Digital literacy has emerged as an essential competency in modern higher education, shaping students' ability to navigate, evaluate, and utilize academic information effectively. This study investigates the digital literacy competencies of undergraduate students in Nigerian university libraries, with a focus on their ability to use digital tools, access academic resources, and evaluate information credibility. A descriptive survey design was adopted. Data were collected from undergraduate students in Nigerian universities via structured online questionnaires and analyzed using descriptive statistics and multiple linear regression. The findings reveal that students generally possess high foundational digital skills, particularly in using devices and academic software. However, their ability to search for scholarly information and evaluate digital content for credibility is moderate to low. While awareness of digital resources provided by university libraries is high, actual engagement and usage are limited. Regression analysis showed no significant relationship between students' demographic characteristics and their ability to evaluate digital content critically. The study recommends collaborative efforts among university libraries, administrators, faculty, policymakers, and students to foster critical digital skills necessary for academic success and lifelong learning.
This study examined the role of librarians in supporting the accreditation process of Nigerian universities. A descriptive survey research design was adopted. The population comprised 250 librarians from federal universities in the South-South and South-West regions of Nigeria, and a census sampling technique was employed. Data were collected using an online questionnaire, of which 223 valid responses were retrieved and analyzed. The findings revealed that librarians are key contributors to the accreditation process, performing essential roles such as preparing accreditation documents and reports, ensuring that library collections meet required standards, and collaborating with academic staff to support accreditation requirements. The study also found that accreditation has a positive impact on library development, particularly in terms of resources, services, and facilities. Furthermore, librarians perceived the accreditation process as beneficial, as it provides opportunities for institutional recognition, improved infrastructure, enhanced information resources, and increased collaboration. However, several challenges were identified, including the late involvement of librarians in accreditation planning and inadequate funding for the acquisition of information resources and subscriptions to online databases. The hypothesis test revealed that librarians' involvement in the accreditation process significantly influenced library services and resource provision in universities. It is therefore recommended that librarians be involved early in the accreditation process to facilitate effective planning, and that adequate funding be provided to support resource acquisition and database subscriptions.
Professional education programs present unique challenges for academic libraries, requiring services that balance intensive disciplinary demands with the broader needs of undergraduate learning. This study examines the effectiveness of library services in supporting undergraduate students at an international medical university through a comprehensive user satisfaction assessment. Using cross-sectional survey methodology, we collected data from 343 users (93% of whom were undergraduates), thereby achieving a robust representation of the primary user population. Results reveal that undergraduate students prioritize library spaces as essential learning infrastructure (56.3%), with moderate to strong service satisfaction (M = 3.54-3.92). However, collection relevance assessments reveal critical development opportunities: only 17% rate resources as moderately or highly relevant, while 56% perceive them as slightly relevant, and 36% report no relevance at all. Comparative analysis with international benchmarks contextualizes the findings within established patterns, while identifying institution-specific opportunities for enhancement. This research contributes methodological frameworks for replicable assessment and provides evidence-based recommendations for enhancing library services in professional undergraduate programs. Findings emphasize the strategic importance of environmental quality, targeted collection development through curriculum mapping, and intentional service promotion for specialized support. The study offers transferable insights applicable across similar professional education contexts.
The paper examined the role of digital literacy in AI readiness among librarians in federal university libraries in Nigeria. The research was anchored on the Technological Pedagogical Content Knowledge Theory by Mishra and Koehler in 2006. The survey design was descriptive, and the study population comprises all the librarians working in university libraries in Nigeria. The census sampling technique was adopted, and an online questionnaire was used to collect data. The online questionnaire was administered to the librarians, and 315 completed it, and with that, the analysis was made. Findings revealed that librarians possessed a moderate level of digital literacy, with strengths in basic ICT skills, digital communication, and information retrieval, but lower proficiency in digital content creation and identity management. A moderate level of AI readiness was found among librarians due to a lack of institutional support and infrastructural facilities; however, librarians show stronger enthusiasm to learn. Additionally, there was a moderate to high level of self-directed adaptive strategies among librarians, such as skill upgrading and networking in reaction to the changes caused by AI. The test of hypothesis one showed a positive, moderate, and significant relationship between digital literacy and AI readiness among librarians. The regression model also had a significant statistical value, which means that digital literacy is a significant predictive variable of AI readiness. The authors recommended that university libraries and other stakeholders should invest in AI-relevant training and infrastructure that will make librarians better prepared and leaders in AI projects, etc.
In our welcome materials, libraries regularly emphasize help they can provide and encourage students to use our services. Yet, studies show that this is not enough. While help-seeking is linked with academic performance, it is also complex and feels risky, especially for minoritized and first-generation students. This article shares results of a qualitative study which suggests that explicitly sharing feeling aspects of information challenges common to the transition to college followed by invitations to metacognitive thinking result in signs of openness to help-seeking. Furthermore, evidence suggests that providing the reflective opportunity within the context of modeling of students practicing mastery-oriented (instrumental) help-seeking potentially supports students in transitioning into higher education. This article builds on a prior quantitative study by the author and colleagues reporting a positive correlation between receiving the assignment and retention.
