College and Research Libraries ~--------------------------------------------~---------------------------~ Building Library Collections in University Libraries in Nigeria G. T. Onadiran and R. W. Onadiran The purpose of this study was to examine building library collections in university libraries in Nigeria. Specifically, it investigated the number of books per student, annual growth of library materials, type of selection policy, acquisition procedure, and the relationship between book dealers and the university libraries in Nigeria. The data was obtained through an inquiry form, visits, and discussions with acquisition librarians and the teaching staff. he Federal Republic of Nigeria is the most populous state in Africa. At the time of the 1963 census its population was 56,654,000. The present population is not known, however, United Nations statis- tics suggest a figure in the region of 70 mil- lion.1 Since attaining independence from Great Britain in 1960, Nigeria has been steadily building on the educational foun- dations established during the previous hundred years by Western missionaries and the British colonial administration. In 1932, Yaba College, the first institution to provide higher education in Nigeria, was established by the British in response to demands of local leaders. However, the institution did little more than provide training for intermediate level civil service personnel. In 1948 the college became the nucleus of another higher educational in- stitution, the university college, Ibadan. On October 1, 1960, when Nigeria be- came politically independent, there was only one university in the country. Since then, the development of university edu- cation in Nigeria has been dramatic and rapid. Of the existing thirteen universi- ties, one each was established in 1948 and 1960, three universities were established in 1962, one university was established in 1970, and seven were established in 1975. 2 Within the last ten years university li- braries have been forced by a number of factors to recognize the importance of ade- quate and relevant acquisitions of library materials. The most obvious of these fac- tors is the growth in campus population and changes in its composition. For in- stance, in 1948 there were 210 students in the university college lbadan, the only university college in the country. 3 By the mid-1960s there were over 7,000 students enrolled in the five main universities in Nigeria. This figure steadily rose to 49,301 students in the thirteen Nigerian universi- ties in October 1977-78; 5,787 of the 49,301 were enrolled in subdegree courses; 41,334 in courses leading to first degrees, and 2,180 for graduate study. The total number of teachers in the 1976-77 aca- demic year was 4,195. 4 All the university libraries in Nigeria ac- cept the need to make basic library provi- sions for their members. Readers are enti- tled to borrow the following number of books: academic staff and graduate stu- dents 20 and 10 books respectively, for four weeks; undergraduate students are G. T. Onadiran is senior lecturer, and R. W. Onadiran is librarian, both at Ahmadu Bello University, Zaria, Nigeria. 358 allowed 5 books for two weeks. Ten kobo (equivalent to $ .15) are paid for each day a book is overdue. If a book is lost, twice the price of the book must be paid by the of- fender. While in most developed countries stu- dents and lecturers have many other li- braries they may use, in addition to their university library, in Nigeria, students, lecturers, and scholars are hampered by the scarcity of bookshops and other li- braries5 as well as vast distances between the existing few. In such a situation the need for abundant, relevant, and large quality collections of library materials can- not be overemphasized. The purpose of this study is to examine acquisitions of li- brary materials in university libraries in Nigeria. Specifically, the study will pro- vide answers to the following questions: 1. What is the selection policy of library materials in university libraries in Nigeria? 2. To what extent do the faculty and staff participate in book selection in uni- versity libraries in Nigeria? 3. What is the acquisition procedure in university libraries in Nigeria? 4. What is the relationship between book dealers and university libraries in Ni- geria? REVIEW OF THE LITERATURE A good deal has been written and spo- ken in the last decade or two by Western librarians about the problems and difficul- ties faced by libraries attempting to select and acquire publications from developing nations. Such factors as the undeveloped state-of-the-book trade in certain coun- tries, foreign currency restrictions, and lack of bibliographical control have all cre- ated problems for Western librarians. These problems have been overcome or minimized in a variety of ways. There is a remarkable lack of reciprocal effort on the part of librarians in the developing coun- tries, both at the global level and within the individual countries. In order to evalu- ate various types of selection programs, one needs to secure hard data, not opin- ions. To date little evidence is available with which one may describe objectively the acquisitions of library materials in uni- versity libraries in Nigeria. Ombu' s work6 Building Library Collections 359 was based on his experience in two uni- versities in Nigeria. Similarly, Jegede7 and Onuorah8 based their works on their expe- riences in the University of Lagos and Ni- gerian Institute of Social and Economic Research, lbadan, respectively. Little at- tention has been paid to building of library materials in Nigeria by way of study, re- search, and publication. For instance, all the issues of Nigerian Libraries (the only li- brary journal in Nigeria) from volume 1, number 1, February 1964 to volume 8, number 1, April1972 contain 120 articles. Of these, only three, or 2.5 percent, deal with acquisitions. 9 An attempt is made in this paper toward remedying this situa- tion. PROCEDURE An examination of library literature pro- vided some information as to the pattern being followed in the building of library materials. It seemed, however, that the most pragmatic answers to building of li- brary materials could be obtained from li- braries involved in the day-to-day solu- tions of building library materials. Toward this end, a questionnaire was designed and sent to all thirteen functioning univer- sities in Nigeria. The questionnaire sought to discover selection policy, faculty partic- ipation in book selection, acquisition pro- cedure, and the relationship between book dealers and the university libraries in Nigeria. In addition, the investigators held discussions with some of the teach- ing staff and book dealers on building li- brary materials. Eleven of the thirteen uni- versity libraries contacted replied. Universities of florin and Sokoto (both re- cently established) did not respond to the inquiry forms. RESULTS AND DISCUSSIONS Library Stock An essential component of the univer- sity library is the information housed there. A variety of up-to-date materials in various formats, carefully selected, is needed to meet the curriculum and inter- est needs of the students and faculty memb~rs . The decisions concerning amounts of materials, formats, and quan- tities of supporting equipment should be 360 College & Research Libraries made on the basis of programs and user needs. Clapp and Jordan listed the follow- ing criteria as a measure for adequacy of academic library collections: 1. The student body-size, composition (grad- uate or undergraduate), scholastic aptitude, socioeconomic, and intellectual back- ground. 2. The faculty-size, involvement in research, etc. 3. The curriculum-number of courses, pro- portion of laboratory to literature courses, etc. 4. Methods of instruction-extent and use of textbook readings assigned, and indepen- dent study. 5. Availability of suitable places for study on the campus. 6. Geography of the campus-proximity to other large libraries. 7. The intellectual climate-study inducements and distractions .10 The present strength of the stock is pre- sented in table 1. Three university li- braries, or 27.3 percent have 30 or more books per student. The university of lba- dan, the oldest university in Nigeria, pos- sesses one of the best collections in medi- cine, agriculture, and the social sciences. It has grown rapidly and its activities be- fore the creation of the National Library in 1964 include acting as a legal depository center for Nigeria, issuing a Nigeria bibli- ography, 11 and a subject catalog of its col- lection. Universities of Nsukka, Zaria, Ife, and September 1983 Lagos (all established between 1960 and 1962) have not been improving their li- brary materials as they should. For exam- ple, in 1967 it was reported that Zaria and Nsukka had 27,000 and 21,300 books re- spectively. 12 After two or more decades of establishment, none of these older univer- sities has 30 or more books per student. The effectiveness of the university library services depends on materials being made available for use when needed. 13 The uni- versity library must contain not only abundant, quality books, but also periodi- cals, newspapers, filmstrips, tapes, and records. Although the universities in Nigeria come under the supervision of Nigerian University Commission for finance, there is no real cooperation between libraries. At present no official statement of general standards for university libraries has been made by either the Nigerian Library Asso- ciation or the Nigerian University Com- mission. It would appear that a statement is needed. In some instances the planning of the academic programs of universities has been done with little or no reference to the book and journal requirements of the programs created. New departments have been initiated and later the discovery has been made that library implications have not been taken into consideration, and that no lead time for assembling the printed materials has been allowed. The li- brarian has been called in too late. There- fore, standards or guidelines for comput- TABLE 1 NIGERIAN UNNERSITY LIBRARIES: BOOKS PER STUDENT IN 1979-80 SESSION Volume of Volume of Year Registered Books in Books Per Universities Established* Students Main Libra~ Student Jos 1975 2,700 41,223 15.27 Nsukka 1960 6,500 155,000 23.85 Bayero 1962 2,318 75,000 32.36 Ife 1961 10,000 275,000 27.50 Calabar 1975 2,243 47,000 20.95 Port Harcourt 1975 1,400 21,000 15.00 Benin 1970 2,000 65,501 32.75 Zaria 1962 8,500 237,466 27.93 lbadan 1948 5,651 350,000 61.94 Lagos 1962 10,000 202,539 20 .25 MaidTri 1975 2,000 50,000 25 .00 Tot 53,312 1,519,729 28 .51 *Year established refers to the year the university started as postsecondary institution . ing the various factors in book collection building, as related to curricular and re- search programs, are needed. For the time being the Nigerian University Commis- sion may create a committee of experts to advise the universities and the commis- sion on matters relating to library collec- tions and services and to tq.ke its recom- mendations as a criterion for the allocation of grants for the universities to support the library programs. Volumes of Books Added from 1976-77 to 1978-79 Session The majority of students and teaching staff in Nigerian universities cannot afford to build personal libraries and they expect the university library to supply their book and journal needs. In such a situation, regular purchase of library books and other learning aids cannot be overempha- sized. Table 2 shows the growth of library col- lections in the past three years. While ac- quisition of library materials in part de- pended upon the rate at which new publications appear, there are obviously great differences in the growth of library materials among universities. The older universities of lbadan, Ife, Zaria, Nsukka, and Lagos have very low growth rates. The 1976-77 year was good for acquisi- tions for all libraries in the study. The number of monographs rose by more than 1,500-an 8.3 percent increase over the en- tire collection. Since the 1977-78 session, when the fed- eral government of Nigeria introduced free universal primary education, the funds allocated to the universities have been on the decrease. Libraries are in com- petition with other more popular items in the budget, such as teaching staff salaries. Consequently, library book growth has been greatly affected. In the opinion of the writers, the primary obligation of any uni- versity library is to provide the materials which now and in the future best contrib- ute to the fulfillment of the functions of the institutions. If the Nigerian govern- ment kept on denying the universities enough funds, how would this be achieved? What is worth doing at all, is worth doing well. Building Library Collections 361 z "' 0 ~ (i) ยง rJ) 0 ~ > rJ) OOL{)OONOI.()\.0~001.()00~ ~\QN~~O\~J:-...N0\0~ if' ........... . \Qlf)\OC'f'lO\\OL()~N~C'f'llf) ...-I ...-I ...-I ...-I 362 College & Research Libraries Acquisition Policy Library literature on book selection, al- most without exception, recommends that collection development policies be written. The reasons given range from clarification and guidance to indication of the proper distribution of book funds, to simply hel_fing achieve the institution's objectives. To discover whether university libraries in Nigeria were to some extent guided in their selection of material by a clear con- ception of objectives, libraries were asked to state whether their objectives had been formulated in writing. In only two li- braries, or 18.2 percent, has this been for- mulated in writing. The relatively young age of the universities (seven of the exist- ing thirteen universities are less than six years old) and the rapid changes in terms of programs and curriculum may be re- sponsible for few university libraries with a written policy. For instance, when the respondents were asked to list new programs in their universities that would require an expan- sion of library collections, the list ranged from ten to thirty new programs. The above situation is not, however, pe- culiar to Nigeria. Bach, in a study of Amer- ican academic libraries found that reasons advanced against formulation of an acqui- sition policy varied and included the fol- lowing: 1. They are outdated before they are drafted. 2. A library within a university in which the programs of study and research are in a state of flux-old programs being dropped, new programs being added- can hardly hope, even with faculty assis- tance, to draft a code that meets the needs of students and faculty today and tomor- row . 3. Lack of faculty cooperation. 4. Difficulty in creating a document that would be useful. 5. ImpossiOility of the task in view of the extreme complexity of acquisition work and the necessity in many cases to proceed by intuition. 15 Those university li- braries that do not have a written policy, however, do not do their acquisitions September 1983 work merely by what people say, since written guidelines have been developed and memorized based on the curricula of the institution served. Written acquisition policy is a necessity in these days of tighter budgets and inflation. Faculty Participation The selection of library materials is prob- ably the most important and one of the most difficult activities of a lil)rary. This is so because the book purchased should be the best of its kind available. Those who do the selection should individually, or as a group, have advanced knowledge of the subject matter and access to all kinds of bibliographic data. They should have an intimate and personal knowledge of the existing collections in their fields. From the authors' experiences, neither the li- brarian nor teaching staff can rightfully claim to meet fully all of the above criteria. In a study of building library collections in university libraries in Nigeria, librarians were asked to indicate the extent of uni- versity community participation in book selection. It is sad to note the low partici- pation in book selection by the university community, particularly the teaching staff. In three libraries, (27 percent) faculty members actively participate. In another three libraries (27 percent) faculty mem- bers participate moderately in book selec- tion. From the authors' experiences and observations, the reasons for low teaching staff participation are similar to some of the findings in the United States which in- dicated that: 1. The teaching staff is already overbur- dened with other duties. 2. Some of the teaching staff lack famil- iarity with the world of books. 3. Some of the teaching staff do not care (the text book is enough). 4. A few staff members suffer from a constitutional inclination toward lazi- ness.16 It is unfortunate to note the low partici- pation of other professional librarians out- side the acquisitions department in the se- lection of library materials. This condition is most common in Nigeria where there is an acute shortage of professionally quali- fied librarians. Until recently, professional training was usually obtained through the prevailing British pattern of preprofes- sional recruitment, followed by in-service study for the examinations of the British Library Association leading to the Asso- ciationship (ALA) or Fellowship (FLA) of the Association. In fact, the establishment of a library school was not on the priority list until the early 1960s. Today, there are four library schools in Nigeria-lbadan, Zaria, Maiduguri, and Bayero, established in 1960, 1968, 1976, and 1978, respectively. All the library schools (with the exception of lbadan) offer a library science program at the undergraduate level. In such a situa- tion there is need for fully exploiting the considerable range of university exper- tise. Procedures Used in Informing Teaching Staff of New Publications In a study of acquisition procedures in university libraries in Nigeria, the librari- ans were asked to indicate procedures used in informing academic staff of new publications. It is interesting to note that many libraries send review cards (90. 9 percent) and circulars or letters (63.6 per- cent) to the teaching staff. This result must be noted with caution. In 1976 at the Uni- versity of Lagos library, it was discovered that 77 percent of the titles sent were rec- ommended for purchase by the teaching staff. 17 This is in contrast to the low level of teaching staff participation in book selec- tion found in this study. Certainly, it is a big problem to solicit the cooperation of Building Library Collections 363 the teaching staff and a still bigger prob- lem to keep up their interest in recom- mending titles to the library for purchase. While we should not expect the teaching staff to do the work of selection of library materials without aid, full benefit of the special knowledge residing with its mem- bers should be taken advantage of, and every effort should be made to persuade its members to suggest freely titles for pur- chase. Sources of Books Acquired The acquisitions policy of a university li- brary is determined mainly by the aca- demic program of the university itself. One, therefore, expects to find on its shelves books and journals that will meet the needs of undergraduates, lecturers, and research workers. Library materials must therefore be acquired in one of three ways: (a) by purchase., (b) by gift and, (c) by exchange. Regardless of the source from which a material is obtained, the effi- ciency of acquisitions work can be mea- sured mostly by the quickness with which the desired publications are obtained and made available to the users of the library. An important factor that influences effi- ciency is the selection of the right source of supply. It is interesting to note the source(s) of books acquired in university libraries in Nigeria (table 3). In all the libraries, the bulk of the library materials are from for- eign countries like the United States, Brit- ain, and those in Western Europe. As high TABLE 3 SOURCES OF BOOKS ACQUIRED IN 1978-79 SESSION Total Books Sources of Books Acquired Current A~~:~ in Local Dealer Foreign Dealer Universities Serials Session No . % No . % Jos 1,200 5,804 290 5.0 5,514 95.0 Nsukka 1,804 8,293 207 25.0 6,220 75.0 Bayero 1,061 10,499 1,050 10.0 9,449 90.0 Ife 4,500 9,097 1,819 20.0 7,278 80.0 Calabar 1,200 4,000 40 1.0 3,960 99.0 Port Harcourt 1,176 4,611 1,383 30.0 3,228 81.8 Benin 3,218 8,769 1,596 18.2 7,173 18.8 Zaria 3,155 8,558 1,284 15.0 7,274 85.0 Ibadan 4,920 7,794 1,559 20.0 6,235 80.0 Lagos 4,780 7,712 1,697 22.0 6,015 78.0 Maidri 1,168 5,784 1,157 20.0 4,627 80.0 Tot 28,182 80,921 13,948 17.24 66,973 82.76 364 College & Research Libraries as 99.0 percent of the library materials in the university of Calabar are imported from foreign countries. This result is simi- lar to Enu' s observation that the majority of the books in the country are published abroad. 18 Indigenous activity is underde- veloped in the publishing and printing in- dustries and also in the writing of books. Even where some form of organized pub- lishing exists, the field is heavily domi- nated by foreign concerns. Opinions have differed about this fact. For example Beng, 19 an expatriate, was of the opinion that the localization of foreign firms has benefited Nigeria to a large extent. Oth- ers20 have claimed that with regard to edu- cational books (the bulk of their output) they have helped to impede the growth of indigenous publishing industries. In fact, Oniboje, a Nigerian publisher, com- plained that foreign publishers' attitudes towards the indigenous publisher "varies from open ridicule and patronizing toler- ance to outright threats and open hostil- ity.' ' 21 The fact of the matter is that Nige- rian publishers cannot compete effectively with foreign based firms due to lack of skilled manpower and technical difficul- ties, particularly with printing machines and maintenance. It is a cruel irony that the ''book revolution'' that has occurred in the past decades, with all that it offers in the way of intellectual, cultural, and tech- nical enrichment, has failed to penetrate the very regions where it could be utilized for the general uplifting of the people. Ad- vances in printing and distribution tech- niques have made it possible to produce books on a scale that has transformed pub- lishing into a mass communication indus- try. The problem is to bring these tech- niques to those regions most in need. In present-day Nigeria, the lack of indig- enous and active publishing companies also means that there is lack of sufficiently organized book trade within the country. In fact, there is no book trade journal like the Publishers Weekly. In addition, there are no national bibliographies for current and retrospective materials published in Nigeria. The National Bibliography of Nige- ria, published by the National Library, is irregular. Consequently, university li- braries resort to the use of overseas September 1983 agents, through whom books are pur- chased. Length of Delivery Time Not all books are urgently needed. On the other hand, the time when a book is most likely to be most useful is the period immediately following the decision to buy it. The needs of any library's users are eas- ily stated. They usually want a particular book when it is being reviewed, talked about, displayed in bookstore windows. Metcher and Soul are of the opinion that any library which cannot provide this month's book is a backward library. 22 This may be impossible in the developing country such as Nigeria; all the same, one would expect a reasonable time of delivery for any book ordered either from local or foreign agents. An examination of the time it takes to receive book orders from local and foreign dealers indicates that, on the average, it takes three to six months to receive books. The result is not surprising, because from experience it takes about six to nine weeks between the actual posting date from England and the receipt of the book in Lagos. Book consignments from dealers are usually sent by surface mail which further slows the procedure and even jeopardizes delivery. It is not sur- prising that some books take ten to twelve months before delivery. Local book dealers are equally slow in delivering library materials. This is be- cause many of the titles required by a uni- versity library are unlikely to be stocked by the typical Nigerian bookseller. The bookseller is a businessman who has to concern himself with cash flow and the utilization of his assets, particularly shelf space. Problems Encountered by Libraries and Book Dealers The importance of acquisitions evaluat- ing its firm order supplies is mentioned from time to time in the literature of library science. 23 It is generally agreed that before an order goes to any book dealer it is nec- essary to establish a trade agreement on delivery price, discounts, speed of deliv- ery, invoice documentation, reports on or- ders, cancellations, etc. Like a business- man, the acquisition librarian is expected to bargain for the best terms for his library. It is necessary to insist on adherence to the terms and also press for high standards of service by rejecting unsigned invoices, by returning dirty and imperfect books, and by requiring reports on orders. This is even more necessary today due to cuts in academic spending combined with the in- crease in the price of books. The problem of having many relevant books out of stock seems to be the most common experience from the local book dealers. Similarly, there is no difference between speed of delivery by local or for- eign dealers. The bookshops in Nigeria are'' a one-man-business.'' Their capital is meager with limited stock. The fact of the matter is, Nigerian bookshops and li- braries are far from the book producing centers of the world and have to depend to a large extent on foreign book dealers and publishers. In a study of the relationship between book dealers and university libraries in Ni- geria, librarians were asked to indicate to what extent they encounter out of print, out of stock, and invoice documentation problems. The most serious problem was invoice documentation ( 46 and 36 percent with local and foreign dealers, respec- tively). The result is understandable, be- cause local dealers lack staff and their ac- counting system is very poor. It is not uncommon to receive several letters on a bill that has been settled. The next prob- lem is the frequency of out of stock ( 46 and 27 percent). If the local dealers could put their re~ources together and form big com- panies some of these problems may be re- duced. There is no difference between local and foreign book dealers in the problems of discount rates (36 percent each). This is very surprising. It is surprising because the law in Nigeria states that books should be sold at publishers' prices. Libraries, however, are normally entitled to a 10-15 percent discount. The results, therefore, indicate that book dealers, both local and foreign, do not give libraries a rebate. From the writers' experience and discus- sions with book dealers, the book dealers Building Library Collections 365 are of the opinion that such discounts are used to defray the cost of shipping and other incidental expenses. Some of the lo- cal dealers, in many cases, increase the prices. The acquisitions librarians complained about government restrictions on foreign exchange, which in their opinion slows down acquisitions work. On the other hand, local book dealers complained of the inability of the university libraries to settle their bills promptly. The foreign book deal~rs always insist that money must accompany each order. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS The general purpose of this study was to examine building library collections in university libraries in Nigeria. Specifi- cally, it investigated the number of books per student, annual growth of library ma- terials, type of selection policy, acquisition procedure, and the relationship between book dealers and the university libraries in Nigeria. Data relating to building library materi- als were collected through the use of an in- quiry form. Discussions were held with acquisitions librarians and book dealers. A total of eleven completed inquiry blanks were received, representing 84.6 percent of the Nigerian universities. Three universities, or 27.3 percent, have 30 or more books per student. The na- tional average of all universities is 28.5 vol- umes of books per student. Faculty partic- ipation in book selection is low in all the universities. In only two libraries, or 18.2 percent, has the selection policy been for- mulated in writing. In all the libraries, 80.0 percent or more of the books are imported from foreign countries and on the average it takes three to six months to receive book orders from foreign and local dealers. The frequency of out of stock books seems to be the most common problem experi- enced from local dealers. From the analysis of data above, the fol- lowing conclusions may be drawn. Quality education is impossible without a quality library. There is need for all the libraries to increase their collections sub- stantially. The decisions concerning 366 College & Research Libraries amount of materials should be made on the basis of programs. The present annual growth of less than 10 percent is too low to produce quality education as desired by the people, states, and federal govern- ment! The writers recommend an annual growth in book collections of 50 percent for each of the new universities and 25 percent for the older universities for the next ten years. The present system of selection largely by acquisition librarians cannot produce the quality of collections needed. There is need for more input by faculty members in book selection. A practical alternative might be centralized selection on a na- tional basis. The Nigerian University Commission would manage the program and would hire subject specialists ( 60 indi- viduals with backgrounds in different dis- ciplines should be able to ensure good coverage) who would examine all new books currently being published and who would decide which books were appropri- ate for the undergraduate and graduate September 1983 level. The 60 specialists would select 750,000 volumes per year. It will enable all the universities to have a comprehensive collection of books and periodicals cover- ing all the subjects taught in the univer- sity. The Nigerian government should re- move books from the list of items that are subject to stringent exchange controls. There should also be a council whose sole responsibility will be to promote the writ- ing, publishing, and the distribution of books. The objectives of the council should include: 1. to serve as the spokesman for the book industries in questions of finance, taxation, customs regulations, etc. 2. to promote, assist, and, where neces- sary, coordinate plans for concerted action on such questions as the training of per- sonnel. 3. to provide information related to the book trade and practice which can serve the development of books and reading generally. REFERENCES 1. Year Book of the Commonwealth (London: Her Majesty's Stationery Office, 1977), p.358-71. 2. Guide to Education and Training Resources in the Developing Countries of the Commonwealth-A Selection of Post-Secondary Courses and Institutions . (London: Commonwealth Secretariat, 1977}, p.254-62. 3. A. Babs Fafunwa, The Universities of Nigeria in Commonwealth Universities Yearbook, Hugh W. Springer and T. Craig, eds., (Edinburgh, R. R. Clark, Ltd., 1976), p.1773-1825. 4. Commonwealth Universities Yearbook (Edinburgh: R. R. Clark, Ltd., 1979), p.1861-1829. 5. G. T. Onadiran and R. W. Onadiran, "Users of Public Library Services in Nigeria," Indian Librar- ian V.35(1):27-48 Gune 1980). 6. Jigekuma A. Ombu, "Acquisition problems in Developing Countries," International Library Review V.9(1):83-93 (Jan. 1977). 7. 0. Jegede, "Problems of Acquisitions of Library Materials in a Developing Country: University of Lagos Library Experience," International Library Review V.9(2):291-99 (Apr. 1977). 8. Regina U. Onuorah, "Acquisitions of Government Publications in Nigeria," Special Libraries V.67(12):585-88 (1976). 9. Briggs C. Nzotta, "Written Acquisitions policies in Public Libraries in Nigeria," Nigerian Libraries V.9(1 x 2):83-89 (Apr. and Aug. 1973) . 10. Vern or W. Clapp and Robert T. Jordan, ''Quantitative Criteria for Adequacy of Academic Library Collections," College & Research Libraries V.26(5):376-80 (Sept. 1965). 11. Cosmas E. Enu, "Problems of Nigerian University Libraries," Unesco Bulletin for Libraries V.27(2):84-91 (Mar. - Apr. 1973). 12. W . J. Plumbe, "Ahmadu Bello University Libraries: The First Three Years," Nigerian Libraries V .3(2):46-62 (Aug. 1967) and Dorothy S. Obi, "The University of Nigeria Libraries: A Preliminary Survey of Their Development and Resources. Nigerian Libraries V.3(2):69-74 (Aug. 1967). 13. G. T. Onadiran and R. W. Current, "Problems in School Library Development in Developing Na- tions," The School Librarian V.28(1):14-17 (Mar. 1980). 14. Marion L. Buzzard, "Writing a Collection Development for an Academic Library," Collection Man- agement V.2 (4):317-28 (Winter 1978). Rutherford D. Rogers and David C. Weber, University Library Building Library Collections 367 Administration (New York: Wilson 1971), p.114-45 and Stephen Ford, The Acquisition of Library Ma- terials (Chicago: American Libraiy Assn., 1973), p.1-2. 15. Harr Bach, "Acquisition Policy in the American Academic Library," College & Research Libraries 18(6):442 (1957). 16. See George M. Jenks, "Book Selection: An Approach for Small and Medium-sized Libraries," College & Research Libraries V.33(1):28-30 (1972) . Virgil F. Massmas, and David R. Oslan, "Book Selection: A National Plan for Small Academic Libraries," College & Research Libraries V.32(4):271-79 Ouly 1971). 17. Jegede, "Problems of Acquisitions," p.291-99. 18. Enu, "Problems of Nigerian University Libraries," p.84-91. 19. Ronald Charles Benge, Cultural Crisis and Libraries in the Third World (London: Clive Bingley, 1979), p.167-71. 20. S. B. Bandara, ''Provision of Periodicals in the Libraries of Sri Lanka,'' International Library Review (7):15-28 (1975). 21. G. 0. Oniboje, "Wanted: A Cultural Revolution, Not a Dialogue" in E. Oluwasanmi, and others (eds.), Publishing in Africa in the Seventies (lle-Ife, Nigeria: University of Ife Press, 1975), p.268. 22. Daniel Metcher and Margaret Saul, Metcher on Acquisition (Chicago: American Library Assn., 1961), p.169. 23. See Stephen Ford, The Acquisition of Library Materials (Chicago: American Library Assn., 1973), p.62. Guy R. Lyle, The Administration of the College Library, (4th ed.; New York: Wilson, 1974), p.186-87, and Norman Higham, The Library in the University: Observations on a Service (London: Andre Deutsch Ltd., 1980), p.46.