The Use of the Library and Lifelong Learning in Faith-Based Private Universities in Nigeria

Akinniyi Ayobami Adeleke, Oluwayinka Esther Solanke, Sunday Oguntayo


The purpose of the study was to investigate the suitability of the use of the library course curricula in private universities owned by religious organizations in Nigeria to make undergraduates lifelong learners. It also evaluated the modes and periods of course delivery for their appropriateness and adequacy to achieve the goal of making the students lifelong learners. The survey design was adopted for the study and the content analysis method was used to compare the course contents of the use of the library programmes in the universities with the five information literacy competencies. Results of the study showed that the use of the library curricula contained items that teach the five information literacy competencies including abilities to locate, access, retrieve, evaluate and use information effectively and efficiently. It was also found that the course delivery period in the universities was usually one semester of 12 weeks and the usual mode of delivery was classroom face-to-face approach The findings implied that the contents of the course were suitable to make students lifelong learners but the mode and period of delivery may not be fit enough for the purpose. The practical implication of the findings of the study is that the universities should review the timing and methods of course delivery such that it would impart lifelong learning skills to the students. The findings of the study would assist universities and other higher education institutions to place high priority on the lifelong learning goals in designing the use of the library programmes.  

Anahtar Kelimeler

Lifelong learning, Use of library, Information literacy, User education, Universities, Academic libraries, Nigeria


Adeleke, A. A. (2014). Use of the library and virtual resources. In D. o. Programme, Use of English I & II (pp. 15-37). Ede: Directorate of General Studies Programme (GSP).

American Library Association. (2000). Information Literacy Competency Standards for Higher Education. Retrieved from

Botha, R., & Makoelle, T. M. (2012). Exploring practices determining school effectiveness: a case study in selected South African schools. International Journal of Educational Sciences, 4(2), 79-92.

Brevik, P. s. (2000). Information literacy and lifelong learning: the magical partnership. In K. Appleton, C. Macpherson, & D. Orr (Ed.), International Lifelong Learning Conference (pp. 1-6). Yeppoon, Queensland, Australia: Central Queensland University. Retrieved from

Daggett, W. R. (2014). Achieving Academic Excellence through Rigor and Relevance. Retrieved from International Center for Leadership in Education:

Demirel, M., & Akkoyunlu, B. (2017). Prospective Teachers' Lifelong Learning Tendencies and Information Literacy Self-efficacy. Education Research and Reviews, 12(6), 329-337.

Desforges, c., & Abouchar, A. (2003). The impact of parental involvement, parental support, and family education on pupil achievement and adjustment: a literature review. London: Department for Education and Skills.

Dudziak, E. A. (2007). Information literacy and lifelong learning in Latin America: the challenge to build social sustainability. Information Development, 23(1), 43-47. doi:

Facer, K. (2009). Towards an area based curriculum: insights and directions from research. London: RSA.

Feng, L., & Ha, J.-L. (2016). Effects of teachers' information literacy on lifelong learning and school effectiveness. Eurasia Journal of Mathematical science & Technology, 12(6), 1653-1663. doi:10.12973/eurasia.2016.1575a

Guay, F., Morin, J. S., Litalien, D., Valois, P., & Vallerand, R. J. (2014). Application of exploratory structural equation modelling to evaluate academic motivation scale. The Journal of Experimental Education, 1, 32.

National Universities Commission (NUC). (2007). Benchmark minimum academic standards for undergraduate programmes in Nigerian universities. Abuja: NUC.

Pérez, J., & Murray, M. C. (2010). Generativity: the new frontier for information and communication literacy. Interdiscplinary Journal of Information, Knowledge and Management, 5, 127-137.

Rasaki, O. E. (2008, December). A Comparative Study of Credit Earning Information Literacy Skills Courses of Three African Universities. Library Philosophy and Practice (e-journal), December, 1-7. Retrieved from

Stabback, P. (2016, March). What makes a quality curriculum? In-Progress Reflection No.2 on Current and Critical Issues in Curriculum and Learning. Retrieved from UNESCO:

Tella, A. (2016). Information literacy and lifelong learning: a review of literature. In M. Khsrow-Pour (Ed.), Professional development and work place learning: concepts, methodologies, tools and applications (pp. 11-20). USA: Information Resources Management Association. doi:10.4018/978-1-4666-8632-8.ch002

Thomas, L. (2011). Decentralisation for schools but not for knowledge. Forum, 53(2), pp. 293-303.

Tam Metin: PDF (English)

DOI: 10.15612/BD.2019.702

Bu çalışma Creative Commons Attribution 3.0 License ile lisanslanmıştır.
Her Hakkı Saklıdır © 2012 ÜNAK