TABLE OF CONTENTS
Title Page – – – – – – – – i
Approval page – – – – – – – ii
Certification – – – – – – – – iii
Dedication – – – – – – – – iv
Acknowledgment – – – – – – – v
Table of Contents – – – – – – – vi
List of Tables – – – – – – – – viii
Abbreviations and Acronyms – – – – – ix
Abstract – – – – – – – – xi
Chapter one: Introduction – – – – – – 1
Background of the Study – – – – – – 1
Statement of the Problem – – – – – – 16
Purpose of the Study – – – – – – – 18
Research Questions – – – – – – – 18
Significance of the Study – – – – – – 19
Scope of the Study – – – – – – – 21
Chapter Two; Review of Related Literature – – – – 22
Conceptual Framework – – – – – 22
Library and Theological Libraries – – – – 22
Funding of Theological Libraries – – – – 37
Printed and Electronic Resources for Theological Libraries – – 38
Facilities of Theological Libraries – – – – 43
Human Resources of Theological Libraries – – – 44
Curriculum and Collection of Theological Libraries – – 48
Challenges of Special Libraries for Resource Provision – 51
Standard and Techniques for Assessing Library Collection – 53
Theoretical Framework – – – – – – 69
Review of Empirical Studies – – – – – 75
Summary of Literature Reviewed – – – – – 77
Chapter Three: Research Method – – – – – 79
Research Design – – – – – – – 79
Area of Study – – – – – – – 80
Population of the Study – – – – – – 82
Sample and Sampling Techniques – – – – – 83
Instruments for Data Collection – – – – – 83
Methods for Data Collection – – – – – – 86
Validation of the Instruments – – – – – – 87
Reliability of the Instruments – – – – – – 87
Method of Data Analysis – – – – – – 88
Chapter Four: Presentation of Results – – – – 89
Research Question 1 – – – – – – – 89
Research Question 2 – – – – – – 90
Research Question 3 – – – – – – 96
Research Question 4 – – – – – – 98
Research Question 5 – – – – – – – 101
Research Question 6 – – – – – – – 109
Summary of Major Findings – – – – – – 114
Chapter Five: Discussion of Results – – – – – 117
Discussion of Findings – – – – – – – 117
Sources of Funding Theological Libraries – – – – 117
Print and Electronic Resources – – – – – – 118
Library Facilities in Theological Libraries – – – — 121
Human Resources in Theological Libraries – – – – 122
Curriculum and Library Collections – – – – – 123
Challenges for the Provisions of Library Resources – – 124
Implications for the Study – – – – – 125
Recommendations – – – – – – 126
Limitation of the Study – – – – – – 127
Suggestions of Further Study – – – – – – 128
Conclusions – – – – – – – 129
References – – – – – – – 130
Appendix i: List of Institutions Covered in the Study – — 153
Appendix ii: Sample Formula Adopted – – – – 156
Appendix iii: Observation Checklist – – – – – 157
Appendix iv: Letter to Respondents – – – – – 162
Appendix v: Users Questionnaire (ALRTINCSN) – – – 163
Appendix vi: Interview Schedule with Librarians – – – 166
Appendix vii: Validation of Instruments – – – – 167
Appendix viii: Instrument Evaluation Guide for Experts – – 168
Appendix ix: Letter to Provost for Permission – – – 170
Appendix xa to xe Validators Report – – – – 171
Appendix xi: Letter of Introduction by Head of Department – 243
Appendix xii: Certification of Correction of Ph.D Proposal Presentation 244
Appendix xiii: Reliability of Test and Re-test Result- – – – 245
Appendix xiv: Agreement Analysis (Interview Schedule Result) – 246
Appendix xv: Map of Nigeria Showing the Location of North Central States – – – – – – – – – – – – – – 248
Appendix xvi Certification of Correction of Ph.D Seminar – 249
Appendix xvii Table Showing Distribution of Questionnaire- – 250
Appendix xviii Table Showing Institutions Interviewed and Observed – – – – – – – – – – – 251
Appendix xix Approval of Title of Thesis and Synopsis – – 252
LIST OF TABLES
Table 1.Print Resources Available in Theological Libraries – 91
Table 2 Electronic Resources Available in Theological Libraries – 93
Table 3 Library Facilities in Theological Libraries in North Central States – – – – – – – – – – 96
Table 4 Human Resources Heading Theological Libraries – – – 98
Table 5 Human Resources Available in Theological Libraries 100
Table 6 Mean(x) Showing the Core Subject of the Curriculum of Theological Libraries – – – – – – – – – 101
Table 7 Mean (x) Showing the Challenges for the Provision of Library Resources in
Theological Libraries in North Central States of Nigeria 109
ABSTRACT
This study was designed to assess library resources in theological institutions in North Central States of Nigeria. The main problem of the study is that literature shows that no study has been done in this field and materials are few and scanty, therefore, a study conducted will stimulate further research in this field. To achieve this, six purposes were formulated and also six research questions were asked. The population of the study is the 22 theological libraries in the north central states with a total of 5760 people (students, faculty members and non- teaching staff). Sample size of 15 librarians and 360 library users (staff and students) were used. Fifteen institutions were visited for the purpose of observation and interview of those in charge of the libraries, institutions covered came from four states namely: Benue, Kogi, Kwara, and Plateau. The instruments for data collection were a questionnaire for library users titled, Assessment of library resources in theological institutions in North Central States of Nigeria (ALRTINCSN), check-list for observation of library resources and interview schedule for those in charge of the institution’s libraries. The data collected were analyzed using frequency counts and percentages. The findings of the study showed that majority of the libraries in theological institutions are without professional library staff (librarians). The findings further revealed that almost all the theological institutions in North Central States of Nigeria depend mainly on printed materials in their libraries and are lacking in electronic resources. The study also revealed that funding is a major problem in theological libraries which affects every fabric of its development. The researcher postulated eight recommendations based on the findings of the study.
ABBREVIATIONS AND ACROYNOMS
The followings abbreviations and acronyms are used in this study.
ALA refers to American Library Association
ANZTLA refers to American New Zealand Theological Association
APA refers to American Psychological Association
BCC refers to Bishop Crowther College
CD refers to Compact disc
CD_ROM refers to Compact disc Read Only Memory
CEFN refers to Christian Evangelical Fellowship of Nigeria
CFI refers to Christian Faith Institute
CI refers to Christian Institute
CMML refers to Christian Missions in Many Lands
COCIN refers to Church of Christ in Nations (formerly Church of Christ in Nigeria)
DDC refers to Dewey decimal classification
DVD refers to Digital Versatile disc
ECWA refers to Evangelical Church Winning All (formerly Evangelical Church of West Africa)
ETA refers to Evangelical Theological Association
ETS refers to Evangel Theological Seminary
EYN refers to Ekklisiya Yanuwa’a Nigera
GCT refers to Gindiri College of Theology
ICT refers to Information and Communication Technology
IE refers to Internet explorer
IFLA refers to International Federation of Library Associations and Institutions
JETS refers to Jos ECWA Theological Seminary
LAWNA refers to Lagos, Western and Northern Apostolic
LC refers to Library of Congress
LP refers to Long Programme
Ms refers to Microsoft
NBTE refers to National Board of Technical Education
NCCE refers to National Commission for Colleges of Education
NGO refers to Non-Governmental Organisation
NLA refers to Nigerian Library Association
NTLA refers to Nigerian Theological Library Association
NTU refers to Nanyang Technological University
NUC refers to National Universities Commission
OPAC refers to Online Public Access Catalogue
SAMS refers to St. Augustine Major Seminary
SBS refers to School of Biblical Studies
SIST refers to Spiritan International School of Theology
SPSS refers to Special pack for Social Sciences
STAMS refers to St. Thomas Aquinas Major Seminary
TCNN refers to Theological College of Northern Nigeria
UMCA refers to United Missionary Church of Africa
UMCATC refers to United Missionary Church of Africa Theological College
UMBC
refers to United Middle Belt Forum
CHAPTER ONE
INTRODUCTION
Background of the Study
Theology is a term that has no single definition. Over the years different people have defined this term based on their conceptual framework and understanding. Hodge (1861) is of the opinion that theology is an English word derived from two Greek words signifying “discourse concerning God and man, and concerning God and man’s relationship to him”. It is the study which through participation in and reflection upon a religious faith seeks to express the content of this faith in the clearest and most coherent language available (Macquerrie, 1966). According to Ernst (2004), theology has some unique characteristics, which make it different from other disciplines of education; it is unique because it grows out of the encounter with God; it is an experience and reflection about this encounter. In the view of Hodge (1861) theology is scientific, while religion is practical and experiential. Rahner and Vorgrimber (1965) define theology as essentially the conscious effort of the Christian to harken on the actual verbal revelation, which God has promulgated in history, to acquire knowledge of it by the methods of scholarship and to reflect upon its implications. One attribute of theology is its inclination to scholarly contribution. Dules (1992) opined that theology is usually restricted to scholarly reflection upon the faith by persons who have attained high degrees or noteworthy publications. Galadima (1998) and Kafang (2009) have written that theology is traditionally considered to be the task of academically trained Christian scholars. These scholars share one quality, publication of scholarly works, which contribute to knowledge. These definitions based on scientific approach and scholarship is relevant to this study because library resources of any academic centre are part of repositories that encourage research activities and scholastic publications
Babalola (2003) has observed that the essence of a sound theological knowledge is to enable the trainee to think and act reflectively on their acquired knowledge and to have self-control rather than externally imposed control. The establishment and survival of good theological institutions in Nigeria is fundamental to the spiritual and intellectual soundness of the entire nation and if poor theological education is tolerated, it will lead to weak spiritual foundations and spiritual chaos, which in turn will lead to a lawless, undisciplined, corrupt society and that will lead to lack of peace and tranquility as well as ungodly behaviour in society. A good theological institution, according to Bailey (2003), can provide an environment for biblical, theological and ministry training, while allowing for personal reflection under the direction and encouragement of highly skilled and caring mentors (scholars) that few people can find outside the seminary experience. Owoh (1986) stated that the Church views education as the instrument through which certain values and goals are acquired and propagated. The acquisition of these values and goals is an expression of human personality, and the search for these values and goals is to learn and understand, because the individual does not possess comprehensive knowledge. He further stated that education strengthens the feeling of responsibility to the community and at the same time strengthens individual will power. Education makes the conscience sensitive to social and intellectual truth. It imparts some power of discrimination between good and evil, between reality and superstition. Therefore, the Church’s contribution to development through education is an attempt to lead and liberate the community. Needless to stress that education is an instrument through which God, as the source of ultimate knowledge, love, solidarity speaks to the community.
According to Bidmos (1993), a critical examination of the religious climate makes a strong case for the development of sound theological knowledge, especially with the attendant eruption of violence in different parts of the globe. He opined that the training of church ministers must take cognizance of the characteristics and challenges of the religiously pluralistic society in which they will operate. They should be well equipped in theological knowledge for the task ahead of them and this includes exposure to standard libraries and their resources. Ngufuwan (2010) has expressed the view that there are challenges like theological corruption, which deal with the distortion of some biblical doctrines by the Church. These are challenges that theological institutions need to address in their curriculum. The laity and religious adherents with no previous training in theology are the primary focus of most theological programmes worldwide. Courses offered in theological institutions are therefore less technical and are designed to respond to the pastoral needs of the participants Spiritan International School of Theology (SIST, 1998). Macquerrie (1966) opined that theology comes into relation with subjects like Philosophy, History, the sciences of man (anthropology, psychology, sociology, etc.) and the natural sciences. This is so because theology is part of the whole intellectual enterprise of mankind and must therefore stand in relation to other disciplines. The library collection should therefore be reflective of the various subjects in theological institutions.
The Oxford Dictionary of English Etymology (1995) and Webster’s Encyclopedic Dictionary of English Language (1996) defined library as a place set apart to contain books and other materials for reading, study, or reference, as a room, set of rooms, or building where books may be read or borrowed. A library is defined as a collection of information, sources and services, organized for use, and maintained by a public body, an institution or a private individual. In the more traditional sense it means a collection of books. This collection and services are used by people who choose not to or cannot afford to purchase an extensive collection themselves, or who need materials no individual can reasonably be expected to have, or who require professional assistance with their research. However, with the collection of media other than books for storing information, many libraries are now also repositories and access points for maps, prints or other documents and artworks on various storage media such as microfilm, microfiche, audio tapes, compact discs (CDs), long programmes (LPs), Cassettes, Video tapes and digital versatile disc (DVDs), and provide public facilities to access compact rewriteable (CD-ROM) and subscription to databases and the Internet. Thus modern libraries are increasingly being redefined as places to get unrestricted access to information in many formats and from many sources. In addition to providing materials, they also provide the services of specialists who are experts in matters related to finding and organizing information and interpreting information needs, called librarians. More recently, libraries are understood as extending beyond the physical walls of a building, by including material accessible by electronic means, and by providing the assistance of librarians in navigating and analyzing tremendous amounts of knowledge with a variety of digital tools (Wikipedia, the free encyclopedia, 2012).
In the opinion of Igwebuike (2008) modern library functionality has gone beyond the use of print and non-print materials in information service. Current practice involves new information technology devices. Libraries with these modern devices download information through Internet. The Internet service offers full text database of journals, books, newsletters, standards, theses and dissertations. Digital (or electronic or virtual libraries) are paperless in content; they have all their stock in electronic format. Users of electronic libraries download all needed information through the Internet; this also includes theological libraries that are digital. A virtual library, in the opinion of Achebe (2008), is a library in which a number of different information resources are brought to the end users through electronic networks; it has no wall but the collections have boundaries. It is also telecommunication technology- driven, research oriented resources that enable scholars to obtain timely and up-to-the- minute information in any subject area. In the views of Serema and Mooko (2002), the Internet is a good example of a non-print reference source. It is also often referred to as an “information highway” because of its capability to transmit a vast amount of information to anybody anywhere in the world. Internet provides facilities like electronic mail, telnet, on-line searching, electronic publishing and user groups. It is assumed that in this age of technology all theological libraries in Nigeria are supposed to have Internet connectivity to assist users with such library needs.
Stressing the roles of a library that is rich in resources, Okpa-Iroha (1985) writes that:
- It promotes the development of reading interests and habits among users.
- It contributes to academic achievement in all subjects.
- It increases the chance of success of students of higher learning or professional pursuits.
- It provides users with vocational information leading to the choice of a suitable career.
- It assists in the discovery and development of special gifts and talents of users.
- It serves as centre for training users to study independently by providing a wide range of materials for class projects, individual projects and class assignments.
- It serves as a centre of intellectual life.
- It is an academic centre in any institution of learning, which trains users in the use of books and other sources of information (p 49).
Similarly, Akintunde (2003) writes that theological libraries are specialized academic institutions, invariably operating within the global definition of librarianship. Such libraries have to fulfill the conditions of staying within the boundary of practice in order to be regarded as libraries. According to Newhall (1970), the aim of a theological library is to make the library a centre of service to its users. The quality of the library is one important factor in the quality of education given by the seminary. If the library is well run, well supplied with useful library resources and widely used, the whole programme of the theological institution will be strengthened. The library in a theological institution should offer students an exciting supplement to classroom lectures or tutorials. Its books, periodicals and facilities for Internet browsing give many students their first real opportunity for wider reading or research activities. With the encouragement from teachers and librarians the theological library should be the starting point for a life- long habit of reading, self-directed study and research habit for those that passed through it (Newhall, 1970). The Association of Christian Librarians (1994) consider the library as an essential part of any theological institution and that all educational processes rely on the library for resources for the intellectual development of the learners. It provides the tools which support classroom instruction and the curriculum of an institution. Hardy (2007) writes that an excellent theological library is that which is systematically collected according to a selection policy, built on the mission statement of the library and that of the institution, with trained personnel organizing it for maximum usefulness to both students and faculty. He stated that good libraries of the future will not be built on printed materials alone but take full advantage of information available globally through information technology.
