ABSTRACT
Reading
culture enables one to acquire knowledge, seek individual self- improvement and
for re-creative purposes. The school library as a resource centre inspires a
love of reading among users.
This study aimed at establishing how the school
library can be used
to nurture a reading culture among Form Three students. It sought to establish
the use of the school library in development of a reading culture among
secondary school students in Abuja , Nigeria. The objectives were: establish
the types and relevance of reading materials available in the school library,
establish the perception of Form Three students
towards the use of the school library,
investigate how students
make use of the reading materials provided and to find out the roles of
librarians and Heads of Subject for English
in promoting a reading culture
among students. The study was guided
by Vygotsky’s socio-cultural model of Reading and Skinner’s Behaviorist theory.
It adopted a descriptive survey design. Schools were purposively sampled in
that only schools with libraries
were selected, hence a total
of ten schools was achieved. Moreover, one librarian and one Head of subject for English were
picked from each school hence a sampling frame of 10 Librarians and 10 Heads of
subject for English was attained. The sample also included 31 students selected
by simple random sampling in each school, thus a total of 310 students were
used. Data was collected using the questionnaire, interview and observation
schedule and a document analysis checklist. It was analyzed using descriptive
statistics then presented thematically and also in form of tables and figures. Findings
indicated that school
libraries mostly stocked
examination oriented texts like course books, revision books
and story books (mostly old text books), newspapers and books on donations. It
was established that students believed that these texts equipped them with
knowledge and skills necessary for passing examinations. Consequently, they used the library to complete assignments, conduct research and make notes. However, most of them did not
read for leisure because of lack of attractive reading materials, the tight
exam-oriented syllabus and lack of enough time for usage of the library.
Librarians played various duties like recommending titles for stock and
displaying materials and books for easy access
by students. Heads of Subject
for English encouraged them
to read variety of story books, newspapers and journals to improve in English
language besides teaching them summary writing skills. However, most schools
did not have library periods thus
students used the library only when
they were free or when a teacher was not in class. Education planners should
revise the current syllabus to
enable students find time for leisure reading. Schools should stock their
libraries with quality literature to enhance learning outcomes and foster a
love of reading for pleasure, teachers and librarians to identify interesting
texts and library weeding to be conducted. The study will be significant to
education planners; teachers and librarians who should help students
develop reading interests and also add to existing
body of knowledge
on the use of school library
in language teaching.
CHAPTER ONE
INTRODUCTION
1.2 Background to the Study
The concept of
school libraries has become a subject of renewed interest for researchers and
educationists alike both nationally and internationally (Walker, 2005).
Researchers have indicated some definitive concepts with respect to the use of
school libraries. The library provides physical or digital access to material,
and may be a physical building or room, or a virtual space, or both. A
library's collection can include books, periodicals, newspaper, manuscript,
films, maps, prints, documents, microform, CDs, videotapes, DVDs, Blu-rays
Discs, e-books, databases and other formats. Libraries range in size from a few
shelves of books to several million items. In the 21st Century, the role of the
School Library is imperative to the teaching and learning program of a school.
The main goal of the library is to encourage the development of lifelong
learning in our students, by promoting a reading culture and developing sound
research skills(Akinbode, 2005).
All over the
world libraries are dedicated to providing free and equitable access to
information for all, be it in written, electronic or audiovisual form. They
play a key role in creating literate environments and promoting literacy by
offering relevant and attractive reading material for all ages and all literacy
levels and by offering students, teachers and family literacy classes. They
embrace the social responsibility to offer services that bridge social,
political and economic barriers, and traditionally make a special effort to
extend their services to marginalized people. Libraries assist in finding,
using and interpreting appropriate information that opens up opportunities for
lifelong learning, literacy enhancement, informed citizenship, recreation,
creative imagination, individual research, critical thinking, and ultimately,
empowerment in an increasingly complex world (Amucheazu, 2006).
Reading is an
activity which helps to develop the mind and personality of human beings and
ultimately enriches their intellectual lives. As students learn to enjoy
reading; learning becomes relevant and in that way improves their reading
culture and self concept. Reading helps readers have mastery of their lives,
and situations in life. Examples of how
people in the books managed their situations give students knowledge of how to
cope with similar situations. According to Elaturoti (2011), students can only
achieve their potentials in life if they have developed interest in the use of
their school or class library. This is because reading helps an individual to
achieve greater control, increased independence and a greater sense of self
worth and belonging (Meribe, 2005).
Apart from
provision of reading materials, school libraries provide reading programmes
that motivate students to read for pleasure.
Reading culture are reading activities school or class libraries provide
to create awareness of the collection and motivate students to read for
pleasure and academic achievement. They are reading experiences provided in the
school or class library to encourage students’ use of the collection and
inculcate voluntary reading cultures in students. The reading programme include display,
exhibition, access to reading materials, lending of books, storytelling,
debate, book talks (Carbo and Cole, 2005). Engaging students in variety of
reading experiences through book talks, readers’ theatre, and storytelling will
help students develop habit of listening, comprehension and recall. Students’ participation in debate and book
club will challenge them to read widely and seek information in the library.
Asiabaka (2008), maintained that school facilities management play a pivotal
role in the actualization of educational goals and objectives by satisfying the
physical and emotional needs of the staff and students. School records are an
important means of accountability because they provide proof.
Library seeks to
promote a reading culture in the students, teachers and the Community. Reading
for enjoyment is encouraged through the library’s extensive fiction collection,
which includes graphic novels and a range of general interest magazines.
Library also plays a vital role in supporting the teaching and learning program
of the School. Access to a wide range of relevant resources and equipment is
available from the Library, via the catalogue.
The Library team collaborates with classroom teachers to develop
information literacy skills, making use of the excellent facilities provided in
the Library Learning Space and appropriate online databases. Lack of interest in reading among students is
one of the causes of low education quality in Nigeria. In fact, reading is a
source of knowledge. Teachers should not only focus in teaching in classrooms,
but in motivating students to improve their knowledge (Bassey, 2006). Although
the main purpose of a library is a source of knowledge, it is more often used
as place to store books. Students still prefer to choose other activities than
reading books in a school or class library.
The issue of
poor reading culture in the Nigerian society cannot be overemphasized. Because
reading makes great people and great nations, the researchers were moved to
carry out this study to see how far the use of school library programs can go
in promoting the dilapidating reading culture which is getting worse. Providing
equity of access to reading resources, engaging authors’ visits, and supporting
books fairs, exhibition and displays are means to building lifelong
readers. Specifically reading culture
promotion is one of the cardinal roles of school library (Dike, 2008). Four out of the nine contributions expected
of the school libraries in Nigeria are on reading development. According to the Minimum Standard; libraries
promote the development of reading skills and encourage long term learning
habits through reading, listening to and viewing a variety of learning materials. Reading culture form the key to continuous
success in school as well as personal enrichment of the teachers/students.
Libraries also provide opportunities for further reading and use of materials
other than prescribed classroom textbooks. Stimulate research and independent
study by providing a wide variety of materials so that it does not only supply
information in printed form, but also in pictures, films, tapes etc. This makes learning more exciting. It provide
materials for recreation and encourage teachers/students to read for
pleasure. Free voluntary reading also
helps students in the acquisition of other language skills, success in their
academic, improved reading ability, vocabulary knowledge, emotional stability,
enjoyment of leisure hours, and increased knowledge of political, economical
and social issues in his environment. (Sandars, 2007). The study is therefore
going to look into the teachers and students use of school libraries for
developing reading culture in secondary school.
Most secondary
schools in Nigeria are facing non-availability of properly established
libraries and proper literacy programmes (Ajumobi, 2004). Even those that may have library facilities,
these are either poorly stocked or have outdated books which may not inspire
students to read. Lack of school libraries or poorly established libraries have
a negative impact on literacy levels of students. The non-availability of
library resources in most case often force students to read only what they are
taught by teachers during class. (Tella, Ayeni and Popoola, 2007). Many factors
are responsible for the decline in students’ use of school libraries and
reading culture in our society. Some of these factors include unfamiliarity
with reading on the part of many students, inadequate development of reading
skills amongst students, lack of continuity with reading programmes on the part
of the teachers, and language interference, amongst others. The distraction by
the fallout from technological innovation in the world today, such as the easy
availability of the entertainment media, games and gambling, the inadequate
funding of educational institutions including funding of libraries and
e-library units.
Also, through
the introduction of information and communication technologies, students are
seen carrying their phones and texting messages, listening to music, yahoo
yahoo, etc. They neither study nor read and thus are getting deformed. Their
command of English language is poor, so also is their vocabulary and diction.
All these are because they do not read anymore (Akinbola, 2007).
The teachers
should provide assignments that require students to use library resources so as
to spread the culture of reading beyond the library walls; the teachers as well
as school administrators must understand the need for a culture of reading in
schools to support the recreational reading lives of students and to develop
the reading habit in our students, preparing them for future academic success
and lifelong literacy and learning. It is a concern that many students do not
choose to read, and teachers need to work to build and maintain a strong
culture of reading in schools so that students do not just learn to read at
school, but choose to read in their free time as well. This study intends to
look into teachers and students’ use of school and class libraries for
developing reading culture in senior secondary schools.
In
order to achieve its intention, the study utilized four objectives which were;
i.
To establish the types and
relevance of reading materials available in the school library.
ii.
To establish the perception of
Form Three students towards the use of the school library.
iii.
To investigate how students
make use of the reading
materials provided in the school library.
iv.
To find out the roles of
Librarians and Heads of Subject (H.O.S) for English in promoting a reading
culture among Form Three students.
i.
What types of reading materials
are available in the school library and of what relevance are they?
ii.
What is the perception of Form Three
students towards the use of the school library?
iii.
How do students make use of the reading materials provided in the school library?
iv.
What are the roles of Librarians and Heads of Subject (H.O.S) for English
in promoting a reading culture among students?
This study was justified on the basis
that there is an outcry that there is a poor reading culture among adults in
Nigeria hence the need to establish if the problem emanates from the secondary
school level. The Nigerian system of education has been termed exam - oriented
so could this be the source of the problem among adults? (Glogowski, 2008;
Mbae, 2010; Mureithi & Kipchumba, 2011).
Moreover, literature on the use of the
school library in development of a reading culture among secondary school
students is little. In Nigeria
particularly, there are few studies done on promotion
of a reading culture in primary
schools hence this study is justified to examine the use of the school library to develop a reading
culture among secondary school students.
The study findings will to be useful to
the Ministry of Education, other education planners and policy makers in decision
making regarding policy issues like establishment of well stocked libraries
in schools. This is through sectoral
policies in form of legislation, regulation and guidelines. Moreover, it will be useful to parents who should
among other roles support the school in maintaining a good library status and
also support their children develop good reading habits in different ways like
reading to children.
Librarians and teachers will find the results of this study useful in that they will re-define their roles in fostering a love of reading among students. In
addition to this, they will play a major role in choosing appropriate materials for their school libraries.
Students will also find the results of this study useful in adopting
appropriate reading strategies that will enhance their acquisition of reading
habits and consequently a reading culture. Lastly, it is hoped that the research
will open up new avenues for further research.
Scope is a description of the boundary
of a study in terms of content, methodology geographical and theoretical coverage
and time (Oso & Onen, 2008). Based
on the stated objectives, the study was concerned with the use of the school library
in the development of a reading culture among secondary school
students. Further, it explored the types of reading materials available in the
school library and their relevance.
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