
behaviour of children in this rural area. They lack the library books or
resources that could be used when doing their school tasks, which
would enable them to grow up knowing how to use reference sources
to find information to apply in their tasks. As far as collections,
facilities and services are concerned, relevant library resources are
lacking and irrelevant textbooks and outdated books are kept in some
of the schools as library materials. Facilities, such as buildings,
shelves, reading space, tables and chairs are still in short supply. It
was found that the conditions of library resources in this area are very
poor, with the majority of schools being without any type of library
building or library facilities and resources. The investigation into the
provision of library services to disadvantaged children in rural areas
has identified the state of library services provided to them. The type
of services provided to children in this rural area does not comply with
the requirements of professional services, such as training learners to
search for information in books and in the library.
59

08059172350
5.4 RECOMMENDATION
Considering the problems in regard to rendering Public library services
to rural areas the researcher recommends practical solutions as
proposed in the guidelines below.
In order to develop and maintain a relevant and effective model of
library services to rural children the researcher has recommended the
points listed below.
It is suggested that there should be libraries in the communities where
learners will go to read after school hours, to enable learners to
become used to libraries so that they will go to the library on their own
to do their school work. This will also encourage them to do their
school work during the day instead of do homework only at night.
More community libraries should be established to supplement poor
Public library services. Library cooperation should be seriously
considered so that schools without books will have the opportunity to
use books from other libraries in their area. Sharing library resources
will also help to alleviate lack of library resources.
Learners should be encouraged to read. Reading lessons should be
regarded as very important. Learners should be trained in different
techniques for searching for information in an effective way. This will
enable them to find the information they need for school tasks quickly,
regardless of whether it is in books, journals or other sources. Teachers
should properly orientate the learners towards the use of the library.
Learners should also be trained in using the library effectively to their
advantage. Qualified librarians should offer library user education to
all the learners from primary to secondary level.
Librarians should be able to introduce different types of activities to
learners. For example, they should make learners dramatise or role
play library activities. The drama can consist of the following
characters: the librarians of different sections e.g. the reference
librarian, the cataloguing librarian, and the users. It should be
performed in the presence of other learners. The learners should also
60

08059172350
take part in role playing of the different types of library activities, for
example shelving books; arranging books according to classification
numbers, and issuing and returning books at the circulation desk.
Moreover, the learners may role play the library activities where some
children act as librarians who provide information sources to the users,
while other earners may act as of the users who come to the library
with queries concerning their school work. The other group of learners
who did not visit the library to seek for information that would enable
them to do their school work, do not succeed at the end of the year. At
the end, the play should bring the message of the value of visiting the
library to do school work.
In order to encourage teachers to use the Public library, it is suggested
that the Public library should be developed to satisfactory standards.
Library resources should be made available for use in schools by both
the teachers and learners. Training courses in library management
should include practical examples of library activities to provide
librarians with the guidelines on how to use and run the Public library
effectively. This will enhance their understanding of library matters
and will enable them to use libraries with ease.
Both the Department of Education and the Department of Sports, Arts
and Culture should visit the school libraries in this area to assess the
condition of school libraries, so that they will be able to plan and
improve the school libraries. Furthermore, the Public library services
should be monitored and supervised by professional librarians who
also have an interest in librarianship and libraries and extensive
knowledge of library matters in general.
The following services and facilities should be implemented in the
school libraries: lending facilities, reference service, user education,
information provision, reader advisory services, user advice, and
Internet services. This will allow learners to understand how to use a
library effectively even at the tertiary level. These services will serve
as a platform for providing access to information
61

08059172350
The researcher suggests that the Department of Education should

build a centre for library services in each circuit. The centre for library
services should be well equipped. It should be an ideal library
consisting of different services. This will bring the Public library
services closer to the learners. Learners will also have the opportunity
to see what an ideal library looks like, and will have the opportunity to
learn about the different types of services in the library.
BIBLIOGRAPHY
(ICT) literacy
among the staff of Nigerian university libraries.
Library Review 54 (4):257-266.
Abdullahi (1995). Science and technonology. Osiri, (2 nd series)
Ajaya (2000). Information technology and the Nigeria library. Universal
press
Ibadan.
Ajayi (2000) addressing the digital service in teaching information

retrieve: A
theoretical view on taking students.
Adimorah, E.N.O. & Ugoji, P. 1997. Rural community information

system in
62

08059172350
Nigeria. IMO State Project Report. World Libraries,

7(2):40-55.
delivery in the
Aitchison, J. 2006. Experiments in the provision of rural community
libraries in
South Africa: the Family Literacy Projects initiatives.
Innovation, 32:94-109.
Arp,
L.
1990.
Information
literacy
or
bibliographic
instruction:
semantics or
philosophy. RQ, 30(1):46-50.
Babbie, E.R. 1990. Survey research methods, 2nd Edition. Belmont,
CA.:
Wadsworth.
Barker, P. 1994. Books what books? A library in South African schools
for black
children. School Librarian, 4:136-141.
Barker, S.L. 1993. Laying a firm foundation: administrative support for
readers
advisory services. Collection Building, 12(3/4):13-18.
Bekker, S. & Lategan, L. 1988. Libraries in black urban South Africa: an
exploratory study. South African Journal of Library and
Information Science, 56 (2):63-72.
Best, J.W. 1990. Research in Education, Englewood Cliffs, NJ: PrenticeHall.
areas.
Library Trends 44 (2). Available:
Breivik, P.S. & Gee, E.G. 1989. Information literacy: revolution in the
library. New
63

08059172350
York: American Council of Education.

Bristow, A.P. 1990. The role of the school media centre in Venda
Secondary
Busha, C.H. & Harter, S.P. 1990. Research methods in librarianship:
techniques
and interpretation. New York: Academic Press.
Camble, E. 1994. Information environment of rural development
workers in Borno
State Nigeria. African Journal of Library, Archives and
Information Services, 4:99-106.
Carter, C.J. 1986. Young people and books: a review of the research
into young
peoples reading habits. Journal of Librarianship,
18(1):1-22.
pre-
session seminar on School Libraries, Caldes de
Montbui
(Barcelona). Spain, 16-20 August 1993.
The Hague:
IFLA: 81 - 99.
Christianson, B. 1986. Special libraries, in ALA World of Encyclopaedia

of Library
and Information Services. 2nd Edition. Chicago: ALA.
Education. MBibl dissertation, University of South Africa, Pretoria.
(Unpublished)
comparison

http://eric.ed.gov/ERICwebportal
Francis, M. et al (2011). Business Resereach Handbook: A Guid for

Students
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Integration,
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challenge to
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rural areas of
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Kayode ( 1996): digital professional educational for digital libraries and
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International Information & Library Review
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, A.A.
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Oghuvwu, V. (2007). The roles of library in Nation building. Nigerian

Journal
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Okiy, R. B. (2004). History of libraries. Benin City: Justice-Jeco Business

Venture.
Ogundipe, O. 1994. International and comparative librarianship in
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Department
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Nasarawa.
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66

08059172350
APPENDIX I
LETTER OF INTRODUCTION TO RESPONDENTS
The School of Information Technology
Department of Library and Information
Technology,
Federal Polytechnic Nasarawa
Nasarawa State
Dear Respondent,
I am a final year student of the above named Institution and
Department. I am conducting a research on the problems of library
service to the disadvantaged users in south east zone an assessment
of Imo State Library Board, as part of requirement for the award of
National
Diploma
(ND)
in
Library
and
Information
Technology.
Therefore, I count on your co-operation in completing the research

questionnaire all responses will be treated confidentially.
Thanks for your co-operation
Yours Faithfully,
67

08059172350
IORZUA GIFT
NNENNA
REG. NO: 381
APPENDIX II
LETTER OF INTRODUCTION TO RESPONDENTS
The School of Information Technology
Department of Library and Information
Technology,
Federal Polytechnic Nasarawa
Nasarawa State
Dear Librarian,
I am a final year student of the above named Institution and
Department. I am conducting a research on the problems of library
service to the disadvantaged users in south east zone an assessment
of Imo State Library Board, as part of requirement for the award of
National
Diploma
(ND)
in
Library
and
Information
Technology.
Therefore, I count on your co-operation in completing the research

questionnaire all responses will be treated confidentially.
Thanks for your co-operation
68

08059172350
Yours Faithfully,
IORZUA GIFT
NNENNA
REG. NO: 381
APPENDIX III
QUESTIONNAIRE FOR LIBRARY USERS
Please tick (
) in the appropriate box and answer
1.
Sex
Male [
2.
How old are you?
Female [
Below 10 years [ ] 11-17years [ ] 18-above [ ]

3.
How often do you need information from library?

Weekly [ ]
4.
How often do you visit library to seek for library materials?

Weekly [ ]
5.
Monthly [ ] Quarterly [ ] Annually [ ]

Monthly [ ]
Quarterly [
Annually [ ]
What other factors influence you to visit library?

To read new books [ ] To do assignment [ ] For leisure[ ]
To prepare for Exam [ ]
6.
Have you ever been satisfied with the services rendering habit of
the
librarian? No [ ]
Yes [ ]
69

08059172350
7.
What is the state or condition of library and information service
provision in
8.
your area? Excellence [ ] Good [ ] Fair [ ] Poor [ ]
Do you have access to borrow a book or other materials in your
local area library? Yes [ ]

9.
Do you agree to the fact that, government is trying its best in
enhancing
children reading habit in your area through the
provision of adequate library

10.
No [ ]
facilities? Yes [ ]
No [ ]
Which area of library facilities do you feel that needs more
improvement?
Reference units [ ] Technical units [ ] Serial units [ ] Reader
service unit [ ]
11.
What are the problems faced by students when using the library
catalogue?
Staff indifference towards the students learning [ ]
Slow in retaining what has been taught [ ]
Not conversant with the method of teaching [ ]
Teaching time table conflict with time of lecture [ ]
12.
Does the library authority teach the students the use of library
facilities
effectively in the library?
Yes [ ]
No [ ]
70

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