USER EDUCATION IN ACADEMIC LIBRARIES: THE NIGERIAN SITUATION

Abstract

The Nigerian higher education sector faces increased scholarly output and student numbers, highlighting the need for enhanced information access skills. Despite acknowledged advantages, library user education programs are nascent. Challenges such as information overload, project-based learning, and interdisciplinary studies demand effective information retrieval. Many Nigerian undergraduates are unaware of or struggle to use library resources, exacerbated by an educational system that often de-emphasizes library engagement. Surveys reveal a strong student perception of underutilization due to skill deficits, with over 90% advocating for robust user education. However, only 34.4% of Nigerian academic libraries provide these programs, typically during freshman orientations. Obstacles to effective user education encompass financial constraints, inadequate professional staff, student and faculty indifference, and the absence of a structured theoretical framework. Proposed solutions include the development of a collaborative theory and methodology for user education by Nigerian university librarians, improved interlibrary cooperation, curriculum integration of user education, sufficient funding, and the appointment of dedicated user education coordinators.