Theory and

Practice of library
Management & Education

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A Book in Commemoration of Excellent

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Service of Dr Pius Olatunji Olaojo as an

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Accomplished Library Manager, Teacher

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and Mentor
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Edited by
O lufem i A rem u Fako lad e
A kin n iyi A yobam i A d eleke
 Theory and Practice of Library Management & Education
A Book in Commemoration of Excellent Service of
Dr Pius Olatunji Olaojo
as an Accom plished Library Manager, Teacher and Mentor

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First Published 2020

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By:

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A division o f

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Scholarship Publishers (Ltd.)

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Suite 2, Ike-Olu Shopping Complex, Opposite University o f Ibadan
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Second Gate, Orogun, Ibadan, Oyo State, Nigeria.
Phone: + 2348053253811, + 23480 7 5 2 7 3 1 8 7 , +2349075788071
e-mail: scholarshipbookspublishing@ gm ail.com
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© Pius Olatunji Olaojo

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ISBN: 978-978-53400-3-7
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All rights reserved. No part o f this publication may be reproduced, stored in

a retrieval system, or transmitted in any form or by an means, electronic,
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m echanical, photocopying, reco rd in g or otherw ise, w ithout the p rio r

permission o f the copyright owner.
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P u ttiifo l4 (ti/J
 Contents
D edication v
Acknowledgem ents vi
Notes on Contributors vii
Forew ord xxii
P reface xxiv

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Attestation I xxvi
Attestation II xxviii

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Introduction xxx
Table o f Contents xxxii

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PART ONE: Autobiography of
Pastor, Dr Pius Olatunji Olaojo AN
‘The Emeritus Chairman’
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1. Autobiography o f
Pastor Dr Pius Olatunji Olaojo 3
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PART TWO: Section One

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Library Studies and Inform ation and Communiation

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Technologies 25
2. Influence o f Information and Communication
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Technologies on Library Services Delivery in

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Oyo State College o f A griculture and Technology

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Igboora, Oyo State, N igeria

- Gbenga F. Alayande, Idris T. Salay, Rhoda A. Abatan
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Emmanuel F. Onifade 27

3. Integration o f Artificial Intelligence in Library

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Service Delivery
- Blessing Ahiazu & Chidaka O. Nyem ezu 47

4. Enhancing Adult Education Programme in Nigeria Through

Educational Telecasts and Social M edia Tools
- Waheed B. Busari, A dejum oke S. Ajibola & Risikat Busari 63

5. M edia M onitoring and Social M edia Etiquettes: M ediating the

Digital Divide in Inform ation Sharing
- John Adeboye Oyeboade, Kehinde Joy Olaniyi,
Taiwo Hope Olaniyi, A biola Abosede Sokoya 75
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6. Influence o f Computer Anxiety and Information Overload

on Use o f Library Resources among Undergraduates
Students in Lagos, Nigeria
- Abiola Abosede Sokoya 87

7. Influence o f Digital Literacy Skills on Job Perform ance

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o f Library Personnels in Selected Academic Libraries in
Southwestern, N igeria

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- Susanah Oluyinka Tomomowo-Ayodele &
Adenike Damilola Omoike 103

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8. M ethods and M aterials for Audio-visual Resources

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Collection in School Libraries
- Phyllis I. Umerah & Kolajo F. Susan AN 121

9. Application o f Information and Communication

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Technology (ICT) to Entrepreneurship for Sustainable

Development o f N igerian Early Childhood Education
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- Jemimah Anuoluwapo Iyabode A bioye 133

10. Information Needs, U se and Challenges o f Cloud

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Computing by U niversity U ndergraduates

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- Olukayode M. Joseph & Folake F. Adeola 145

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11. Information and Communication Technology Skills

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and Use o f Cloud Computing by Universities Undergraduates

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- Ajibola Sunmade Gbotosho 157

PART TWO: Section Two

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Library Studies and M anagem ent 169

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12. Concept and Issues in Academic Libraries

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- Juliet C. Alex-Nmecha & 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, Gbenga F. Alayande & Titilayo Adebagbo 187

14. Can a Librarian be a Therapist? A Case Study o f

Correctional Homes in Lagos State, Nigeria
- Sophia V. Adeyeye & Fadekemi O. Oyewusi 195

15. School Personnel Perception o f Library Building and

Quality o f Library Service Delivery in Public Secodary
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Schools in Osun State, Nigeria

- Kolawole Akinjide Aramide 209

16. Work M otivation and Job Satisfaction as Determinants

o f Work Productivity Academic Library Personnel
in Ibarapa Area Oyo State, N igeria
- Rasaq O. Oyewo, Gbenga F. Alayande,

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M ikail A. Yusuff & Yekeen M. Oyeladun 233

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17. Professional Competence and Image o f Librarians in a

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Changing Information Era in Nigeria
- Julie O.Olalere & Deborah Chinwe Eddy-Ugoiji 247

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18. Hybridisation o f Traditional Subjects in New Fields:
A Libraiac Concern AN
- Kasa, Mathais Gabriel & Sunday Olusola Ladipo 267

PART TWO: Section Three

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Library Studies and Entrepreneurship 275

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19. Imperative o f Entrepreneurship Education for Library

and Information Science Students
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- Bilikis Adefunke Babarinde 277

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PART TWO: Section Four

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Library Studies and Leadership 289

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20. Leadership in Academic Librarianship

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- Ebisemen P. Lulu-Pokubo & George A. Onwueme 291

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21. Imperative o f Leadership Competencies for Crisis

M anagement in Nigerian Libraries
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- Jerry Eyerinmene Friday & Ebere Edith Onah 305

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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,
Adegboyega O. John & Gbabee S. Paul 319
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23. Utilisation o f Indigenous K now ledge for Sustainable Quality

o f Life o f Secondary School Students in Osun State, N igeria
- Olukunle Akinbola Osunrinade 333

24. Consequencies o f Communication Breakdown in Marriages

o f College Teaching Staff in Federal College o f Education

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(Special), Oyo

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- Olubanke A. Olaojo, Paul Ojokheta, Kolawole M. Oluwo
& Sulaiman A. Shittu 359

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25. Predictive Estimate o f Some Psychological Variables
on Quality M anagement among Senior Staff in the

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University College Hospital, Ibadan, N igeria
- Mutiat Asiyanbi & Rasheed A. Kazeem AN 379

26. 2015/2016 English Prem ier League Analysis:

A Bayesian Approach
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- Oladapo M uyiwa Oladoja, Saheed Abiodun Afolabin &

Serifat Adedamola Folorunso 399
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27. Effect o f Entertainment Media, Cognitive Styles and

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Demographic Factors on the Reading Habits o f the

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Polytechnic o f Ibadan High School Students, Oyo State

- Rasaq Oyekanmi Oyewo, Idris Olatunji Yusuf
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RhodaA dew um i Abatan & Idris Tunde Salau 413

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28. Effective Records M anagem ent and Organisational

Performance in Ibarapa Central Local Government Area,
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Igboora, Oyo State, N igeria

- Jelili Yaqoob, Julianah O. A deagbo, Lukm an A. Alabi
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& Gift K. Ilori 425

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29. Statistical Analysis o f Students Academic P erform ances

in Junior West African Exam inations in M athematics in
Selected Schools in Ede, Osun State
- Ojo, V. Oluwatoyin, Awobode, G. Olutayo
& Akinade, O. Olugbenga 439

Index 454
 Influence of Digital Literacy Skills on Job
Performance of Library Personnels in

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Selected Academic Libraries in
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_________ Southwestern, Nigeria________

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SusanahOIuyinka Tomomowo-Ayodele

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Adenike Damilola Omoike
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A bstract
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The study investigated influence o f digital literacy skills on job performance

o f library personnel in selected academic libraries in Southwestern, Nigeria.
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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
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in the two selected academic libraries (University o f Ibadan and Obafemi

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A w olow o U niversity). The populatio n o f the study consisted o f para-

professionals, professional librarians and library officers. Data were collected
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using questionnaire and were analysed using simple percentages, mean and
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Pearson’s Products M oment Correlation methods. The results revealed that

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library personnel in the two selected academ ic libraries possessed digital

literacy skills such that they work easily w ith the computer without supervision
(85.6%), use the computer every day at w ork (84.6%) and are skilled in using
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the com puter (82.7% ) among others. H ow ever, the digital literacy skills
possessed by the librarians do not translate to jo b performance. Findings
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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
recommended that the University management 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 computers 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 igeria
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Introduction
The success o f an organisation often depends on the jo b perform ance oi
their employees. Employees in an organisation are responsible in achieving
the vision and goals o f the organisation. Every organisation aims for high
productivity or performance w ithout which the goals and objectives o f such
establishm ent cannot be realised. It is evident that the efficiency o f ar

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organization such as the library depends immensely on the attitude o f workers
towards their job and their level o f commitment to job performance. Library

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Personnel comprises the professionals and paraprofessional librarians. Each
o f them have their ow n responsibilities and dereliction o f duties. The

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professional librarians are those with educational qualification such as BA

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B.sc, BLIS/, MLS and Ph.D. degree. While, paraprofessionals might haveN C E
ND, HND or Diploma certificate in Library and Information studies. The
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professionals are undertaking both academic and administrative work while
the paraprofessionals are the supportive staff. They carry out their functions
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as directed by the professional staff in the library.

Professionals and Paraprofessionals are functional in their respective
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libraries mainly because they assist their users/ clients in their respective
disciplines to achieve their inform ation needs. Professional librarians are
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the academic librarians and are the m ajor management team in the academic
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libraries, which com prise the university librarian, the deputy university
librarians, the principal librarians, senior librarian, librarian I, librarian II as
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well as assistant librarians in some universities. These set o f employees are

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responsible to the university libraries and the university m anagem ent to

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accomplish their goals and objectives o f providing the required information

for the library users and for the academ ic staff for teaching, learning,
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research, and know ledge integration and dissem ination. Therefore, it is

required that the librarian possessed some skills that will enable him/her
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provide such services. The required skills needed to enable the library
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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 who 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 human resources that are very consequential
within the library settings. Hence, the developm ent and growth o f the library
depends on the working 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.

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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

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observable or measurable behaviour o f a person in a particular situation.
Oduwole (2004) described job perform ance as how one carries out the task,

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duties and responsibilities associated w ith a particular job. The author stated

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further that job perform ance can also be referred to as achievements in terms
o f goals set. It is also considered as an output o f a staff member on the job,
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measurable in terms o f quality and quantity o f jo b perform ed or done. This
implies that there is a level o f job perform ance that is expected by every
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organisation from its employees. This includes academic libraries that are
established to provide services to the academic community where they are
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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 an ag in g o rg a n iz a tio n a l p erfo rm an ce. Job
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performance refers to a clear understanding o f one’s job and the effectiveness

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o f carrying out the various tasks attached. It sim ply means how well an
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employee performs positively at the individual place o f work.

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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,
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motivation and experience. Borman and M otowidlo (1997) cited in Ariani

(2013) define employee perform ance or jo b perform ance as the aggregated
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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
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o f this is that the behaviour and commitment o f an employee in a particular

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o rg a n is a tio n d e te rm in e th e q u ic k an d su c c e ssfu l re a lisa 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 tra -ro le p e rfo rm a n c e . F ro m th e o rg 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 which
employees perform their official job or duties effectively. Job perform ance
is an output o f a staff on the job, which is m easurable in terms o f quality and
quantity o f job perform ed or done by such staff. Ajegbomogun and Diyaolu
(2018) stated that -job perform ance refers to a clear understanding o f one’s
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job and the effectiveness o f carrying out the various tasks attached. It simply
means how well an employee perform s positively at the individual place of
work.
Library personnel’s in the academic libraries as an information services
provider required necessary skills to enable them perform or carry out their
responsibilities effectively as expected by the management and one o f the

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most required skill to be possessed is digital literacy skills. These enable
the librarians to effectively use technology and provide library services to

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users effectively.

Statement of the Problem

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Library personnel perform their job as directed by management o f the library.

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Personal investigation with library personnel in some academic libraries
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revealed the fact that librarians are not happy with their job due to the kind
o f treatm ent meted out to them such as irregular promotion, inadequate
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working materials (e.g., computers), poor remuneration, poor staff training

on computer etc. This has also inhibited their level o f digital literacy skills
such that not all the professional librarians can adequately assist the library
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user to locate, organize, retrieve, evaluate, and create inform ation using
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digital technology as a result o f the aforementioned motivational strategies.

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Therefore, the purpose o f this study is to examine the influence o f digital

literacy skills on job perform ance o f library personnel in selected academic
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libraries in Southwestern, Nigeria.

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RQs
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The following research questions guided the study:

1. W hat is the digital literacy skills level o f the academ ic library
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personnel in University o f Ibadan and Obafemi Awolowo University?

2. W hat is the level o f jo b p erfo rm an ce o f the academ ic lib rary
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personnel in University o f Ibadan and Obafemi Awolowo University?

3. W hat is the perceived influence o f digital literacy skills on jo b
performance o f the academic library personnel in University o f Ibadan
and Obafemi Awolowo University?

Hypothesis
The following null hypothesis was tested at 0.05 level o f significance:
1. There is no significant relationship between the digital literacy skills
and job perform ance o f the academic 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 media
efficiently and effectively for personal and professional growth. It is a highly
valuable requirement to thrive in a w orld dominated by digital tools where
communication technology has overtaken virtually the entire organizational

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landscape. A ccording to E-safety support (2014), Digital literacy is “the
ability to locate, organise, understand, evaluate, and create information using

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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

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with this and posits that digital literacy is critical to a nation’s workforce

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w ithin today’s digital world. Librarian in academic libraries can efficiently
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and effectively perform in this 21st century in the profession o f librarianship
if a cq 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 ra ria n s are
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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 estimated
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that two-thirds o f all public libraries have a librarian with an M LIS degree
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from an American Library A ssociation-accredited institution.

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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
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devices such as smartphones, laptops, desktop computers and internet-enable

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services and apply it to all areas o f life. They stated further that it is the
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a b ility to u se d ig ita l d ev ice s a p p ro p ria te ly to p ro c e ss and re trie v e

information, understand how web works, participate in social networks for
creation and sharing o f knowledge. And it was noted that these skills are not
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lim ited to hardw are and softw are application but include m aking good
judgm ent on the information to consume.
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The skills are essential because it will enable individuals to utilize the
internet maximally in the digital age (A ustralian Communication & M edia
Authority, 2009). Digital literacy is full o f windows o f opportunities to help
users cope with a myriad o f electronic information, promoting critical skill,
decision-m aking as w ell as enhancing effective com m unication in the
knowledge-based society. The skills w ould enable individuals and employees
understand and confidently utilize a variety o f digital tools with confidence.
It has been observed that digital literacy skills w ill not only afford
employees the opportunity to exchange email, prom ote use o f ICT based
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products and services but will also enable employees to utilise multimedia
presentation and participate in online discussion using any social media tool
to facilitate and improve communication. Proficiency in the use o f digital
and media tools to solve communication problems and reach out to a wider
community would reduce digital divide as being experienced among adults
or digital immigrants across nations (Huang and Chen, 2010). An employee

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or adult who is able to use digital m edia effectively is described as digital
citizen whereas employees who lack appropriate digital literacy skills and

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are unable to access the internet and use computer are referred to as non­
digital citizens (Prenski, 2001, Selwyn, 2009).

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N on-D igital employees may not be able to contribute efficiently and

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effectively in the workplace and participate in the knowledge environment.
The consequence may be low productivity, social isolation and economic
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stagnation. Such employees may suffer digital divide (Mossberger, Tolbert
& McNeal, 2008). According to M ossberger, et al. (2008), digital divide is
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the gap created between those who have access and those without access to
the Internet. Lack o f access may 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
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digital skill as well as lack o f awareness.

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These challenges notwithstanding, digital literacy skills are inevitable

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and essential in the 21st century. The importance o f digital literacy cannot be
over emphasized as it equips people w ith critical thinking skills and ability
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to evaluate and understand and interpret information from the internet without
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which it is very detrimental. Digital literacy enables individuals to make

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informed use o f digital technology and m edia as it offers opportunity to

participate in new kinds o f social activities (Hague & Williamson, 2009:1).
It enhances employability with recruitm ent being increasingly undertaken
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online and provides skills needed for people to gain access to work places.
According to UNESCO IITE (2011) digital literacy has beneficial effects
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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
for co llab o rativ e, creative and re c o rd ab le com m unicative 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 communicate, collaborate
and to protect one’s privacy. In order to fully participate and be active in this
modern era one needs to be digitally literate to meet global competitiveness
(Shopova, 2014) H ow ever, E shet-A lkali (2004) concluded that digital
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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 James (2012) carried out a study on influence o f digital
literacy on career progression and work m otivation o f academic library staff
in South-West, N igeria and found out that academic library staff in South-
West, N igeria are skilled in using the computer, use the computer every day

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at work, know how to surf the web to get information they need, work easily
with the computer without supervision, use the com puter for library work

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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

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skilled in using M icrosoft packages to research, not very skilled, fairly skilled

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on being on a social network online (e.g. N LA online, Facebook, Badoo,
Linkedln, Alert, BNET), not very skilled at navigating through the cyberspace
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very easily, not very sk illed at netw o rk in g w ith oth er colleagues via
computers, not very skilled at blogging on the website, do not have an email
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and were not members o f N LA on-line.

Job perform ance is being conceptualized as the duties being perform ed
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by library personnel in the library so as to maximize the goal o f the library.

It refers to the job measurement output o f library on the basis o f quality and
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quantity. Library personnel job differ from one library to another but they
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have peculiar job activities which is common to all libraries. On the other
hand, job perform ance can be defined as the ability o f the library personnel
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to perform their roles, duties and responsibilities exceedingly well, within

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the university settings and the academic librarian have it as the role to manage
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and direct their subordinate’s activities to achieve the aim o f the institution.
In the recent time, academic libraries w ere well into the digital revolution in
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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
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literacy skills on academic librarians will enable them to possess the necessary
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skill that they need to carry out their daily routine tasks thus improving their
jo b perform ance. However, digital literacy skills are very m andatory and
crucial to the job perform ance o f librarians in the institution o f learning.
As part o f the librarians’ duty to provide information resources for users
in the library, M adu (2008) quoting Omekwu (2002) in Itsekor and James
(2012) opined that a m odern librarian should be ready to provide services
that will ensure better access to information, possibilities for co-operation,
resource sharing, improved 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 information and in some

cases a user may need assistance especially in the use o f some o f these
technologies to search for information and the librarian should be able to
provide a leeway.
Itsekor and James (2012) opined that in promoting the use o f electronic
resources in the library, there is a need for academic librarians’ manpower
and skill development. W hen individuals are empowered, they develop the

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skills that are needed on their jobs and equally they are more satisfied with
the work they do. They are also well equipped to perform better, and are

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more productive on their jobs; hence they can be motivated, compensated,
prom oted and progress on their career path. Digital literacy skills empower

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people for productivity and career progression on their profession, but it

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seems that as one grow older, it becom es more difficult for them to learn
on the job. Digital literacy skills require extensive and effective training for
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one to be computer literate. According to Itsekor and James (2012) librarian’s
jobs involve the ability to interpret, analyze, evaluate and access information
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the use digital literacy skill enhances their performance on the job.
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Methodology
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The study adopted descriptive survey research method o f expost-facto type.

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The population for the study was 104 library personnel selected from two
university libraries in South-West Nigeria. Library personnel were selected
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as appropriate specimen because the selected universities have digital library

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and ICT services and personnel are expected to offer online services as a
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result o f their digital literacy skills. The purposive sampling technique was
used to select University o f Ibadan and Obafemi Awolowo University which
have the highest number o f library personnel in South-West Nigeria. On the
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other hand, the total enumeration sampling was adopted for the 104 library
personnel who constitute the entire library personnel in the two university
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libraries in South-West Nigeria. The instrum ent is titled “Digital literacy

skills and job 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 job perform ance o f the academic library personnel and
S ectio 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 academic 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 University o f
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Ilorin that was not included in the study. Data collected were subjected to
various statistical analyses using SPSS version 23. Descriptive and inferential
statistics were adopted for data analysis, Simple percentages, tables, mean
and Pearson Product Moment Correlation were used in analysing data.

Data Analysis
Data were analysed as they related to the specific areas o f the study using

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descriptive statistics such as simple percentages, mean and tables, mean and
Pearson Product M oment correlations.

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Table 1: Demographic Information of the Respondents

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N a m e o f U n iv e r s ity F req u en cy P e r c e n ta g e (% )
UI 70 6 7 .3

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OAU 34 3 2 .7
T o ta l 104 1 0 0 .0
A g e D is tr ib u tio n o f th e r e s p o n d e n ts
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F req u en cy P e r c e n ta g e (% )
18-25 y e a rs 3 2 .9
2 6 -3 5 y e a rs 24 23.1
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3 6 -4 5 y e a rs 63 6 0 .6
4 6 -5 5 y e a rs 12 11.5
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5 6 y e a rs a n d a b o v e 2 1.9
T o ta l 104 1 0 0 .0
S ex F requ en cy P e r c e n ta g e (% )
F

M a le 57 5 4 .8
O

F e m a le 47 4 5 .2
T o ta l 104 1 0 0 .0
Y

M a r ita l s ta tu s o f r e s p o n d e n ts F req u en cy P e r c e n ta g e (% )
S in g le 9 8 .7
IT

M a rrie d 91 8 7 .5
RS

S e p a ra te d 4 3 .8
T o ta l 104 1 0 0 .0
H ig h e s t E d u c a tio n a l q u a lific a tio n of F requ en cy P e r c e n ta g e (% )
VE

r e s p o n d e n ts
N C E /D ip lo m a 21 2 0 .2
B S c /B E .d 32 3 0 .8
I
UN

M a s te rs 48 4 6 .2
PhD 3 2 .9
T o ta l 104 1 0 0 .0
D e s ig n a tio n o f th e r e s p o n d e n ts F req u en cy P e r c e n ta g e (% )
A s s is ta n t c h i e f L ib ra ry O ffic e r 1 1.0
C h i e f lib ra ry o ffic e r 1 1.0
L ib ra ria n I 18 17.3
L ib ra ria n II 34 3 2 .7
L ib r a r y o ffic e r 25 2 4 .0
P rin c ip a l L ib ra ry O ffic e r 4 3 .8
S e n io r L ib ra ria n 16 15.4
S e n io u r L ib ra ry O ffic e r 5 4 .8
T o ta l 104 1 0 0 .0
 112

Table 1 showed that majority 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 more library personnel than OAU.M ajority o f the respondents
63(60.6% ) w ere w ith in 36-45 y ears o f age, fo llo w ed by 24(2 3 .1 % )
re sp o n d en ts, w ho w ere w ith in 26-35 y ears, also, 12(11.5% ) o f the

RY
respondents were w ithin 46-55 years, 3(2.9% ) were w ithin 18-25 years,
while 2(1.9% ) respondents are w ithin 56 years and above. It implies that

RA
majority o f the library personnel in the two universities are adults.
Majority, 57(54.8%) o f the respondents were male while their female

B
counterparts were 47(45.2%). The indication o f this is that majority o f the

LI
respondents in the study are male.As regard marital status, 91(87.5% ) o f
the respondents were married, 9(8.7% ) were single, while, others 4(3.8%)
AN
were separated. For educational qualification, Majority, 48(46.2% ) o f the
respondents had M aster’s degree certificates, 32(30.8% ) had B Sc/B E.d
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degree certificate, 21(20.2% ) had N C E/D iplom a certificate, while, only

3(2.9% ) had PhD certificate. This im plies that m ajority o f the library
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personnel in the two universities had M aster’s degree. M ajority 34(32.7%)

o f the respondents w ere lib rarian II, 25(24.0% ) w ere library officer,
F

18(17.3%) were librarian I, 16(15.4%) were seniour librarian, 5(4.8%) were

O

seniour library officer, 4(3.8% ) w ere principal library officer, and only
1(1.0%) were in the category o f assistant ch ief library officer and chief
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library officer respectively.

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Answers to the Research Questions

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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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I
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 113

Table 2: The digital literacy skills level of the academic library

personnel

S /N D ig it a l l i t e r a c y s k ills E vs FS NVS NAAS M ean D e c is io n

le v e l

1 A s a lib r a r y s ta ff, I 4 ( 3 .8 % ) 8 6 ( 8 2 .7 % ) 1 4 ( 1 3 .5 % ) 3 .9 0 A c c e p te d
a m s k ill e d in u s in g

RY
th e c o m p u te r

2 I u s e t h e c o m p u te r 2 ( 1 .9 % ) 8 8 ( 8 4 .6 % ) 1 4 ( 1 3 .5 % ) ' - 3 .8 8 A c c e p te d
e v e ry d a y a t w o r k

RA
3 I k n o w h o w to s u r f 2 ( 1 .9 % ) 8 4 ( 8 0 .8 % ) 1 8 ( 1 7 .3 % ) 3 .8 5 A c c e p te d
th e w e b to g e t

B
in f o r m a ti o n I n e e d

I w o r k e a s i ly w ith th e 2 ( 1 .9 % ) 8 9 ( 8 5 .6 % ) 9 ( 8 .7 % ) 4 ( 3 .8 % ) j 3 .8 6 A cc e p te d /

LI
4 co m p u te r w ith o u t

s u p e r v is io n

5 1 re se a rc h

M ic r o s o f t
u s in g

packages
8 6 ( 8 2 .7

%)
1 8 ( 1 7 .3 % ) AN 4 .8 3 A c c e p te d

e a s ily
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6 I u s e th e c o m p u te r f o r 8 4 ( 8 0 .8 2 0 ( 1 9 .2 % ) 4 .8 1 A c c e p te d

lib r a r y w o r k a n d I a m %)
c o n n e c te d to th e
IB

in te r n e t

7 I k n o w h o w to s h a r e 8 6 ( 8 2 .7 1 8 ( 1 7 .3 % ) 4 .8 3 A c c e p te d
F

re so u rc e w ith o th e r %)
c o l le a g u e s o n lin e
O

8 I n a v ig a te t h r o u g h th e 7 9 ( 7 6 .0 2 1 ( 2 0 .2 % ) 2 ( 1 .9 % ) 2 ( 1 .9 % ) 4 .7 0 A c c e p te d

c y b e rs p a c e v ery %)
Y

e a s ily
IT

9 I n e t w o r k w ith o th e r 7 0 ( 6 7 .3 3 4 ( 3 2 .7 % ) 4 .6 7 A c c e p te d

c o l le a g u e s v ia %)
RS

c o m p u te r s
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The mean scores were interpreted as follows: Above 3.5 is considered as

positive and accepted w hilst 3.5 or below is considered as negative and
I

rejected (Source: Field data, 2019).Therefore, table 2 showed that majority

UN

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 computer without supervision w ith (M ean=3.86), 88(84.6%) showed
that they use the computer every day at w ork with (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
information they need with (M ean=3.85), 69(66.3% ) revealed they navigate
through the cyberspace very easily with (M ean=4.07). This implies that the
 114

library personnel in the two universities are digital literacy personnel and
are very skilled in using computer to attend to users query in the library.
R esearch question 2: W hat is the level o f jo b perform ance o f the
academic library personnel in U niversity o f Ibadan and Obafemi Awolowo
University?
Table 3: Job performance of the academic library personnel

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S /N Job p erfo rm a n c e of E x c e lle n t V ery G ood F a ir Poor M ean D e c isio n

RA
th e a c a d e m ic lib r a r y G ood

p e rso n n e l

B
10 I a m a lw a y s p u n c tu a l a t 1 0 ( 9 .6 % ) 8 9 ( 8 5 .6 % ) 5 (4 .8 % ) 4 .0 5 A c c e p te d

w o rk

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11 I p o ssessed good 1 0 ( 9 .6 % ) 9 4 ( 9 0 .4 % ) 4 .1 0 A c c e p te d

le a d e r s h i p q u a l i t y AN
12 I have good 1 0 ( 9 .6 % ) 9 2 ( 8 8 .5 % ) 2 ( 1 .9 % ) 4 .0 8 A c c e p te d
AD
r e la tio n s h ip w ith c o ­

w o rk ers

13 My jo b is a lw a y s 1 8 ( 1 7 .3 % ) 8 1 ( 7 7 .9 % ) 5 (4 .8 % ) 4 .1 3 A c c e p te d
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s a tis fa c to ry
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14 I h a v e a b e tte r c re a tiv e 1 4 ( 1 3 .5 % ) 7 9 ( 7 6 .0 % ) 1 1 ( 1 0 .6 % ) 4 .0 3 A c c e p te d

a n d in n o v a tiv e a b ility
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15 I a lw a y s m e e t u p w ith 1 5 ( 1 4 .4 % ) 6 3 ( 6 0 .6 % ) 2 6 ( 2 5 .0 % ) 3 .8 9 A c c e p te d
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d e a d lin e
IT

16 I have good 3 ( 2 .9 % ) 3 1 ( 2 9 .8 % ) 6 7 ( 6 4 .4 % ) 3 ( 2 .9 3 .3 3 R e je c te d

c o m m u n i c a t i o n s k ill s %)
RS

17 I h a v e p ro b le m s o lv in g 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 te d

a b ility %)
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The mean scores were interpreted as follows: Above 3.5 is considered as

I

positive and accepted whilst 3.5 or below is considered as negative and

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rejected (Source: Field data, 2019). Therefore, table 3 showed that majority
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 with co-workers with
(M ean=4.08), 89(85.6%) I am always punctual at work with (M ean=4.05),
81(77.9% ) my job is always 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
meet up with deadline as indicated by 63(60.6% ) with (Mean=3.86).
 115

Research question 3: W hat is the perceived influence o f digital literacy

skills on job perform ance o f the academic library personnel in University
o f Ibadan and Obafemi Awolowo University?

Table 4: Perceived influence of digital literacy skills on job

performance

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S /N P e rc e iv e d in flu e n c e SA A D SD M ean D e c isio n
of d ig ita l lite ra c y
s k ills on jo b

RA
p e rfo rm a n c e

18 M y s k i l l f u l n e s s in 1 0 ( 9 .6 % ) 7 5 ( 7 2 .1 % ) 1 6 ( 1 5 .4 % ) 3 ( 2 .9 % ) 2 .8 8 R e je c te d
u s in g th e c o m p u te r

B
h e lp s m e to c o n tr ib u te
m e a n in g fu lly d u r in g

LI
o n lin e g ro u p
d is c u s s io n s

19 I e a s ily p a s s o n lin e 1 0 ( 9 .6 % )
in fo r m a tio n to m y c o ­
w o r k e r s t h a t w i l l h e lp
8 5 ( 8 1 .7 % ) AN
8 ( 7 .7 % ) 1 ( 1 .0 % ) 3 .0 0 R e je c te d

th e m to p e rf o r m th e ir
AD
w o rk e ff e c tiv e ly

20 I c a n w o r k in a n y 1 1 (1 0 6 8 9 ( 8 5 .6 % ) 3 ( 2 .9 % ) 1 ( 1 .0 % ) 3 .0 6 R e je c te d
s e c t i o n o f t h e l ib r a r y %)
IB

21 M y k n o w le d g e o n 3 ( 2 .9 % ) 1 2 ( 1 1 .5 % ) 8 8 ( 8 4 .6 % ) 1 ( 1 .0 % ) 3 .1 5 R e je c te d
d ig ita l lite ra c y s k ills
h e l p s m e t o a t t e n d to
F

u s e r s ’ n e e d s in t h e
lib r a ry
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22 I a m e ff e c tiv e a n d 6 ( 5 .8 % ) 8 1 ( 7 7 .9 % ) 1 3 ( 1 2 .5 % ) 4 ( 3 .8 % ) 3 .8 6 A c c e p te d
e f f ic ie n t in u s in g
Y

o n lin e r e s o u rc e s
IT

23 W ith m y k n o w le d g e 1 0 ( 9 .6 % ) 8 7 ( 8 3 .7 % ) 3 ( 2 .9 % ) 4 ( 3 .8 % ) 2 .9 9 R e je c te d
o f d ig ita l lite ra c y
s k ills I a s sis t
RS

e m p l o y e e s in m y
d e p a rtm e n t w h e n th e y
n e e d h e lp
IVE

The mean scores were interpreted as follows: A bove 3.5 is considered as

UN

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 job perform ance o f library personnel in two
universities
Ho 1: There is no significant relationship between the digital literacy skills
and job performance o f the academic library personnel in University
o f Ibadan and Obafemi Awolowo University.
 116

Table 5: PPMC summary table showing the relationship between digital

literacy skills and job performance of library personnel.
V a r ia b le s N M ean S td . D ev Df r P S ig .

D ig ita l lite ra c y s k ills 104 4 4 .9 5 1 9 1 1 .6 4 8 8 9 102 -.0 6 0 .5 4 8 N o t S ig .

J o b p e r fo r m a n c e 104 4 3 .2 8 8 5 5 .4 7 6 6 5

Y
AR
Table 5 shows a negative digital literacy skills on job performance o f library
personnel in the two universities (Df= 102, N = 104, r = -.060, P > 0.05).

BR
B ased on this, the null hypothesis is accepted. Therefore, there is no
significant relationship betw een digital literacy skills and job performance

LI
o f library personnel in U niversity of Ibadan and Obafemi Awolowo University.
This implies that the digital literacy skills o f the library personnel do not
AN
determ ine their job perform ance. O ther factors could be responsible for
their low level o f job performance.
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Discussion of Findings
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The study was designed to examine the influence o f digital literacy skills or
job perform ance o f library personnel in U niversity o f Ibadan and Obafem
F

Awolowo University. From the study, it could be inferred that University oJ

O

Ibadan has more library personnel 67.3%) than Obafemi Awolowo University
The two selected academic libraries under consideration recruits more m ak
TY

°f 57(54.8% ) than the fem ale counterparts and there are also strong
nions that the two selected academic libraries employed more people
SI

ster’s degree than any other certificate. It could also be deduced

ER

U e ranking o f staff by position, librarian II was ranked 1st position

and majority (60.6%) were w ithin the age o f 36-45 years. M oreso, there
IV

w ere more (87.5%) married personnel, and according to designation, there

were more staff in (35.6%) in serial section o f the library.
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The study revealed the level o f digital literacy skills o f the library
personnel which reflect the following: w ork easily with the computer without
supervision, use the com puter every day at w ork, skilled in using the
computer, know how to surf the web to get information 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 computer to attend to users query in the library. This finding is in line
with the study o f E-safety support (2014), defines digital literacy as “the
 117

ability to locate, organise, understand, evaluate, and create information 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 for a
nation’s workforce within today’s digital world.
The study also revealed that the library personnel are very good in

Y
p erform ing their jo b s as they in d icated as follow s: I possessed good

AR
leadership quality, I have good relationship w ith co-workers, I am always
punctual at work, my job is always satisfactory, I have a better creative and

BR
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

LI
tool for collaborative, creative and recordable comm unicative techniques
essential for the next generation. In addition, it empowers individual with
AN
the 21st century skills o f creation, capacity to communicate, collaborate
and to protect one’s privacy. In order to fully participate and be active in this
AD

modern era one needs to be digitally literate to meet global competitiveness

(Shopova, 2014) H ow ever, E shet-A lkali (2004) concluded that digital
IB

literacy goes beyond skills needed to use or operate technological devices,

rather survival skills needed in this digital era.
F

The study revealed that digital literacy skills do not influence jo b

O

perform ance o f library personnel in two universities. This finding negate

the findings o f M adu (2008) quoting Omekwu (2002) in Itsekor and James
Y

(2012) opined that a modern librarian should be ready to provide services

IT

that will ensure better access to information, possibilities for co-operation,

RS

resource sharing, improved productivity, up-to-date inform ation services,

efficient and affective delivery o f service etc. He further stated that the
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librarian must o f necessity be familiar and competent in the use o f computer

and internet based technologies in provision o f information and in some
cases a user may need assistance especially in the use o f some o f these
I
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technologies to search for information 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 academic librarians’ m anpow er
and skill development.
The study showed a negative digital literacy skills on job perform ance
o f library personnel in the two universities. Therefore, there is no significant
relationship between digital literacy skills and jo b perform ance o f library
personnel in U niversity o f Ibadan and Obafemi Awolowo University. This
im plies that the digital literacy skills o f the lib rary personnel do not
 118

determ ine their job perform ance. O ther factors could be responsible for
their low level o f job performance. 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

Y
It is evident from the result o f this study that the digital literacy skills o f the

AR
library personnel do not determine their job performance. Therefore, there
is no sig n ific a n t re la tio n sh ip b etw een d ig ita l literacy sk ills and jo b

BR
perform ance o f library personnel. O ther factors could be responsible for
their low level o f job perform ance such as irregular promotion, inadequate

LI
working materials (e.g., computers), poor remuneration, poor staff training
on com puter etcetera. This has invariably inhibited their level o f digital
AN
literacy skills and effective job perform ance such that not all the professional
librarians can adequately assist the library user to locate, organise, retrieved,
AD

evaluate, and create information using digital technology as a result o f the

aforementioned motivational strategies. Nevertheless, library personnel are
IB

still very good in perform ing their jobs as they indicated; I possessed good
leadership quality, dependability and honesty, I have good relationship with
F

co-workers among others. The library personnel also agreed that they can
O

w ork in any section o f the library, their knowledge on digital literacy skills
helps them in ensuring that jobs within areas o f specific responsibilities are
Y

completed in a timely manner and w ithin budget among others.

IT

In view o f the forgoing, it could be seen that personnel possess good

RS

digital literacy skills but yet are still low perform ers. T herefore, the
U niversity m anagement should encourage them by supplying appropriate
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motivational strategies that will enable them to be effective in performing

their job in the library.
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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 fo llo w in g
recommendations 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 management should organise a training programmes for their
library personnel and send their staff for seminars and workshops on
digital literacy skills improvement to enable them to be effective in
their job.
 119

ii. The University m anagement should support the library and ensures
the library improves by meeting the needs o f the library in terms o f
procuring good computers to the library to make the library a digital
library, automated library and a resource sharing library to enhance
teaching, learning and research.
iii. The University management should have good motivational strategy

Y
packages for the library personnel. Such as good salary scale, promotion

AR
as at when due, training for staff and sponsoring of programmes. This will
enable the library personnel to be effective in their job.

BR
iv. The University management should ensure stable power supply in the library.
This will enable the library personnel to provide online services to the

LI
users when they come to the library.

AN
AD
IB
F

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