College and Research Libraries Materials Provision Survey at the University of Ife Library, Nigeria Adebayo Olaosun INTRODUCTION In spite of ample provision of funds, personnel, and materials for library ser- vices, very little information is available about the effectiveness of the services, es- pecially about the materials .acquired to support teaching in the various disciplines at the University of Ife. This study is there- fore undertaken in order to assist the li- brary in relating its contents to the univer- sity's curricula and providing information that can raise the awareness of the teach- ers and the students about resources avail- able in the library. The specific objectives of the study are to: 1. examine the contents of the French program and the methods of teaching in order to determine its library needs, 2. investigate the relevant resources in the university for the teaching of French, 3. assess the adequacy of the resources in meeting the needs of the French pro- gram, and 4. make recommendations as appropr~­ ate. The evaluation model in figure 1 follows from the above objectives. It takes cogni- zance of Webster's1 procedure as well as those of the four generic evaluation models discussed in his book. THE INSTRUMENTS Three instruments were used for collect- ing the first set of data. They consisted of: a questionnaire for students, a question- naire for and interviews with teachers, and a schedule for the observation of ·lec- tures. These were complemented by a study of the French Department's course outline and an analytical survey of bibliographic sources. All the above were for collecting information about materials needed (ex- pected resources) for studying French at the first degree level. The second set of data was compiled by taking an inventory of the library stock (observed resources). The library cata- logue was mainly used to determine the stock held. A comparison of the expected and the observed resources was made to deter- mine the adequacy level, and the results were expressed in percentages for lan- guage courses. For purely literary works, a Chi square value of the data was calcu- lated. Interviews were also conducted among the library staff and the staff of the produc- tion unit of the Department of Educational Technology to determine the extent of liai- son between them for the production of materials. RESULTS AND DISCUSSION The results according to course groups are presen~ed in tables 1, 2, and 3. Adequacy of Materials The study revealed that for language- oriented courses, the library met only 35.9 percent of the expressed needs. For purely literary works (table 2), the analysis of Chi square on the data yields a value of 351.43, which was found to be significant at the 0.005level of significance. The result showed a disparity between the expected resources and .observed re- sources in favor of the expected resources. In concrete terms this means that the li- brary stock of materials was significantly below expectation. In the case of periodi- cals (table 3), the stock was numerically adequate. Communicating Information to Users about Material Held The need for communicating this type of Adebayo Olaosun is senior librarian at the University of lfe, fle-Ife, Nigeria. 396 -- Research Notes 397 Examination of Contents Investigation of Examination of Identification of Instructional Methods 1 Assessment of Needs Materials available ' Recommendations any strengths and Deficiencies FIGURE 1 The Model for the Study information was expressed by Srivastava and Verma. 2 The present study revealed the existence in the library of some ma- chinery for informing all members of aca- demic staff about new materials available. This is done through the "Library Notes and News," now published three times a year. Also, the display section of the li- brary exhibits books just added to the stock, and information about this is con- tained in the ''Guide to the Library.'' Communicating Needs to the Library The study confirmed that this need for communication had not been fully recog- nized. Table 1 (column 5) reveals that for course groups FRN 102, 103, 104, 201 and 203, the library had eight titles not recom- mended, and only six, or 35 percent, of the seventeen prescribed titles. In the same way, for course groups FRN 204, 301, 305 and 409, column 5 reveals that the library TABLE 1 LANGUAGE COURSES Course Groups Codes Expected Resources Expected Resources Expected Resources Prescribed Suggested Total Observed Resources FRN 101 1 film FRS 102, 103, 104, 201,203 8 FRN 204, 301, 305, 409 15 FRN 401, 406 2 FRN 407 2 printed items FRN 205, 207 7 *6 other usable films were identified. 9 1 17 6(8) 18 33 12(78) transparencies 2+ transparencies 2 (books) plus projector slides 2 + slides 2 printed items only plus projector 16 23 10 Availability Percentage 0 35.3% 36.4% 50.0t 50.0t 43.5 t50.0 was recorded because only one category out of two, i.e. print, was available; nonprint media were not available in this category. 398 College & Research Libraries September 1984 TABLE2 LITERATURE COURSES Total No. of Author Expected Original Works Library Stock Availability Percentage 1. Diop, Birago 4 4 100.0 2. Laye, Camara 3 3 100.0 3. Oyono, F. 3 3 100.0 4. Bebey, G. 5 5 100.0 5. Medou-Mvomo, R. 2 2 100.0 6. Ousmane, S. 7 7 100.0 7. Dadie, B. 11 11 100.0 8. Ndao, C. 5 5 100.0 9. Oyono-Mbia, G. 4 4 100.0 10. Philombe, R. 2 1 50.0 11. Pliya, J. 2 2 100.0 12. Nokan, Z. 1 0.0 13. Sadii, A. 3 3 100.0 14. Bhe y Quenum, 0. 3 3 100.0 15. Beti, M. 6 5 83.3 16. Kouyate, S. B. 2 1 50.0 17. Kouroma, A. 1 1 100.0 18. Sow-Fall, A. 1 0.0 19. Fall, M. 1 1 100.0 20. Ouloguem, Y. 2 1 50.0 21. Mudimbe 2 0.0 22. Nokan, C. 4 4 100.0 23. Roy, G. 11 2 18.1 24. Roumain, Jacques 2 1 50.0 25. Yacine, K. 4 4 100.0 26. Hernon, L. 4 2 50.0 27. Boudjera, R. 7 2 28.5 28. Maran, R. 7 7 100.0 29. Senghor, L. S. 9 8 88.8 30. Cesaire, A. 12 12 100.0 31. Fantoure, A. 2 2 100.0 32. Malraux, A. 18 14 77.7 33. Saint-Exu~ery 12 6 50.0 34. Sartre, J. . 35 19 54.2 35. De_pestre, R. 5 0.0 36. Glissant, E. 9 9 100.0 37. Schwarz-Bart, A. 3 3 100.0 38. Tirolien, G. 1 1 100.0 39. Beckett, S. 20 20 100.0 40. Kane, C. 2 1 50.0 41. Ionesco, E. 21 14 66.7 42. Mauriac, F. 62 8 12.9 43. Montherlant, H. 46 9 19.6 44. Proust, M. 26 6 23.1 45. Romains, J. 54 12 22.2 46. Balzac, H. 88 20* 100.0 47. Flaubert, G. 27 11 40.7 48. Hugo, V. 73 24* 100.0 49. Maupassant, G. 36 10 27.8 50. Musset, A. 25 10* 100.0 51. Vi~y, A. 10 6* 100.0 52. La ruJJ.ere, J. 4 2* 100.0 53. Corne· e, P. 16 1* 100.0 54. La Fayette 3 2 66.7 55. Beaumarchais, P. 5 2* 100.0 56. Diderot, D. 31 12* 100.0 57. Marivaux, P. 14 4* 100.0 58. Prevost 4 1 25.0 59. Rousseau, J. J. 19 10* 100.0 60. Voltaire, F. 31 12* 100.0 61. Anouilh, J. 43 23 53.5 Research Notes 399 TABLE2 (CONTINUED) Total No . of Author Expected Original Works Library Stock Availability Percentage 62. Camus, A. 25 13 52.0 63. Claude}, P. 76 11 14.5 64. Cocteau, J. 55 5 9.1 65. Gary, R. 22 5 22.7 66. Gide, A. 43 25 58.1 67. Mariama Ba 1 0.0 68. La Fontaine 5 4* 100.0 69 . Moliere, J. 16 8* 100.0 70. Racine, J. 14 13* 100.0 71. Butor, M. 32 17 53.1 72. Robbe-Grillet 13 11 84.6 73. Stendhal 40 9* 100.0 74. Zola, E. 41 19 46.3 75. Baudelaire 14 10* 100.0 76. Lamartine, A. 12 7* 100.0 77. Mallarme, S. 10 4* 100.0 78. Rirnbaud, J. N. 6 4* 100.0 79. Verlaine, P.M. 13 4* 100.0 Note: Complete works in single or multiple copies were counted as single items . *Complete Works available. Complete works were regarded as comprehensive coverage. TABLE 3 PERIODICALS Prescribed 2 Expected Titles Suggested 5* Total 7 Library Stock 0 (17) Availability Percentage Ot *Although 20 titles were suggested, only 5 of them were of the standard the library held. tThe library did not have the suggested titles, but the stock available was considered numerically adequate. had seventy-eight titles not recom- mended, and only twelve, or 36.4 percent, of the fifty-three expected resources were available. In the study, only 25 percent of the teachers responding indicated that they had ever recommended books to be pur- chased by the library. The failure of most teachers to recommend materials reflected seriously on the type of materials the li- brary provided. Hence, in the first case above, the library could only provide six or 35 percent of the recommended titles. In the second case, where thirty-three items were recommended, the library had only twelve (or 36.4 percent), and seventy-eight of ninety items held (or 86.7 percent) were not recommended. . In the literature courses, the original works of five authors were completely ab- sent even though these authors were listed in the course outline. Availability of Locally Produced Materials The superiority of locally produced ma- terials over commercially prerecorded ma- terials was demonstrated by Carol Sanders, 3 but the present study reveals a total absence of such materials and no use of the university's Department of Educa- tional Technology, which was in a posi- tion to assist teachers in the local produc- tion of materials. GENERAL IMPLICATIONS Four issues of fundamental importance to resources provision arise from the results of this study: Selection The selection of materials should be a joint venture of both the library and the ac- ademic departments. Very often this task has been left to the librarian alone . When 400 College & Research Libraries this happens, the result is likely to be a col- lection that does not fully respond to the needs of users. Arrangement of Materials Satisfaction is not only a product of a plentiful supply of materials; it is also a product of how well the materials are or- ganized for easy retrieval. Where related items are split on shelves without any pol- icy justification and without adequate reader guidance, such materials are lost to users. Education of Users The adequate use of materials is depen- dent on a high degree of user conversance with the collection. Proper library educa- tion together with a good system of reader services are a sine qua non for a profitable usage of materials. Subject Specification A high measure of familiarity with the subject for which a librarian selects materi- als is essential. This is very much so in for- eign language areas and also in the provi- sion of multimedia materials. Locally Prepared Materials Language learning can be greatly en- hanced by a well-synthesized use of mate- rials that are produced by both teachers and students. Real-life situations can eas- ily be brought into classroom contexts; these are more meaningful than abstract situations and stimulate spontaneous ex- pressions in the target languages. September 1984 RECOMMENDATIONS As a result of the findings, the following recommendations were made: 1. The library should purchase all titles of the French novels needed for the courses. 2. Students should be encouraged to take more interest in using the library in- struction programs. They would thus be better equipped to locate materials wher- ever they are and to find and make use of alternative materials when those pre- scribed are not in stock. This is particularly necessary for the language-oriented course materials for which there are vari- ous alternatives. 3. The audiovisual section of the library should be fully developed and put at the disposal of both teachers and students of French, as well as the other subject areas. 4. For purposes of acquiring textbooks and other materials, the library should as- sign a librarian, preferably a graduate in French, to be a liaison with the Depart- ment of Modem European Languages. 5. In order to improve the quality of French teaching and learning in the uni- versity, there should be closer cooperation between the Departments of Modem Eu- ropean Languages and Educational Tech- nology on the one hand, and between both departments and the library on the other, for the acquisition, production, and storage of locally produced learning re- sources. REFERENCES 1. W. J. Webster, The Evaluation of Instructional Materials (Washington, D.C.: AECT Committee on Evaluation of Media Programs, 1967). Webster discusses the four generic evaluation models by Stufflebeam, Scriven, Stake, and Provus. 2. S. -N. Srivastava and S.C. Verma, University Libraries in India: Their Organization and Administration (New Delhi: Sterling, 1980. 3. Sander's experiment is described in B. C. Willgoss, "Audiovisual Aids in Foreign Language Learn- ing: The Librarian's Role," Audiovisual Librarian: 3:57-64 (Aug. 1976). 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