Libraries at University of Nebraska-Lincoln


Date of this Version

Fall 10-2023


The perception of teachers and students on promoting political participation among in-school adolescents using library resources was ascertained. The motivation for the study was prompted by the incessant low political participation in democracies including Nigeria. This is evident in the statistical evidence showing the low voter turnout compared to the registered voters over the years. Studies show that youth disengage more in political participation than the elderly ones. This is worrisome considering that most of the youth are school leavers and ought to have learned and imbibed the rudiments of democratic principles, although the debate on the extent to which literacy can determine active political participation has continued to generate academic discourse. This study therefore aimed to find out how in-school adolescents are exposed to political content outside the shores of the classroom through the library, which is considered the hub of learning. Driving from the standpoint of interconnection between library and democracy, this study was considered expedient. To carry out the study, two (2) research questions were posed and one null hypothesis was formulated and tested at a 0.05 level of significance. The design of the study was a descriptive survey. The study participants were 54 Teachers and 223 in-school adolescents studying Government and Civic Education, totaling 277. Data for the study was collected using researchers’ constructed questionnaire which was validated by experts in the field of education. The instrument was reliable with an index of 0.81. Results of the study showed that library resources can promote the political participation of in-school adolescents and there is no significant difference in the teachers' and students' responses. Findings also show that there are inadequate reading materials in the libraries on political issues. Based on the findings of this study, recommendations were made.