Libraries at University of Nebraska-Lincoln
Date of this Version
Winter 12-30-2023
Abstract
The study was designed to ascertain the utilization of media resources for instructions among library educators in adult learning centers in Awka South LGA. A descriptive survey research design was used for the study. The sample population comprised of 14 adult educators selected randomly from adult learning center in Awka South LGA using the purposive sampling technique. A structured questionnaire on a four (4) – point Likert scale was used for collection of data. The instrument was subjected to face validation and pilot test using Cronbach Alpha which gave a reliability coefficient value of 0.96. Data collected from the study were analyzed using mean scores. The study found that the current level of integration of media resources for instructional purposes by library educators in adult learning centers such as digital texts, interactive multimedia, online courses and learning management systems (LMS), simulations and virtual reality (VR), and open educational resources (OER) among others was low. The impact of using media resources in adult learning by library educators in Awka South LGA were enhanced engagement with media resources, accessibility and flexibility of media tools, enables personalization of media contents, and improved comprehension, among others. The challenges faced by library educators in utilizing media resources for adult education in Awka South LGA are insufficiency of media resources and infrastructure, poor confidence in the use of media applications, and poor maintenance culture on media resources and its tools, among others. The study concluded that the utilization of media resources for instruction by library educators in adult learning centers in Awka South LGA has emerged as a pivotal endeavor with far-reaching implications. The incorporation of various media resources, including digital texts, multimedia, online courses, and interactive platforms has significantly enriched the learning experiences of library and information science adult learners. The study recommended that adult learning centers should prioritize digital literacy training programs for both library and information science learners and library educators