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Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln

Winter 1-23-2024

Assessment of the Implementation of Information and

Communication Technology (ICT) tools among Library Educators
in Tertiary Institution in Anambra State
Ngozi Celestina Uzoagba Dr
Medical Library, College of Medicine, University of Nigeria, Ituku Ozolla, Enugu,
[email protected]

Eliezer Chukwuyere Agim

Sure Foundation Polytechnic, Ukanafun Akwa Ibom State, [email protected]

Victoria Obianuju Ezejiofor Dr

Prof. Festus Aghagbo Nwako Library Nnamdi Azikiwe University, Awka, [email protected]

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Uzoagba, Ngozi Celestina Dr; Agim, Eliezer Chukwuyere; and Ezejiofor, Victoria Obianuju Dr, "Assessment
of the Implementation of Information and Communication Technology (ICT) tools among Library
Educators in Tertiary Institution in Anambra State" (2024). Library Philosophy and Practice (e-journal).
8068.
https://digitalcommons.unl.edu/libphilprac/8068
 ASSESSMENT OF THE IMPLEMENTATION OF INFORMATION AND
COMMUNICATION TECHNOLOGY (ICT) TOOLS AMONG LIBRARY
EDUCATORS IN TERTIARY INSTITUTION IN ANAMBRA STATE

UZOAGBA, Ngozi Celestina (PhD, CLN)

Senior Librarian
Medical Library, College of Medicine,
University of Nigeria, Ituku Ozolla, Enugu
[email protected]

AGIM, Eliezer Chukwuyere (MLIS, CLN)

Polytechnic Librarian
Sure Foundation Polytechnic, Ukanafun
Akwa Ibom State
[email protected]

EZEJIOFOR, Victoria Obianuju (PhD, CLN)

Head, Africana Section
Prof. Festus Aghagbo Nwako Library
Nnamdi Azikiwe University, Awka
[email protected]
Abstract
The study was designed to assess the implementation of information and communication
technology (ICT) tools among library educators in tertiary institutions in Anambra state. A
descriptive survey research design was used. The sample population comprised of 50 library
educators selected randomly from 5 tertiary institutions in Anambra state which are Nnamdi
Azikiwe University Awka, Federal Polytechnic Oko, Pauls University Awka, Federal College
of Education (T) Umunze, and Chukwuemeka Odumegwu Ojukwu University Igbariam. A
structured questionnaire was used for collection of data for this study. Data collected from the
study were analyzed using mean scores. The study found that tertiary institutions in Anambra
state have ICT tools such as PowerPoint, Moodle, Blackboard, Canvas, Zoom, Google Meet,
Microsoft Teams, Google Docs, Microsoft Teams, and Quizizz. The level of implementation
of ICT tools by library educators in tertiary institutions in Anambra state is low on majority
of the ICT tools. The impact of implementation of ICT tools among library educators in
tertiary institutions in Anambra state were that it will lead to improved engagement with ICT
tools, flexibility of ICT tools, enables personalization of media contents, among others. The
challenges to implementation of ICT tools among library educators in tertiary institutions in
Anambra state are that some library educators and students are not proficient in using ICT
tools, insufficiency of ICT tools and infrastructure, erratic power supply, lack of technical
support to use ICT tools, among others. The study concluded that the implementation of ICT
tools by library educators in tertiary institution has emerged as a pivotal endeavor with far-
reaching implications. The poor and low implementation of various ICT tools will
significantly affect the learning experiences of students in tertiary institution. The study
recommended that Library educators and students in tertiary institution should have access to
continuous professional development opportunities on how to use ICT tools so as to enhance
their knowledge and skills. Funding should be provided to procure the needed ICT tools to
improve learning

Keyword: Implementation, Information and Communication Technology (ICT), ICT tools,

Library Educators, Tertiary institutions

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. Introduction
Tertiary institutions, also known as higher education institutions, play a crucial role in
shaping the future of individuals and societies by providing advanced education, conducting
research, and fostering innovation (UNESCO, 2015). These institutions encompass a diverse
range of organizations, including universities, colleges, polytechnics, and vocational schools,
each with its unique mission and focus (OECD, 2013). Learning in tertiary institutions is
characterized by a shift from teacher-centered instruction to student-centered learning,
emphasizing independent study, critical thinking, and problem-solving skills (Biggs, 2003).
This shift aligns with the demands of a rapidly changing global landscape that requires
individuals to be adaptable, creative, and resourceful. In tertiary institutions, academic staffs
are part of the workforce that are expected to provide instructions to the students. Most
especially, library educators are part of this workforce in tertiary institutions
A library educator, also known as an instructional services librarian or academic
librarian, is a professional who provides instruction and support to students, faculty, and staff
on how to use library resources and services (Cahier, Yurko, & Schwartz, 2011). They play a
crucial role in fostering information literacy skills, promoting effective research practices,
and enhancing the overall learning experience within academic institutions (Association of
College and Research Libraries [ACRL], 2016). Library educators typically engage in a wide
range of activities to support the academic community, including:
• Instructional Design and Delivery: Developing and delivering library instruction
sessions, workshops, and tutorials tailored to specific courses, disciplines, or research
needs (Head, 2011).
• Information Literacy Instruction: Integrating information literacy concepts into
teaching and learning, helping students evaluate information sources, conduct
effective research, and synthesize information effectively (Stripling, 2017).
• Research Support: Providing one-on-one research consultations to students, faculty,
and staff, assisting them in identifying and accessing relevant resources, and guiding
them through the research process (American Library Association [ALA], 2005).
• Collection Development and Management: Contributing to the selection and
acquisition of library materials, ensuring that the collection aligns with the
institution's curriculum and research needs (ACRL, 2016).
• Teaching and Learning Collaborations: Collaborating with faculty to integrate library
instruction and resources into their courses, promoting active learning and student
engagement (Head, 2011).

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 • Assessment and Evaluation: Developing and implementing assessment strategies to
evaluate the effectiveness of library instruction and services, identifying areas for
improvement and demonstrating the impact of library resources on student learning
(ACRL, 2016).
In carrying out these wide ranges of activities to support the academic community,
library educators must employ a variety of forms and methods to cater to diverse learning
styles and preferences of their students. These include traditional classroom lectures,
tutorials, library sessions, field trips, online courses, and blended learning approaches that
combine traditional and online elements (Laurillard, 2002). The library educators will need to
evaluate and adopt new technologies to enhance library services and instruction, ensuring that
students have access to the latest tools and resources (Cahier, Yurko, & Schwartz, 2011).
Most especially, the advent of technology may have played a role in the new technological
approach that the library educators may use. Technology has revolutionized various of
learning in tertiary institutions leading to widespread adoption of information and
communication technology (ICT) have transformed the way people learn, communicate, and
access information (Prensky, 2001).
Information and Communication Technology (ICT) encompasses a broad spectrum of
technologies, including computers, software applications, the internet, and communication
devices (Richardson, 2010). ICT include a variety of digital tools, including computers, the
internet, software applications, and multimedia devices. These tools have the potential to
enhance learning experiences, provide access to vast amounts of information, and facilitate
collaboration and communication (UNESCO, 2011). The multifaceted nature of ICT provides
library educators with a toolbox for creating interactive and dynamic learning environments,
fostering student engagement and participation. This calls for the need for their
implementation in tertiary institution
The implementation of ICT by library educators in tertiary institutions has gained
significant momentum in recent years. The implementation of ICT in teaching within tertiary
institutions involves the incorporation of digital tools into the curriculum (Sharma & Yadav,
2012). This may include the use of Learning Management Systems (LMS), virtual
classrooms, multimedia presentations, and other technology-driven methods aimed at
enriching the learning experience (Zhao, et al, 2009). Educators are increasingly utilizing ICT
tools to create interactive learning environments, deliver personalized instruction, and
provide students with opportunities for self-directed learning (Ally, 2009). The

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implementation of ICT by library educators in tertiary institution has the potential to facilitate
learning, remote access to learning resources, improved skills in using digital tools and
improved access to online learning aids.
Despite the potential benefits of implementation of ICT by library educators in
tertiary institution, challenges to the seamless implementation of ICT tools in teaching
persist. These challenges may include issues related to infrastructure, faculty training, digital
literacy, and the need for institutional policies that support the effective use of technology in
education. Also, not all tertiary institutions have adequate access to computers, internet
connectivity, and other ICT resources, particularly in developing countries (UNESCO, 2015).
Many faculty members and educators lack the necessary training and support to effectively
integrate ICT tools into their teaching practices (Greenfield, 2018). Some educators and
faculty members may resist adopting new technologies due to concerns about their
effectiveness, time constraints, or a lack of familiarity (Johnson, et al, 2015).
The need for a comprehensive assessment of the implementation of ICT tools by
library educators in tertiary institutions arises from the imperative to address the
aforementioned challenges and maximize the potential benefits. Assessing the
implementation of ICT tools by library educators in tertiary institutions is crucial for
identifying areas for improvement and ensuring that these tools are being used effectively to
enhance student learning outcomes. Understanding the current state of ICT implementation is
essential for informed decision-making, resource allocation, and the development of
strategies that promote effective technology-enhanced learning environments. Therefore, this
study will assess the implementation of information and communication technology (ICT)
tools among library educators in tertiary institutions in Anambra state.
Objectives of the Study
1. ascertain the available ICT tools in tertiary institutions in Anambra state
2. assess the level of implementation of ICT tools by library educators in tertiary
institutions in Anambra state
3. determine the impact of implementation of ICT tools by library educators in tertiary
institutions in Anambra state
4. examine the challenges to the implementation of ICT tools by library educators in
tertiary institutions in Anambra state
Literature Review
Library Educators

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 A library educator, also known as an instructional services librarian or academic
librarian, is a professional who provides instruction and support to students, faculty, and staff
on how to use library resources and services. They play a crucial role in fostering information
literacy skills, promoting effective research practices, and enhancing the overall learning
experience within academic institutions. They possess a unique blend of expertise in
librarianship, education, and subject knowledge, which enables them to effectively guide
users through the vast and ever-expanding world of information. Library educators possess a
unique blend of expertise in librarianship, education, and subject knowledge (Stripling,
2017). They typically hold a Master's degree in Library and Information Science (MLIS) or
equivalent, and may also have a background in a specific academic discipline or teaching
experience (ALA, 2005). Strong communication, interpersonal, and presentation skills are
essential for effective instruction and interaction with users (Head, 2011). Library educators
play a pivotal role in empowering the academic community with the skills and knowledge
necessary to navigate the vast and ever-expanding world of information (ACRL, 2016). Their
expertise and guidance contribute significantly to student success, faculty research, and the
overall intellectual vitality of the institution (Cahier, Yurko, & Schwartz, 2011).
ICT Tools Used by Library Educators
Library educators employ a variety of ICT tools to enhance their teaching, including
presentation Software such as PowerPoint, Prezi, and Keynote allow library educators to
create engaging and visually appealing presentations that incorporate multimedia elements
(Ally, 2009). Library educators also use Online Learning Platforms like Moodle, Blackboard,
and Canvas provide a structured environment for delivering online courses, workshops, and
tutorials. According to Association of College and Research Libraries (ACRL) (2016) Video
Conferencing Tools like Zoom, Google Meet, and Microsoft Teams enable library educators
to conduct virtual instruction sessions and interact with students remotely. Library educators
also use Online Collaboration Tools or Platforms like Google Docs, Microsoft Teams, and
Slack which can facilitate collaborative learning activities among students and between
students and library educators. According to Cahier, Jet al (2011), other ICT tools such as
Interactive Learning Tools like Kahoot!, Quizizz, and Mentimeter allow library educators to
create interactive quizzes, polls, and discussions to engage students and assess their
understanding. The use of these ICT tools offer library educators a powerful means to
enhance their teaching practices, provide more engaging and effective instruction, and
prepare students for success in a digitally driven world

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Implementation of ICT Tools by Library Educators in Teaching in Tertiary Institutions
The integration of information and communication technology (ICT) tools into
teaching has become increasingly prevalent in tertiary education, and library educators are at
the forefront of this transformation. By utilizing ICT tools, library educators can enhance
their teaching practices, provide more engaging and effective instruction, and support
students in developing the digital literacy skills required for success in the 21st century. The
implementation of ICT tools by library educators offers a range of benefits, including:
• Enhanced Engagement and Active Learning: ICT tools can create more interactive
and engaging learning experiences, fostering student participation, active learning,
and collaboration (Laurillard, 2002).
• Personalized and Differentiated Instruction: ICT tools enable library educators to
personalize instruction and adapt their teaching approaches to meet the diverse
learning needs and styles of individual students (Ally, 2009).
• Access to a Wider Range of Resources: ICT tools provide access to a vast array of
digital resources, including online databases, multimedia content, and interactive
simulations, expanding the range of learning materials available to students (Prensky,
2001).
• Development of Digital Literacy Skills: By incorporating ICT tools into teaching,
library educators can help students develop essential digital literacy skills, such as
online research, information evaluation, and digital communication (Johnson, Adams
Becker, Estrada, & Freeman, 2015).

Strategies for Successful ICT Integration

To effectively integrate ICT tools into their teaching, library educators should
consider the following strategies:
• Choose Appropriate Tools: Select ICT tools that align with the learning objectives,
the subject matter, and the students' needs and prior knowledge.
• Provide Training and Support: Ensure that students and faculty have access to training
and support in using the implemented ICT tools.
• Design Engaging Activities: Develop interactive and engaging learning activities that
utilize the capabilities of the ICT tools
• Promote Active Learning: Encourage active participation, collaboration, and critical
thinking among students through ICT-based learning activities.

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 • Evaluate and Adapt: Regularly evaluate the effectiveness of ICT integration and make
adjustments as needed to ensure optimal learning outcomes (Stripling, 2017)
By carefully selecting appropriate tools, providing training and support, designing
engaging activities, promoting active learning, and continuously evaluating and adapting their
approaches, library educators can leverage ICT to foster a dynamic and enriching learning
environment in tertiary institutions.

Methodology

A descriptive survey research design was used for the study. A descriptive survey
design is a study that aims at collecting data on something and describing it in a systematic
manner. This involves collection of data on a representative population of the target audience,
on which generalization is made (Nworgu, 2015). The area of the study is Anambra state. The
sample population comprised of 20 library educators selected randomly from 5 tertiary
institutions in Anambra state which are Nnamdi Azikiwe University Awka, Federal
Polytechnic Oko, Pauls University Awka, Federal College of Education (T) Umunze, and
Chukwuemeka Odumegwu Ojukwu University Igbariam. A structured questionnaire on a
four (4) – point Likert scale was used for collection of data for this study. The instrument was
subjected to face validation and pilot test using Cronbach Alpha which gave a reliability
coefficient value of 0.81. The study used on the spot method of distribution and data
collection. Data collected from the study were analyzed using mean scores

Analysis and Discussion of Findings

Research Question 1: What are the available ICT tools in tertiary institutions in
Anambra state?
Table 1: Responses on the available ICT tools in tertiary institutions in Anambra state

S/NO Items Available Not available

1 PowerPoint √
2 Prezi x
3 Keynote x
4 Moodle √
5 Blackboard √
6 Canvas √
7 Zoom √
8 Google Meet √
9 Microsoft Teams √
10 Google Docs √

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 11 Slack x
12 Kahoot x
13 Mentimeter x
14 Quizizz √

In Table 1, the available ICT tools in tertiary institutions in Anambra state are
PowerPoint, Moodle, Blackboard, Canvas, Zoom, Google Meet, Microsoft Teams, Google
Docs, Microsoft Teams, and Quizizz. However, there was no Prezi, Keynote, Slack, Kahoot!,
and Mentimeter. This implies that majority of the ICT tools are available in tertiary
institutions in Anambra state. This result is in line with the findings of Ally (2009) who
asserted that ICT tools are available in many tertiary institutions and that these tools can help
to improve teaching and learning. Ally, also noted that ICT tools such as Zoom, Google
Meet, and Microsoft Teams are available in tertiary institution and are very key to supporting
the academic programmes of the institution

Research Question 2: What is the level of implementation of ICT tools by library

educators in tertiary institutions in Anambra state?

Table 2: Responses on the level of implementation of ICT tools by library educators in

tertiary institutions
S/NO Items Mean Decision
1 PowerPoint is implemented in my 2.86 High
2 Prezi 1.69 Low
3 Keynote 1.76 Low
4 Moodle 2.65 High
5 Blackboard 2.92 High
6 Canvas 2.74 High
7 Zoom 2.80 High
8 Google Meet 2.73 High
9 Microsoft Teams 2.88 High
10 Google Docs 2.74 High
11 Slack 1.45 Low
12 Kahoot 1.34 Low
13 Mentimeter 1.34 Low
14 Quizizz 2.34 High

In Table 2, the level of implementation of ICT tools by library educators in tertiary

institutions in Anambra state is low as attested by majority of the responses who disagreed
that Moodle, Prezi, Canvas, Quizizz. Keynote, Slack, Kahoot!, and Mentimeter is
implemented by them in the school. However, only a few ICT tools such as PowerPoint,
Blackboard, Zoom, Google Meet, Microsoft Teams, Google Docs are implemented by them.
This implies that the level of implementation of ICT tools by library educators in tertiary

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institutions in Anambra state is low. This result is in line with the findings of Cahier, Jet al
(2011) who asserted that ICT tools are not available in many tertiary institutions and as such
Canvas, Quizizz. Keynote are hardly used or implemented or use them for teaching and
learning.

Research Question 3: What is the impact of implementation of ICT tools by library

educators in tertiary institutions in Anambra state?

Table 3: Responses on the impact of implementation of ICT tools by library educators in

tertiary institutions
S/NO Items Mean Decision
1 Improved Engagement with media resources 2.86 Agree
2 Flexibility of ICT tools 2.69 Agree
3 Personalization of media contents 2.76 Agree
4 Improved comprehension 2.65 Agree
5 Improves efficient Learning 2.62 Agree
6 Access to Diverse Content 2.74 Agree
7 Convenience and Cost Savings 2.80 Agree
8 Immediate feedback 2.73 Agree
9 Enhances real-World Application 2.88 Agree
10 Promotes collaborative Learning 2.74 Agree
11 Enhances multimodal Learning 2.66 Agree
12 Increased Motivation to students 2.69 Agree

In Table 3, the impact of implementation of ICT tools by library educators in tertiary

institutions in Anambra state as agreed by all the respondents are improved engagement with
media resources, flexibility of ICT tools, enables personalization of media contents, improved
comprehension, improves efficient learning, access to diverse content, convenience and cost
savings, immediate feedback, enhances real-world application, promotes collaborative
learning, enhances multimodal learning, and increased motivation to students. This result is
in line with the findings of Khokhar and Javaid (2016) who stated that students can benefit
from the implementation of ICT tools through the enhancement of their learning abilities. In
agreement with the above findings, Greenfield (2018) also stated that the implementation of
ICT tools can enable the personalization of media contents so that the students can easily
adopt them for their instructional delivery

Research Question 4: What are the challenges to the implementation of ICT tools by
library educators in tertiary institutions in Anambra state?

Table 4: Responses on challenges to the implementation of ICT tools by library educators in

tertiary institutions
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S/N Items Mean Decision
1 Some library educators and Students are not proficient in using ICT 2.73 Agree
tools
2 Insufficiency of ICT tools and infrastructure 2.92 Agree
3 Poor confidence in the use ICT applications 2.75 Agree
4 Erratic power supply 2.92 Agree
5 Poor maintenance culture on ICT tools 2.90 Agree
6 Low usage literacy skills in ICT tools 3.05 Agree
7 Lack of technical support to use ICT tools 3.12 Agree
8 High cost of data to use ICT tools 3.02 Agree
9 Poor funding to procure ICT tools 3.22 Agree
10 Low library educators and students attitude to the use ICT tools 2.98 Agree
11 Library educators and students may resist adopting new technology 3.11 Agree

In Table 4, the challenges to the implementation of ICT tools by library educators in

tertiary institutions in Anambra state as agreed by the respondents are that some library
educators and students are not proficient in using ICT tools, insufficiency of ICT tools and
infrastructure, poor confidence in the use of ICT applications, erratic power supply, poor
maintenance culture on ICT tools, low usage literacy skills of ICT tools, lack of technical
support to use ICT tools, high cost of data to use ICT tools, poor funding to procure ICT
tools, low library educators and students’ attitude to the use ICT tools, and library educators
and students may resist adopting new technology. This result is in line with the findings of
Zhao, et al (2009) who found that the challenges faced in implementation of ICT tools were
poor funding, and lack of ICT tools for instructions in the tertiary institution. Also, Sharma
and Yadav (2012) in support of the above results, found that poor power supply, lack of skills
in usage of ICT tools, and low internet connection were part of the challenges to the ICT
tools tertiary institution

Conclusion
The implementation of ICT tools by library educators in tertiary institution has
emerged as a pivotal endeavor with far-reaching implications. The poor and low
implementation of various ICT tools will significantly affect the learning experiences of
students in tertiary institution. These ICT tools if fully implemented can cater for the diverse
learning styles and preferences of the library educators and students, fostering engagement
and interaction. ICT tools have introduced a new level of flexibility and accessibility to
learning. Library educators and students can access materials and courses at their
convenience, enabling self-paced learning and accommodating work and life commitments.
Similarly, if tertiary institutions can efficiently manage ICT tools through the digitization of

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materials, reducing costs associated with print resources and expanding the range of available
content, it will promote learning to a high extent. Therefore, the non implementation of
information and communication technology (ICT) tools among library educators in tertiary
institutions in Anambra state has been a problem to the growth of online learning. The
implementation of ICT tools will mark a significant transition toward more accessible,
interactive, and flexible education if sustained.

Recommendations
From the data analysis and conclusion of the study, it can be recommended that:
1. Library educators and students in tertiary institution should have access to continuous
professional development opportunities on how to use ICT tools so as to enhance their
knowledge and skills
2. Funding should be provided to procure the needed ICT tools to improve learning
3. The institution should prioritize the implementation of ICT tools. This will ensure that
online education and access to learning in remote areas is achieved.
4. To bridge the digital divide, tertiary institution should work to improve library
educators’ access to ICT tools and technology, including computers and internet
connectivity.
5. Tertiary institution should promote the implementation of ICT tools which will
provide library educators and students the benefits of both traditional and online
learning.

References

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Ally, M. (2009). Foundations of educational technology for lifelong learning (2nd ed.).
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American Library Association (ALA). (2005). Guidelines for academic librarians. Chicago:
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Association of College and Research Libraries (ACRL). (2016). Information literacy

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Biggs, J. (2003). Teaching for quality learning at university: What the student does.
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Cahier, J., Yurko, D., & Schwartz, L. (2011). The professional responsibilities of academic
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Greenfield, D. (2018). Digital fluency in higher education: A conceptual framework for ICT
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