TABLE OF CONTENTS
Title Page
Approval Page
Certification
Dedication
Acknowledgement
Table of Contents
List of Figure
List of Tables
List of Appendices
Abstract
CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of Problem
Purpose of the Study
Research Questions
Research Hypotheses
Significance of the Study
Scope of the Study
CHAPTER TWO: LITERATURE REVIEW
Conceptual Framework
Concept of Physically Challenged Students
Concept of Library Resources
Concept of Library Services
Concept of Availability
Concept of Accessibility
Concept of Utilization
Nature of Disabilities among Students
Availability and Utilisation of Library and Information Resources and Services by Physically Challenged Persons
Nature of Library and Information Resources and Services for Physically Challenged Users
Issues and Problems Associated with Availability and Utilization of Library and Information Resources and Services by the Physically Challenged Persons
Strategies for Curbing the Problems Associated with Availability, Accessibility and Use of Library Resources and Services by Physically Challenged persons
Theoretical Framework
Ranganathan’s Laws of Library Science
Social Theoretical Model of Disability
Review of Related Empirical Studies
Summary of Literature Review
CHAPTER THREE: RESEARCH METHOD
Research Design
Area of the Study
Population of the Study
Sample and Sampling Technique
Instruments for Data Collection Validation of the Instruments - Reliability of the Instruments -
Method of Data Collection
Method of Data Analyses
CHAPTER FOUR: RESULTS
CHAPTER FIVE: DISCUSSION OF RESULTS, CONCLUSIONS, IMPLICATIONS, RECOMMENDATION AND SUMMARY
Discussion of Results
Conclusion
Implications of the Study
Recommendations
Limitations of the Study
Suggestions for Further Research
Summary of the Study
REFERENCES
APPENDICES
ABSTRACT
This study investigates availability and utilization of library resources and services by physically challenged polytechnic students in southeast, Nigeria. The study answered seven research questions and tested six null hypotheses at 0.05 level of significance. A descriptive survey design was adopted for the research. The populations of the study were all the identified students with mobility, hearing and visual impairments and the professional librarians who were the service providers in the polytechnic libraries. The total number of professional librarians was 94 and that of the physically challenged students was 1984 from where a sample of 279 was taken. The whole professional librarians were used because the population was small. The researcher also used Focus Group Discussion (FGD) for data collection. Three separate groups of physically challenged students (mobility, visual, and hearing impaired) per institution were used for the FGD. Two sets of questionnaire for the librarians (AULRSQL) and physically challenged students (AULRSQPCS) were developed and validated alongside with the other instrument by 3 experts from University of Nigeria, Nsukka. They were trial tested using 15 librarians and 7 identified visual, 5 hearing and 8 mobility-impaired students from two polytechnics in south-south Nigeria. The reliability co-efficient of AULRSQL and AULRQPCS are 0.668 and 0.778 respectively indicating a high degree of internal consistency. They were obtained by using Cronbatch Alpha reliability method. The instruments were administered directly to the librarians, all the identified hearing and visually impaired students and to 10% of the mobility impaired students selected using proportionately stratified random sampling technique. However, 82 sets of the questionnaire for the librarians were returned in usable form, while 164 of the mobility impaired, 34 of the hearing impaired and 38 of the visually impaired were returned in useable form. The data from the AULRSQL and AULRSQPCS were analyzed using frequency tables, percentages, means and standard deviations. The real limit of numbers (means range) of the nominal value assigned to the scale point was used and decision was taken by comparing results with the real limit of numbers. ANOVA was used for testing the formulated hypotheses. Major findings include that general library materials are available (though some are outdated), paucity of specialized library resources for the mobility, hearing and visual impaired students, general lack of support resources in the library and a high extent of use of available resources and services. Problems of availability and utilization of library resources and services and the strategies to curb them were also identified. Recommendations, made include that more current general library materials be provided in polytechnic libraries, specialized resources and facilities for the 3 groups of physically challenged students be provided, and that officers in charge of physically challenged students be provided immediately. Others are urgent need for architectural modification of existing structures and the formulation of quantitative standards for academic libraries that serve physically challenged students in Nigeria. Suggestions for further studies were made.
CHAPTER ONE
INTRODUCTION
Background of the Study
Availability and use of information are fundamental human right issues as contained
in articles 19 and 21 of the Universal Declaration of Human Rights (UDHR) of 10th
December 1948. In this information age, there is the need, now more than ever, to equip people with skill and means to become information literate and to enable them locate, access and evaluate information without discrimination. This is in line with the major objectives of inclusive education, equality of education, education for all and library and information service for all, which are all enshrined in the Millennium Development Goals (MDGs) and National Policy on Education of the Federal Republic of Nigeria. The knowledge society also demands that all citizens, including the physically challenged, should have access to full information. This is the basis for enabling people, especially the physically challenged, to participate as active citizens since they need to make informed choices and decisions and to act on them. Availability and use of relevant, accurate and current library resources and services by the physically challenged are veritable means of developing human resources and accentuating sustainable self-reliance and national development.
Human resources are most valuable resources and vital elements in the development of a country. They are the resources that can be developed, and education must be used as the most important process in building people’s knowledge, experiences, skills, high moral and ethics. They all help to prepare the individuals for service and sharpen their ability to pursue a profession or trade. Education and use of information are human rights issues and they stimulate the growth in knowledge (Zakari, 2010). He also said that the constant flow and exchange of knowledge through education and information is an essential ingredient for skill acquisition, behavioural change and awareness enhancement....
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