Summary of “Use of Library” Textbook (Chapters 1 and 2)

Table of Contents

  • Chapter 1: Information Literacy and the Library: An Overview
    Introduces the concept of information literacy, the role of libraries in fostering lifelong learning, and the types and functions of libraries, with a focus on their historical development and significance in education.
  • Chapter 2: Organization of Academic Libraries
    Explores the structure, services, and operational framework of academic libraries, including user groups, library rules, and the importance of organizing resources for accessibility.
  • Chapter 3: Library Processes and Procedures I
    Discusses the technical processes like acquisition and cataloguing that ensure library resources are organized for easy access.
  • Chapter 4: Library Processes and Procedures II
    Continues the discussion of library processes, likely covering additional technical or operational aspects.
  • Chapter 5: Access Tools to Library Resources: Traditional Library System
    Examines traditional tools and methods used to access library resources, such as card catalogues and manual systems.
  • Chapter 6: Access Tools and Services in an Automated Library System
    Focuses on modern, technology-driven tools and services, such as online catalogues and digital databases.
  • Chapter 7: Categorization of Sources of Information in the Library
    Explores how information sources are classified and organized within libraries.
  • Chapter 8: Reference and Informational Services
    Details the role of reference services in assisting users with information retrieval and research.
  • Chapter 9: Web Resources and Online Information
    Covers the use of web-based resources and online information systems in libraries.
  • Chapter 10: Referencing and Citation Styles for Academic Research
    Discusses proper referencing and citation practices for academic work.
  • Chapter 11: ICT Facilities in Libraries
    Examines the integration of information and communication technologies in library operations.
  • Chapter 12: Learning Skills and Research Reporting
    Focuses on developing research and study skills for effective use of library resources.

Chapter 1: Information Literacy and the Library: An Overview

Summary and Explanation:

This chapter, authored by Dr. Mrs. Victoria N. Okafor, Dr. Patrick Igbokwe, and Nkem Emilia Orsu, introduces the concept of information literacy and the pivotal role libraries play in education and society. It provides a foundational understanding of how libraries support lifelong learning and how information literacy equips individuals to navigate the complex information landscape.

  1. Definition and Importance of Information Literacy:
    • Information literacy is defined as a set of integrated skills that include discovering, understanding, evaluating, and ethically using information to create knowledge and participate in learning processes. It is essential for academic success, workplace efficiency, and informed citizenship.
    • The chapter emphasizes that information literacy is not limited to academic contexts but is crucial for lifelong learning across all disciplines and educational levels. It involves critical thinking, the ability to assess information sources, and the ethical use of information.
    • The abundance of information in the digital age has created challenges, such as information overload, which makes information literacy skills vital for filtering and utilizing relevant data effectively.
  2. Dimensions of Information Literacy:
    • The chapter outlines seven dimensions of information literacy, as identified by Hughes (cited in Ojedokun, 2007):
      • Tool Literacy: Knowledge of software, hardware, and multimedia tools to locate and access information.
      • Information Resources Literacy: Understanding the types, characteristics, formats, and access methods of information resources.
      • Social Structural Literacy: Familiarity with institutional and social networks within a university library to interact effectively.
      • Research Literacy: Proficiency in using IT-based tools for research and assignments.
      • Publishing Literacy: Ability to format and publish research or ideas electronically in textual or multimedia forms.
      • Emerging Technology Literacy: Capacity to adopt and utilize new technological innovations.
      • Critical Thinking Literacy: Analytical evaluation of information sources for reliability and relevance.
    • These dimensions highlight the multifaceted nature of information literacy, combining technical, analytical, and social skills.
  3. Values of Information Literacy:
    • The chapter outlines the goals of information literacy, which include developing research strategies, evaluating the credibility and relevance of information, and using it ethically. Specific outcomes include:
      • Formulating effective research strategies using various search tools.
      • Assessing the authority, trustworthiness, and value of information.
      • Using information legally and ethically to support academic and professional work.
    • Criteria for evaluating information sources include:
      • Currency: Timeliness of the information (e.g., publication date, relevance to current needs).
      • Relevance: Alignment with the research topic and appropriateness for the user’s level.
      • Authority: Credibility of the author, publisher, or source.
      • Accuracy: Verifiability and correctness of the information, free from errors.
  4. Concept of a Library:
    • A library is described as an organized collection of knowledge resources (books, digital materials, etc.) maintained by public or private entities for public use. Traditionally seen as a storehouse of knowledge, libraries have evolved with technology to include digital resources and services.
    • Modern libraries are dynamic, adapting to technological advancements and serving as spaces for learning, research, and community engagement. Librarians now perform roles beyond organizing books, such as digital librarians, trainers, and community program coordinators.
  5. Brief History of Libraries:
    • Libraries trace their origins to the 7th century BCE in regions like Assyria, Egypt, and China, where materials like papyrus, parchments, and clay tablets were used. These early libraries were highly valued, with books often chained to prevent theft due to their rarity.
    • In Nigeria, library development was influenced by educational growth, with significant milestones like the Carnegie grant for library development and the UNESCO seminar in Ibadan, which promoted public library systems.
  6. Types and Functions of Libraries:
    • The chapter categorizes libraries based on their user communities and collections, highlighting five major types:
      • National Library: Acts as a repository for a country’s literary output, preserves cultural heritage, issues ISBN/ISSN numbers, and serves as a national information center. Example: National Library of Nigeria.
      • Public Library: Open to all, funded by taxes, and serves as a lifelong learning and cultural preservation center. It offers borrowing services and community programs.
      • School Library: Supports school curricula, fosters reading habits, and provides resources for students and teachers.
      • Research Library: Focuses on in-depth materials for specific disciplines, offering services like Selective Dissemination of Information (SDI) and Current Awareness Services (CAS).
      • Academic Library: Serves tertiary institutions, supporting teaching, learning, and research through resource acquisition, online database subscriptions, and user education.
    • Each type has specific functions tailored to its user base, emphasizing the library’s role in education, research, and cultural preservation.
  7. Conclusion:
    • The chapter underscores the importance of information literacy in navigating the information-rich world and the critical role libraries play in supporting academic and societal goals. It emphasizes the need for users to develop skills to access, evaluate, and use information effectively.

Chapter 2: Organization of Academic Libraries

Summary and Explanation:

Authored by Vincent O. Ekwelem, Anthonia N. Ejikeme (Ph.D), and Adizetu A. Ali (Ph.D), this chapter delves into the organizational structure, services, and user dynamics of academic libraries, with a specific focus on the Nnamdi Azikiwe Library at the University of Nigeria, Nsukka. It emphasizes the importance of organizing resources and services to meet the needs of diverse user groups while maintaining efficiency and accessibility.

  1. Introduction to Academic Libraries:
    • Academic libraries are integral to institutions of higher learning (universities, colleges, polytechnics), providing resources and services to support teaching, learning, and research. They are described as repositories of knowledge that enhance the intellectual activities of their institutions.
    • The primary goal is to ensure that resources are judiciously utilized to meet the diverse needs of students, faculty, and staff. Academic libraries are seen as a source of institutional prestige, supporting academic programs and research productivity.
  2. Organizational Structure:
    • The organization of academic libraries involves dividing tasks into specific units or departments, assigning responsibilities, and establishing authority to ensure efficient operations. This process is critical for achieving library goals and conserving users’ time, aligning with Ranganathan’s library laws (e.g., “save the time of the reader” and “every book has a reader”).
    • The Nnamdi Azikiwe Library is structured into several divisions and sections, each led by professionals to ensure effective service delivery. The organizational structure clarifies roles and responsibilities, contributing to the library’s and university’s objectives.
  3. Divisions and Sections of Nnamdi Azikiwe Library:
    • Public/Reader Services Division:
      • Acts as the library’s public face, focusing on improving information accessibility in print and non-print formats. It includes:
        • Circulation Section: Manages user registration, book loans, returns, shelf maintenance, and usage statistics.
        • Reference Section: Provides consultation-only materials, answers queries, processes interlibrary requests, and teaches users how to use reference resources.
    • Technical Services Division:
      • Handles non-public operations, including:
        • Cataloguing and Classification Section: Organizes resources into bibliographic records, assigns class marks, and ensures easy access.
        • Binding Section: Repairs and binds materials, laminates documents, and supports preservation efforts.
    • Collection Development Division:
      • Systematically builds the library’s collection through purchases, gifts, and legal deposits, guided by a collection development policy aligned with the library’s mission.
    • Institutional Repository and Training Division:
      • Manages digital archives, trains users on accessing online resources, provides reprographic services (printing, scanning), and conducts similarity checks for academic works.
    • Management Information System Division (MISSD):
      • Oversees IT operations, including CD-ROM management, web presence, and network availability for users.
    • Special Collection Division:
      • Houses rare and valuable materials, such as Africana, government documents, and UN publications, requiring special care.
    • Serials Division:
      • Manages journals, newspapers, and periodicals, ensuring relevance and accessibility through cataloguing and shelving.
    • Special Needs and Branch Library Division:
      • Supports specialized libraries (e.g., Faculty of Agriculture, Law, Medical) and provides tailored services for students with disabilities, such as digital conversions and wheelchair loans.
  4. Library Rules and Regulations:
    • Rules ensure a conducive environment and protect library resources. Examples include:
      • Users must be registered and carry borrowers’ cards.
      • Bags, food, and noisy shoes are prohibited to prevent damage and distractions.
      • Books must be returned on time to avoid fines, and users must report damaged materials before borrowing.
      • Proper shelving is handled by staff, and users are searched when leaving to prevent theft.
    • These rules promote fairness, prevent damage, and maintain a scholarly environment.
  5. Library Users:
    • Academic library users include primary groups (undergraduates, graduate students, students with special needs) and other groups (visiting faculty, alumni, community members). Each group has unique needs:
      • Primary User Group: Heavy users like undergraduates rely on librarians for guidance, while graduate students use subject-specific collections. Special needs students receive tailored support, such as digital resources and volunteer reading.
      • Other User Group: Includes external users like industry professionals and visitors, who use the library for specific purposes like database searches or government documents.
    • The library prioritizes user needs, ensuring equitable access and support for research and learning.
  6. Rights and Privileges of Library Users:
    • Users are entitled to physical and equal access to resources, a conducive study environment, internet access, confidentiality, and support from staff. The library ensures a safe, clean, and noise-free space.
    • Users with disabilities receive reasonable accommodations, such as digital resources and equipment loans.
  7. Responsibilities of Library Users:
    • Users must inspect materials before borrowing, return items on time, maintain a harassment-free environment, report suspicious activities, and avoid disruptive behaviors (e.g., loud phone use or soliciting).
    • They are responsible for preserving library materials and adhering to rules to ensure accessibility for all.
  8. Library Crime:
    • Library crimes, such as stealing or hiding materials, are serious offenses that deprive others of access. Such actions may lead to expulsion, suspension of privileges, or legal consequences.
    • Examples include throwing books out of windows or colluding with staff to steal resources.
  9. Conclusion:
    • The chapter emphasizes the critical role of academic libraries in supporting teaching, learning, and research. The organization of resources and services is designed to meet user needs efficiently, with clear structures and rules to ensure accessibility and fairness. Users are central to the library’s mission, and their adherence to regulations is crucial for maintaining a productive environment.

Chapter 3: Library Processes and Procedures I

This chapter introduces essential library processes, focusing on acquisition and cataloguing. Acquisition involves selecting and procuring library materials through purchases, gifts, exchanges, or legal deposits (e.g., Nigeria’s legal deposit laws requiring publishers to deposit copies in designated libraries). Selection tools include publishers’ catalogues, national bibliographies (e.g., British National Bibliography), and reviews. The acquisition process uses ordering slips containing bibliographic details like author, title, and ISBN.

Cataloguing organizes library materials to facilitate retrieval. A catalogue record includes bibliographic information, subject headings, and call numbers. Key elements of a book’s cataloguing data are found on the title page (title, author, edition) and its verso (publisher, copyright details). The call number (e.g., QD33.F91 for a chemistry book) combines a class mark and author number, written on the book’s spine or cover to establish shelf order. Public catalogues are either dictionary catalogues (alphabetical arrangement of all entries) or classified catalogues (arranged by classification symbols, with author/title and subject indexes). The University of Nigeria Library uses separate author/title and subject catalogues. The main entry is the principal catalogue entry, typically under the author, but titles are used for anonymous works or those with multiple authors.

Chapter 4: Library Processes and Procedures I (Continued)

This chapter elaborates on cataloguing and retrieval tools. Library catalogues serve as retrieval tools, helping users locate materials by providing bibliographic details and call numbers. Types include card catalogues (standard size: 12.5 cm x 7.5 cm), book catalogues (printed, less flexible), sheaf catalogues (paper slips), Computer Output Microform (COM) (microfiche/microfilm), Online Public Access Catalogue (OPAC) (computer-based), and Web-Based Public Access Catalogue (WEBPAC) (internet-accessible). Union catalogues combine collections from multiple libraries. Catalogues have multiple access points (author, title, subject) and are filed using letter by letter (strict alphabetical order) or word by word (alphabetizing by each word, used at the University of Nigeria, bringing related terms together). Abbreviations (e.g., Mr. as Mister) and numbers (e.g., 59 as fifty-nine) are filed as spelled out.

Bibliographies list resources systematically, with annotated bibliographies including abstracts and enumerative bibliographies listing documents without descriptions. Indexes point to specific content within documents, while abstracts summarize content. These tools enhance information retrieval by guiding users to relevant materials.

Chapter 5: Access Tools to Library Resources: Traditional Library System

This chapter discusses tools for accessing library resources in traditional systems. Classification schemes organize materials to collocate related subjects, using notations (numbers/letters) for easy retrieval. The Library of Congress Classification (LC), used at the University of Nigeria, divides knowledge into 21 main classes (e.g., Q for Science, H for Social Science) with mixed notation (letters and numbers, e.g., QD for Chemistry). Other schemes include Dewey Decimal Classification (DDC), Universal Decimal Classification (UDC), and Moys Classification for legal materials. Non-book materials (e.g., microforms) are organized separately for simplicity.

Indexes guide users to specific content in books or periodicals, with qualities like accurate terminology, cross-references (e.g., “see” or “see also”), and alphabetical arrangement. Abstracts summarize documents, with informative abstracts providing detailed arguments (e.g., scope, methodology, findings) and indicative abstracts offering brief descriptions. Current contents provide abstracts and indexes of recent publications (e.g., newspapers, journals) in clips or downloads, filed alphabetically by subject. Current Awareness Services (CAS) alert users to new literature, while Selective Dissemination of Information (SDI) targets specific researchers. Traditional dissemination methods include displaying new acquisitions, listing titles, and indexing current information.

Chapter 6: Access Tools and Services in an Automated Library System

This chapter explores library automation, which enhances efficiency using Information and Communication Technology (ICT). Machine Readable Catalogue (MARC) standardizes bibliographic records for sharing, while manipulative online cataloguing adapts call numbers from online databases. Automation approaches include piecemeal (automating one unit, e.g., cataloguing), progressive integrated (gradual automation of multiple units), and fully integrated (simultaneous automation of all units). An electronic library (e-library) stores digital resources accessible via networks, either physically (e.g., Nnamdi Azikiwe Library’s MTN Digital Library) or as a shadow library (website-based, e.g., Z-Library).

Electronic resources (e-resources) include e-books, e-journals, e-magazines, e-theses, and e-reports, either born-digital (created digitally) or digitized (converted from print). Tools like barcodes, barcode readers, TeleBox (for transporting books), Light Pen (for borrowing/returning books), and Buddybook (for tracking reading) support automation. Library Link on university websites provides access to e-resources. Benefits of automation include improved user services, efficient record management, and simultaneous access to resources by multiple users.

Hybrid libraries combine print and electronic resources, integrating traditional and digital services to support information literacy and user education.

Chapter 7: Categorization of Sources of Information in the Library

This chapter categorizes information sources based on their form (print or electronic) and type (primary, secondary, tertiary). Information sources are carriers of information (print, electronic, or human) meeting user needs in academic settings. Primary sources provide first-hand information (e.g., newspapers, journals, research reports, theses), with journals containing original research and magazines offering less-vetted content. Secondary sources analyze or interpret primary sources (e.g., encyclopedias, dictionaries, textbooks, indexes), but may become outdated. Tertiary sources guide users to primary or secondary sources (e.g., bibliographies of bibliographies, directories), useful for background research but not citable in academic writing.

Electronic sources include e-books, e-journals, e-theses (e.g., DATAD database), and online databases (e.g., InfoLaw, Intute). Non-formal sources (e.g., conversations, emails, professional meetings) complement formal sources but may lack author credentials, making authority harder to establish. Libraries acquire electronic sources to address the information explosion, enhancing access through internal databases or the web.

Chapter 8: Reference and Information Services

This chapter focuses on reference services, also known as informational services, which assist users in solving information needs. These services are proactive (anticipated, e.g., CAS, SDI) or reactive (on request, e.g., answering specific queries). The reference librarian manages the reference section, responding to inquiries, instructing users, and selecting resources. Ready reference services address quick inquiries (e.g., “What is the capital of Enugu State?”) in under five minutes, using resources like almanacs, yearbooks, or digital tools (e.g., WhatsApp). Long-range reference services take longer (hours to weeks), involving multiple sources and sometimes external institutions.

Digital reference services operate online via synchronous (real-time, e.g., text chat, video conferencing) or asynchronous (delayed, e.g., email, web forms) modes. Tools include Ask the Expert, Virtual Reference Desk, Ask Jeeves, Ask a Librarian (ASKAL), and Reference Desk Manager (RDM). Reference sources provide quick, factual information (e.g., dictionaries, encyclopedias, bibliographies, gazetteers, handbooks). Dictionaries (general, subject, specialized) define words, while encyclopedias (general or subject) provide detailed background. Bibliographies list resources, and geographical sources (maps, atlases, gazetteers) describe locations. Indexes and abstracts guide users to specific content or summarize articles. The reference section supports students by clarifying needs, defining terms, and identifying resources.