Date of this Version
Chidinma Onwuchekwa OGBA.(2015).Barriers to Information Seeking by Secondary School Students in Ado-Ekiti, Nigeria. Library Philosophy and Practise.
This paper investigated barriers to information seeking in Secondary School Libraries in Ado-Ekiti by using Kuhlthau’s framework of intermediation with Harris and Dewdney’s principles on information seeking. A random sampling technique was used to select five Private Secondary Schools (out of twenty Private Secondary Schools) in Ado-Ekiti while saturation sampling was used in selection of participants for this research. A Case study design using focus group discussion, observation and unstructured interview methods were used. A focus group discussion (group interview) was used to gather data separately from JSS II and SSS II students in each school; it was recorded using a Camcorder tool, Galaxy Tab and Samsung Android Phone Voice Recorder; while two principals, a teacher in charge of the library and one student prefect were interviewed. The sample for this study was therefore two hundred and fifty two(252) comprising of JSS II and SSS II students; two principals, a teacher and a student prefect. A structured interview was used as a pilot study for this research by selecting five teachers and librarians from each of the earlier randomly selected schools for the research. Thus twenty five teachers and librarians were used as a pilot study for this research. Qualitative data analysis was applied, thus the data (from the focus group discussion and structured interview) were analyzed by transcribing the recorded data and coding them. Like codes were selected, arranged and placed under separate facets that represent them; and evidences of research were selected for analyses. The observations written down (regarding the condition of school libraries visited) were aligned with the transcribed data and analyses of the interview and focus group discussions.
Findings showed that secondary school students are motivated by the urge within themselves to be outstanding, by the schools’ interpretation of their “free periods” as “library periods”, by the organisation and serenity of the library and by the roles of the teachers and student prefects. They were found to meet diverse barriers ranging from restrictions of access to the library and library materials, none presence of a permanent teacher in the library and no qualified teacher librarian. Noise making and unmannerly attitudes of library users, untidiness of the library, dateless of materials in the library and lack of organisation of library materials were other barriers found. Recommendations were provided at the end of the study with focus on more involvement of the Ministry of Education in School libraries.