PNLA Quarterly, the official publication of the Pacific Northwest Library

Association
Volume 77, no. 2 (Winter
2013)
www.pnla.org

Library Services to Distance Learners: The Experience

of University of Lagos

Stella C. Nduka

Stella C. Nduka is a librarian at the University of Lagos Library, Lagos, Nigeria. She can
be reached at: [email protected]

Introduction

Library resources and services are important component of any educational experience.
The provision of quality library services to those who learn at a distance is undoubtedly
one of the most exciting and challenging development that has occurred in modern
librarianship (Watson, 1999). Distance education has impacted not only on the
discipline of education, it has also affected services and profession that support
distance learning and distance education.
Distance education no doubt has revolutionised and democratised the delivery and
accessibility of education, it has also affected services and professions that support
distance learning and distance education. Distance learning according to Fulcher and
Lock (1999) is basically about access to educational opportunities for learners who do
not wish or are not able to attend programmes offered on-site.
Distance education according to Watson (1992) is a method of study that is pursued by
students who are physically separated from their tutors and institutions of instruction
for the greater part of their study. United States Distance Learning Association (1998)
defines distance education as the acquisition of knowledge and skills through mediated
information and instruction, encompassing all technologies and other forms of learning
at a distance. These two definitions of distance education have shown that provision of
quality and up to date services to those who learn at a distance is a challenge to the
library. One of the main goals of distance education programme is to make sure that
the knowledge and skills acquired positively affect the behaviour of the students.
Similarly, the California Distance Learning Project (CDLP) (2011) defines distance
learning as an instructional delivery system that connects learners with educational
resource, provides educational access to learners not enrolled in educational
institutions and can augment the learning opportunities of current students. The
implementation of DL is a process that uses available resources and will evolve to
incorporate emerging technologies.
The provision of quality library services to distance learning students will continue to
experience global change as long as the need to provide effective and quality services
that meet the needs and aspiration of citizens, decision-makers and distance learners
is a long standing goal of the information profession. Suffice to say that the use of

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information technology is one of the proactive ways through which libraries can deliver
their services more effectively so as to enhance users’ satisfaction.
In providing library services to distance learners, Watson (1999) opined that it is
important that libraries should collaborate with agencies that are external to the library
because it would be impossible to provide quality library and information services to
distance learners without their assistance. She emphasized that library should expand
the use of technology in providing library services to distance learners. These
technologies have served to reduce the barriers to library and information services that
distance learners experience due to distance. It saved time, improved cost-efficient
and also improved service delivery ( Osorio, 1997).
Slade and Kacus (1998) cited in Cassner and Adams (1999) predicted that four trends
will shape the future of providing library services to distance learners. These trends are
as follow:
(i) First, they believe there will be an increased global reliance on technology and
distance education. For example, libraries are expected to rely increasingly on the
internet in linking distant learners with available resources and services.
(ii) The second, trend will involve further collaboration and cooperation to increase
quality, equity and access for remote learners. This collaboration will involve
partnerships between librarians and other stakeholders, such as faculty,
administrators, information systems experts and other institutions.
(iii) The third trend is that off – campus and on campus boundaries will continue to
blur.
(iv) Finally, they believe that the distance learning paradigm will continue to change as
the knowledge base expands due to growth in literature related to library support for
the distance learners.
In summary, an inference can be made that the provision of quality library services to
distance learning students most especially in a digital environment will continue to
experience a global change as long as the need to provide effective and quality library
services that meet the needs and aspiration of citizens, decision – makers and distance
learners is a long standing goal of the information profession. Suffice to say that the
use of Information Technology is one of the proactive ways through which libraries can
deliver their services more effectively so as to enhance users’ satisfaction. The
advancement in telecommunications and rapid growth in distance programme have
had great effects on the educational materials and distance education practices.
Librarians, distance educators and administrators must therefore, ensure that new
strategies are adopted and quality library services are available to distance learners.
These new strategies must be applied to every aspect of library and information
services. One of these strategies is that library management should develop
relationship with other service providers who are associated with the delivery of
distance education programmes, courses and support services. These other service
provider include information technology units – particularly when library services are
delivered via this methods; telecommunications agencies whose services are used to
deliver library services, materials production units whose services are used to develop
library related distance education materials and member of academic staff who are
involved in the development and delivery of distance education programmes and
courses.

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Statement of the Problem

Library services and resources are often not used to their full extent by distance
learners and this could be attributed to the fact that, there is a physical separation
between the distance learners and their instructors or institutions. Another barrier
could be the absence of information technology as a medium of delivery library
services to distance learners. In most develop countries; it is commonly observed that
the expanded use and role of technology is the delivery of library and information
services that are experienced by distance for these students. In order to take library
services to distance learners many libraries in higher education institutions have placed
most of their services on-line. In Nigeria it is observed that most academic libraries do
not make provision for distance learners. To buttress this, investigation has shown that
libraries are not meeting the needs of the distance learning students in terms of the
opening hours, provision of relevant materials and technology availability in the
delivery of quality library services to the distance learners. In the light of the foregoing,
the study examines the delivery of library services to distance learning students in
University of Lagos. This is with a view to determining how effectively and strategically
libraries could enhance the delivery of library services to distance learning students.

Objectives of the Study

The following objectives guided this study:

1. To find out library use pattern by the distance learners
2. To find out information sources mostly consulted by the distance learners
3. To examine the reasons for the use of the library by the distance learners
4. To determined the ICT skills possessed by distance learners for using the library.
5. To identify constraints to the use of the library by the distance learners.

University of Lagos

The University of Lagos was established by an act of the Federal Parliament in April
1962. The University is made up of two campuses; the main campus at Akoka, Yaba
and the College of Medicine at Idi-Araba. The primary objective of the University at its
inception was the preparation of professionals for the post-independence manpower
needs of the Country.
University of Lagos has over the years grown by leaps and bounds both in the areas of
physical development but also in the diversification of programmes available. The
students’ population has risen from the modest intake of 131 in 1962 to more than
39,000. The vision statement of the University is to be a top-class institution for the
pursuit of excellence in knowledge through learning and research as well as in
character and service to humanity while its mission is to provide conducive teaching,
learning, research and compete effectively with their counterparts nationally and
internationally in terms of intellectual competence and zeal to add value to the world.
The University is made up of many arms but only two of the arms that are considered
necessary to this paper shall be discussed i.e., The Distance Learning Institute and the
University of Library.

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Distance Learning Institute

The Distance Learning Institute was established as part of the primary objective of the
University at its inception and as pronounce clearly in the Ashby Commission that “the
provision of facilities for part-time studies in such fields as Business Studies,
Accounting, Law and Education through Correspondence and Distance Learning
techniques”. It was in the actualization of this objective that the Correspondence and
Open Studies Unit (COSU) was established in 1973. In 1983, a decade latter COSU
transform into the Correspondence and Open Studies Institute (COSIT) with the
granting of some measure of autonomy and enhances scope of operations.
Due to global advances in Open Studies and Distance Learning mode of study, the
University Senate in 1997 effected some re-structuring and streamlining towards
achieving the pure Distance Learning mode of education delivery and to reflect the
Distance Leaning philosophy all its ramifications changed the name from COSIT to DLI
(Distance Learning Institute). The Distance Learning Institute (DLI) constituted now
has enhanced status as that of the University. The Distance Learning Institute statistics
show that the students’ population is approximately 18,000.
The Institute in some years back maintained some study centres in selected towns
nationwide in order to reach out to her numerous students working or living outside
Lagos. There were adequate and qualified part-time teaching staff and liaison officers
to handle student’s tutorials and counselling. These centres have been phased out in
compliance with the directives of the Federal Ministry of Education abolishing such
centres and constraining all institutions running programmes in study centres to their
immediate environments.

University of Lagos Library

The University of Lagos Library was established in 1962. Presently, it has a collection of
more than 500,000 accessioned volumes of books, 30,000 periodicals titles and
numerous electronic databases such as AGORA, HINARI JSTOR,MEDLINE,OARE, ERIC,
etc., and a wide range of e-books and e-journals covering a variety of subjects.
The University of Lagos Library provides students and faculty access to information on
various disciplines. The distance learning students can also access these resources
through the university website (http://www.unilag.edu.ng) or through the library
website (http://www.library.unilag) and also browse the library catalog. The University
library presents a picture of a modern library. The library has just acquired Millennium
innovative software to help in making the library collections and services rendered fully
automated.
The library collection can be accessed through the OPAC system with workstation
located within the library. The library from 1995 has experienced unprecedented
development from holding only traditional print materials to designing gateways to
networked information (Zaid, 2012). The introduction of distance education in the
University of Lagos was a turning point in the era of library and information service by
the University of Lagos library. The library is complementing the traditional library
setting with online services. The library also provides 24 hours library services to both
the on-campus and distance learning students during examination period.

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Literature Review

Aina (2008) identified that inadequate library and information service support is the
most fundamental problem affecting the quality of distance education programme in
Africa. A distance learner without quality library service support would have little or no
experience in conducting research. Oladokun (2000) posited that the introduction of
information literacy skill (ILS) to the distance learners will make them confident and
competent in using any library information facilities, this is because these category of
students need the understanding of ILS more than the on-campus students who have
the opportunity to walk in to request and obtain readily available assistance from the
librarians.
Supporting Watson (1999), Oladokun (2000) was of the opinion that distance will be
narrowed if modern technology is fully exploited in providing library services to
distance learners. The distance in this case is the barrier hindering distance learners
from getting quality library services. Oladokun (2009) studied library and information
needs and barrier to the use of information sources by continuing education students
at the University of Botswana and discovered that the University of Botswana library
does not adequately cater for the library and information needs of the students. In a
study conducted by Msuya and Maro (2002) on the provision of library and information
services to distance learners in the open university of Tanzania (OUT), and to know the
extent these services are meeting the needs of the learners. The study found that the
library and information provision for the students is not well developed to support the
academic programmes. The study also revealed that due to lack of proper library
services, some of the learners withdraw from the programme.
Mabawonku (2004) in a study of library use in distance learning surveyed three
universities and found out that adequate arrangement were not made by the libraries
for the students to use. The study recommended that Universities should make
adequate provision for the students to have access to library and information
resources. Information literacy skill (ILS) should be introduced to the distance
learners.(Oladokun, 2000) and ( Mobawonku, 2004).
Aina (2008) proposed that library association of each country should formulate
guidelines which will serve as a framework for the provision of library and information
services to distance education. The Association of College and Research Libraries
(2008), a division of the American Library association has revised its official document
ACRL Standards for distance learning library services to include the provision of library
support to distance learners. A summary of the guidelines include core elements like
philosophy of providing services, management, financial responsibility for services,
facilities, personnel, library resources and services. Distant learners and faculty
according to Cassner and Adams (1999) should have access to the following library
services and resources:
a) Reference assistance- librarians should provide answers to reference questions and
the questions may be to know about the library services and resources available in the
library.
b) Bibliographic Instruction and information services-Distance learners should be
provided with instruction on how to access the library electronic resources and
services. The students should also be provided with basic library skills as well as
information on how to search the library’s online catalog for books and citations for
journal articles independently.

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c) Access to library materials- Distance learners and faculty should be entitled to
borrowing facilities through the institution offering classes. The users should be
provided with the option of receiving materials through document delivery service or
inter library loan in a shortest time.
d) Means of contacting librarians and staff- Users should be provided with the means of
contacting librarians and library staff which may include, phones, emails or fax
machine. In this age of information communication technology (ICT), social media sites
or network are now been use as a means of contacting librarians and library staff.
e) Documented policies and procedures- This means that students should have access
to current documented library policies and procedures, this include; print handout
and/or web pages/homepages that mainly address library services for distance learners
and faculty.
Watson (2003) identified basic library and information services distance learners
needs, these needs are:
(i) Access to information resources such as texts, supplementary reading and reference
services
(ii) Learning how to find the information needed from the information available
(iii) Develop ways of applying the information sourced and to make sound, information-
based decisions.

The Role of Technology to in Library Services to Distance Learners

The emergence of technology has offered institutions running distance education

programmes different options in the delivery of library and information services. The
use of technology has reduced the barriers experienced by distance learning students
in accessing library and information resources.
In order to provide library services to distance learning students, many libraries in
developed countries are already using ICT as their main method of delivering library
services and information resources through online chat rooms, e-mails services,
teleconferencing, free online databases and reference services. Students are also able
to search electronic databases and access the online catalogues (OPAC), examine
abstract and to some extent read full text documents.
Another use of technology in the provision of library and information services to
distance learners is in the delivery of library services such as information literacy,
bibliographic instruction and references skills as on-line courses (Watson 1999). The
telephone, computer technology and internet are technologies that have been used in
the evaluation of distance learning, from correspondence courses to interactive video
and virtual learning environment.
Institutions in some developing countries do not rely on ICTs to provide access to
library services to their distance learners due to the high cost of the technology and
also a large number of distance learners would not be able to participate fully or
benefit from it (Watson, 2003). Bill and Melinda Gates foundation provide grants to
help bridge the technology divide such as helping to provide computers in libraries in
developing countries. Information and communication technologies affect learning and
also enable new methods of delivery. It allows and encourage new forms of interaction
and connections between one learner and others learners, between learners and
tutors, between a learning community and its learning resources. This term is regarded

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as “networked learning” which is use to described this range of educational approaches
(Brophy, 2001) as cited in Rio (2003).
Rio (2003) opined that technology has a close relationship with the teaching of
distance education because it intervenes in the separation between teacher and
learners through the use of print, radio, telephone, tapes and computers. Digital and
networked technologies according to Al-Oraini and Kaur (2007) has been a very
important development in making it possible for instructors and students to access a
wealth of information quickly, easily and interactively in both face –to –face and
remote education settings. These technologies have proved time saving, cost
effectiveness and delivery.

Methodology

At the time conducting this research, the Distance Learning Institute was running two
programmes, Accounting and Business Administration programmes. Public
Administration and Economics programmes currently in place were recently floated.
The study therefore was conducted among students in Accounting and Business
Administration programmes. Questionnaire was the main instrument used in gathering
data for this research. The questionnaire consisted of four-page closed ended
questions. The questionnaire was administered to the students during their residential
programme because that was the only period that brings the students together on
campus. A total of two hundred and fifty (250) copies of a questionnaire were
administered to the students in the library and lectures halls. Twenty-one copies of the
questionnaire were eliminated because they were not properly completed. Two
hundred and twenty-nine (229) copies of the questionnaire were duly completed and
this formed 91.6 percent response rate. Descriptive statistics of frequency count and
percentage were used to analyse the data collected for the purpose of this study.

Findings

Section A: Demographic information

A total of 229 students completed the questionnaire; consisting of 138 (60.3%) male
and 91 (39.7%) females. This implies that there are more males respondents than
females respondents. It was revealed that more than half of the respondents, 156
(68.1%) were between the ages of 20 and 30 years. 57 (24%) of the respondents
claimed to be between the ages of 31 and 40 years, 14(6.1%) also claimed to be
between 41 and 50 years while 2 (0.9%) were 51 years and above. 127 (55.4%) were
from the department of Accounting while 102 (44.6%) were from the department of
Business Administration.
Section B: Library Use pattern
Table 1: Frequency of library use by the respondents

Variable Often Always Rarely Never

Please indicate the frequency of your use of 78 56 82 13

the library (34.1%) (24.5%) (35.8%) (5.7%)

Table 1 above presents the frequency use library services by the respondents. The
table indicates that 78 (34.1%) of the respondents used the library often. 56 (24.5%)
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used the library for one thing or another always. The highest percentage of the
respondents, that is, 82 (35.8%) rarely used the library while 13( 5.7%) of the
respondents never used the library.
Table 2: Most likely time of using the library by the respondents

Variables Revision Examination During When writing When writing

period period semester my assignment my final
break project

When do you 74 106 (46.3%) 13 (5.7%) 23 (10.05) 13 (5.7%)

mostly like to use (32.3%)
the library?

Table 2 above revealed that the respondents 106 (46.3%) made use of the library
mostly during examination period. Also 74 (32.3 %) respondents use the library during
their revision period. 13 (5.7%) make use of the library during semester break. 23
(10.5%) when writing assignment and 13 (5.7%) when writing final project were not
popular among the respondents. Therefore, it could be deduced that most of the
respondents rarely make use of library services
Table 3: Respondents reasons for using the library

S/N Variables Yes No

1 To write assignment 125(54.6%) 104(45.4%)

2 To read lecture notes 134(58.5%) 95(41.5%)

3 To consult textbooks 66(72.5%) 63(27.5%)

4 To consult journals (hard copies) 82(35.8%) 147(64.2%)

5 To use the e-resources 72(31.4%) 157(68.6%)

6 To read for examination 180(78.6%) 49(21.4%)

7 To consult reference materials 136(59.4%) 93(40.6%)

8 To photocopy material 49(21.4%) 180(78.6%)

9 To make use of the internet 72(31.4%) 157(68.6%)

From the result presented in table 3 above, it is inferred that the respondents make
use of library for the following reasons: 180 (78.6%) respondents use the library when
they want to prepare for examination.136 (59%) respondents visit the library to
consult reference materials while 134 (58.5%) respondents use the library to read
lectures notes and 125 (54.6%) respondents make use of the library to write
assignment. The least reasons for the usage of library as indicated by the respondents
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were to consult journals, textbooks, to use the e-resources, internet and to photocopy
information materials.
Table 4: Mostly consulted Information resources by the respondents

S/N Materials mostly consulted Always Occasionally Rarely Never

1 Reference Materials 52 (22.7%) 106 (46.3%) 35(15.3%) 36(15.7%)

2 Textbooks 102(44.5%) 83(36.2%) 25(10.9%) 19(8.3%)

3 Newspaper 26(11.4%) 65(28.4%) 48(21.0%) 90(39.3%)

4 Journals 22(9.6%) 63(27.5%) 65(28.4%) 79(34.5%)

5 Electronic databases 27(11.8%) 53(23.1%) 48(21.0%) 101(44.1%)

6 Thesis/Dissertations 4(1.7%) 38(16.6%) 64(27.9%) 123(53.7%)

7 Internet 47(20.5) 60(26.2%) 26(11.4%) 96(41.9%)

The table 4 above revealed that 102 (44.5%) respondents make use of textbook and is
the most highly consulted information resources by the respondents. This is follow by
52 (22.7%) respondents who made use of reference materials while 47 (20.5%)
respondents used internet sources. 27 (11.8%) respondents make use of electronic
databases, 26 (11.4%) respondents used Newspaper, 22 (9.6%) respondents make
use of journals while 4 (1.7%) respondents uses theses/dissertations. are the least
information resources used by the respondents.
Table 5: Rating of information needs by the respondents

S/N Variables Low Moderate Great Very Great

Extent Extent Extent Extent

1 Information on class 32(14.0%) 75(32.8%) 75(32.8%) 47(20.5%)

assignment

2 Information concerning my 27(11.8%) 69(30.1%) 83(36.2%) 50(21.8%)

course

3 Information from the 69(30.1%) 63(27.5%) 58(25.3%) 39(17.0%)

internet

4 Information on reading lists 60(26.3%) 67(29.3%) 63(27.5%) 39(17.0%)

from my lecturers

5 Information on current 74(32.3%) 94(41.1%) 47(20.5%) 14(6.1%)

affairs

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6 Information on personal 45(19.7%) 73(31.9%) 61(26.6%) 50(21.8%)
development

7 Information on e-resources 113(49.3%) 66(28.8%) 33(14.4%) 17(7.4%)

from the library website

8 Information on scholarly 128(55.9%) 60(26.2%) 29(12.7%) 12(5.2%)

publication in journals

9 Information to help prepare 72(31.4%) 68(29.7%) 62(29.7%) 27(11.8%)

research proposal

10 Information to help in 74(32.3%) 65(28.4%) 57(24.9% 55(14.4%)

conducting research

Table 5 revealed that the highest number of respondents, that is, 128 (55.9%) seek
for information on scholarly publication in journals to a low extent, follow by 113
(49.3%) of the respondents that seek for information on e-resources from the library
website also to a low extent. The table also shows that 55 (14.4%) of the respondents
seek for information to help in conducting research to a very great extent. This implies
that distance learning students don’t use the library and its information services like
the on-campus students.
Table 6: Computer literacy skills level of the respondents

Variables Low Average High

I have a low computer literacy level 24(10.5%)

I have average skill in computer use 135 (59.0%)

I am highly skilled in the use of computer 70 (30.6%)

Table 6 above reveal that 135 (59%) of the respondents possessed average skill in
computer literacy skill, 70 (30.6%) are highly skilled while 24 (10.4%) have low
computer literacy skill. From the result, it could be deduced that most of the
respondents have average skill in the use of computer.
Table 7: Respondents’ Level of satisfaction with the library services and
resources

Variable Very Satisfied Not Very Indifferent Total

Satisfied Satisfied

What is the level satisfaction of 48 114 54 13 229

library services and sources (21.0%) (100%)
(49.8%) (23.6%) (5.7%)

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Table 7 above shows that 48 (21.0%) and 114 (49.8%) of the respondents were
satisfied with the library services and resources while 54 (23.6%) respondents were
not satisfied. However, 13 (5.7%) were indifferent to the statement. This implies that
most of the respondents were satisfied with the services and resources obtained from
the library.
Having observed the level of satisfaction of library services and resources by the
respondents, the researcher then wanted to know from the respondents if there was
any major constraint they encounters in accessing information resources in the library.
Table 8: Constraints to the use of library information resources

S/N Variables Agreed Disagreed Indifferent

1 The library opening hours are not helpful 40 145 44

(17.5%) (63.3%) (19.2%)

2 Library staff are not cooperative 38 147 44

(16.6%) (64.2%) (19.2%)

3 Incessant power supply 43 150 36

(18.8%) (65.5%) (15.7%)

4 Obsolete information resources 82 97 36

(35.8%) (42.4%) (15.7%)

5 Materials found in the catalogue are not usually 73 80 76

found on the shelves (31.9%) (34.9%) (33.2%)

6 Inadequate information on materials needed 84 93 52

(36.7%) (40.6%) (22.7%)

7 Erratic internet connectivity 75 70 84

(32.8%) (30.6%) (36.7%)

8 Lack of access to some e-resources 98 59 72

(42.8%) (25.8%) (31.4%)

9 I don’t know how to locate information materials 76 117 36

that I want in the library (33.2%) (51.1%) (15.7%)

10 There is no provision for DL students in the library 121 77 31

(such as registration, loaning of information (52.8%) (33.6%) (13.5%)
materials)

Table 8 above shows that 145 (63.3%) of the respondents disagreed that library
opening hours are not helpful and 40 (17.5%) agreed that it is not helpful while 44
(19.2%) were indifferent. 147 (64.2%) did not agree that library staff were not
cooperative while 38 (16.6%) agreed with the statement and 44 (19.2%) were
indifferent. Also from the table, 150 (65.5%) did not identify incessant power supply as
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PNLA Quarterly 77:2 (Winter 2013)
a constraint, 43 (18.8%) identify it as a constraint while 36 (15.7%) were indifferent.
97 (42.4%) did not indicate obsolete information material as a constraint, 82 (35.8%)
indicated obsolete material as a constraint in accessing information material and 36
(15.7%)were indifferent. 80 (34.9%) disagreed that materials in the catalogue are not
usually found on the shelves, 73 (31.9%) agreed with the statement and 76 (33.2%)
were indifferent. This implies that majority of the respondents don’t make use of the
library catalogue or do not know how to use the catalogue to access information
materials and that is why there is a high response rate of respondents’ being
indifferent with the statement. 93 (40.6%) of the respondents disagreed that
inadequate information on material needed is a constraint and 84 (36.7%) agreed
while 52 (22.7%) were indifferent. 75 (32.8%) of the respondents’ identified erratic
internet connectivity as one of the constraints while 70 (30.6%) disagreed. 98 (42.8%)
indicated lack of access to some e-resources as a constraint and 59 (25.8%) disagreed
while 72 (31.4%) were indifferent. However, 117 (51.1%) of the respondents could
locate information materials while 76 (33.2%) could not. Finally, 121 (52.8%) of the
respondents agreed that there is no provision for distance learning students in the
library and 77 (33.6%) disagreed with the statement.

Discussion

One of the primary observations of this study was frequency of gender distribution of
the respondents. Out of the total respondents, 138 (60.3%) were male while 91
(39.7%) were female. This revealed that there are more male students than female
students at the Distance Learning program at the University. Another significant
observation was on the age distribution where the largest percentages of the
respondents were between 20 and 30years. This implies that the Distance Learning
programme is now made up of young students unlike in those days when such
programme was made up of older students and also because of the difficulties of
securing admission into full time programme.
The study also revealed that not all the students make use of the library, this support
Mabawonku (2004) position that a student could graduate without using libraries
because there is no library use instruction giving to the students.. Also study revealed
that textbooks and reference materials are the materials mostly conducted by the
respondents. The study further revealed reasons for the use of library and its services
by the respondents; it was revealed that the majority of the students use the library
and its services to read for examination.
The study found that that majority of the respondents have average skill in computer
use. This is a pertinent fact that the use of technology has overtaken most academic
activities in most countries in the world with the introduction of communication
technologies like mobile phones, internet facilities, social network media, etc. The
respondents use for this study are using one form of technology or another and this
has helped the students to develop their computer skill.
Interesting outcome of this study are the constraints the respondents encounter when
accessing information resources in the library. No provision for distance learning
students in the library (such as registration, loaning facilities), lack of access to some
e-resources, inadequate information on materials needed, obsolete information and not
been able to locate information materials needed and erratic internet connectivity
constituted significant constraints to the respondents out of the ten constraints listed in
the study. However, the overall picture that emerged from this study is the cry of the
respondents for increase provision of library services for distance learning students in
the library. The respondents want to be able to register in the library and also to be
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able to loan information materials. The students want the same services given to the
on-campus students.

The Way Forward

Libraries and academic staff where distance learning programmes are offered should
work closely. This is because library is suppose to provide library services that are
comparable to the services provided to on-campus learning to the distance learners.
Academic libraries role in the developing of strategies that will enhance library and
information services is to provide the best possible support to distance learning
students. One of these strategies is the ease at which distance learners can access
library materials needed to accomplish their research. The support services that makes
the students to achieve this success includes reference services, bibliographic
instruction and document delivery services and the successful implementation of these
services depends entirely on library staff attitude to project traditional ethos of services
to their users to also include the distance learning students (Hufford, 2007).
The distance education programme is different from the on-campus programme.
Therefore, distance learning students should be equipped with information literacy
skills (ILS) more than the on-campus students who could walk into the library to
request and obtain the needed information easily from the library. These information
literacy skill (ILS) skills will assist the students to know how to seek information
concerning their courses, assignments and examinations and researches. It will make
them confident and competent to use library resources and facilities when, where and
how they choose.
University libraries should consider the application of information technology in the
delivery of library services to distance learners, such as, the use of OPACs, internet
services for searching online information, E-mail facility for easy communication and as
a means of sending and receiving information relating to their information needs,
online systems and services, networked databases. Most libraries in developed
countries have librarians who provide library services for distance learning students.
These librarians among the titles they are called Distance Education Librarians, Off-
Campus Librarians, Continuing Services Librarian or Support Service Librarian
depending on the nomenclature each of the University libraries wants (Watson, 1999).
The present researcher is not aware if such nomenclatures exist in Nigerian libraries.
Libraries in Nigeria libraries should have librarian whose duties is to provide library
services to distance learners. These librarians should be given necessary training and
requisite skills in order to meet the information needs of their users. It is important for
librarians, administrators and facilitators to include other modalities in their delivery of
information services. This is important because access to technology is not universal
and not all technological systems are equal. Consequently, librarians should collaborate
with distance education administrators in designing library services to distance learners
because it would be impossible to provide library and information services without their
input.

Conclusion

This research was conducted in order to gain some insights into the library and
information services the University of Lagos is providing to the Distance Learning
students. The University of Lagos is already well-position to serve distance learners
and the librarians are ready to partner with Distance learning administrators to provide
the distance learners with quality library services they expect from the library.
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PNLA Quarterly 77:2 (Winter 2013)
In view of this, the library has recently acquired a library software” Innovative
Millennium” that will enable the library to pursue its goal of meeting the information
needs of its users including the distance learners. In order to take library services to
distance learners, the library has placed most of its services and resources on the
library web page. There is a 24hour library service provision to both on-campus and
distance learning students during their examination period. The library also made
provision for users to make contact with the library anytime they want information
regarding the library services or resources. These are strategies the library has
developed to meet the information needs of distance learning students.
The study revealed that there is still a big gap existing in services rendered to distance
learners when compared to on-campus. The students want equal library services as
that given to their contemporaries in full time programmes, services like registering in
the library and loaning services. University management should consider these issues
and device a method that would give equal library services to distance learners. In
addition, university management, faculty staff and librarians should be involved in the
planning and designing of library services to distances learners. Nigeria Library
Association (NLA) should formulate a set of standards foe distance learning library
services; it is in line with Aina (2008) position that the library associations of each
country should formulate a set of guidelines for distance education learning library and
information services.
Finally, the result of this study might be of importance to the university management,
distance education administrators as well as to librarians providing library services to
Faculty, staff, and students in distance learning programmes and also to explore
possible ways the library can provide efficient library services to distance learners.

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