.Thesis Final Turnitin Copy 11 - 1684789971000

1
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
In a rapidly changing library and information service society such as we have it
today, continuing professional development is not only a desirable activity, but also one
that librarians must pursue to remain competent and productive work force. The aim is to
raise the skills level, increase versatility and adaptability of librarians to the ever-
changing work tools, techniques, processes for more result-oriented task
accomplishment. In library and information service setting, the nature of modern digital
infrastructures, protocols, multi-media equipment, variety of resources, platforms, and
the mechanism to access them, has necessitated continuing professional development
evenmore than before, so that librarians can keep pace with changes in the service
demand. Hence, tertiary institutions aptly require well trained librarianss to perform task
with dexterity and high quality assurance.
The skills, abilities, and competences of librarians lie more on continuing
professional development that produces cumulative experience acquired within the span
of their work process. For this reason, libraries all over the world are purposely spurring
staff continuous training to instill some levels of competencies that can meet the needs of
the digital library environment. For a long time, continuing professional development has
become a veritable feature of all time learning, training, and advancement of skills in
producing a formidable work team. This is because librarians work has been transformed
from that of traditional keepers of books to that of descriptors, metadata creators,
documentarists, archiving, and retrieval moguls. Therefore, librarians need continuing
professional development training to function effectively.

2
Allen (2009) defines the method of recording and tracking of skills, practice and
knowledge that you acquired both informally and officially as you work as continuing
professional development.It also involves a process of recording the experiences you
have, what you have learn and apply, develop professionally and quickens ability to
carryout numerous functions and tasks related with their expected or present,thereby
developing purposes of organizational development and their own inner abilities. For
librarians in recent years, learning while working has become a desirable part of life. In
the views of Beerens (2000), Norton (2008) and Gathara (2010), continuing professional
development involves “all kinds of learning opportunities that help ‘librarians’ to
strengthen their professional practice, attain higher qualification/competence and expand
their self-role, career, and sharing of knowledge of activities taking place at work. This
becomes necessary to widen librarians knowledge, skills, understanding, capabilities, and
practices of their work in line with their organization values, interest of other librarians,
and library clients.
From this author’s perspective, continuing professional development can be
described as a learning process undertaken after conventional basic education, with
intent to earn higher academic achievement, sharpen intellectual ability, administrative
acuity, skills, and increased potentials for professional competence of the person at work
place and social functioning. There is a concern to ensure that individual staff and library
needs are addressed through continuing professional development initiatives. In this
situation, the librarian, library services, and continuing professional development are
inextricably linked and inseparable, one from another to satisfy the needs of users.
From recent development, many limitations have been observed in the previous
method of continuing professional development. It is not flexible, not convenient, time,
place, teacher present dependent and not suitable to busy librarians. The time demanding
3
nature of librarians jobs affords them very little time to participate in all time, place and
facilitator dependent academic or technical training programmesfor professional
development. Again, most continuing professional development activities such as
conferences, seminars, workshops are organized on a general theme with multi-
dimmensional sub-themes which may not be specifically tailored to the very skills need
of individual or group of participants and their core practices. There appears to be no
continuation or follow up learning arrangement to update the librarians previous
knowledge or skills learnt at any particular seminar or workshop as each year comes with
a new theme and sub-theme. There is perceived absence of feedback or giving progress
report and updates on previous materials learnt from participants. Hence level of further
interaction among learners and facilitators are reduced to phone calls. This method of
continuing professional development confines knowledge, skills, and professional
development to learner participant only.
The above challenges have limited the exposure of librarians to the global
knowledge and information bank. Accessibility to opinion of intellectual and
professional experts around the world is constraint by the present method of continuing
professional development. The situation have resulted in astounding deficit in skills
development, limited innovativeness, low level of creativity, low level of knowledge
sharing, less collaborative work across geographical boundaries, lull in job commitment,
and general professional development of librarians.
This means the traditional method of continuing professional development is less
appropriate to respond adequately to the current trend of library and information services
delivery, lacks flexibility and convenience for learners, and devoid of feedback
mechanism to measure the impact of such learning process. These observations call for
4
an alternative and modern method and means of contemporary continuing professional
development activities interms of flexibility, convenience, ubiquity and virtual presence.
The Librarianship Registration Council of Nigeria (LRCN), a foremost
professional body for librarians has the mandate and continuously organizes mandatory
continuing professional development (MCPD) programmes to re-skill and re-tool
librarians for optimum professional performance (LRCN, 2014). A host of this (MCPD)
programmes includes conferences, seminars, workshops, special training activities of
professional value to members. Such training includes e-library management, and other
technology-based professional practices relevant to library services to clients.
In addition to this, Nigeria Library Association (NLA) and its sections such as the
academic libraries, cataloguing and classification, research, information and
communication technology (ICT), and others organises periodic workshops as
continuing professional development programme to educate members/professional
colleagues on new innovations and contemporary practices in their respective areas of
specialization in library and information Services.
In the attention of progressing in the relations, profession, and other organisations
have become advocates, active providers, advocates, and mediators of continuous quality
in the professional development. For example, the Association of Library Collections
and Technical Services (ALCTS) of the American Library Association (ALA) offer an
array of online learning programmes in 10 African Countries (including Nigeria) out of
46 Countries in the world. The goal of the programme is assistingexperts in developing
countries in the library to remain relevant with the current trends in technical services as
well as enhancing theskills and knowledge in the profession in library and practice of
information science (ALCTS, 2017).

5
Recently, the pace of technological innovation and multiplicity of learning tools
have created pathways that enhance continuing professional development activities
round the world. With the phenomenal increase in digital communication tools available
now, their multi-media and asynchronous nature, the intellectual and visual content, their
ubiquitous presence, the ease of use, and the new service paradigm shift from most
traditional method of learning to virtual platforms, librarians are faced with the task of
utilizing these digital tools to facilitate their learning activities. Hence, the awareness of
these digital tools and usability becomes critical success factor for professional librarians
if they must remain valid.
Apparently, in today’s professional development practices, asynchronous
learning have emerged with digital tools.Fisher (2006) defined learning that occur at
various locations and times, particularly lacking physical presence of an educator or
instructor as asynchronous learning. This encompasses a large variety of learning teams
and media, such as self-paced, distance learning, e-learning, online learning, computer
based learning and web based learning. Theirtools of learning include Email, Weblog,
News forum, YouTube, Newsgroup, Wikis, among others, that may enhance professional
development.
Kask, Wood and Brett (2014) sums up advantages of asynchronous digital tools
as: (i) Can incorporate a variety of media (eg LMS, Google wave, Elluminate). (ii)
Avoidance of undesirable classroom behavior(iii) Available anyplace (iii) Can
incorporate a variety of media (eg LMS, Google wave, Elluminate). (iv) Contribution to
discussion can be more evenly distributed (v) Can be used for one to one or one to many
communications. (vi) More time for reflection. (vii) Documentation of collaborative
process (eg Cloud Technology)(viii) More productive for students to share multiple
perspectives. (ix) Available anytime.

6
In this case, continuing professional development learning could be delivered
using these tools. Under such arrangement, learners need not converge at a certain place
at certain times provided internet service is available. The learner is able to complete the
curriculum at their own pace without group concern. This explains the reason why
asynchronous learning is a suitable option for professional librarians who have busy
schedules, because it allows a learner to take online courses to suit his own schedule.
Here, online educators could provide learning materials, lectures, assignments, even
exams that can be accessed anytime, any day and anyplace (eLearners.com,2016).
Thelearners could learn the same material at their own times and locations. It involves
the flexibility to maintain communication without meeting at the same time and at the
same place. It involves digital communication tools where learners can post a message,
read a message or respond to a message anywhere around the world.
Mick and Middlebrook (2015) have given example of asynchronious digital tools
to include: Email, newsgroup, online forum, weblog, wikis, Youtube, social media sites
among others. Hence the tools covered in this study includes: Email is used for sending
messages and data from one person to another by means of computers connected together
through the internet. The messages are stored in the computer or cell phone until the
receiver reads them irrespective of place and time. Because the same message can be
disseminated to a number of recipients simultaneously, it enhances speedy delivery of
learning materials from online educators to learners. Newsgroup is an internet-based
discussion group where group members enjoy communication contacts premised on
focused topics, events and learning for individual and group development. Here, group
members can post, read, discuss and leave messages, reply to previous post which makes
it a vibrant online tool for teaching and learning.

7
Online forum is a group-based platform in the internet for group exchange of
ideas, knowledge and skills development based on their shared beliefs, passion, hobbies,
lifestyle, professional learnings. Its support for self-directed, focused, all-inclusive
activities provides an inspiring learning experience vital for continuing professional
development. Weblogs is awebsite where people can write or present information or
learning materials on any topic sequentially, and may combine text, videos, images, links
to other blogs-sometimes for educational, instructional or entertainment purposes. It is a
novel resource for transferring knowledge, skills, and hold vast educational potentials as
online learning resource for continuing professional development.
Wikis is a database of pages in the internet where people can publish, edit,
update, correct, share information, resources and knowledge. It could be a useful data
bank for instructors to publish learning materials for learners to retrieve and use as
resources. YouTube is a web-based visual services that transmit pictures, images, sound,
and text materials for learning and social interaction that adds visual stimuli to learning
and quite suitable for continuing professional development because of its persuasiveness
and potency to capture the imagination of learners, drive home facts of learning
experience, especially in practical routines and skills oriented learning and development.
It is hoped that the above tools could influence continuing professional development
positively.
Unfortunately, it has been observed that over the years, most librarians do not
utilize these media platforms effectively for their professional growth though it is
considered very desirable for keeping up to date with changes in work tools,
communication, skills development activities. Most librarians rather prefer the
synchronous method of development which is limited to the age long in-house training,
mentoring, seminar, workshop, conferences and occasional on-site training. Most

8
apparently, the reliance of librarians on this form ofprofessional development has not
really helped a good number of them to acquire the skills, knowledge and practical
routines needed to make them effective and competent in the job. All these methods of
continuing education are place, time and educator presence dependent, with obvious
challenges. The challenges are in form of financial deficit, in which institutions and
organization often fail to provide support for in-service training of librarians in a scale
and magnitude that should cover all qualified staff who desire for such programmes.In
addition, the cost of participating in conferences, seminars, workshop continues to rise
astronomically and make it difficult for not only librarians, but other professionals to
sponsor themselves to professional development trainings. Moreover, the fear of
personal risk to travel long distances to participate in professional training programmes
deters some librarians from self-development. The damning security situations in the
country have added its toll and affect peoples disposition to continuing professional
development. The overall effect is that most librarians still approach their job from the
traditional perspective, and are not abreast with innovative and creative methods of
performing their jobs which have adversely affected librarians learning achievement,
skills acquisition, and exhibition of new knowledge in work places.
Efforts have been made to ensure that the problem of poor professionalism is
addressed. For example, institutions have sponsored librarians training and development
as part of institutional policy. Most tertiary institutions have provided study fellowships
to staff including librarians to improve their professional status. Now some of the
institutions are experiencing abject paucity of funds and have reduced the level of
sponsorship to an extent that staff now bear the pangs of self-sponsorship to conferences,
seminars, workshops, in an age of publish or perish syndrome. For more than a decade
now, the Tertiary Education Trust Fund (TETFund) annually provides funding for staff
9
in tertiary institutions to attend conferences, seminars, workshops, acquisition of higher
degrees etc, for professional development under the staff development and training
intervention. But this source of funding has declined greatly. Hence, it is not sufficient to
benefit all eligible staff, but few. Self-sponsorship by librarians have nose-dived,
ostensibly due to personal and institutional economic plunge. Many librarians are
practically unable to sponsor themselves to professional development programmes. This
has adversely affected their skills development process. Every year, the Librarians
Registration Council of Nigeria (LRCN), Nigerian Library Association (NLA) through
its nine sections organize conferences, seminars, technical workshops etc to update the
knowledge and skills of librarians, but this is costly, place and time dependent without
flexibility and affordability. In general, all the above efforts have yielded very
insignificant result and have not brought concrete solution to the problem. However, the
researcher is presuming that the utilization of asynchronous method of learningsuch as
email, wikis, you tube, newsgroup, online forum, weblog, may contribute in enhancing
continuing professional development. It is against this backdrop that this research effort
is carried out to examine the likely relationship of asynchronous digital tools of
continuing professional development among librarians in tertiary institutions in south -
south Nigeria.
1.2 Theoretical framework
Two theories provided a framework for this study.
1.2.1 Theory of Andragogy by Malcolm Shepherd Knowles (1984)
1.2.2 Ubiquitous learning theory by Mark Weiser (1993)
1.2.1 The theory of Andragogy by Malcolm S. Knowles (1984)
Alexander Kapp was the first German grammar school teacher to applied the
word Andragogy in 1833 to explain the normal process of adult engaging in continuing
10
education. Andragogy was propounded as a theory by an American educator Malcolm
Knowles in 1984. The theory of andragogy states that there are differences between adult
learners much more than teenage learners on the basis that adult learners are self-
directed, having a reservoir of experience and being internally stimulated to learn subject
matter that can be applied immediately to task at hand, that is, learning that relates to
development task of a person’s social role. Such learning, the theory explains, is
relevancy oriented, goal oriented, problem solving, and social role related. Knowles
justifies andragogy as the practical necessity of the education of adults.
Knowles considered Andragogy in line with emerging digital technology which
facilitates the development and implementation of learning activities of adultsHis
concept of andragogy is premised on “the art and science of helping adults learn” which
is constructed on two tripod stand (i) a commencement of learners who are self-
determined and independent (ii) the vital part/function of the educator as a architect of
learning other than presenter of content of the subject for total consumption.
The theory discusses adult learning in the light of the learner being self-determined
and required to assumeresponsibility for any decisionhe takes. It avers that:(i) Adults
required an explanation for the reason to learn something,(ii) individuals need to learn
experientially, (iii) Approach in the individuals learning is an activity of problem
solving, (iv) individuals learn rapidly when the title is of instant value. It explained that
individual instruction should focus further on the process rather than content. It must use
strategies involving practical exercises, case studies, role-playing, simulation, self-
evaluation, while instructors function more as facilitators rather than teachers.
Pullagurla (2014) explains that the ones that are cooperative and employ a
problem-solving method which is the foundation of individual learning is the best
environment for learning. In the circumstance the theory can be used to help e-learning
11
professionals create more meaningful learning experiences for adult learners, as well as
explain modern continuing professional development practices, and creating valid
learning experiences for adult learners irrespective of professional learning.
Hence, Kearsley (2010) refers to andragogy as any form of adult learning, which
equally applies to librarians’ continuing professional development anchored on:
1. Self-concept of the learners in which Papas (2014) expound that as an individual
develops, his/her self-concept migrate from being dependent to that of being
independent, and self-determined. In this context librarians’ engagement in
continuing professional development is based on self- directed learning activity
because the independence of study is self -determined by the learner librarian
himself. This can involve what to study, at what time, for what purpose, and of
what value.
2. Experience of the adult learner which shows that as the learner accumulates
experiences, such becomes a resource for his learning activities. This condition
manifest in many librarians who had worked in libraries before going for higher
education, professional qualification, and registration. In the continuing
professional development process, the experiences acquired then serve as a
reservoir of knowledge they can apply in their daily work.
3. Readiness to learn becomes more adapted to developmental tasks. It is clearly
evident that the emergence and multiplicity of multi-media tools has instill in
librarians the readiness to learn and the motivation to continually learning to meet
with modern service demands.
4. Orientation to learning - Adult learning is built upon the immediate application of
knowledge gained, and from subject content-based, to one of problem-solving

12
based. In continuing professional development of librarians, knowledge gained
during the process is for immediate application or use.
5. Motivation to learn – At adult stage, the motivation to learn is largely internal.
This can be based on the purpose for which the person undertakes the learning
activity. The motivation to learn will then propel the learner to higher
achievement of what is being learnt.
In applying the above principles to librarians continuing professional
development, the learning process is interactive and collaborative in nature. The librarian
knows aspects of his job for which he is being trained. He uses the accumulated
experience which enhances additional skills and easy understanding of what is learnt.
Librarians continuing professional development involves practical application to their
job problems at hand. Learning activities involves providing solutions to practical
problems as against rote learning only for knowing sake.
In further consideration ofKnowles principles, plausible explanations relating to
professional development of librarians are inevitable.
1. Adult learning is self-directed (Self direction) – Librarians actively involved in
their learning process to the extent of choosing what they want to learn and why
they take greater part in deciding their learning goals and assume responsibility
for their choices
2. Adult learning utilizes life known experiences – Adult learning utilizes
knowledge and life experience of librarians to connect to service practices. Here
librarians also connect (link up) previous experiences with the current knowledge
imparted to them to strengthen their knowledge base, skills, opinions, and
practical activities. They also bring the totality of learners’ experience to bear on
the current learning experiences.

13
3. Adult learning is Goal Oriented – the desire to acquire relevant and adequate
knowledge is of great importance to librarians. Hence, adult librarians learning is
more of goal oriented learning expected to produce set outcome. Right from
onset, the learning objective is identified to guide the learning process to
completion.
Pappas (2014) described adult learners’ traits to include the following;
1. Adults have control over their learning and good relationship with educators.
2. Adult learners are practically oriented and needs learning that have practical
needs,information that can increase their skills, and influence their work process.
3. Adults have the ability to expose their previous practices to any new learning
content. They like discussions and sharing of ideas more than actual teaching.
4. The need to take on a programme of learning is personal choice in order
attainincrease in the profession and growth in job skills. This purpose serves as
motivation force to them.
5. Individual learners have high expectations. They want to learn tools that will be
useful to link them and expected to have practical results. They need a course that
will maximize their advantages, meet personal needs, and solving workplace
problems.
Pappas (2015) assets that the busy nature of adults might not have permitted
some adults to go back to school. In that instant, e-learning have given them chance to
undertake further education to earn higher qualification, to improve their job
performance, and to develop knowledge and skills that can help them achieve their
personal and professional goals. He listed the following as the benefits:

14
1. E-learning encourages personalized learning experience. It gives librarians the
ability to learn at their own pace and terms which enhances internalization and
retention.
2. E-learning fits into schedules of professional learners. There is easy accessibility
to course materials even during lunch break, rest periods, and so an. Course
materials can be accessed at the convenience of the learner, can be downloaded
and stored for use and reuse.
3. Because learning materials reside virtually, e-learners do not need to travel
distances to obtain learning materials.
4. E-learners can explore and seek more information on any set subject of their
interest other than what is presented to them.
5. E-learning does not interfere with one’s work schedule, it does not obliterate
appointments.
6. It motivates and empowers learners to have control over their learning activities.
They can learn new things and new skills without too much time lag.
The theory has direct relevance to this study because librarians are adults, and
those of them who undergo continuing professional development education are adult
learners. They are intrinsically stimulated to learn subject matter that they can promptly
apply to solve their social roles or job-related problems. For that reason, librarians decide
on what they want to learn and through which method based on their basic knowledge
and experience, having known the value of what they want to learn, and what they want
to use it for. They then take a decision of how to develop themselves, the skills they need
to learn, and how they can apply the knowledge gained for their professional practice and
career development goals.

15
In addition, librarians make a choice of learning process that will be convenient,
easy to operate, and one that will allow them a combination of learning with their job
responsibilities, to enhance their professional development. Based on this factors, they
make the learning process self-directed, value dependent, goal oriented. In so doing,
librarians employ modern learning technologies, and available digital platforms such as
emails, newsgroup, online forums, etc to achieve their learning goals and aspirations. To
this extent, the theory of andragogy has extensive relevance to this study.
1.2.2 Ubiquitous learning theory by Mark Weiser (1993)
The Ubiquitous Learning Theory propounded by Mark Weiser in 1993 states that
“learning can occur at any place, anywhere, and at any time.” Weiser coined the term
from his idea of ubiquitous computing which he stated “as a model of human and
computer interaction in which computer processing has been integrated fully into daily
activities, and also integrated into objects with which we routinely interact with (in form
of wearable hand-held, interactive) and resulting in the application of ubiquitous media
for the delivery of education”.
The main context of Ubiquitous learning conveys a general model on acquisition
of knowledge premised on the fact that in the setting of real life activities, actual learning
happens (Mikelloydtech, 2013) based on the use of hardware/software electronic
platforms which are omnipresence. It is defined as the method of faultlesslyincorporating
computers to the physical world. Thus, Jones and Jo (2004) reports Ubiquitous learning
to be both persistent and determined, enabling learners to pursue education amenably,
quietly and faultlessly, removing physical constraints of traditional (education) learning,
allowing for personalization and customization to learners needs.
Today, there is a flurry of changes in the domains of learning. With the new
world information (communication) order, the learning methods and tools are providing
16
sufficient variety and appropriate support to the learning process. On-line tools are
largely available for learning now as never before. The internet is the host of all these
digital communications platforms.Now the majority of learning tasks offered in the
internet is web-based and largely asynchronous in nature which provides shared
collaborative educational experiences. In addition, there is ever increasing tools for
delivering learning materials that also increase interaction between educators, learners
and course content.
The question of how ubiquitous learning and multi-media communication tools
afford us new opportunities for learning in the workplace can only be explained by its
value in imparting skills, experiences and knowledge required to function in the work
environment. The new arrangements of sharing of expertise in collaboration between the
educators and learners in virtual setting have also been made possible. Ubiquitous
learning provides learners with specific, personalized and multi-people’s knowledge at
their convenience and when required. It is believed to improve learners’ learning
outcome and enhancement of solutions to job task. This means ubiquitous learning
affords effective learning to a wide spectrum of learners of various professional
background covering varied subject domains.
It can be gleaned from the above that ubiquitous learning is continuous anytime,
anywhere and enhances contribution and retrieval of learning materials through the
internet and its technologies, communities, niches, and social spaces. By using digital
communication tools,it has enormous impact on society in terms of communicating
learning materials to students in their career paths, engendering sharing of text and multi-
media information as well as enable links and hyperlinks between browsers, sites,
documents, and educators. Wikis, blogs, news-group, etc and related tools enable
personal as well as group learning irrespective of distance. It is no gain saying then that
17
the exponential increase in communication tools has given librarians access to more
powerful learning resources than would have with the traditional methods of learning;
e.g. class room teaching, coaching, mentoring, and so on.
Fekos (2014) exposition of the main characteristics of ubiquitous learning helps to
sustain the foundation of continuing professional development, of librarians, and other
professional disciplines:
1. Permanency, where the materials for learning are continuouslyobtainable unless
it is erased on purpose.
2. Accessibility, where there is availability to learning materials universally as
requested individually.
3. Immediacy, where ever a student is found, he/she can directlyhave access to
materials in learning.
4. Interactivity, in which there is cooperation online with educators/peers and/or
teachers (forums, blogs, chat).
5. Situated instructional activities – where there is learning in the setting is possible.
6. Adaptability, which is receiving the correctquality knowledge at the correct place
for correct learner. Learning that is adaptable for the purpose of increasing skills
and knowledge, all towards improving professional growth and development.
Mikelloydtech (2013) observes that the spread of professional devices of mobile
ranging from mobile phones to tablets to laptops have created impactful shift in the
direction of Ubiquitous learning. These tools which are capable to violentlystore,
process, communicate and have access to knowledge has enhanced independence of
choice of place of learning. The cloud platform now provides the client server
omnipresent status of ubiquitous learning which ensures reliability, seamless scalability,
resulting in efficient, robust learning.

18
Jung (2014) emphasized that environments for education have migrated from
teacher learning traditionally to self-determined individual learning, made possible by
the convergence of mobile devices and wireless technologies which provide
professionals with learning opportunities without time and place constraints. This
explains omnipresence in terms of communication and connectivity in learning
environments where librarians can obtain and link to materials of learningand
instructions anywhere, anytime (Kim, 2008). Context customization is seen in the light
of the degree to the provision of learning vital relevance upon the needs of learners.
Interactivity which concerns continuing professional development and learning
resources/tools-conveys technological interaction between learners and digital tools
multiply (Kannan, 2001). Learning motivation is seen in the light of the urge to learn
new skills, knowledge new methods, and new technology.
The theory is important to this study on the basis that learning can occur anywhere,
anyplace and anytime. It can be in the workplace, sport ground, or during a journey, be it
morning, afternoon or night. For this reason, librarians have the flexibility of gaining
new knowledge, acquire new skills, share ideas, exchange information and remain
professionally competent through the flexibility of learning process. Therefore,
ubiquitous learning can be seen to support continuing professional development of
librarians and enhance their professional competence. It supports self-directed learning,
learners goal-setting and practical applicability to work roles of librarians.
1.3 Statements of the problem
Overtime, it has been revealed that the degree of professional development
among librarians in tertiary institutions of learning is very slow and poor. Librarians who
are still tied to the traditional method of acquiring knowledge and skills through
conferences, seminars and workshops for their professional development have

19
complained about their desperation arising from inadequate coverage of the scope of
their courses, inability to afford conference cost, the risk of travelling to distant places,
personal security threat outside their environment, the time demanding nature of their
job, the constraint of participating in training of general theme with multi-disciplinary
dimensions that may not be directly or specifically tailored to their core practices. These
constrants have dampened their interest and pose serious challenge in the domain of
librarians professional development.
The effect of the above scenario is that librarians are inadvertently prevented from
having access to the wealth of global knowledge and information bank relevant to their
practice, leading to skills deficit, limited innovativeness, low level of creativity, less
collaborative attitude required to sharpen their job commitment. Under the present
method of continuing professional development, cross fertilization of ideas with
international experts is elucive. This portrays the precarious situation most librarians are
facing now.
Hence, the present continuing professional development arrangement has the
defect of being time and place dependent, coupled with the constraint of teacher presence
in any learning session. The general effect of this method of learning is slow pace of
knowledge/skills acquisition that is manifesting in ineffective library services, and is not
appropriate for a modern knowledge savvy library users. Efforts made by institutions and
government agencies to help librarians grow professionally have produced less result,
due to this inappropriate method of continuing professional development. With the
current world of knowledge explotion and utilization of intellectual digital tools and
platforms, there is dire need for librarians to apply virtual learning tools and platforms
that can enhance their professional development for effective service delivery. For this
20
reason, the researcher is worried whether the use of asynchronous digital tools could help
librarians to develop professionally in the south south zone of Nigeria.
1.4 Purpose of the study
The purpose of this study was to examinedthe nature and extent of relationship
between asynchronous digital tools and continuing professional development of
librarians in tertiary institutions in South South Nigeria. Specifically, the study sought to
find out whether;
1. Use of email relates with continuous development of professional librarians.
2. Participation in Newsgroup relates with continuousdevelopment of professional
librarians.
3. Involvement in online forumsrelates with continuing professional development of
librarians.
4. Use of weblogrelates with continuing professional development of librarians.
5. Use of Wikis relates with continuing professional development of librarians.
6. Use of YouTuberelates with professional development of librarians.
7. Use of asynchronous digital tools (email, newsgroups, online forums, wikis,
weblog and YouTube)have a joint effect on continuing professional development
of librarians.
1.5 Research questions
To direct the researcher in the investigation, the subsequentquestions of research
raised include:
1. What is the relationship between the use of email communication tool and
continuing professional development of librarians?

21
2. What is the relationship between involvement in Newsgroupand continuing
professional development of librarians?
3. How does participating in online forum relate with continuing professional
development of librarians?
4. What is the relationship between the use of weblog and continuing professional
development of librarians?
5. How does the use of wikis relate with continuing professional development of
librarians?
6. To what extent does YouTube relate with continuing professional development of
librarians?
7. What is the jointeffect of the use of the asynchronous digital tools emails,
newsgroups, online forums, wikis, weblogs and YouTube) on continuing
professional development of librarians?
1.6 Statement of hypotheses
The subsequent hypotheses guided this study.
1. Presence of no significant associationamong the use of email and continuing
professional development of librarians.
2. Presence of no significant association among the use of newsgroup and
continuing professional development of librarian.
3. Presence of no significant association among the use of online forum and
continuing professional development of librarians.
4. Presence of no significant association among the use of weblog andcontinuing
5. Presence of no significant association among the use of Wikis and continuing

22
6. Presence of no significant association among the use of YouTube and
7. There is no significantjoint effect of the use of asynchronous digital tools(emails,
1.7 Significance of the study
The result of this study would enlighten young librarians on the efficacy of
continuing professional development as a desirable activity that can broaden their
knowledge base, skills acquisition, competency, and career progression as they explore
the use of asynchronous tools under study for flexible, independent or group learning.
The study result would proffer digital tools or platforms that are most flexible,
convenient, interactive, easy to use, to inform learner’s choice and guide their preference
of one tool to another for their continuing professional development (CPD). Institutions
and organization that are promoting continuing professional development for their
workplace will be better informed of suitable asynchronous digital tools which they can
use, to train their staff without losing man hours or traveling risk.
Educators and facilitators of online education would benefit from this study.
Certain asynchronous tools maybe most preferred by learners for continuing professional
development programmes because of their peculiar environmental situation. Such tools
may include those that learners can commonly access learning materials through hand
held devices as mobile phones, use of email, YouTube, for their continuing professional
development, almost cost free. To library and information science practitioners and other
practitioners, the result of the study would widen the lid on the importance and value of
continuing professional development, and ignite, their passion for the use of
asynchronous tools and platform for the purpose.

23
1.8 Assumptions of the study
The subsequent assumptions are made for this study:
1. The subjects under study are measurable.
2. The subjects under study are dispersed normally.
3. Sample of the study truely reflect population of the study.
4. Continuing professional development is required in tertiary institutions for
competency at workplace.
1.9 Scope of the study
The research study focused on the use of asynchronous digital tools on
continuing professional development of librarians in tertiary institutions in the South-
South geo-political zone of Nigeria. The study covered the use of such digital tools as
email, newsgroup, online forum, weblog, wikis and YouTube in online learning. It also
examined the joint effect of the digital tools on continuing professional development of
librarians in the zone.
1.10 Limitations of the study
1. This study was restricted to certified librarians in the south south zone and may not
apply to all librarians. Hence the result may not be generalized to cover all
librarians in the Nigeria south south zone.
2. The finding of this study applies to certified tertiary institutions librarians only and
not at secondary schools because of the differences in nomenclature and job
demands.
1.11 Definition of terms
The following terms are defined as it is relevant and used in this research.
24
1. Email: Electronic mail is an internet based asynchronous communication tool that
allows an individual to propel text messages from one computer or over mobile
device network to one or more recipient, who receive the messages from their
mail box for prompt or delayed retrieval.
2. YouTube: You Tube is a website where people upload, download or share videos
and view them in various format. It transfers messages or information which
serves visual, symbolic codes, language, images, literacy and emotional
experiences. (Hanner, 2003; Comscone, 2007).
3. Wiki: Wiki is a website that allows any internet user change or add to the
information it contains. It is a database of pages in the internet which visitors can
edit, update, add, or retrieve information to enhance intellectual productivity.
(Hornby, 2015; Wiki.com, 2015).
4. Weblog: weblog is refer as website where records are completed in a journal style
and shown in a reversed sequential order. It has such fields like titles, body,
postdate, hyperlink and may combine images, text. Videos and access to other
web pages, blogs, and other media.
5. Newsgroup: A place in the internet where individuals can communicate about a
specific subject by reading and messaging. It is an electronic bulletin board on
the internet that is devoted to a particular topic. (Merrian Webster, 2016).
6. Online forum: Online forum is an internet or virtual medium of communication
for members to hold conversations in the form of posted messages. The messages
may involve academics, professionals, or people sharing passions, beliefs,
hobbies or lifestyles.
7. Asynchronous digital tools: Asynchronous learning tools are digital
communication tools which are not in real time, and learners can learn materials
25
on their own times and location without face to face contact. With this method,
the educators or learners can post a message, read a message or respond to
message irrespective of time and location using e-mail, blogs, Online forum,
Wikis, You Tube among others. It is a learning tool that educators and learners
can access anytime, any day, any place.
8. Continuing professional development of librarians: Continuing professional
development is an educational process where librarians learn, quicken and obtain
abilities necessary to carryout numerous functions and tasks related with their
expected or present future roles, developing inword abilities for their personal or
purposes of organizational development.
CHAPTER TWO
LITERATURE REVIEW
The literature will be revised under the subsequentsub-headings:
2.1 E-mail and professional development of librarians
2.2 Newsgroupand professional development of librarians
2.3 Online forum and professional development of librarians
2.4 Weblogs and Professional development of librarians
2.5 Wikis and professional development of librarians
2.6 YouTube and professional development of librarians
2.7 Summary of literature review
2.1 E-mail and professional development of librarians
This is a storage form and a computer based forward messages that allows an
individuals to transmit text messages from individual computer through a data network
(such as internet) to single or more receivers who then assembly the messages from the
26
mail box on a server located centrally using their individual computer or work station is
referred to as Electronic mail (Pandey & Pandey 2008, Garg, 2010). Email is a method
of transmitting messages and data to various individuals using computers connected to a
network (Hornby, 2015). It is the transmission of messages over electronic networks
such as the internet (Pandey, 2010). It is also a replica of letter writing on paper. Email is
considered one of the most popular forms of communication between persons, or group
of persons through the internet. Email as a digital tool of communication is considered
the cheapest, effective, fastest, and secured way of keeping in touch with other people at
shortest time possible, irrespective of the purpose of mail. To most people, it has now
become an important tool of internet and means of interaction.
In a study carried out by Chanseawrassamee (2012) on utilization of social media
platform and professional development program on Turkish Librarians. Survey research
design was used for the study with a purposive method of samplingapply to select a total
of 620 librarians across 4 districts. The study utilized a questionnaire used in collecting
data from the respondents. The Pearson product moment correlation was apply in the
data analysis. The outcome showed that there is no significant relationship between the
use of emails on professional development. There was no significant relationship
between wikis and staff development. However, online forum was found significant in
enhancing staff professional development.
Access to email has become widespread in almost every country the world over
through network that are corporate and institutionalized or provider of internet service.
An educator can apply the use email to transmit similar messages to every individual in a
group and a collection of individuals can apply it to work collectively on assignment.
While it can take days or weeks to send lecture materials across the country and weeks to
go round the world by traditional post, email can take just seconds whatever is the
27
volume of materials. To some extent, email has greatly reduced the volume of postal
services to the minimum. Garg (2010) conceive that “it is almost certain that email is the
most common form of internet-based communication and unarguably the most useful”.
The messages are stored until the receiver reads them. The other advantage email has
over regular mail is that email can be recover from any location on earth, provided that
there is an acess to internet. Distant learning in which continuing professional
development education share attributes have employed email as alternative to face-to
face synchronous contact and means that permits educators and learners to work together
despite the separation by considerable distance and time.
As observed by Pandey and Pandey (2010) distance learning provides interaction
platform for educators and learners who cannot meet for a variety of seasons. The
authors explained that the innovative application of virtual learning technologies such as
electronic mail has overcome the limitation of set timetables, busy learners schedules,
large members of learners, limited time for personal contact and cultural differences
including language barriers. In continuing professional development (CPD), email is
being used creatively for teaching and learning. Its value as an adjunct feedback
mechanism for teachers and learners has created positive impact in the learning process.
In another study on use of the internet for staff professional development:
supports and inhibitors. Thisresearch was a survey research design with purposive
method of samplingapply to used to obtain a sample of 400 librarians. The study utilized
a structured questionnaire validated by librarians and experts in statistics and educational
evaluation. Collection of data were analysed using Pearson product correlation statistics.
Result showed that there is a significant relationship between internet usage and
professional development of staff. A deeper inspection showed that emailing, twitting,
and what sapping has no significant relationship with staff professional development.
28
However, news grouping and online forum was significantly related with staff
professional development. It was recommended that staff should not just be encouraged
to attend trainings in classroom settings but also use internet for knowledge acquisition
and sharing.
E-mail has become one of the most vital means for online educators to reach out
to their online learners including professional librarians (Evans, Martin & Poatsy, 2007).
Because email can be sent from educators/teachers’ computers anytime, anywhere, or
any day, to any part of the world, and it arrives its destination within seconds, it makes
the medium of communication effectively suitable for delivery of learning materials to
online learners and librarians too who have internet access. Secondly, since the same
message can be routed to multiple recipients simultaneously, it facilitates reception of
learning materials, instructions, and guidance by several persons at a time. Email as we
know, can carry attachment of digital files which may be electronic documents, videos,
music, files, photos, etc, as part of online lectures on librarians’ continuing professional
development (CPD). In the same vein, online learners can send reactions to their
educators or teachers through the means of email attachments, thereby making exchange
of communication possible with speed. Learners’ responses or reactions may be in form
of submission of term paper, test answers, or any form of course work. The ease of
sending and receiving email communication even by technophobic professionals
encourages inept users to benefit from the service in their learning exercises. Apparently,
some users of email communications does so for the no or little cost implication, while
achieving much with the service.
As Pandey (2010) notes, with email one can “send messages around the world
more easily than sending someone down the block” free or with very low cost. He
advised that in addition to sending text messages, one can also send word processing
29
documents, spreadsheets, graphics, audio, video, and other electronic files in the course
of delivering learning materials. Thus, this means of communication remains quite
suitable for online learning programmes such as in continuing professional development
(CPD). Email is a requisite digital communication tool that allows a learner to create
folders that files the learning notes on a specified folder and which can be easily
retrieved at a touch of few buttons. Pandey (2010) also explained that some email
programmes affords opportunity of accommodating hyperlinks that can link someone (a
learner) to a web page in such a way that on a click, the learner finds a link that opens a
web browser to link the page so directed Tsehabitsher (2015) report that the findings of
the Radicate group (2015) genuine emails users sent around 2.5 billion emails per day
and 74 billion emails in 2015.
In a study the author empahzied that continuing training and education are
important for a creative organization, for malleability of the employee and fulfillment of
jobs according to an open acess resources for library continuing education and training
by Bolin (2013).Organizations that regard learning refer to libraries of all kinds.The
establishments of library for training and development for employees are expensive thus
it is out of reach for smaller institions or libraries that are poorly funded.Irrespective of
funding, libraries of all kinds can be of advantage from the widespreaddiversity of
continuous and training education opportunities obtainable on the web as open access
resources. These consist of journal articles, reports and white papers, online courses,
videos, documentation, podcasts, and so on, from variousdiversedependable sources. The
study adopted a survey research design with a method of simple random sampling to
select a total of 210 respondents. Data were collected using a structured questionnaire
and the data was analysed using independent t-test. The result showed that there was a
significant difference in professional development among staff who utilize emails and
30
online forum and those who do not. It was also found that a significant relationship exist
between utilization of weblog and staff acquisition of professional information.
Practically, common features of email that makes it more suitable for online
learning program is provision for creating group addresses where any message addressed
to the group members are delivered appropriately without loss of content (Evans, Martin
& Pandey, 2009). In this case, the mailer can be educators, teachers, group members
sharing ideas, or organizations of professional associations involved in dissemination of
information to registered members or colleagues.Recent researches Wang (2010),
McGhee (2010), Cavanagh (2013) have shown extensive use of email in business, online
courses/education, health programmes. Vast quantity of emails can be stored in storage
devices such as compact disk, video compact disk, digital video disk, flash drive, etc.
This is quite beneficial to online learners since it requires less space for storage of
learning materials that can also be easily retrieved for use.
Ojokheta (2009) studied the effectiveness of conduction of learning and teaching
via email among 300 level learning distance students of the Department of Adult
Education at University of Ibadan. Using descriptive research design and data collecting
instrument titled “efficacy of teaching and learning through email” with analysis of the
students performance in examination, the result showed increase in learners
performance. Secondly, there was persistent increase in doing assignments, and that
learners attached more attention and seriousness to their learning based on email method.
The study recommended the use of email for learning to enhance computer skills.
Meyers (2012) stated that email is a system designed for originating, transmitting,
storing and receiving messages without a third-party intervention. It can eliminate time
consuming telephone discussions when people try to reach one another, and sees it as a
31
convenient medium for reaching more than one person, because it can be sent through
multiple addresses, multiple location, irrespective of time zones.
Behl (2009) observed that information system technologies are being used to
automate and standardise learning between educators and learners. Email services is such
technologies. The purpose is to allow educators and learners to conduct learning
electronically devoid of time and distance. This method of communication decrease the
quantity of paper work, involvement of human and time of converging. According to him
email is a methodapply by channels of communication and computers to store and
transmit messages,numerous educational institutions use email system to reduce paper,
save time it takes a message to arrive its location and time for reply. Today, learning
across geographical boundaries have moved to virtual space. There is no aspect of
conventional learning in the world that is not dependent on technology tools. With this
development, one of the most important success factors is that technology innovations
have been applied in education to produce significant benefit.
It is quite obvious that the use of email as a veritable tool of communication has
received world wide applications across many professional and cultural boundaries. As
observed by Joshi and Saxena (2005), Wang (2010), email is considered the
utmostcommoncommunication medium now. Hence, many institutions, educators, and
learning groups have deployed the use of email as a vital a synchronous digital
communication tool to share knowledge and skills with learners across the globe. Sadat
and Rahman (2010) view email communication tool as a perfectmethod for sending
feedback to learners and that email has changed how we communicate and learn.
The authors conducted a research on the prospect of communication of an email
as a method of education for distance education at the Bangladesh Open University
(BOU). Their focus was to survey the position of knowledge of email and internet within
32
learners and its use as supporting tool for learning in environment where technology
communication tool for distant learning were rarely used. The survey report showed that
82% of the respondents were concerned in using email as a means of communication,
and 18% by cell phone. About 91% of the learners prepared to apply email at the centre
for regional resource and lead centres for learning. The authors also reported that most of
the learners showed helpful positive approach and disposition towards email
communication, while equally regarding the efficacy of the digital tool for interaction
that budges communication gap between tutors and learners in the distance learning
process. Though Sadat and Rahman (2010) noted email exchange as time consuming,
and lack verbal presence, they appreciate email as tool that can produce an
atmospherichealthy academis though better communicationamong teachers and learners,
as well as between learners and learners.
Huett (2004) explains that the virtual use of email for response in learning is
offering the medium a new level of credibility as a tool in education and
anactualpotential method to offera consistant student response in learning online. The
value and necessity for educators and learners to communicate, especially in virtual
learning arrangement is common place. Student wish to communicate in an environment
of distance education iswith no exclusion (Leh, 2001). With its universal characteristics,
global reach, flexibility, relative low cost, speed, email has become communication tool
of various. Its ease of application, storage and retrieval attributes, and less cumbersome
nature, exemplifies it as a communication tool of common place that can be used by
anyone at any-time for any communication or information purpose. This accounts for its
use as effective instructional and learning tool of modern times.
While carrying out a research on the response in the nature of education, Huett
(2004) examined the application of email as a response and methods of communication

33
in learning. He reported that email communication in the environment of education
offersabsolutebenefits such as rapidity of delivery, improved and instant communication,
freedom from the constraint of time and location, ability for rise interaction, developing
of skills in writing, reduction in isolation of social, rise in the experience of internet,
extended opportunities in learning, among others. Here, it is pertinent to note that
capacity to carry more than a simple mail through attachment, simultaneous accessibility,
and virtualness are additional advantages of this digital communication tool. In terms of
social presence, acronyms, emoticons, local terms and languages can help to provide
clarity to messages (Leh, 2001, Woods & Keeler, 2008).
Yu and Yu (2002) studied the effectiveness of incorporating email into the
learning process and its usefulness in aiding communication between teaches/educators
and students. They found that email “promote student cognitive growth regarding
computer knowledge and skills”. Tao and Boulware (2002) also explain that email as
communication tool “benefit teaches by shaping focus of learning to the developmental
needs of their students”.
Debard and Guidera (2000) in their study of asynchronous adaptation of
communication tools to meet the seven teaching principles, affirm the importance of
application of often and improvedin the communication of asynchronous method in
advanced education. They found the use of email can be adopted to enhance teaching
effectiveness. The authors further found email tool as “a source of more intensive student
interaction that can lead to deeper, more active, and more engaged learning”.
In another study on development of professional 2.0 for librarians; creating an
online personal learning network (PLN), Nicole (2011), notes that the area of library
ownership is changing and spreading from technologies of media and internet to
numerous groups with increment in the needs of complex knowledge.To find out
34
opportunities in the development of profession, librarians should maintain an effective
and productive method in these adjustments so as to be able to serve as professional in
the library. This is because as a competent professionals, librarians,indebted to their
clients and to continuebe well-informed of trends and developments in the area, and to
set examples the function and importance of librarians to continue development in the
profession and the application of latest online manifestation in the professional
development via Web 2.0 method and technologies of social media.Particularly applying
these technologies allow professionals in the library to create an online personal learning
network (PLN) too. PLNs are helpfulbecause they are so customized to a person work
and interest in research and time limit,enhancing universal learning and collectiveness in
opportunities that may not reliable. In the period of difficulty in the finances, further
opportunies in the development of traditional professionneed funding and travel are not
often prohibitive PLNs allow steady and reasonable opportunities in the development of
professionals that will be helpful to the institutions and librarians.
The use of email for learning also have some weaknesses it can generate a level
of anxiety in some people (Yu & Yu, 2002), increaseability of unhelpful social of
application of email such as loneliness, user isolation, absence of gestures are evident in
this communication means (Woods & Keeler, 2001). Email use can also arouse
misinterpretation, misunderstanding and conflicts through posting of confrontational
messages, and flaming language to the extend instead of building social relationship, it
results in harassment (Bloch, 2002). It is also observed by Debard and Guidera (2002)
that the way users professedobscurity could end in the abilityurge for unhelpful
comments and criticism that one may not be able to utter in face-to-face environment.
Moreover, the nuances of face-to-face communication is high in email communication

35
suggesting that the use of acronyms, emoticons can support social cues (Leh, 2001) and
restrict miscommunication and misunderstandings (Woods & Keeler, 2001).
Huett (2004) advised that the content of email for any purpose (education,
business, social) should be “warm and friendly and to keep mail replies as warm,
personal, friendly and positive as possible”. He emphasized that “cold, impersonal and
task oriented e-communications, if over used, can discourage students and detract him
from the online community”. He concluded that email can” increase student academic
achievement and promote learner retention for this singular reason, email for continuing
professional development of librarians should bear marks of factual content, desirable
skills in need, simplified language, straight forward textual preservation that increases
understanding retention and ease to remember what is learnt.
In Nigeria, the notion of integrating email into our curriculum as an instructional
tool is still relatively new, inspite of its many potential benefits. Among them are: (1)
that students learn a communication tool that is used throughout academic and industry.
(2) Email extends office hours to virtually any time and place, to the mutual convenience
of teachers and learners. (3) Students can discover and learn to use educational resources
that exist beyond the boundaries of their settlement. (4) Email allows staff and students
to join other learners of all ages, from all over the globe, in discussion s of mutual
educational interest. (5) Share learning programs with peers from other cultures,
religious, educational systems, political systems, and enriching students’ knowledge. (6)
Students are encouraged to learn independently.
In their research, the authors provided the following examples (1) that show
email as useful tool for communicating day-to-day announcements that facilitate
learners’ progress in courses of study. (2) Course-related counseling for students who
have one academic problem or another and needs specific help. (3) Email can provide
36
quick dissemination of grades as soon as they are approved, freeing valuable time for
other users by students. (4) It is an unobtrusive way to form a student’s attention on less
satisfactory attendance or performance. Nautel (2012) examined whether learning can be
managed using email and survey tool. He found that online learning enable learners
watch videos, take quizzes, engage on discussion with fellow learners. Similarly, more
can be done with email as outlined below:
1. Using email to send bulk reading materials to learners
2. Email can provide reminders or guidance for, exams, lectures, term paper, etc.
3. Learners use email to ask for help from their teachers on assignments and
classwork.
4. Finding information for learner’s research project and instructions on retrieving
information.
5. Evaluation and feedback from learners.
6. Used for keeping in touch with colleagues elsewhere in the world.
From the above review, email is seen as a means of sending messeages and data
over the internet to others. It is considered the fasted, cheapest, effective and secured
digital communication tool for delivery of learning materials to online learners globally.
With its abiqutions characteristics, relative low cost global reach, speed, flexibility,
storage and retrieval attributes, exemplifies email as potential tool that supports
continuing professional development. However, some weaknesses of email highlighted
includes time waisting, lacking in verbal presence, used isolation, generating anxiety,
absence of gestures, arousing misinterpretation, misunderstanding and flaming language.
2.2 Newsgroup and professional development of librarians
Newsgroup is an online discussion group hosted on the internet that enable
association through chat sessions and electronic bulletin board system (jet NEXUS,
37
2016). There are numerous of internet-based newsgroups which discussions enclosed
practically eachpossible subject of interest (Business dictionary.com, 2016). It is a area
on the internet where individuals can talk about a specificphenomenon by leaving and
reading message (jet NETXUS, 2016). Techtarget (2016) explains that Newsgroups are
grouped into hierarchies in subjects, with the first little letters of the newsgroup name
showing the maincategory of subject and sub-categories displayed by a subject name.
The major sub-categories may be computer science, librarianship/library and information
science, Society, among several ones. Users can post to remaining subject, reply to
earlier ones, or produce new newsgroup (TechTarget, 2016). It is a network of news
discussion groups and the process uses Network Transfer Protocol (NNTP). Most
members uses a newsreader, a program that runs in a computer and connects the user to a
news server on the internet (Beal, 2016).
In a research on Social Networking Technologies (SNTs) in the digital
environment: Its likelyconsequences on professional librarians development in Ethopia,
Mishra (2011), observed thatsocial networking is seen as a social organization that
allows the individual relate and function effectively with other individuals including the
capacity to search, browse, request friends to interact and connect with world web social
software in the web 2.0 not only enhances the practical application in the library but also
assist in the decrease in the add librarian value totheir profession, given the importance
or ability of a librarian to be questioned in the landscape of the information. In this study,
the writer has proposed to explain the likelyconsequences of technologies in social
networking in the area ofinformation and library services in the web 2.0 situation.
Furthermore, an effort has been prepared to explain various methods of social software
and their actual application in the environment of social networking. The study attempted
to find out the influence of three social networking tools, emails, newsgroup and twitting
38
on professional librarian development. A comparative research design was accepted for
the research. A directional method of sampling was adopted to select a sample of 320
staff of the library. Interview and questionnaires were used for assemblyof data and the
data assembled were evaluated using simple percentages. The result showed that 43% of
the staff indicated the use of internet for their professional activities while 57 %
indicated that internet is only used for social activities. The result further showed that
most of the academic librarians uses the library for publications and acquisition of online
books and journals.
The social-media Toolkit (2016) described Newsgroups as online discussion
groups that deal with a variety of topics. Each newsgroup is consists of collection of
individuals who displays public articles or messages for the set. Encyclopedia of
Business terms (2016) sees newsgroup as energeticmediums for the information and
ideas exchange, enabling opportunities for group network, learning more about their
career development. In the light of this, it is crucial for group members to be aware of the
group purpose, make-up, and rules guiding their operation.
In comparing newsgroups and web blogs, the authors distinguished between
moderated newsgroups which is observed by an administrator, who screens post to the
collection on the foundationof relevance of content; and a non-moderated newsgroup
which is not monitored and post appear as the users post them to the group. However, it
is affirmed that using newsgroups can be apleasingand simple approach of locating
information and that when used impressively and purpose fullness they can assist as an
economical path to knowledge and skills acquisition. In the process of finding out what
newsgroup can be used for, Dynamic solution (2006) asserts that it is a means of finding
detailed information about a project area that the main stream media tend to over
simplify. Secondly, to a reasonable extent, newsgroups are excellent way to find out
39
professional websites to visit on particular area of interest and collect detailed
information available.
Scherle (2016) studied some unique features of newsgroups and found out that
they include the flexibility of connecting to group members with any news reader
program apparently to enhance learning. In addition, there is the choice of switching
from one program to another easily (ii) the speed of downloading new messages for
group members is automatic, which allow group members to quickly flip through
hundreds of messages, reading interesting ones and skipping others as they choose. (iii)
the fact that many newsgroups are used by older and experience people makes
newsgroup community stable for continuing professional development. Scherle also
discovered the robustness of newsgroups on the basis that a breakdown of one
newsgroup server does not hinder the use of the newsgroup message content in other
newsgroup servers. Because of its importance to learning and professional skills
acquisition, Scherle found that most organization create connection between their
websites and news server to enable them browse Newsgroup materials on the web, as
well as access the wealth of information on the professional fields of the group.
In another study on continuing professional development and innovation of
library services delivery in Nigeria libraries,inhibitors and way out by Ukachi and
Onucha (2013), The study evaluated the numerous procedures of continuing professional
development(CPD) that academic Nigeria libraries have partaken in doing the last 5years
with a view to establish the numerous approach in which skills obtain such programs had
empowered innovation and delivery of innovative information service. The review
research design was adopted for the study. Respondents were selected form 5 universities
in south west, Nigeria. Purposive sampling technique was used for this selection. The
resultsshown that library professionals pertake in a few methods of continuing

40
professional development programmes and little skills obtain during the trainings are
slightlyemployed in given library innovative and creative services. The main inhibitors
being inventive and resourceful with the obtaina skills were recognized to be epileptic
power supply, poor accessto internet as a result of bad bandwidth More so, the findings
revealed that only 45% of librarians in these institutions utilizes internet platforms such
as online forum, news group for exchange of ideas as well as acquisition of skills and
knowledge necessary for professional development.
As observes by Wikipedia (2016) most Newsgroups have their focus on a
particular topic of interest. But certain Newsgroups permit post on a
widespreadnumerous of themes, concerning anything an individual decided to explain
ona topic, whereas other adhere specifically to their certain subject. News Demon.com
(2016), notes that although originally not created for the purpose of distributing files,
sound, videos, etc, newsgroups have proven very effective for this purpose. Secondly
Newsgroup is extensively distributed such that a file uploaded with learning materials
once will be extend to numerous servers which can then be copied by uncountable
number of users. Importantly, learners copied from local server, instead of a distant
server plagued with narrow connectivity.
Two main problems identified in transmitting large files to newsgroups are
completion rate where files are in bits and retention rates, indicating how long the server
can hold the uploaded materials, sometimes over seven years (Wikihow.com 2012).
Zakaria (2005) reported that the American Med. Informatic Association in USA created
a 682 man Usenet Newsgroup called Sci. Med. Informatics to aid as international
electronic forum for dialogue of issues associated to Medical informatics in the internet.
The content was extended to cover posting of thoughts, assertions, questions, replies and
41
comments by the allied professionals, and moderated by referees. This was to enable
group members to check for information or data at one’s free time.
Specifically, coalesced data, information, and the methods required to apply in
the process of decision making of data and knowledge, at the period and location that a
decision require to be constructed by the group. Thisresult confirmed the usefulness of
the newsgroup, as 500 messages were posted within the first two months of operation,
and vast amounts of messages posted subsequently. The American Medical Informatics
Association is using Sci. Med. Informatics newsgroup successfully for the education of
members (and allied medical groups), dissemination of information, and professional
development of members through sharing data, knowledge and career profession.
In another study on Knowledge and Use of Social Media among Nigerian
Librarians by Adebayo(2014),the reason of the research was to evaluate the librarians
information on the social media and how it is been apply for professional development
the procedureused in this research is refered as descriptive research design applying an
inproved questionnaire which is cautiously related withaccessible literatures. Twenty-six
various tertiary institutions (ranging from Universities, Polytechnics, Colleges of
Education, school of nursing) enclosing four states in the Nigeria south west was applied.
SPSS and graph and charts and frequency count using tables were employed for the
analysis. From the evaluation of the outcome, it is revealed that about half librarians are
yet to have adaquate information on social media; the main popular is the facebook
whereas Twitter,Skype and LinkedIn were not common within them. The main applied
in the social media is the Facebook, the period spent on social media weekly is few and
the main hardware employed is phone and personal laptops. The common location of
retrieving the social media address is the Library/office. Most of the Librarians have 2
account on social media and the most employed gisting and chatting. Reading of blogs,
42
uploading or asking of questions and posting of other individual have a low answer.
However, newsgroup was scarcely utilized by librarians for knowledge sharing and
information acquisition for professional development. Upon the results, approvals were
employed to progress on the information and the application of social media within
Nigerian librarians.
Further analysis of Zakaria’screation of Sci. Med. Informatics explains their use
of the newsgroup as an online participatory forum through which information is
exchanged and disseminated, and where formative discussions is carried out about a
particular domain, and which encouraged the spirit of networking in learning, and of
course professional growth. Landweber (2016) also discusses the many ad hoc
newsgroups in the internet as very vital, ranging from newsgroup that exchanges
gardening information with subgroup concerned with roses, to those dealing with
Physics with such group focusing on astrophysics, and so on, all of which portrays the
dynamic expression of learning technologies of asynchronous natures. Zakaria also
participated in the use of newsgroups for posting of quality, interesting topics that
promote dialogue and exemplary discussion which is healthy and required so that
discussions do not generate arguments that grow beyond all proportion and exasperate
the broader internet audience.
In his study of online communities and learning through Social interaction in San
Francisco U.S, Nichani (2010) discovered that people form newsgroups to pursue shared
goals, ideals, interest and connect with one another irrespective of location and time, to
forge and strengthen relationship in the social learning platform. In that case, a
community of learners sustains learning, as social groups, and provides the means for
their followers to learn (Brown,& Duguid, 2000). The author affirmed that tools such as
newsgroups, online forums, emailetc, are used by many online course facilitators with
43
perceived richer insights, knowledge sharing, problem solving, support, those results in
motivating, bonding and intellectual conversations among fellowers.
Nichani also found that learning through newsgroup cannot only succeed because
of mere presence of tools of communication, but through motivation to participate which
has to be groomed and matured by a shared responsibility, and need to sustain
relationship and learning achievements. Secondly, if online learning communities such
as online forum, newsgroups, and so on, are to be created, facilitators would have to
deliberate the elements of social that can assists in creating and helping in the active
process of participation of learning.
Newsgroup Ninja (2017) report provision for newsgroup access that is tailored
toward the technically savvy users and asserts that all the features of a reliable, fast,
sacred, Usenet groups enhances continuing professional development. Librariansacquire
to createvariousviewpointsin order to effect changes in a numerous forms and to apply
one other various information and skills as tools to collectively effect changes and
progress its understanding. Collins and Bielaczyc posit that the activities of
newsgroupsneedoffer the process for (i) in cooperationwith the development of
individual and collective evaluation of information (ii) spreading of information and
skills within the fellowers of the group, and (iii) creating the process of learning clearly
and pronounced to promote learning and development of group members, irrespective of
religion.
Similarly, in a study on professional networking and social media : a study of the
professionals in information in the Scecsal region1 by Justin (2010).The aim of the
research was consolidate the amount to which professionals in information and library
are applying professional networking on social media in the standing conference of
eastern, central and southern Africa library and information association (SCECSAL)
44
area. The outcome revealed that even though the expects are using applications on social
media, its applications is mainly for networking in the social than purposes in the
professional networking.Within those adopting professional networking applications,
Social Networking Services (for instance,LinkedIn, Facebook, MySpace and Google+)
are their first optimal applications; with the common being the Facebook. They research
also shown that majority of the experts studied on the application of social media.The
main problem in the application of social media was the absence of time in the proper
use of the applications. The research commended that to effectively apply social media
in the networking of professionals, social media must be unified into activities of
individual networking and that professionals knowledge and the library and relations in
the area should hold application of social media.
Lawlor, (2008), Andrus, (2004) noted that the use of social media platforms has
helped in the identification of professionals, obtain a wider information on the pool of
knowledge more properly and importantly attain a more knowledgeable decision level. It
also rises the information of the peer-to-peer therefore enabling the flow of
information,employees connections, individuals, increment collection in doubtful
situations. Cohen, (2008), Mosquera, (2009) and Shaughnessy, (2008) has also been
supportive in collecting knowledge about a certain issue, facilitate clearness,
communication, collectiveness in government, individual or corporate and mutually
being apply in the provision of opportunities for observation and best practices imitation
Panahi and Partridge (2012) noted that the utilization of newsgroups among librarians
enables asynchronous flow of information in terms of discussions, chatting, storytelling
which in turn enhances sharing of expertise within the professionals. The familiar
network can access non professionals to allow advantage from the information of the
experts which in turn rises the organizational expertise. One main application of SM
45
within organisations of business is to answer the online customers questions, correct
misinformation and brand their services and goods to their customers. Bullas (2011),
reported that twelve importance of organizational SM have been located in a layout of
2,100 organisations. Library professionals are also in a better place to assistnumerous
kinds of users in a various forms, and SM is an importance mechanism in the librarians
hands.
Several authors including Techtarget (2016), examined the activities within
online communities (newsgroup) to include critique on recent post, articulating on likely
solutions to a given challenges, spreading experiences of individuals, and discussing on
the issues that is controversial. In discussing the role of instructors in online learning
community or newsgroups, Barab & Duffy (2000) advice that, instructors should act
more as facilitators (i) to keep discussions tract, supporting information and insights,
putting togethernumerous explanation and course instruments, and promoting group
harmony. All these attributes they assert contributes to learning successes among
newsgroups.
One of the main changes internetproperties of online learning is the newsgroup,
which Bunday (2013) describe as an organized series of messages posted on public site
that allows several individuals, such as learners of the same career to engage in
asynchronous discussions. In an emulation effort to supplement traditional teaching
method with newsgroup discussions in Universities in Canada, Bagherian and Thorngate
(2000) conducted a research to find out how course newsgroups are used, under what
conditions the newsgroups can be useful as learning medium. Specifically, the authors
investigated newsgroup activities through monitoring and gathering options on sample of
students and instructors’ postings on newsgroup created for the course at Carleton
University. They identified that newsgroup eliminate the necessity of learners meeting
46
together at the same place, at the same time, thus reducing two main barriers of group
learning and communication. However, the constrain of having time and motivation to
read and write messages in newsgroup discussions were identified, if not marred by poor
writing skills.The result showed that greater percentage of the student never posted, nor
did instructors. Secondly a greater number of individuals unlikely studied what others
displayed. Thirdly, individuals were more common to displayed when such will be
graded and when motivated by active participation of their instructors. The authors found
that the certain administrators who showed interest about the ability of the education of
newsgroups are unhappy about the vast amount of period wasted on answering, reading
and grading individuals displayed. Curiously, there is no almost no research investigating
combined asynchronous tools in continuing professional development of librarians.
Kuchinski (2005) researched on the use of electronic mails, newsgroups and the
www to improve chemical engineering education in USA with special focus on how to
use email to increase instructor’s availability and course flexibility; how to use
newsgroup to increase student to student and instructor to student exchange of ideas; and
the www to access, organize and integrate the vast amount of chemical engineering
information available on the internet. He also aimed at demonstrating the impact of those
tools by comparing the asynchronous teaching methods that do not use these
technologies with methods that do. The study found that chemical engineering curricula
that used emails, newsgroups and www have the potential to produce better chemical
engineering graduates and professors alike. Apparently, by the quality of discussions and
knowledge acquired from these. Kuchinski further found out that the use of newsgroup
flexibility and feedback facilitates whole class communication, develop focus for
specific course of study. All members of a newsgroup may easily view the information
by subscribing to the course’s newsgroup and learners can write about difficulties they
47
encounter, share information about how they solve the same or similar problems, others
can provide information about where to find additional information on course related
topics. He concluded that newsgroupis one of the ways for the future of chemical
engineering concepts and problem-solving techniques. Through newsgroups, he found
out a wide array of information that is available to the reader and facilitators a like is
provided in a self-paced manner.
Supernews.com (2016) attests that newsgroup hasuniversal title and visitors can
displayed messages about those titles on them. Anybody has entry to the newgroup
board, can study and response to messages which can also be read and replied to by
anyone else with access. Newsgroup post is study via program special referred
“newsgroup reader”. Schmidt (2016) warns that much as newsgroup is one of the main
helpful ways to locate answers to questions and explain ideas, learners must judge the
quality of results they receive. This according to her is because the best way to
authenticate results is through newsgroups of ones’ professional organization
Sokoyo (2012) studied networking and establishing connections: The function of
social media in Nigeria agricultural research and found that information communication
technology equipments are enhancing on how knowledge is obtained and dispersed
these days, and latest trend is to apply areas on social networking. The study was
conducted among librarian researchers in six Colleges of education, polytechnics and six
universities in Nigerian south-west. The best instrument of collection of data is through
questionnaire. 140 copies of the questionnaire were dispersed to a target audience and
101(72%) copies were reverted and apply for the research.
The outcome revealed that numerous respondents were middle aged, whereas the
main apply socialmedia within Nigerain librarians is Facebook. Their main purpose for
application of social media is to createa relationship with their colleaques professionals.

48
The main important obtain from applying social media is revealed to the numerous skills
and information in their profession.Commendations were also offered to boostproper
application of social media for communication and networking of a study outcome
within Nigeria librarians.
Schmidt (2016) explains newsgroup as a explanation group, where individual
computers of all over linked to the internet and ask questions, explain topics. Any one in
a profession is acceptable to sign on. Certain newsgroups have totally open and free
discussion, while certain may be controlled by an individual who write and post the
journals for explanation. Newsgroup discussion may continue for weeks. Group member
is not compelled to be online every time of the day. Newsgroup can be useful for
research, more so, if a group member can find a group related to his research topic e.g
Cat and Class forum in Nigeria. There are newsgroups related to every imaginable topic.
Internet Newsgroup is not “real time” discussion. Users displayed a letter, message, a
question and an essayto the news group. The message is transmitted to numerous varied
“newsgroup server” actually archiving display and retained there for days, weeks,
months, subject on the set up of the server. Users can display responses to the previous
messages if they like or probably study it with other individual responses.
News group is am online discussion group and one of the main changes web
properties of online learning messages are posted on their site and other group members
can engage in discussion of the issue concerned sharing knowledge, ideas, gaining
insights, critiquing recentpost, articulating a solution to a specific challenges, explaining
unhelpful issues. Newsgroup eliminates the necessity of meeting together at the same
time and place for learning. However, it lacks facial contact. It requires amount of time
to read and write messages and coping with poor language and writing skills.
2.3 Online forum and professional development of librarians

49
Professional development can occur through social network platforms (Keiser,
2012, Reaez, 2012). The electronic discussion tool and platforms continues to be a main
instrument of learning (Krasulski, 2014 & Terrill, 2014), and professional librarians also
learn from each other as discussed without time or geographic constraints (Cooke, 2012).
Research have shown that these work-associated learning does not happen under
officialprogrammes of continuing education, rather through self-determined, situated,
and informal learning.The American Society Trining and Development (2013), Long and
Applegate (2008),perceptions of Information Communication Technologies (ICTs) for
professional development and training indicate a ‘review’ of librarians curriculum to
develop librarians competencies on certain classifications of ICT uses. These re-
equipping approaches help to encouragelibrarians’ mechanism to cooperate ICT without
affecting their work role. Bigum (2002) have explained it as a ‘technology’ method, and
later defined more movingly to such mechanisms as ‘house-training’ in the environments
work of classrooms computer.
O’Rourke (2001) readdressesdevelopment of ICT professional towards
encouraging tutors and other professionals to redirect on instruction or work
routinesother than the technology itself. Loveless (2003) supports
buildingprofessionalconfidence andchange, rather than evidence of ICT
competence.Similarly, Loveless (2008) and Prestridge (2007), have called for a cultural
renaissance and redefinition of professional training to work in new mechanisms, to
cooperate and direct in high difficult task and learning continuous. If librarian are
encourage to make use of ICT in directions that will catch new different ways of learning
and directives of work while inhabiting ina digital culture, development of intentions
ICT professional need to migrate from re-equipment with uncommon curriculum

50
cooperaration to a standard that will help librarians to see the opportunities in the
transformation of ICTin their workplace.
Siverthorne (2009) confirm that these meyhods are vital especially when finding
solution to ao changes that an individual is unable to resolve in actual life.However when
urgent challenges within an individual environment cannot be resolved,solution
elsewhere may be required. Anderson (1996) backs this opinion by supports this view by
affirmingthat the ability of collective support,development in profession, reflection and
ability to withstand ostacles of time and location makes the application of online method
basically importance.collective events are vital to online methods particularly those
working the cover of relationship in profession as Burnett and Buerkle (2004) stabilize
that collective characteristics are indicators ofa functional and healthy community.
Bernier and Bowen (n.d.), evaluated the application of methods of online
museum, outcome from the research shown that 28% of the respond users apply the
method for obtaining information, 19% apply them for enquires enqisitions, whereas16%
apply them for locating research equipment. Gray’s (2004) research on unofficial
learning in the practice of online community shown that areas for online signifies a vital
work components even for those who passively participate via posting, but who
commonly lurked contextual to read what is happening. The research also shown that the
main indicators fighting against the application of methods of online were absence of
similarity with technologies of online and following an absence of interest or
understanding on how communication ofonline could help work. Tella and Isah (2010)
investigated a research on undergraduates application of online methods at Nigerian
University of Ilorin. Using causal comperative research design and simple percentages to
analysis the data, the research indicated that the main importance benefits related with
contribution in a method of online: provisition for intellectuals (100%), cultivating

51
interaction of social (98.5%), environment for questions which is notclear (98%). The
research alsoidentified obstacles for involvement in the methods: frequent power outrage
(98.9%), indicators of upon restricted arrangement (91.3%). Other obstacles to the
involvement were listed as;unhelpful character by certain individuals in terms of
displaying excess jokes, flaming and link to computer with connection in slow. In a
similar studyAtulomah and Onuoha (2011) evaluated the application of online social
networks by Nigerian librarians and the research shown disturbances about individual
issues where they articulate for non application of online networks as confirmed by
(38%) of the respond users.
Communication technologies have promoted platforms that delivers opportunities
in the communities of learning for learning, helping numerous to numerous
communication that is dependant on location or time (Rovai, 2002& King, 2002). Works
around the development of librarians online professional does not importantly
attantioned on the evaluation of the development in the professional in this state meaning
the practice of librarianship quality explains what happens.Reasonably ICT is
recommendated as an instrument to enhance the context of the online. Beginning to
proliferate from the works is the function of the learning of online among ICT
development of experts as the improvement from a re equipping orientation to a reason
for changing outcomes of ICT development of professional such as in(Henderson, 2007)
in every experts.
Oztok, Zingaro, Brett, and Hewitt (2013) asserted that learning, irrespective of
the content, is a process that is rich via social relations, collective and background
experience. However, Giesbeas, Rienties, Tempekar, Gijselaers (2013), Oztok and Brett
(2011), is concerned that individuals might probably feel few occupied with the subjects
if the facilitator depend mainly on the application of communication of asynchronous.

52
Rather, frequent meetings of the online are commonly to rise students stimulation to total
tasks, and are commonly to rise the quality and quantity of discussions asynchronous.
Communities in learningneedobligation in group to the needs of long-term but
must also concentrate on the everydaychallenges and issues to retain involvement
(Lieberman, 2000). Communities in learning have been located to enhance
educators’creationof information if it can be able demonstrate collisions and collusions
as part of the experiences in the learning of a member (Fletcher & Hill, 2004).
Themembers have been located to strengthen teachers and other experts to cooperate
effectively to enhance the practice (McLaughlin & Zarrow, 2001). This is the purpose
that a member of learning was set up to strengthen deliberation of continuous culture.
The development of an ICT professional theory, the ability for library experts to
participate in dialoque that is vital to the member of the development of the learning. The
basis for member development within school teams was to produce a shared benefit in
the respect to find new information and understanding about the whole application of
ICT in learning; to deliver opportunity to properly reproducepractices in thw claasroom;
and to negate the feeling of negligence that would ensure from investigations that are
properly independent. These reasons are steady with the benefit properties of members
learning (Barab & Duffy, 2000; Lieberman, 2000).
Baby (2010) carried out a study on effect of Information Communication
Technology (ICT) on the development of Professional and needs of library Educational
Professionals in the Universities of Kerala. The change from print to digital knowledge
has an increase effect on every components of the india library academic system
particularly the services, users and the staff. Though an important resources referred as
information, the application of ICT methods in gathering and spreading information has
been in a low state in certain universities libraries. This may be of numerous properties
53
such as insufficient funds, inappropriate staff equipped in computer handling and
packages of software, leadership reasons. In Kerala, mechanization has been started in
every libraries of the university using software that automate library and is under various
stages of conclusion.
The total number of population of the research is 252 together with the library
experts staff taken foreverin departmental and central libraries in the main campuses of
the university upon research. This is virtually a census research of the study of the
definitecommunity of users. The gathering of this data selected was the questionnaire
approach,augmented by librarians interviews to collect extra information. Experts in the
library have a helpful methods towards the application of ICT and libraries services, but
manyhave not the opportunities to enhance their skills and expectaise intheir
environments of work through the use of online forums. To create personnel that is
competitive inan advanced technologically world, high importance must be given to
create efficiency in the application of ICT,management of library and soft skills in the
professionals of library, by the facilitators of the University and associations of Library.
Schools of library science and deoartments of teachingtransversely the country have to
yieldimportance state to review the curricum of science library and enclosed significant
effects to attain the problems and demands of profession of library science.
In the explanation area, method used in dialoque is discussion section that
follows, forum dialogue is discovered via the evaluation of the member of the
development of the learning. Zhop and Rop (2001) problematize the environments of
members of online, which are depended slightly around being “connected” sooner
thandefining if forumreallyhappens.They suggest that observing at the collectiveness and
learning happening in the community with the provision for a learning. The
negotiateddisplayed to the method on online are analyzed for sign of a learning member
54
via mechanisms of response and state of explanation.This is imperative to set up if
librarians known about or if explantion effected their practices and beliefs of ICT by
partaking in background dialogue in a state of online communication.Consequences are
selected for scene dialogue as an important activity of professional learning in the
development of ICT professional.
Siddiqui (2007), revealed the application of information technology in seven Saudi
Arabia university libraries. Questionnaires where sent to the deans of academic libraries and
interviews of professionals in the individual library was apply to obtain knowledge about the
application and availability of information technology such asfacsimile transmission, online
information retrieval,computers, CD-ROMs, networks, the Internet,electronic mail, and
personal computers (PCs) and in the libraries of the academic. The works also tries survey
also tries to regulate system of computerized libraries, services and databases applied in the
libraries, the main common applied automation systems (DOBIS and MINISIS) and the
online number and databases of CD-ROM necessary by certain libraries. The work revealed
that technologies of information apply by libraries academic include: CD-ROM searching,
telefacsimile, online searching automation, networks, personal computers and electronic
mail. The libraries of the academic are applying these technologies of information to give
good deliveries to the users of libraries. Furthermore, every seven libraries academic are
applying the performance of ITin their day-to-day processing activities.
Horrigan (2001), declared “online world as a vibrant social universe where many
internet users enjoy serious and satisfying contact with online communications” He
explained member of online to be consists of those give passions, lifestyles or beliefs.
He found that “millions of Americans have joined online communities or groups after
discovering them online” and that some have joined ‘forum’ in longstanding interactions
such as professionals and different associations. Horrigan affirmed that 90 million
Americans have joined online groups. Joining the NLA forum in Nigeria is reminiscence
55
of Horrigan findings in USA. Most librarians joined the forum after discovering it on the
internet. As at today, over 2000 librarians are members of the forum.
Al-Qallaf and Al-Azmi (2002), in a work research on the accessibility and
application of technology of information among librarians for Kuwait professional
development. The research consists of patterns of connectivity such as Internet, LANs,
etc., training, hardware/software, and development activities. This workrevealed that
small librarians have access to the connections of internet, and application of internet
forums for studies. Elementshindering the technology of information development
include funding, planning, building structure and human resources. This work outcome
revealed the presence of helpful characters within the personnel of library towards IT.
Baruchson-Arbib and Bronstein (2004) revealed a Delphi work carried out in
1998-2000 in Israel to investigate the aspects of experts of science considering the future
of science library profession and the science of library professional due to 23
technologies in the development of information. Forty professionals is involued in the
ork via email. The method of questionnaire comprises of three major issues:user-
centered approach,traditional versus virtual library model,user- centered approach and
roles. A greatlypositive image of the profession of library science is derived from this
work. Centres of library and information will thrive both practically and traditional
theory will cooperate in a helpful associations. The main quiet skill the professional in
library is to obtain the role of training and exhibit as an indicator in the technology of
information in similar issues. The professionals of LIS need to enhance and exhibit their
skills rherefore obtaining vital communication and social skills.
Forum discourse is discovered through the evaluation of the learning
development community within thelibrarians for sign of librarians practical changes or
understanding. As certain activities of developmental professional, librarians pertake in

56
an unarranged explicit explalnation gatherings. This was appliedthrough the gatherings
of materials of communication in the surroundings of Blackboard environment. A
number of sixteen contestants from eight various school peer pertake. During the
execution phase, a support of the school peer by their teacher would result to well
explanation over a two-week period. Membership was both introduced and motivated by
the teachers. Executionhappened over a period of school year with nine various
explanation titles displayed by school teams. This was concluded that experts would
result the first explanation to show the process. Therefore,to strengthen the availability of
the members, the former leadership would be forwarded within the teachers via
following methods.However, to improve the sustainability of the community this initial
leadership was to be redirected amongst the teachers through subsequent threads.
Universally, the number of displayed by a given teachers was located to be more
important when it is their turn at foremost situation of explanation.
Ramesh and Parameswaran (1999) investigates the automated services of public
library and information in and around Chennai and the characters of professional
librarians towards the utilization of social media. A work within 50 staff members in the
Chennai public libraries making use of questionnaires, revealed a serious attention in the
developmentof the profesionals to keep standard of electronic 21st information era.
Outcome revealed that usage of social media, emailings and internet environment helps
facilitate communication and aid in imoroving the knowledge of technical, given best
services, helping the standard of the library, effect adjustments in the process of
information handling and decrease workload.
Chisenga (1999) works the applications of development of internet professionals
in Sub-Saharan Africa. A work of 47 librarians via mailed questionnaire shows that
facilities of electronic and internet are properly retrieved at workplaces. The application
57
of equipments for retrieving discussion groups,E-journals and other web resources was
quite little and in certain instances nonexistent result to a limited of poor
telecommunication lines computersand inadequate application of internet skills. The
research discovered that the professionals of the library have reason that the internet
could perform a significant part in enhancing network within the professionals and
information sharing.
Alternatively, online gatherings produce an explanation surroundings. Everything
that is displayed gets read severally. Gatherings in the online inlikely result into hot
explanation as people have time to evaluate and investigate their responses before
responding. This results makes superior quality explanation. Smith (2001) discovered
that well-articulated and effectively enhanced online explanation and offer an
environments for learning that permits the sudden use of new information to personnel
learners and lives of the professionals.Apart, gatherings in the online are more
elasticassociatedwith face to face communication as they give provide time toredirect,
think and permit both extroverted and introverted learners to be participated in online
explanations. By pertaking in the gathering of online, link to the information is free;
gathering groups could voluntarily spread their knowledge of wealth and capability with
other groups.Conversely, each group of the gatherings can be of a help to the mixture of
free knowledge.
These are some important ability of frequent pertaking gatherings according to
Pavlina (2005): learning new ideas and refining old ones,Intellectual interchange;
influencing the forum's evolution; enjoying community membership,contributing to
others;,new business leadskeeping up with current events,making new friends and
contacts learning about new opportunities.There has been a sign that the messages
consists of gatherings of online learners such as problem solving for longer solution, and
58
comprises of inner evidence that the messages composed by learners in online forums
include longer solutions for problem-solving, and consist of deeper
replicationsassociatedwith face-to-face explanations.Scientists have identified that
learners need extra time to read, redirect, crafton their found that learners can take more
time to read, craft, reflect on their replies, and locate important knowledge when putting
together of messages in such a surroundings. (O’Neill et al. 2006). Explanations of
Online create a stimulating practice of social generation of current learners who apply
technology to locate friends and family in all day. In the gatherings of online, students
acquire their independent in learning of languages.
Ondari-Okemwa (2000) revealed a work taken to investigate the particular needs
of librarians professionals practicing library in the Kenyan libraries of public
universities. Two approaches were applied for this work. One was detecting the Kenyan
library staff in the libraries of public university at their places of work over a time of two
years; the second was the application of personalinterviews with the library staffs. The
writer investigate the need for Kenya library staff continuous training as a result of its
sudden adjustment in the technologies of information. The library staff must be prepared
with new methods of information management and handling. The requirements of
training as investigated from the work arewhole quality management training,
technologies of telecommunication and Information, verbal, investigating and applying
computer hardware and software, understanding the concepts of computer and
information, marketing skills, understanding the evaluation of the systems, and linking
information through the Internet., skills of self-management, teamwork skills, non-
verbal, and skills of interpersonal communication, training in practical librarianship.
Mugwisi and Ocholla (2003) investigated the application of examine Internet,
movements by librarians and academics at the Zimbabwe and Zululand Universities,

59
with particular specific situation to the application of properties for teaching and
research. Outcome of a work by method of questionnaire within the work population
shows rapid skills in internet and computer, within librariansfrom both institutions. The
outcome also revealed that web and email were apply for most personal and study
applications,whereaselectronic journals, telnet and other library OPACs were applied for
most benefit of study. This work also features common challenges confronting two
institutions interms ofavailability of Internet. Entrance was the main challenge as a result
of lack of delivery of computer and the connection appearing to the internet.Journals also
featured lack of training in the application of the resources of internet and inadequate
awereness within the academics and capable users.
Each member is deligated more power to lead in the explanation in their preffered
direction during the explanation whereas educators might have slightly regulation over
the interactions of learning. A well-articulated gathering of online explanation can give
students with depth practices in writing. The gatherings of online give opportunities to
enable curricular guildelines through modern technology. Gatherings of online
explanation give an authority in writing and hence help an additional important to the
curriculum in writing. The executions of the gatherings of online tend to give a backup
tasks to facilitate the practice of writing in learners. Apart from that, the gatherings of
online also enable the collective learning. Learners or librarians in the case could part
their thoughts and views in order to create a suitable quality writing as associated to if
the tasks were to be totallyself-sufficiently.
Schuetze (2010) carryout a study in the University of Kiel in Germany and
University of Victoria Canada. This work revealed that certain individuals of both
universitiessensed contented in the online writing and they wrote exceedingly than
before. They apply the gatherings more strongly than in the chator classroom with face-
60
to-face . In turn, certain individuals also stated that they love reading what other
individuals displayed in the gatherings of the online. In a work within twenty-five
Chinese and Kiwi learners, Gerbric (2005) come across that gatherings of online give
opportunities particularly for certain members of individuals. Chinese individuals
discovered the practical and nature of text-based situation that enable them to come in
toexplanation more readily and they sensed more palatable with their replies written
when associated with face-to-face explanations.
Certain number of works has been located that gatherings of online are important
application in the skills of developing communication. The highestability for properly
application of online communication as an instrument of learning is when an individuals
are far from their teachers and school. Holmes (2004) recognized a time of increment in
the communication among the members of the online of his work after 10 days of
collaboration on the gatherings of online and confirmed that instructors or teachers
contribution during this time result to highest opportunities in learning. Scott and Ryan
(2009) in their work revealed that groups of the online become more study discovered
that online members become more involved in explanation and relate properly when
certain suitable tasks are targeted. For instance, a difficult task that needs research and
explanation is more comfortable to collectively function as a small members. When
individuals are presented with difficulties associated to their previous experience, the
explanation indicated increased levels of association and the member indicated more
love for the topic.
In another study on by Uloma, Ezinwanyi and Ikonne (2012) on Librarians’ Use
of NLA gatherings of Online for Collaborative Activities. Thework investigate the
application of Nigerian Library Association (NLA) gatherings of online for collective
processes within Nigerian librarians. The work total number consists of 1074 registered
61
librarians on NLA gathering of online.Beneficial instrument of sampling was apply in
choosing 143 groups of the gatherings as members in the work.
Through gatherings of online, teachers have the ability to record the increase in
their students capacity to enhance a fact in their messages. Students enhanced their
capacity to ability to reply a classmate and present a fact with signs. Gatherings of online
are effective methods of communicating, particularly when there is unavailability of the
teachers or lecturers. It is also an important approach in expressing with everyone as it
produces a better communication among school and students. Students are better more
contented and slightlyviolent when pertaking in the gatherings of online. Gatherings of
online are also given better opportunities for members to express their ideas; they
displayed a rapid levels association within the members.Gatherings of online are referred
as an association of social that decreases reliance of students on the explanations of face-
to-face.
Onuoha, Madukoma, and Ikonne (2012) studied the application of Nigeria
Library Association (NLA) gatherings for collective processes within Nigerian
librarians. Their major focus was on ideas related with the application of the gatherings
processes necessitating the forum for collaboration, the extent to which librarians use
online forum to enhance collaboration, and processesinhibiting against better application
of the gatherings of online for collective processes. 143 members randomly selected
from a population of 1074 were used. The study found that 98% of respondents use the
forum primarily for receiving current information of professional value, 64% for
acquiring new ideas on the job as well as visibility in professional circle. Among reasons
for not using the forum, 86.3% indicated lack of familiarity with modern digital tools
(technology), and 58.8% on their tight working schedule. The authors deduced that the
introduction of Nigeria Library Association (NLA) forum was a demonstration of

62
willingness to promote professional development and practice among librarians in
Nigeria. They adduced that online forum provides a virtual environment, where members
could share information about their skills, discuss matter of professional or academic
interest. It is also obvious that Nigeria Library Association (NLA) online forum is used
to disseminate skills, knowledge, and professional education of members.
The University of Michigan (2016) while assessing the purpose of librarians
online forum agree that it is to offer for explanations of issues of the professional and to
enhance better pertaking of librarians in their affairs. In addition, the forum provides
avenue for promoting timely exchange of information, ideas, knowledge, and skills
acquisition required for their day–to-day functioning at work place and professional
growth.
Similarly, Baleni (2014) studied the state of partaking and perception of
efficiency and value within members in using online forums in virtual learning
environment over face-to-face workshop at Walter Sulu University, South Africa. Using
a mixed method approach, 30 lecturers who are familiar with black board also
participated in the online discussion forum. Data was collected through questionnaire
over 5 weeks. The findings showed that employees experienced relative advantage of the
online forum as their employees had little time work loss, and absence of travel time
loss. The online discussion forum was found to be observable, valuable, acceptable, and
supplement face to face workshop. Further finding showed that:
1. Information exchange during the online fgatherings was effective that what
would have appeared in face-to-face forum.
2. Success in knowing and talking with other members was at ease on-line forums
than with face-to-face forums.

63
3. Appreciate the application of incoming technologies which include on-line-forum
is important to them individually.
4. Agreed that on-line forum have become valued platform by them for Continuing
Professional Education and is beneficial to them.
One of the recorded benefit of online forum explanation is to increase elasticityas
a result to removelimits in time and space of the setting of the typical classroom
(Harasim cited by Baleni, 2014). The abilities of asynchronous online forum permit
learners to have adequate time reflect deeply before handing their opinion (Moore,
2002). The associative nature of online explanations forum offer to enhance explanation
within learners promoting a gatherings for a creation and dissemination information.
Alvarez-Torres (2001) avers that with an online discussion board, learners
(participants) can reflect on previous postings and analyze the course context in digital
environment less intimidating than face-to-face classroom situation/discussion.
Therefore, through online forum, learning is transformed from synchronous form and
one way approach to asynchronous approach which is collaborative and interactive in
nature. It provides a forum where the learners collaborate, share information, exchange
ideas, express point of views openly through interaction with other learners at other
location and time.
Levin (2007) assert that online discussion forums provide (i) liberty from time
restraints (discussants/learners/members can pretake when and if they select) (ii) ample
period for replication (the choice of if and when to participate) (iii) opportunities to
research and support views and facts (helpin declarations) (iv) provide for lost better
universal communication (v) well-determined clearly platform that offer motivating and
helpful learning atmosphere without a compelling urge to assemble at a specific area or
period. In addition, he sees online forum as enchanting educational experience and

64
promoting active learning where learner build up knowledge, instead of acquiring it
passively. Anderson further observes processes of learning that welcome members
toability, vital learning and communication technologies assist a vital training and
experience and functionality.
Pappas (2015) investigated the use of online forums in e-learning. He found that
over 3 billion people actively use the internet and that more people are joining online
forums to reach out others in techno-centric world. He urged professionals to tap into
virtual learning using online forums in e-learning programs. He discovered that success
in online forum learning has some expectations that include: The role learners in the
online form; level of interaction with their process ethic of discussion in the forum. He
stressed that online forums give the audience a place to share their ideas and explore the
subject matter beyond the traditional learning environment. However, he adds, that
online forum lack that all important multi-media element, unless it is linked to YouTube
videos, articles, and online scenarios that can engage and inspire the learners.
Thomas (2016) considers the fact that online explanation gatherings has become
a point carefully study. Lavees, Lin and Wang (2007) studied the effectiveness of online
discussion forum in online professional development learning in 4 sessions of 20
participants each amounting to 80 participants. The study analyzed the discussion forums
in four different sessions of online courses for teachers as would be for librarians from
six schools in three states in United States of America. Using content analysis and
sequential analysis, the result provided understandings into the betterness of the
programme. The authors recommended the use of mixture of approaches when using
online explanation gatherings in online learning.
Williamson, Elbam, Havind and Tinkea (2000), Sivan (2003) and Swan (2004)
agree that online gatherings has become a main focal work in terms gathering processes
65
tha assist learning and of using the forum to produce a member that supports online
learning. Using methods that provides the nature of interactions in online forums in
learners professional development learning, analysis of data from Course Management
System (CMS), a network content analysis of the forum posts (including visualization)
and a sequential analysis of the content analysis using Allan Jeong’s discussion analysis
tool (Jeong, 2003; Pas, Deenen, 2005; Pape et al, 2005). To justify the reason for using
online forum in e-learning education Lekes (2015) posit that online forum helps in
spreading learning message, sharing knowhow, reaching other learners faster, more
efficiently. With online forum, the beauty of a self-directed, all-inclusive continuing
professional development education program is that, one can simply enroll, log in, and
work with others at their pace. Online forum, she adds, enable people to talk about
trends, share lessons, plan ideas, and brainstorm solutions to common forum problems.
Newman (2016) research for improvement of creation and delivery of online
learning for continuing education and found that today’s technology has advanced
sufficiently to provide seamless experiences for online forum e-learners, adding that
same cloud-based tools, sign on capabilities, branded pages, and other features contribute
to user-friendly continuing education environments through online forum. He pondered
that with the proliferation of mobile devices, the number of learners participant in online
forum in continuing education will continue to increase rapidly. This is because
professional workers need the maximum flexibility that online learning environment
provides. As the author projects, asynchronous digital technology will make online
forum learning even more accessible and engaging for a greater variety of professionals.
Online forum is considered a vibrant virtual platform where internet users and
groups with common interest, passion or professional learning constitute online learning
communities where they share ideas, experiences, knowledge, current acquisition of

66
skills and knowledge. One can simply enroll, sign in and work with others. However,
online forum lacks the value of multi-media content, may generate vexacious post, and
may affect group harmony if not controlled.
2.4 Weblogand professional development of librarians
One of the asynchronous digital tools that has permeated the online learning
platforms is the weblog, sometimes simply called “blog”. Its features in the educational
process have become more important and popular. It has also become one of the most
desirable digital communication tool created to enhance fully online courses of study and
learning by instructors and learners Lujan-Mora (2013) defines weblog as a website
where recordings are entered ina article style and shown ina converse chronological
order. Such blogs associate textual content, images, videos, other visuals, and transmit to
other blogs, web pages, and other media associated to the title. The author describes
education blog or ‘edublog’ as one created for educational purposes as it offers a huge
instructional potential as an online source of information and learning.Motives for
expending the gatherings are related with obtaining knowledge about the profession of
the library, obtaining ideas for professional and recognizing professionals.Main obstacles
to the application of the gatherings were to be inadequate of similarity with technologies
of the online, absence of link to computers with internet connections and outage of
power. The discovery therefore show that visible that is enhanced, ideas that iscross
fertilized, link to large information and data aabout a specific topic are powerful
stimulations for gatherings of the groups to participate in activities collectively when
consented to processes such as funding and materials.Unhelpfulcharacter of the
gatherings of the groups of online was revealed to be highest obstacles against collective
processes, trailed by the groups secrecy of the gatherings. The work summarize by
commending the libraries for obtaining materials of internet in every area of the library
67
to enhance more application of the gatherings by the librarians regardless any area of
study.Facilitators of NLA gatherings of online are also to locate ways confirming tha
gatherings of the group recognize themselves tocontrol secrecy in the gatherings within
the others.
Stephen (2013) sought investigated the application of internet by the librarians in
Nigerian university libraries of the South-South. The work study method survey was
used to obtainthis outcome.Result of the outcome displays that the librarians apply best
little of various knowledge of internet resources such as emails, online forums, weblogs,
etc. The application state of the librarians, skills was only reasonableeven though many
of them obtain numerous potentials from the internet. Nonetheless, numerous processes
which include lack of funds, inadequate power supply, lack of local software, etc
militated against their best internet application. Appliedsuggestion of the study showed
thatuniversity authorities, ICT policy formulators ,librarians, system, administrators got
enlightenedconcerning the reason that little application was obtain by various resources
of the information of the internet obtainable and the skills of the stse of the librarians
application was adequate.Although the internet is useful to the librarians, numerous
processes fight against its best application.The work gives new vision in the section of
the application by the librarians in Nigerian universities. The use of blogs by Librarians
is a novel practice that has drawn the attention of researchers (Bar-Ilan, 2007; Garrett,
2007; Henning, 2003; Weil, 2003; Rannie, 2005; Savers, 2006) among others. Bar-Ilan
(2007) researched on the application of weblogs by the librarians and libraries to transmit
knowledge. From data compiled from several lists and directories in December, 2003
and February, 2005, the researcher found that blogs have an effect on the processes of
the experts knowledge and see blogs as information of the noval channels for
transmitting knowledge to associate experts as well as web users. He discovered that

68
blog is a vital tool to market library events and resources, while still using it for
announcement.
Lujan-Mora (2013) has delineated two types of education weblogs which consist
of instructor weblog and student weblog. Instructor weblog, according to her, are
inscribed by facilitators and mostlyapply as added means of communication to spread
knowledge with learners. Such blogs usually consists of the content of the (resources),
management of the course knowledge, universalexplanation to every member about their
learning materials, and advancement on the course. Similarly, student weblog entails
learning blog or learning diaries that reports learning experiences in content and
achievable progress and learning outcomes of a course they are studying. A weblog is
known to have common identifiable fields made up of title, body, postdate, hyperlink,
and such provisions for comments or reactions by visitors, open subject discourse, links
to other related post and sites. The importance of such blogs was reported by
Nielse/Mckinsey Incite (2012) that three of the top 10 social networks in United States of
America recorded blog visits of 80 million unique visitors. Education blogs is known to
be useful in many unique ways. The above author identifies many such ways to include
(i) Provision of information to learners (ii) Facilitating discussions and sharing ideas (iii)
Containing content much more than in email communication (iv) Post multi-media
content such as videos, podcast and documents (v) Share information and tips among
other teachers and learners (vi) Provide for class or group publication channel.
Rehman and Shafique (2011) expound that producing blogs is an easy means of
displaying ideas on the web, as well as, a means of disseminating information to targeted
audience which in the case of this research are educators and learners. In a current study
on evaluating the assumption by academic librarians of the media of social in South
Africa and Zimbabwe by Rangarirai (2006). Study into the evaluation by academic
69
libraries of the media of social in countries with rapid limited economics. There
remnants of experiential and theoretical space in the substance specifically in South
Africa about how librarians are sending media of social in their routines of work and in
their own lives.Upon one of the scientists witnesses at the National University of Science
and Technology (NUST) Library and both scientists application of the University of the
Western Cape (UWC) Library, the sientists intened to evaluate the means librarians send
adequqte environmentsof social media as section of their delivery service. Applying the
data obtained from a questionnaire work within the librarians at South Africa UWC and
Zimbabwe NUST, this work evaluate how the application of the media of social for own
and experts reasons. The discovery revealed that librarians of UWC are more capable on
the media of social users rather than librarians of NUST. They additionalshown that
librarians of UWC are in control of the social media whereas at the department of
information of technology is straightly in charge for controlling the situation in NUST.
The work discovery that UWC Library uses the media of social to facilitate its services
widely while the NUST library apply the media of social situation services.
Lee (2016) while asserting that blogs appear and disappear at undisclosed
number, the author postulates that the number of blogs that has survived such
classification is far greater than those that relapse into oblivion. Reporting on how many
weblogs exist in the world, infographic puts the number of blogs for 2013 at 152 million.
Statistica.com (2016) reported that in tumbir blogs, the number of blogs rose from
17.5million in May 2011 to 181.1million in April 2014 and 305.9million as at July 2016.
Statistica.com (2016) went further to provide cumulative total blog posts from May 2011
to July 2016 to have grown from 102 billion to 137 billion user generated posts.
Orinkinda (2015) affirms that there are 23 million Nigerians on social networks. There is
indication that the 23 million Nigerians on social network sites must have contributed to
70
this vast number of the cumulative data. From the above data, it can be deduced that
education blogs is on the rise. Secondly, high blogging frequency is expected in all areas
of human endeavours. This will also generate quality post due to massive reactions and
interactive communication in blog posts.
The popular media of the social instrument apply by librarians in the UK are
Facebook and Twitter,whereas are mainly apply by Asian librarians. (Gerolimos &
Konsta 2011), bookmarks by librarians in Midwest America and RSS (Mahmood 2011;
Kim & Abbas 2010), and Facebook, Twitter, and YouTube by the librarians of Canadian
(Collins & Quan-Haase 2012). The application of the media of the social instrument in
academic libraries is said to be gatherings grounds in certain countries of Africa. Ezeani
and Igwesi (2012) reported that the media of social instruments which include YouTube,
Facebook, Twitter and MySpace are risely being applied by patrons in academic libraries
and librarians. Similarly, blogs, Facebook, YouTube, gaming and Skype, wikis are
mostly apply by the University of Pretoria librarians (Penzhorn & Pienaar 2009). From
the above, it is certain that there is slightly association in the various kinds of library staff
aoud the world.
In another study on Social Media Platform as a Knowledge Management Tool:
Nigerian Librarians Experience by Adebayo (2015). The reason of the study was to
evaluate the application of Social media (SM) environment within libraries in Nigerian
as an instrument of Knowledge management (KM). The procedureused for this study is
research descriptive design applying a self-determined questionnaire which is properly
related with already resources. 26 various tertiary institutions (Polytechnics, Colleges of
Education, School of Nursing, Universities,) enclosing four states in the Nigerian south
west were apply. Frequency count making use of graph, tables, and charts were used for
the evaluation. From the eluation of the outcome, it was revealed that librarians have a
71
fundamental better knowledge of SM but continuous professional development (CPD)
appearance on it is just mediocre and there seems to be more of owncuriosity by the
librarians to learn about KM. The state of information of SM as an instrument of KM is
very rapid but the exercise is mediocre, also the state of information of applying SM as
an instrument of KM is mediocre. On the subject of practices of KM accomplishedvia
SM, the reply of the sampled is intermediate. On the subject of obstacles: training
knowledge, infrastructure, and cost are the main ones witnessed by libraries in Nigeria.
Upon the discovery, commendations were carry out to enhance the information and skills
about KM and SM collectively with how to apply SM as an KM instrument.
The need for teachers or educators to rely on the use of blogs to complement the
traditional method of learning have been identified by Horrigan (2001), Akbulut and
Kiyici, (2007), Bartlan (2007), Lujan-Mora and Juana-Espinosa (2008),Cooke (2011),
Lujan-Mora, (2013) among a host of others. There arose the need to investigate the real
value of weblogs in University education. Lujan-Mora and Juana-Espinosa (2008)
carried out the research using quantitative and qualitative methods at University of
Alicante, Spain, to evaluate the usefulness of weblogs of students in for education, in
their daily lives, and in their teaching-learning dynamics. Their findings showed that
66% of the students supported Wagner (2013) that weblogs are an interesting
communication tool, used for sharing knowledge, and good for expressing oneself
(Mejas, 2006). But blogging takes a lot of time as also found out by Baggaley (2003).
The authors study corroborated Baggaley (2003) findings of weblogs being good
for studying, accessing learning resources and utilities. Lujan-Mora and Juana Espinosa
(2008) also found out that learners professed a general interest in weblogs though in
practice, achievement was nil. The authors agree with Baggaley (2003), Mejias (2006),
and Wagner (2003), Williams and Jacobs (2004), that the popularity of weblogs was
72
because it allows viewers to publish directly on the web, irrespective of the level of
technical skills or level of competence.
The appreciation of weblogs as information sharing and publishing tool was
clearly acknowledged by Williams and Jacobs (2014), Wagner (2005), and Baker,
(2003). Further conclusion on Lujan-Mora and Juana-Espurosa (2008) study revealed
that most learners had not used blog before the research, they were motivated and
considered blogs as an enhancer of their learning process. They were found to have
increased their interest in application of blogs in learning and teaching dynamics by
using blogs.
Moreso, in a study on the instrument of social networkingin librarians
professional development: The Situation of Academic Librarian in Nigerian South-East
Zone, by Saturday, Oyovwe-Tinuoye and Abayomi (2016). Thework used a work design
of 173 librarians from the area.Results revealed that certain librarians apply SN in
acquiring information in libraries for acquisition of knowledge and skills needed for
professional goals. It also shown that SN would be important and cheap for adoption by
academic libraries. Certain obstacles revealed in the work as preventing the application
of SNin the libraries of the academian were shortage of power availability, lack of skills
to control SN and other instrument of ICT, technophobia, inadequate of awareness, lack
of bandwith, sympathy in applying modern technologies and inadequate of connection of
internet. The work revealed that SN can be used in the libraries of the academians for
services of the library delivery. It commendated that libraries of academians should focus
on training and restricting of librarians in the application of growing and happening
resources of internet, providing of supply of power and connection of internet to
facilitate the services of delivery of library.

73
As weblogs became popular tool of digital communication and learning a few
questions have been formulated to evaluate different dimensions of weblogs which are:
1. Who inscribes the Weblog?
2. Who read out the weblog?
3. What is the significant of the blog? Here some more can be added:
4. What subject does it cover? What is the “like” status of the blog, how often is the
blog updated, what is the status by currency?
Formatex (2006) cites Professor Andres Pedreno of the University of Alicante,
Spain, who uses weblog to teach his students Global Economy Course. Pedreno states
the objectives of the weblog to include:
1. To produce a favourable environment for individuals pertaking in the course.
2. To accustomindividuals with happening technologies, especially weblogs and
exposed software.
3. To inspire active pertaking in the course.
4. To enhance the production of a member of the course.
5. To analysed the important of weblogs as an instrument in teaching.
In addition, the individuals were given as a mission the task of creating and
maintaining a weblog via the time of the course, at the end of which they were assessed
and awarded grade. This researcher considers professor Pedrono’s last goal as pragmatic
enough to explore weblogs as a vital learning tool. There is indication that learners will
show seriousness and high level of commitment to the use of weblog in learning, most
especially when they have to earn a grade even in distant learning.
Lujan-Mora (2006) conclusion that there was inadequate offer lack of weblogs in
common surroundings of learning is highly contestable though overtaken by time.
Recent statistics given above on the use of weblogs, available on the internet, and the
74
rate of daily increase has overshadowed that viewpoint. Suffice it to add that weblogs
will continue to be a vital digital communication tool considered most appropriate for
teaching, learning, social interaction, among others.
The integration of weblogs into virtual teaching and learning process that
encourage learners to collaborate and share their thoughts freely has been confirmed by
Akbulut and Kiyici (2007), Grossman (2004) and White (2003). The authors see weblogs
as amateur websites that provides news, information sources to identified audiences that
has common interest, where authors publish their thoughts, web dairies without the need
for hyper-text markup language (html) knowledge. Explaining the advantages of
weblogs, Farmer (2004) identified some to include:
1. Frequent updating via the technology of simple web-publishing
2. Indication of period and date the blog was posted
3. Provision for comments, feedback reactions and hyperlink
4. Sometimes publishing with (RSS) feed feature which provide easy reference.
Richardson (2006) regards weblogs as a means of helping educators and learners
to find interested audiences for their work. Such consideration reflects the aims of skills
development professional development, and widening the knowledge base of learners on
particular subjects. Laukshare and Knobel (2003), Akbulut and Koyici (2007) reduced
perceived distance between educators and learners and creating social interaction where
audience comment on the content of the blog. This asynchronous method interaction
which is quite relevant to online learning activities such as the subject of this research
have listed additional blog features which learners through weblogs can use which
include last updated counter,banner titles, calendar, hyperlinks, web donations, title
taglines, photo of the blogger, and assess to other blogger’s works.

75
Oravec (2002) considers weblog as a mode of online classroom interaction with
its potential of promoting learning. He sees blogs as a special instrument in developing
students voices, helping individuals to be more critical and analytical in approach to
education. In a study carried out by Scroeder (2003) on the use of weblog is
disseminating information to faculty members in a tertiary institution, he observed that
the use of blogs and other web 2.0 technologies help theory of communication suitable to
the hyperactive lifestyles of academicians at tertiary institutions. The work nature of
librarians involves a busy schedule on daily basis and the use of weblog is one of these
communication tools quite accessible of them. For those librarians who are involved in
blog search for their professional development education, it may be considered
significant part of interaction and a means of increasing their self-confidence (Williams
& Jacobs, 2004). Considering the technology knowledge level of some librarians, the
author disagree with Williams and Jacob (2004) view that blogging should be apply in
the instrument of evaluating the learning curricum for now especially in low technology
skills nation like Nigeria. Instead, blogging activities can be introduced for formative
purposes as well as aiding them in their learning process. This view is premised on the
above authors opinion in which individuals accepted that blogging enhanced learning
and intellectual exchange of knowledge.
Supporting the above views, Quible (2005) maintain that students are quick to be
similar with internet applications which has a strong ability of communication, as
information is carry out readily obtainable to individuals through blogs than providing
printed materials of the same content. In the opinion of Ray (2006) on educational use of
blogs, he affirms that weblogs is a communication tool, instructional resource, tool for
sharing and showcasing students works, means of communication which is more
effective than traditional hard copy announcements. This he avers, reduces the problem
76
of dealing with printed copies as educators can post assignments, course materials,
explanations, comments, while the learners can share in the learning experience. As Ray,
found out, students can collaborate with students and teachers across cities, countries,
and regions.
The experience of Lin, Yueh, Murakami, Kakusho & Minch (2006) and Du and
Wagner (2007) on the educational application of weblogs are quite notable. The authors
examined the effect of continuous use of weblogs on learning performance of University
Senior level business education. They had hypothesized that effective application of
weblogs could enhance their mental and building of social knowledge. Their results
showed that individuals’ weblogs presentation was a substantial vascinator of their
learning outcome, whereas traditional course was not.
Inspite of weblogs huge potentials as a vital educational digital tool, Ray (2006)
worried about the problem of accessibility as not many students have equal opportunities
of having a computer or access to internet services. However, within the last couple of
years this opinion is no longer viable. It is holistically contestable because in Nigeria
alone, there are 74 million mobile phones most of which has internet features which
teachers, students, business men, among others now use to browse the internet and
readily access weblogs, among other internet applications. Orinkinla (2015) puts the
number of Nigerian social network presence at 23 million, hence, one can infer that the
number mentioned above are accessible to weblogs for various purposes in which
education can be of priority. As at today, weblog use is not integrated into our school
curriculum. Those who are blogging now do so out of share curiosity, excitement and
purposeful usage. Though the teaching of computer library has been introduced into
secondary and tertiary education levels, the instructional resources, method of teaching
and learners’ participation is simply at rudimentary level.

77
Cooke (2011) while deliberating on web 2.0 as a successful vehicle for library
and information science continuing professional education, emphasize that the steady
and associative state of these instruments allow learning to be more vigorous and lasting
than a singular class session gatherings. He enumerated social network software
materials being apply for LIS continuing professional education to include blogs, wikis,
and social networking forums and members. Of all these, he cited weblogs as the most
prolific and well known tool being used for continuing professional education
(Technorati, 2008; Bar-Illan, 2007) due to the fact that they are free for use, and bloggers
do not need technical knowledge of html to maintain or update blog pages, in addition to
the easiness to keep blogs up to date.
Emmanuel (2013) studied theuse of social media tools among Nigerian librarians
in three selected tertiary institutions in Imo State, Nigeria. The work design was accepted
for the work. The questionnaire was apply as a means of gathering data. The findings of
the paper reveals that Nigerian librarians have knowledge of social media tools and are
using the tools majorly for communication with friends and information sharing among
fellow librarians. Facebook and weblogs was discovered to be the mostly utilized social
media tool among the librarians in the institutions studied. The study concluded that
though librarians made use of the social media, they were not directing it towards their
academic pursuits. The paper recommended that proper orientation, introduction of ICT
literacy courses and subsidized internet access rate as possible solutions. The author
recommended that various institutions of tertiary education have to play a significant role
in re-directing the mind-set of the staff to the fact that the various social media can be
optimally utilized to actualize the academic goals which is the primary reasons why they
are in higher institution.

78
Weblog as online learning resources combines test, images, web pages, videos,
drawings that fully supports online learning. It offers vast instructional potential and
promotes learners cognitive and social knowledge construction. However, its weaknesses
include delays in posting, time lapse in blogging underdevelopment of blogging skills,
qualityof post.
2.5 Wikis and professional development of librarians
Wiki.com (2008) defines a wiki as a database of pages which visitors can edit
live. The rich attributes of wiki are the “comments” which visitors to the site can make
even spontaneously. This means a page or a work in wiki can be edited, updated or
additional information added or retrieved from wiki pages. When used for educational or
instructional purposes wiki makes it easy to exchange ideas and knowledge on issues of
interest to individuals as well as group, subject content notwithstanding. Wiki.com
further explains that wiki opens the door to experts and all manner of people increasing
creativity and intellectual productivity.
Technology is a vital instrument for helping members of educator’s and-learners
(Scardamalia, 2004). Thework displayed how collection and networks of computers
helped individual groups to function together and display their study to the members.
Both area of the software assists in stimulating individuals. This innovativework
revealed main properties of information building software. Scientists revealed that taking
individuals displayed their study was mainly a more stimulating for majority of
individuals than turning study in for a grade. Individuals frequent respect their state
among their peer member more than the ideas of a facilitator.
As the growth of internetincreases, happening technologies which include wikis
and blogsamong othersassists in new means to assist individual express and learn
(Goodwin-Jones, 2003). Similar to wikis linkedin is an area forlibrarians to chat among

79
other librarians and interchange ideas. Linked-in provide prospects for working librarians
to associate with others with certain ideas and obstacles. In the program, a
goodtransaction of knowledge on the area is assisted by the librarians themselves. This is
displayed as a main section of membership building and helping the users to control
possession of the environment of the online.
Wikis in classroom situations and information resources are frequently apply to
assist new teachers with little of information of model or practiceo (Hiebert, Gallimore,&
Stigler, 2002; Foley, Livine & Beck, 2004). The stimulation for applying wikis in the
development of professional is the capacity to assist certain of similar association
whereas retaining elastic for various state and context. That is the reason why Albert,
Nakayama and Martin (2010), described wiki as a new kind of virtual team phenomenon
that is changing the way people develop ideas and learn. Giving the collaborating
potential of wiki, they add amounts to a cyber team of self-motivated people with
collective vision which serves as a platform and learning resources which we know to be
quite relevant to online learning as well as continuing professional development
activities.
In a study on social networking tools for academic libraries, Kalpana and Patil
(2015) affirmed social media as crucial to 21stcentury statement with users of the library,
which help libraries academian to seek its purpose and objective online, whereas
enhances the resources and library services. As Johnson and Burclaff note in their 2013
ACRL conference paper, “Making Social Media Meaningful: Connecting Missions and
Policies”, 94% of the libraries of the academic have the media presence on Face book,
YouTube, Twitter, wikis but only 2% of those graphed have a library-particularplan for
media of the social. They also emphasized the function of connecting the library
academic of plans of the social media to the statement of the plans of the library, stating,
80
“Mission-based goals and actions are particularly valuable in areas of rapid change, like
social media… The library mission should drive the library’s activities and should
therefore be present in these guiding policies.” Wikis asis a permitted online
compendium that offers a basic information and meaning of phenominom. It gives an
environment for users to connect, participate and edit to the content. This a collective
web page for improving web content.
Wiki technology gives a means for members to cooperate on the production of
resources of online and documents. The word wiki explained a certain associative
website where the webpages arecorrectable by the site users. Users have the ability to
adjust or edit previous pages and recent pages to the site. This enable members to
cooperate on the production of web based knowledge. Technically, wiki is a changing
website createdwith a script language which are php or perl, and database on the web
server. A big many of wiki systems (>40) have been produce and majority are given
widely as open information mission.Majority of the main common wiki systems are
Media Wiki (www.mediawiki.org), Moinmoin (moinmoin.wikiwikiweb.de) and TWiki
(twiki.org).
Wiki technology has been in shortage apply for many years, but is becoming
acceptable with common of Wikipedia. Every wiki systems stake the two central
property which explain wikis: and the simplicity of contributing knowledge to the web,
and the capacity for various individuals to give to the similar site.Wikis can be apply
byindividual users ormembers to gather and display knowledge. A likely approach
permits the users to contribute pictures and other media or connect to websites outsidethe
wiki.So, a wholelocation can beproduced without wanting to apply a web page or
download any files. This relieves the producing pages and connecting content that are
linked in systems of wiki enable it to produce a web of associated knowledge. Likely to

81
the instrument of map concept, wiki can be a vital instrument for thinking, assembling of
ideas of a member or arranged onformation. (Tonkin, 2005).
Hally (2014) carried out a study on assessment of librarian usage of selected
social media platform in Nigeria libraries. A pattern of work research was used for the
work with a purposive instrument of sampling apply to select a total of 620 librarians
across 4 districts. The study utilized a questionnaire for collecting data from the
respondents. Pearson product moment correlation was apply for data evaluation. The
result showed that 45% of librarians utilized facebook for social relationships, online
forum (14%), emailing (56%), while wikis was (8%). It was recommended that wikis
should be learnt in order to help them in collaborative activities.
Although originally designed for social interaction, today, the use of social media
is found in all aspects of professional life. Lin (2002) attributes this to the ability of
networks to enhance the flow of information thereby revealing opportunities and choices
that otherwise would not be available for a person. Corroborating this, Nahapiet and
Ghoshal (1998) note that relationships in a network provides access to new information,
resources, and opportunities making it possible for individuals to exchange information
thereby enlarging the knowledge scope of each individual involved in the network.
The actual innovativeproperty of wiki is their clearless to be corrected by various
individuals. While majority websites on the internet are proyected from correcting, wiki
are exposed worldwide, enabling individual to adjust the meaning.Sinceeach page is
exposed to correcting, each reader is also an expected writer. However, the properties of
the wiki enable and help everyone to share. This is different to traditional websites where
the facilitator- as the basis of knowledge- produces the website and the individuals are
easily passive readers.

82
Wiki can be apply ina class to participate a main function in producing the
content of the location. Individuals can conclude readings, analysed data, make argument
or display questions on the wiki. On a outmodedexplanation board, when a
learnerdisplayed knowledge, other individuals can only response. In a wiki, learners do
not response, but adjust the knowledge. They adjusted and contribute to what is not there
or innovate new pages on similar topics. The subsequent website is a building of social
of information among the members (Goodwin-Jones, 2003). By producing a reasonable
illustration for this information, wiki facilitate replication and consent building among
the class.
Since wikis are open documents, any study that users do on the location is
displayed,not only by the facilitator or educator,but the whole member. Wiki may
exercise force on the writer since they acknowledge that may arrive and adjust their page
if they see errors or criticize their output or outsight condemnation. Wiki users reportthat
producing pages does allow important adjusting is a state of pride within users of wiki
(Wales, 2005). Dissimilarexplanation boards where one individual writing is virtual
recognized, presence of no virtual recognition on a page of wiki whose study is whose.
This has the benefit of producing an open document which each one can give. But this
can lead to an effect for a teacher who needs to evaluate assistance by the students to the
location. In the case of librarians, use of the site can be beneficial as any contribution is
built on accurate knowledge and experience of the author.
Majority of the systems of wiki assists a means of assessing the history of student
age. This can be apply to visualized those share to a certain page. The property of the
history easily enable a page to be retrieved in situation of deletion of information.The
properties of wikis produce a likely number of application for education.At the cheapest
state, a wiki page can be an important instrument for a facilitator who needs to distribute
83
information among classes on the web is able to input knowledge to the web site
frequently fromanywhere, also in the centre of class (instrument representation of wiki).
It is usedfor specificindividuals to display study to the class or for members to cooperate
on producing information (instrument of displaying and collectively as a wiki). Apart
from members, the wiki can be apply to produce n information centred on the whole
class or groups.
The application of wikis is an instrument of education forlearners at allstate. But
it is specifically adequqte for librarians to participate in this process since they have a
powerful state of professionalinformation to participate, and since it is expected of them
toassumed afunction in the guildelines of understanding pedagogical incourse of learning
new skills and professional practice. Onuoha (2013) in a work of application of
librarians’in social media for professional development, revealed that majority of the
respondents 164 (91.11%) use online forums, followed closely by Blogs 117 (65%),
Wikis 128 (71.11%) and online social networks 140 (77.78%) virtual and Podcasts and
world were within the small applyin the development of professional learning
Opeke and Onuoha (2013) in a similar study but restricted to online social
networks, found out that librariansuse online social networks mainly for socialising with
friends 150 (97.40%), exchanging photographs 149 (96.75%) and collecting updates
from family groups 136 (88.31%). Among the respondents, 113 (73.38%) apply online
social networks for finding professionals among the profession of the librart, collecting
recent knowledge on the profession of the library 100 (65%) and publicizing library
events 74(48.05). On the use of specific social media sites, a study by Skeels and Grudin
(2009) discovered that status updates in Facebook assisted someparticipants to keep up
with changes and trends in their field. Twitter was discovered by Zhao and Rosson
(2009) as an instrument that is used enhance communication of business and not only to
84
assist an own updates. In a study conducted by Khan and Bahtti (2012) on the barriers
witnessed by libraries on the application of media of social in Pakistan, findings revealed
that electricity failure, lack of time, privacy and identity theft, lack of knowledge, slow
speed of internet, among others. These findings are also prevalent in Nigeria, as similar
observation was made by Ani (2007) who identified challenges in the usage of social
media as lack of awareness, lack of infrastructure, erratic power supply and attitude of
policy makers among others.
Should knowledge created by learner be as best or correct as that produced by the
facilitator? Perhaps not on the earlyendeavor, but the means of progressive adjusting by
individuals, such as the facilitator, has the ability to produce a better correct and whole
document than the facilitator should have been don e by them. Wikipedia revealed this
guildelines. Individuals is capable to give knowledge to the online information
irrespective of their information or reasons. But particular disply is amount to adjusting
by other individuals, enabling errors to be localized and effected. A earlier work of the
accuracy of Wikipedia revealed it to be correct as the experts produced Britannica and
Encarta encyclopedias (Giles, 2005). Additionalpopular reasonabout wiki is the capacity
for knowledge loss by useless users. Majority systems of wiki comprises of an
instruments for closing pages or saving adjusted knowledge to ensure that it recovers
earlier versions. Such misuse is perhaps unpopular invarious areas. Wikipedia revealed
little occurrence on the system that is exposed to every users (Wales, 2005).
Wiki is a web-database of pages in the internet that information can be added,
edited, updated, retrieved, or deleted. Different people can contribute to the site, making
it the richest internet site for online learning. However, there is little or no control of the
information published on the site in terms of accuracy, factual content language
discipline and misinformation.

85
2.6 YouTube and professional development of librarians
Application of internet give uncountable provides prospects for cooperation on
online, information, and development of user centred content. In reality, this means a
movement from ststic, html based and informational webpages to recent adjustable web
pages such as cooperative materials and social networkings. Furthermore, it resulted to a
migration from a movement of one way media such as television, radio, newspapers, and
bookswhere the web page creator produces both the content and read them which are
podcasts,Wikis, YouTube and forums, (O’Reilly, 2006).
The new paradigm gives the new approaches called ICT based approaches. ICT
stand for new multimedia technologies, including computer software and CDROM, the
Internet, mobile phone, television, film and other technologies (Andrew, 2000). One of
the web pages used in teaching and learning is YouTube video.Video is a type of
magnetic tape in which moving pictures and sound is recorded (Hornby, 2015).
Professionals of various subject areas now prefer information with visual content that aid
cognition, comprehension, and quick assimilation of ideas, to the age long textual
information presentation. Educators are using tools of communication such as videos to
satisfy learners practical and process needs. In essence, Videos has become a vital digital
tool of communication for continuing professional development (CPD) educators and
learners because of its ability to inspire and capture viewers attention, and helping to
explain facts of massive data that can easily enrich understanding, comprehension and
internalization, as well as promote an insight into what is being learnt.
According to Ware (2004), it is widely acclaimed that vision is the sense that has
the largest (information) bandwidth to 100mb/s as against audition that has only 100b/s.
For this reason, video is perceived to be best suited to carrying information faster to the
brain more than other senses. In addition, video is easier to explain ideas and presents
86
library routines with more clarity than text content. Video application in continuing
professional development (CPD) enable the digital communication educators to create,
adapt, modify, colour, animate lecture resources in a way and means that can bring vivid
clarity of the subject to the learners. For this reason, librarians use video programmes for
new students, routine orientation exercise, and processes such as automation practices,
reference search practices, information retrieval and even library resources preservation
management. In continuing professional development (CPD) cases, video presentation
has the potential of promoting cognition and long team retention of imagery content,
reduces the time learners could have spent on reading through pages of textual content
(Lark, Parks & Crane, 2009), fascinates, generate interest, and ignites passion for the
material learnt. Video is known to support learning objectives by representing vivid
description of learning materials from where learners can see, explore, easily understand
and retain learning activities at once.
In a study on evaluating Librarians Use of YouTube as a Promotional Tool: An
Experimentalwork and identified better practices.With the rise of application web 2.0
and networking of social, libraries have the ability to connect users via associative web-
centred instruments patrons already apply in their own lives, which are youtube and
facebook. In the work the writer investigate to comprehend the means that libraries are
applying youtube wide reasons. Using a procedurecreated from works in the resources of
medical, the writer revealed and evaluated promotional library videos in youtube. To
effectively evaluate the usership of the promotional library videos and its increase over
time , view counts were associated at three points in time over a time of six of sirteen
months. Making use of available data by youtube, the writers evaluatedthe highest five
websites t every video therby enabling a fundamental understanding of the usership of
the promotional library videos and their capacity to spread to required audiences.
87
The writer also evaluated the major associative properties facilitated by youtube
to acquire information into the means users are replying and associating with videos such
as responses and the capacity to select video as favorites. Lastly three instances of videos
produced by libraries were activated. The inventors of every video were questioned
about the innovative mechanisms and their knowledge into the correctiveness of their
videos. The main discovery was that while experts in library consists of an important
section of viewers for promotional library videos, inventors can rise usership by the
expected audience if they oftenly and planly exhibited the content of video in web
sites,national or vehicles of campus communication,and environments of social media.
The measureable and qualitative approaches employed for the work are presented as
better means for the evaluation and analysis of library online content video and for
application of libraries of means of social media. Upon these approaches, and subsequent
the evaluation of numerous videos with the content of library based, the writers have
acquired a means of result based effective mechanisms for the application of video
onlone as ainstrument of promotional libraries.
The importance of YouTube as a vital asynchronous digital communication tool
for learning and social interaction have been acknowledge by the vast statistics
observable in the internet. The startling data shows that there are 1.2 billion videos in
You Tube (Sharma, 2015); had 800 million users monthly (Martell, 2015); daily people
upload over 300,000 videos (Doncher, 2016 & Turek, 2016); launched local versions in
88 countries around the world and can navigate in a total of 76 different languages, more
than half of the user and viewers come from mobile devices (YouTube.com, 2016). What
is most startling is the number of people who views You Tube per day which Expanded
Rambling.com (2016) put at 1 billion. A careful observation of this researcher shows that
in Akwa Ibom State Polytechnic, Ikot Ekpene, about 92% of the students use mobile
88
devices to access YouTube daily for news, assignments, term paper and social
interaction. Such astounding data portray You Tube as important internet resource
librarians have also use for their continuing professional development.
In its application in continuing professional development (CPD), video represents
fundamental visual communication/learning resource in libraries and information
centres. It involves visual display that offers distinctive explanatory learning activities
that allow penetrating perception and cognitive agility greater than textual
information.Kaufman and Mohan (2009) studied video use and higher education where
45 academic staff, 12 librarians, and universities administrators, in 18 disciplines and
departments across 20 universities in USA participated, about the ways they use video
then, the extent they will take the use of video to, and how best they intended to develop
new video service offerings over nine months for learning. The study found that; (i) The
application of video is increasing speedly in sections of every areas including
professional and vocational curricula. (ii) Academic staff, librarians, administrative
expected their application of video is increasing geometrically in education. (iii) For
years to come the scholars expected the bases of their video to migrate from deliveries of
offline to online (iv) There was high request for videos of educationally–directed
archives and services. This simply infer that to facilitate or enhance video use in
continuing professional development (CPD), a wide range of high-quality and high-value
audio-visual materials have to be digitized and made available online by cultural, social,
business, educational institutions, online educators, collaborators, and learners.
The efficacy of video in learning has also been emphasized by media authorities.
BBC Active media (2016) emphasize that video of educationalproperties are of better
means to injectpictorial stimuli to learning. They add that when properly apply , it can
89
aid to enhance the educational skill of professionals and increases the state of
commitment and accomplishment during learning.
Boost Suite (2016) discussed the benefits of using video as a very cost effective
form of communication tool which allows demonstration of services or product in a way
text and photos cannot do. The groups identify some benefits of using video to include;
1. Its visual appeal, in which the groups believe that people tend to appreciate visual
experience and audience, would like to watch a professionally produced
presentation than perusing numerous volumes of printed materials to get the
knowledge they want.
2. It engenders emotion. A video demonstrating how a product work or how a
process runs would provide solid evidence of “how-to-do” skills to the watchers.
3. It is versatile. A video produced for movie can equally be used as teaching and
learning aids or material. Hence, it can be viewed anytime the user visits the
website and use it as many times as possible. If recorded in video compact disk
(VCD). The above concept also brought about the emergence of DVD to extend
the capacity of videos holding in a single disk and refine picture quality in high
definition.
Karr (2014) observes that video has the capacity to transfer many amount of
ideas. He asserts that video help to drive conversations to clients. From this explanation,
a simple produced video can transfer various emotional, historical and academic ideas
from the imagery portrayed in the shot. Gregory (2010) researched on benefits of online
video and writes that online video has been increasingly popular part of social media as
well as common method of communicating and sharing information. She explains some
benefits of online video as a tool that can be used to build support with ones audience. It
can be gleaned from the above views that videos, whether off line or online can also be
90
used to enhance continuing professional development of librarians. This is because it can
practically explain processes, routines, concepts and content of materials learned in the
educational process.
Fox (2011) observed that overtime, business and the educational enterprise have
begun to adopt video as a primary means of communication with their customers as well
as students, ostensibly for two principal reasons that video is engaging and more
importantly, video is persuasive and compelling because of seeing and hearing what is
learnt. He explains that online video is a cost-effective substitute for in-class training. He
asserts that contextual training videos are now popular in that, “how-to-do videos, videos
manuals, on-site videos reference, among others, are being used to supplement or replace
traditional training.
YouTube is an relation of entertainment with social website. It was set up in
February 2005 and tossed live in November 2005. Among 12 months thespot had
increase geometrically and with the help of the funds of venture capitals, the location has
over 100 million watched videos each day. Comscore (2007) defined YouTube as
website that share, view and input videos in various pattern.video.As explained before,
watching video is more effortless and enjoyable because video can deal an
availablepictorial and ideas of emotion to individuals, display literacy and recent
language-the language of pictures and a means of pictorial symbolic codes Lance (2007).
In addition, Fill and Ottewill (2006) in Lance (2007) suggests that it can offer
aconvincing and impressive ideas of education. Students are easier to understand and
memorize the information from the video. It was supported by Harmer (2003) who stated
that video can add special extra dimension to the learning experience. Videos help the
users to arrange what they will say or write after watching the videos, because they do
not listen, but they may recognize it through the gestures of each character in the video.It
91
can be concluded that Youtube video is media to transfer messages or information which
serves visual, symbolic codes, language images, literacy and emotional experiences.
According to Shea (2002), there are five values of YouTube video:
1. It provides increment in opportunities for associations between and within
learners and tutor.
2. It makes accessible a largercollection of resources
3. It enables individuals to participate actively in learning
4. It supports a numerous pattern of learning.
5. It improves the growth of advanced order mental skills.
It is clear that internet has perfectly impact in the learning of English and
mechanism of teaching. Majority of intellectuals and scientists have shown that the rapid
development of technology has produce an actual means of learning by making use of IT
whereas numerous e-learning courses spring up universally. (Brandon, 2005; Pufahl,
Rhodes, & Christian, 2001, among many others).
Horton (2006) reported that e-learning is the application of knowledge, digital
and technologies of computer to create information about learning in far state. Brandon
(2005) asserts that the methodof pedagogical enable learners to approach the content of
pedagogical which will be added in the simple templates along with guildelines and
illustrations.Theydiscovered that the application of helpful media associates with the
development of languages; however, to have numerous e-learning coursesmight be
unnecessary. Brandon (2005) proposed there might only be online coursesbut it must
have ability to translate business. E-learning or online can assist three organizational
facets for learning; higher freedom, economizing cost,and timely topics whereas the real
learning assume similar or better (Crichton & LaBonte, 2003).

92
Dudeney and Hockly (2007) reported that the commencement of the internet or
other classroom technologies is uneasy because certain unhelpful characters existed
towards the technology of the world. Centuries of the typicalknown classroom-dependant
pedagogy is the same. YouTube is the single one means of electronicengaged under
investigation in this business classroom of English. In the recent work, the co-writers
looked particularly into both positive and negative characters towards technology that
appear from the processes of exhibition.
Given the obtainability of the Internet, teachers are obtaining higher opportunity
to link into numerous instrument of education which can be apply to facilitate the
rehearsal of classroom individual centred learning and to participate in numerous
associations with learners. The ability to read the materials of online spans from games,
slides, videos, associative software and various are located to help teachers as well as
librarians in executing their learning and teaching (Keengwe, Onchwari, & Onchwari,
2009). Librarians have accepted that the improvement of media of social and
technologies of education, their intellectual and visual content,information content can
be produced anddistributed more rapidly and broadly than before.
Availability to internet and computers is off no concerns, for member of decrease
income (Atkinson, Billing, Desmond, Gold, & Tournas-Hardt, 2007; Kudryavtsev,
Krasny, Ferenz, & Babcock, 2007). The application of videos become widespread that
are equally accessable via mobile instruments. Infact the application of videos and film
to substitute teachings has been accepted worldwide dated in the year 1950s
(Marchionini, 2003). The obtainability of technologies of education and self-created
videos put on youtube alsohad prepared learning to be interesting. Majority of works
evaluated the application of Youtube for learning and teaching in numerous sections
which are included in nursing (Clifton & Mann, 2011; Agazio & Buckley, 2009; Skiba,
93
2007), in educating English as a Foreign Language (EFL) (Kelsen, 2009) in LIS
(Kaufman and Mohan, 2009; Karr, 2014) and numerous others. In nursing as instances,
Clifton and Mann (2011), discovered that the application of youtube videos rises
engagement of individuals, vital alertness and enhanced indeph learning. Additional,
these videos can be approach at a particular period of the day and location to favours the
learners. Besides, youtube is also apply to show hypothetical content, engage learners,
and motivate inventive mechanisms of teaching (Agazio & Buckley, 2009). They
commended groups to apply the technology to motivate student explanations,
information sharing and innovate groups of learning.
YouTube is also apply as an additionalinstrument of learning with individuals in
Taiwan. Kelsen (2009) carryout a work on 69 sophomore individuals and discovered that
the like the application of youtube to learn English comfortably with regard tobeen
exciting, important and healthful. In alternativework, sixty-one graduates and twenty
undergraduate individuals pertook in a work applying MovieMaker software to create
individual, produced tutorials on instrument studied in class, where members input
complete movie tutorials to the website based internet. The outcome showedthat the
mechanisms of YouTube tutorial had an important helpful impact on student learning
(Fralinger & Owens, 2009). It is obvious that youtube bring about helpful impacts on
numerous sections of learning and teaching.
In another study on effect of ICT on the dynamic function of the librarians, Other
Library and Information Science (LIS) expertsand Managerial Change by Kanchan
(2013). The work accepted a pattern of work research with an instrument of beneficial
sampling used to pick a total of 429 certified librarians across 5 tertiary institutions of
learning. A questionnaire was developed, validated by experts in research and evaluation
and the reliability of the instrument was established using Cronbach alpha reliability
94
technique. Data was collected through mails and questionnaire. The result showed that
most librarians attend conferences through virtual presentation, acquire professional
knowledge through YouTube packages as receive timely information through emails.
The usefulness of applying videos in the teaching and learningappears likely clear
within the individuals of far learning in which direct teaching is unrelevant (Chang,
2004).
Nevertheless, works have displayed that the application of videos may not be
restricted only to individuals of far learning. This is as a result of progression of the
technologies of internet has produced higher experiences for educational delivery of
videos more readly and can be used in every aspects of education as far as there is
presence of internet connections (Vural, 2013). Vural also shown that there seem to be
inadequate studies carryout on the application of youtube enhanced by associative
mechanisms. Equally so, there is dearth of research in the use of video and YouTube in
teaching, learning, and imparting knowledge in the library and information service
enterprise, where the use of video/YouTube can play significant role in explaining
practical routines, and skill development.
The application of videos of youtube enabled by associative processes in a way to
multivate vital reasoning alertness of the learners applying active study mechanisms, the
curiosity to facilitate the performance of applying videos of youtube has been urgently
given the excesses of such instruments from numerous locations in the internet.A main
section of education is individuals learning. Better high education is basically on the
performance of individual attained information, how well they understand what is learnt,
and how well they practicalize what they learn. The means to achievevideo learning is to
exemplify the component and instinctive. There can be problem particularly for
preliminary coursesof computer science for individuals of non-computer. Such courses

95
are expected to span an open livel of concepts in complex computer which are computer
internalhardware, networking, databases, operating systems and more. In the article, we
display the outcome of a work carryout on the application of videos of youtube to
facilitate individuals learning. We also analysed individual effectiveness in a preliminary
to computers courses for individualsof non computer science by relating two members of
individuals.
The main one is a test group in which the researchers have equipped the
individual with a range of videos from youtube to demonstrate various concepts which
arehard disk internal components, multiple cores versus single core processor, using fiber
optic cables to link materials beneath water etc. The next is a control group which
applies traditional materials which are handouts, class lectures and textbooks. The
outcome of the work have demonstrated that individuals know and can recognized
difficult concepts better when they are open to pictorial video explanation. We
discovered that majority of the individuals viewed short videos, whichis not in written
content. One of the major important of youtube is its free depended web services tha
have little content about particular concepts lectured in schools.
Instructors can look readly and evaluate videos associated to a particular concepts
or information, and assist individuals with the access. In the study the videos were
inputed applying plugin, realplayer which enabled any streaming videos to be inputed on
the web. It is then inputed into LMS (learning management system). We have chosen to
embrace the-videoa inputed in the LMS so as to monitor the number of individuals who
have inputed it and monitor the number of inputs. In the work, it is demonstrated that
applying youtube videos facilitate individuals tosearch for specific videos and have a
pattern of applying youtube as a resource in education. The only problem is the analysis
of the accessability of the content carryout by the teacher. Finally, youtube videos have
96
been a vital instrumentsof content of education and the effect has been significant upon
our work on individuals effectiveness.Teachers have apply youtube videos in various
areas which are nursing and have confirm to be a useful instruments to facilitate
individuals learning and commitments. Rahim et al (2014).
Infor-wire-buzz.com (2014) while explaining the effectiveness of the reason
behind the use of video attest to the fact that it is simply the most powerful digital
marketing tool for product distribution, in education it is more persuasive and potent
enough to capture the imagination of learners while driving home facts of learning
experience. The claims that enhances recall more than text information. There is no
doubt that video has more visual appeal to the learner than other takes of contact, and
demonstrates the clarity of skill and practical processes. Video is better in carrying
emotional expressions to the brain and can influence/engender interest in the learner.
In most libraries, management activities and routines processes such as the use of
electronic shelves, library use Online Cataloguing demonstration, online search strategies
instructions, Operation of Online Public Access Catalogue (OPAC), the imagery conveys
understanding more that text content. As confirmed by the group, video buds trust and
credibility into learning materials. It allows the presenter to synchronize with the
students, allowing the presenter to reinforce his lectures with eye contact, body language,
and facial expressions that further explains and clarify the lecture. It strengthens the
relationship between the lecturer and the learners. The main objective of video is to
provide the viewer a sense of presence in the score. Video makes Continuing
Professional Development (CPD) lessons more vivid and convincing one disadvantage
of video is that it is the mainstimulating multi-media content to carrythrough the web.
The aim is its share size: one second of compressed, full-quality video necessitatesabout
27 megabytes of disk storage space (Garg, 2010).

97
The researchers affirmed YouTube as digital communication tool with high
definition visual content that aids cognition, comprehension, and faster assimilation of
ideas. Its potential to inspire and capture learners’ attention helps to explain facts of
massive data that can easily enrich understanding and deeper insights of subject matter.
It helps educators to create, adapt, modify, colon animate lecturer resources for clarity of
lessons. Its visual appeal engenders emotions that influence caveat development
positively. However, YouTube is video-based and require multi-media enabled gadgets,
high internet speed and sufficient storage capacity to download or upload learning or
entertainment videos.
2.7 Summary of literature review
From the vast literature reviewed, the authors see email as a way of sending
messages and data to other people through the internet, and as the most vital, cheapest,
effective, fastest and secured, means of online learning tool for educators and learners.
The storage for anytime use makes email effectively suitable for continuing professional
development. Newgroup is explained as online discussion group hosted on the internet,
which discussion covers every conceivable subject of interest including professional
development. The veracity of newgroups as a community for exchange of knowledge,
ideas, correcting viewpoints, explaining facts, disseminating information for practical
solutions is greatly acknowledged.
The review affirms online forum as an active world social where users of internet
groups, out of shared beliefs, passions, lifestyles, or professional ethos, constitute online
learning communities that allow prompt application of new ideas, sharing wealth of
knowledge, experience, up-to datenessof current events, and new opportunities that
provides learners acquisitionof skills, thereby facilitating collaborative learning for
successful professional development activities.

98
Weblogs covers text, images, videos, graphics, internet sites, web pages and
hyperlinks.It constitutes a novel communication channel for providing access to learning
resources for sharing knowledge between facilitators and learners.Similarly, YouTube is
considered a vital learning tool consisting text, and data, videos that enrich
understanding, comprehension, and insights to what is being learnt,thereby helping
facilitators to create, adapt, modify, colour, animate, learning resources that facilitate
professional development.
All the research works reviewed have studied the use of one or two asynchronous
digital tools in any particular research endeavor. Studies of more than two digital tools in
one research are rare. In contrast, this research covers six distinct digital tools, and the
joint effect of these tools in promoting professional development of librarians. Whereas
previous studies dealt with student learners and users, this study focuses on certified
librarians on the job. Hence, this study will determine whether the use of asynchronous
digital tools could improve professional development over the conference, seminar,
method that has made insignificant impact in librarians professional developement. Most
importantly, whether the multiple digital tools could provide focus and a new direction in
librarians professional development.

99
100
CHAPTER THREE
RESEARCH METHODOLOGY
The chapter describes the methods developed for the work under the subsequent sub
class:
3.1 Research design
3.2 Area of the study
3.3 Population of the study
3.4 Sampling technique
3.5 Sample
3.6 Instrumentation
3.6.1 Validity of the instrument
3.6.2 Reliability of the instrument
3.7 Procedure for data collection
3.8 Procedure for data preparation and coding
3.9 Procedure for data analysis
3.10 Operational definitions of variables
3.1 Research design
The correlational survey pattern was accepted for the atudy. Kothari and Garg
(2014), and Siegle (2015), explicate correlational survey design as one that describes or
investigates relationship between or among variables. The design provides empirical
evidence suggesting whether two or more variables are related or not, but does not establish
causal relationship. Correlational survey design is most appropriate for this work on the
basis that it contributes to deeper understanding of the variables being studied and their
relationship.
101
Importantly, its coefficient can be reported and discussed in terms of its strength,
direction, and statistical significance as in hypothesis seven of this work. In addition, the
contribution of each predictor variable is examined in terms of its unique contribution to the
prediction of the criterion variable. Ultimately, correlational survey design is not susceptible
to researcher’s manipulation or influence, but only measure the variables to establish
relationship between some sets of variables (the predictor and criterion).
3.2 Area of the study
The geographical area under study is the geo-political South-South zone of Nigeria.
It consists of six states which are:Edo, Bayelsa, Cross River, Akwa Ibom, Delta, and River
States.The South- South zone is located between 40 and 80 of the equator North and
longitude 50 and 100 of the Greenwich median East.The zone occupies a land area of 85,
5773 sq km with a population of 21,013,655 (Ajayi, Udo, Kirk-Green, Falola, 2015;
Encyclopedia Britannica, 2016). It is bounded in the east by Cameroon, in the West by the
zone of south west, north by the North Central area, and South by the Gulf of Guinea. The
area covers 18 senatorial districts with 109 Local Government Areas (Indexmundi.com,
2017). There are many ethnic nationalities made up of Essan/Bini (Edo), Itsekiri (Delta)
Ogoni (Rivers) Oron, Annang, Ibibio (Akwa Ibom) Efik, Ejagam (Cross River). Some are
linguistically and culturally related and live partly from agriculture, fishing and shrimping
in the coastal waters (Photius.com, 2016).
Apparently, there are 35 different ethnic groups speaking 210 dialects spread across
3500 communities in the zone. The dominant religion in the zone is Christianity with
insignificant traditional societies partially used as instrument of government in villages and
communities. It is densely populated. South-South zone is covered by tropical rainforests,
making it the third largest mangrove forest and bio-diversity hot sports in the world
(Worldbank, 2015). It consists of mass of meandering creeks and mangrove swamps with
102
variety of natural resources and abundant array of minerals, forest tree crops resources, oil
and gas, which are of immense economic importance, yet characterized by the tropical hot
monsoon climate. The zone is one of the most economically rich zone. Some of the
country’s major industrial hubs, oil fields, seaports are centered there (Britannica.com,
2016). It is rich with varied cultural heritage derived from the mixed-use of its ethic groups.
Radio, television, music, cultural plays remains forms of entertainment with cultural
institutions relative to each State. Out of the 4 refineries in Nigeria 3 is located in the zone.
The climatic condition oif the zone is marked by too major seasons – the rainy season and
the dry season which determined the planting and harvesting seasons generally.
The use of communication technology is fast developing in the South South zone.
Statistics on the use of Global System for Mobile Communication (GSM) and the Code
Division, Multiple Access (CDMA) n/etwork show internet penetration of 97, 210,00
million people for Nigeria (Internet World Statistics.com, 2016) which also apply to the
zone. The 16 million Facebook users in Nigeria (NCC 2016), also derived substantial
number from the zone. So also, are substantial number of users of other digital tools and
platforms. Nigeria’s hope of achieving 30% broadband penetration by 2018 (NAN, 2016)
will greatly enhance internet/online learning that will facilitate continuing professional
development of professionals in the zone.
The South South geo-political zone has a considerable level of educational
attainment. There are several primary, secondary, technical and vocational schools in the
zone. At tertiary level, out of the 138 Universities in the Country, 21 are located in the zone
(Wikipedia, 2017). It also has more than 14 polytechnics, and some colleges of Education
(UNICEF, 2015) in the zone. The literacy rate of 59.6% for Nigeria also apply to the zone
(CIA, 2015). A breakdown of the literacy rate by Sex showed 69.2% for male and 49.7%
for female as applicable to Nigeria in general (UNESCO, 2015)

103
3.3 Population of the study
The population of this work comprised three hundred and sixty-one (361)certified
librarians who are working in Universities, Polytechnics, Colleges of Education in the
Nigerian South South Zone. The figure was aggregated from the list of certified librarians in
Nigeria 2016 (LRCN, 2016). Out of the 361 librarians, 250 were from Universities, 38 from
Polytechnics, and 73 from Colleges of Education in the Zone. The researcher believed that
by their qualification and training, the group will elicit reliable and dependable responses
for the study.
3.4 Sampling technique
The method of stratified sampling was adopted for this work. Using the list of
certified librarians in Nigeria 2016, a list of names of librarians working in tertiary
institutions in the South South Zone was collated. The population was stratified into
Universities, Polytechnics and Colleges of Education respectively. Stratification was done
to obtain a representative sample of each group to reduce error variance within the groups.
The names of the subjects of each stratum were subsequently arranged
alphabetically by type of institution. A table of random numbers was applied to each
stratum to select the number of certified librarians required for the study. By the above
method, a sample size of 300 or 83.10 percent of the total population of 361 was selected
for the work.
3.4 Sample
The sample for this study consist of three hundred certified librarians from
Universities, Polytechnics and Colleges of Education in the South-South zone of Nigeria. A
breakdown of the sample in terms of age showed that 4(1.33%) of the respondents were
under 30 years of age, 52(17.33%) were in the age bracket of 31-40 years range,
104
120(40.00%) in the 41-50 years of age, 124(41.33%) in the 51 years and above. The female
were 187(62.33%), while males were 113(37.67%). In terms of educational qualification
13(4.33%) respondents held B.LS degree, 211(70.33%) held M.SC/M.Phil, while
76(25.33%) possessed Ph.D.
Sample description by years of experience showed that 28(9.33%) respondents had
less than 10 years experience, 62(20.67%) in the 11-20 years range, 126(42.0%) in the 21-
30 years range, and 84(28.0%) in the 31 years and above range. Concerning their
professional registration status, all 300 subjects confirmed they are certified librarians. The
subjects also affirm that they use asynchronous digital tools. Regarding their workplaces,
213(71%) 0f the subjects worked in the Universities, 30(10%) in the Polytechnics, and
57(19%) from College of Education.
3.6 Instrumentation
A self-pattern questionnaire materials referred“Asynchronous Digital Tools and
Continuing Professional Development of Librarians” was apply for gatherings of data. This
is because of the researcher’s conviction that it is often the most feasible means to gather
information, especially when respondents are geographically scattered. The instrument was
grouped into two sections A and B. Section A comprised seven items to elicit demographic
information of the respondents.
In section B, questionnaire items no 1 – 5 elicited information on the use of email
and continuing professional development of librarians. Items no. 6-10 educed information
about newsgroup and continuing professional development of librarians. Items no 11-15
asked about librarians use of Online forum and their continuing professional development.
The use of weblogs and professional development of librarians was addressed by item nos.
16-20. Items no. 21-25 sought to get information about the use of Wikis and their
Continuing professional development. Items no 26-30 dealt with the use of YouTube and
105
librarians’ Continuing professional activities. Then, continuing professional development
was measured by items no. 31-40. All items in section B of the instrument (1-40) were
designed on a modified four-point Likert scale of (Strongly Agree- SA, Agree- A, Disagree-
D, Strongly Disagree, SD.)
3.6.1 Validity of the instrument
This is an extent to which a materials adequately and accurately evaluated what it is
supposed to evaluate. Validation of the materials was done through face and content
validity. Face validity of the materials was done by the supervisor and two professionals in
test and measurement (in University of Calabar) who scrutinized the instrument critically
and logically and suggested modifications. Content validity was also conducted by
requesting the experts to rate the extent to which each item appeared to measure some
universe of opinion or belief it was meant to measure. This provided feedback with which
further corrections were made on the instrument. Statements which showed greater
variations as advised by the experts were deleted. After the modifications, an initial
instrument of 55 items were left with only 40 items affirmed to have obtained a high content
validity, and capable of measuring the variables it was expected to measure. In all, the
instrument had 40 questionnaire items authenticated as suitable for the work.
3.6.2 Reliability of the instrument
This concerns the extent ofsteadiness that an apparatus demonstrates in determining
what it has to determine. To regulate the dependability of the apparatus for measuring the
variables, a pilot test was carried out by the researcher using fifty (50) certified librarians
drawn from the population of the study. The questionnaire was administered to the
librarians only once. Data collected from the respondents were analyzed using Cronbach
Coefficient Alpha reliability technique. The reliability coefficient ranged

106
TABLE 1
Distribution of the population of the Study
STATES
S/ Institutions AK BA CR DEL EDO RIV TOTAL
1 Universities 35 16 37 83 46 33 250
2 Polytechnics 4 2 - 17 11 4 38
3 Colleges of Education 5 2 10 38 6 12 73
41 19 47 133 56 45 361
Source: Librarians’ Registration Council of Nigeria (2016)

107
TABLE 2
Distribution of sample of the study
S/ State Universities Polytechnics College of Education Total
M F M F M F
1. Akwa Ibom 12 17 2 1 1 2 35
2. Bayelsa 3 7 1 - 1 1 12
3. Cross River 12 19 - - 4 6 41
4. Delta 23 42 6 9 10 25 115
5. Edo 14 20 2 5 1 2 44
6. Rivers 12 20 1 2 4 5 44
76 125 12 17 21 43 300
Source: Librarians’ Registration Council of Nigeria (2016)

108
TABLE 3
Cronbach alpha dependability coefficient of the research apparatus (N=50)
S/n Variables No of X SD
α
Items
1 E-mail 5 16.11 1.48 0.79
2 Newsgroup 5 16.12 2.42 0.78
3 Online forum 5 16.55 2.36 0.81
4 Weblog 5 15.14 2.36 0.84
5 Wiki 5 15.13 3.13 0.85
6 YouTube 5 14.12 2.42 0.79
7 Professional 10 29.12 4.11 0.83

development
109
TABLE 4
Coding schedule for the research apparatus
Variable Code Column
Gender Male ……………….1
Female ……………..2 1
Age Below 20………..….1
21-30 ……………….2 5
31 above ……..……..3
Qualification BLS…………………1
MLS/M.Phil………...2 8
Ph.D………………....3
Years of Service Below 10…………….1
11-20………………..2 12
21-30………………...3
Above 30…………….4
Certification Yes…………………...1 15-16

No………………….... 2
E-mail Add scores on questionnaire

items 1-5 of B 8-9
Newsgroup Add scores on questionnaire

items 6-10 of B 17-18
Online forum Add scores on questionnaire

items 11-15of B 19-20
Weblog Add scores on questionnaire

items 16-20 of B 21-22
Wiki Add scores on questionnaire

items 21-25 of B 23-24
YouTube Add scores on questionnaire

items 26-30 of B 25-26
Professional development Add scores on questionnaire 27-28

items 31-40 of B
110
between 0.78 to 0.85 as presented in Table 3. The values were considered high enough and
capable of measuring effectively the variables of the study. The formula of Cronbach
Coefficient reliability used is
[ ]
❑
k
∑ S1 2
r XX = 1− ❑
k−1 SX 2
3.7 Procedure for data collection
The major apparatus for gatherings of data was questionnaire. The researcher used
research assistant as was necessary to distribute the instrument. Appropriate clarifications
were made to reduce the rate of error in completion of the instrument. 311 questionnaires
were distributed to respondents. They were advised to give their candid opinion freely as
the data will be used purely for research work only.
3.8 Procedure for data preparation and coding
After gatherings the questionnaire, codes/scores was allocated to every item. For
easiness of data preparation, a coding patternswas arranged by emerging a key for each of
the concepts of the apparatus in a tabular form as presented in Table 4.
3.9 Procedure for data analysis
The method of evaluation of data depended on everyproposition of the study. Each
proposition of the work wasrestated and the variables in it identified. Pearson Product
Moment Correlation Co-efficient (PPMCC) and multiple regression statistics were used for
testing the hypothesis include:
(i.) Hypothesis one
Absence of no significant association among the use of email and continuing

111
Independent variable: Email digital tool
Dependent variable: Professional development of librarians
Statistical analysis method: Pearson product moment correlation
(ii.) Hypothesis two
Absence of no significant association among the use of Newsgroup and continuing
Independent variable: Newsgroup digital tool
(iii.) Hypothesis three
Absence of no significant association among the use of online forum and continuing
Independent variable: Online forum digital tool
Statistical analysis technique: Pearson product moment correlation
(iv.) Hypothesis four
Absence of no significant association among the use of Weblogs and continuing
Independent variable: Weblogs digital tool
(v.) Hypothesis five
Absence of no significant association among the use of Wikis and continuing

112
Independent variable: Wikis digital tool
Statistical analysis technique: Pearson product moment correlation
(vi.) Hypothesis six
Absence of no significant association among the use of YouTube and librarians
Independent variable: YouTube digital tool
(vii.) Hypothesis seven
Absence of no significant joint effect of the use of asynchronous digital tool (Email,
Newsgroup, Online forum, Webinar, Wikis, You Tube.) on continuing professional
development of librarians.
Independent variable: asynchronous digital tools (Email, Newsgroup,
Online forum, Webinar, Wikis, YouTube.)
Statistical analysis technique: Multiple Regression Analysis
3.10 Operational Definition of the Variables
The operational definition of the variable specifies the meaning of all the variables
involved in this particular study. The purpose is to remove any ambiguity on their use as the
variables may have other meanings.
1. Continuing professional development:Continuing professional development refers to a
process of educational training while at workplace, to enable the learner to upgrade

113
knowledge, job skills, competences, increase efficiency and productivity. It is
measured with item 31-40
2. Email asynchronous digital tools: Electronic mail is a pattern store-and forward
depending computer messaging that help the user to transmit messages from own
computer over a network of data to more receivers, who receive messages from the
mail box ona server located centrally applying their own computer or work station. It
is evaluated by item 1-5 of section B of the apparatus.
3. Newsgroup asynchronous digital tools:Newsgroup is a discussion learning group that
is usually conducted by small groups of learners over the internet. It is evaluated by
item 6-10 of section B of the instrument.
4. Online forum asynchronous digital tools:Online forum is an enchanting educational
experience and promoting active learning where learners build up knowledge, instead
of acquiring it passively. It is evaluated by item 11-15 of section B of the instrument.
5. Weblogs asynchronous digital tools:Weblog is a website where records are
documented in a journal style and shown in a converse chronological order. It is
measured by item 15-20 of section B of the instrument.
6. Wikis asynchronous digital tools:Wiki is a database of paged which visitors can edit
live. It makes educational or instructional purposes easy to exchange ideas and
knowledge on issues of interest to individuals as well as group, subject content
notwithstanding. It is evaluated by item 21-25 of section B of the instrument.
7. YouTube asynchronous digital tools:YouTube is a website of sharing video on which
users input and spread videos and watch them in various style. It is evaluated by item
25-30 of section B of the instrument.

114
CHAPTER FOUR
RESULTS AND DISCUSSION
This chapter presents the results and discussion of the study. It is arranged as
follows:
4.1 General description of variables.
4.2 Presentation of re sults
4.3 Discussion of findings
4.1 General description of data/variables
The works examined asynchronous digital tools and continuing professional
development of librarians in tertiary institutions in Nigerian South South. The independent
variable for the work is asynchronous digital tools while the dependent variable is
continuing professional development. The main independent variable was categorized into
six sub-variables comprising email, newsgroup, online forum, weblog, wikis, and YouTube.
The dependent variable, is professional development of librarians. The statistical package
for social sciences (SPSS) computer software was apply for evaluation of the data. For all
results, significant level was set at .05 alpha level. The result of statistical summaries for all
variables is displayed in Table 5.
The outcome in Table 5 is the expressive characteristics of the changes. The result
showed that the mean value for email is 20.65 with a standard deviation of 6.46, newsgroup
has a mean value of 19.57 with a standard deviation of 11.35. More so, the mean value of
online forum is 17.99 and a standard deviation of 7.25, weblog has a mean value of 11.80
with a standard deviation of 2.59, wikis has a mean value of 18.59 and a standard deviation
of 11.30, while Youtube has a mean of 17.87 and a standard deviation of 3.85. Professional
development has a mean of 22.63 and a standard deviation of 4.10

115
TABLE 5
Descriptive statistical summaries for all variables in the study
S/N Variable N X S.D.
1 Email 300 20.65 6.46
2 Newsgroup 300 19.57 11.35
3 Online forum 300 17.99 7.25
4 Weblog 300 11.80 2.59
5 Wikis 300 18.59 11.30
6 YouTube 300 17.87 3.85
7 Professional development 300 22.63 4.10

116
4.2 Presentation of results
4.2.1 Hypothesis one
The hypothesis states that there is no significant association among the use of email
and continuing professional development of librarians. The independent variable in this
hypothesis is email usage while the dependent variable is professional development of
librarians. To test the hypothesis, Pearson product moment correlation was apply for
evaluation of data. The outcome is displayed in Table 6.
The outcome of the analysis in the Table 6reveal that there is a positive significant
relationship between the use of email and continuing professional development of
Librarians. This is evident in the fact that the calculated r- value of .751 is higher than the
critical r- value of = .113 at 298 degree of freedom and .05 significance level. Hence, the
null hypothesis is unaccepted. Also the value of .751 is fairly close to +1.0 which indicate
that the association is strong.
4.2.2 Hypothesis two
Hypothesis two explains that there is no significant relationship between
participation in newsgroup and continuing professional improvement of librarians. The
independent variable in this hypothesis is participation in newsgroup, while the dependent
variable is professional development of librarians. To test the hypothesis, Pearson product
moment correlation coefficient formula was used for data evaluation. The level of
significance was set at P<.05. The outcome is as displayed in Table 7.
The outcome of the evaluation in Table 7 shows that the Calculated r – value of .789
for the use of newsgroup is higher than the critical r – value of .113 at .05 significance level
and 298 degree of freedom. Therefore the null hypothesis is unaccepted. Based on the result
strong helpful association among the use of newsgroup and continuing professional
117
development of librarians is observed. This shows direct relationship between the use of
newsgroup digital tool and continuing professional development of librarians.
4.2.3 Hypothesis three
Hypothesis three reveal that there is no significant relationship between involvement
in online forums and continuous professional development of librarians. The independent
variable in this hypothesis is involvement in online forums while the dependent variable is
professional improvement of librarians. To test the hypothesis, Pearson product moment
correlation was applied for evaluation of data.
The outcome as presented in Table 8 shows that at .05 significance level and 298
degree of freedom, the calculated r – value of .763 is higher than the critical value
of .113.This result shows strong positive relationship between the two variables. It implies
that there is helpful significant association among librarians involvement in online forums
and their continuing professional development. Hence, the result informed rejection of the
null hypothesis.
4.2.4 Hypothesis four
Hypothesis four reveal that there is no significant relationship between use of
weblogs and continuing professional improvement of librarians. The independent variable
in this hypothesis is use of weblogs while the dependent variable is professional
development of librarians. To test the hypothesis, Pearson product moment correlation
coefficient was applied for evaluation of data. The outcome is as displayed in Table 9.
Table 9 shows that the calculated r – value (r = .708, df = 298, p<.05) for the use of
weblogs was compared with the critical r – value of .113and found to be greater. The result
informed rejection of the null hypothesis. It shows significant positive relationship between
the two variables. The result implies that the use of weblogs digital tool strongly relates
with continuing professional development of librarians.

118
TABLE 6
Variable ∑X ∑X2 ∑XY r-cal.
∑Y ∑Y2
Use of email 3569 43943 57741 .751*
Professional development 4659 78757
Pearson product moment correlational analysis of the relationship between email usage and
professional development of librarians(N=300)
rcrit = 113, df = 298, P<.05, *Significant
TABLE 7
119
∑Y ∑Y2
Participation in newsgroup 2929 30709 48390 .789*
Pearson product moment correlation analysis of the association among participation in
newsgroup and professional development librarians (N=300)

120
TABLE 8
Pearson product moment correlation analysis of the association between involvement in
online forums and professional development librarians (N=300)
∑Y ∑Y2
Involvement on online 2969 32003 49051 .763*
forums

121
TABLE 9
∑Y ∑Y2
Use of weblogs 3540 43778 57515 .708*
Pearson product moment correlational analysis of the association among use of weblog and
professional development librarians (N=300)

122
4.2.5 Hypothesis five
Hypothesis five states that there is no significant association among the application
of Wikis digital tool and continuing professional development of librarians. The
independent variable in this hypothesis is use of Wikis digital tool while the dependent
variable is professional improvement of librarians. To test the hypothesis, Pearson product
moment correlation was applied for evaluation of data. The outcomeis as displayed in Table
10.
From Table 10 above, the calculated r – value = .663 at 0.05 alpha level and degree
of freedom 298, the critical r – value is .113. Since the calculated r – value (.663) is higher
than the critical r – value (113), the null hypothesis is unaccepted. The result implies that
there is strong positive relationship between the use of wikis digital tool and continuing
4.2.6 Hypothesis six
Hypothesis six reveal that there is no significant relationship amonguse of YouTube
and continuing professional improvement of librarians. The independent variable in this
hypothesis is use of YouTube while the dependent variable is professional development of
librarians. To test the hypothesis, Pearson product moment correlation was applied for
evaluation of data. The outcome as presented in Table 11 shows that at .05 level of
significance, the calculated r-value of -.039 is less than the critical r- value of .138. This
implies that there is noassociation amongUse of YouTube digital tool and professional
development of librarians. Hence, the hull hypothesis is retained.

123
TABLE 10
∑Y ∑Y2
Use of wikis 3569 43943 57471 .663*
Pearson product moment correlational analysis of the relationship between Use of Wikis
digital tool and professional development librarians (N=300)

124
TABLE 11
∑Y ∑Y2
Use of YouTube 2841 41057 44360 .039*
Pearson product moment correlational analysis of the association amonguse of YouTube
digital tool and professional development librarians (N=300)
rcrit = 113, df = 298, P<.05, * Not Significant

125
TABLE 12
Summary of multiple regression analysis of the joint effect of asynchronous digital tools on
continuous professional development of librarians (N=300)
Model Sum of squares Df Mean F-ratio p-level
squares
Regression 1341.245 6 223.54 17.699 .000
Residual 3688.019 292 12.630
Total 5029 298
R = .516; R2=.267 ; Adj R2=.252
Model Unstandardized Coefficient std Standardized t-ratio p-level

coefficient
B error beta
Constant 17.317 1.526 11.383 .000
Email .281 .054 .442 5.179 .000
Newsgroup .098 .059 .271 1.652 .100
Online .006 .043 .010 .131 .896
forums
Weblog -.156 .081 -.099 -1.926 .055
Wikis -.076 .057 -.210 -1.341 .181
Youtube ..039 .057 .037 .689 .491

126
4.2.7 Hypothesis seven
There is no joint effect of the asynchronous digital tools on continuing professional
development of librarians. The independent variable is asynchronous digital tools (email,
online forum, weblogs, wikis, newsgroups and YouTube) while the dependent variable is
continuing professional development. To test this hypothesis, multiple regression statistical
tool was applied. The outcome is as displayed in Table 12.
The result shows that all the variables combined yielded an adj. R2=¿ 0.252 which
implies the variance in continuing professional development could be explained for 25.2%
of the independent variables. Analysis of variance in the multiple regression shows that an
F-ratio of 17.69 which is statistically significant at .05 level was observed.
The result is in line with Kask, Good, and Brett (2014) opinion that asynchronous
digital tools provides vital learning resources that are obtainableanyplace, anytime,
included a numerous of media, useful for one to one and one to many communications,
more desirable for learners to share multiple perspectives. The flexibility of each of these
online platforms which are not time, place, and educators presence dependent shows the
joint effect as a strong enhancing factor for professional development of librarians.
4.3 Discussion of findings
In this section, the findings of the study are discussed.
4.3.1 Email and development of professional librarians
The outcome of the data evaluates in respect of hypothesis one revealed that there is
significant relationship between the use of email and continuing professional development
of librarians. This could be as a result of the fact that email has become an essential digital
tool where staff receive materials relevant to their profession for their updates. Access to
email has become widespread in almost every country the world over via networks of
corporate and institution or providers of services of internet. An educator can use email
127
easily to transmit similar messages to all individuals in a group or member of individuals
can apply it to function collectively on tasks. While it can take days or weeks to send lecture
materials across the country and weeks to go round the world by traditional post, email can
take just seconds whatever is the volume of materials. The result could also be as a result of
the fact that in continuing professional development (CPD), email is being used creatively
for teaching and learning. Its value as an adjunct feedback mechanism for teachers and
learners has created positive impact in the learning process.
The result of this study is consistent with Ojokheta (2009) who studied the
effectiveness of organizing learning nand teaching via email among 300 level distance
learning students of the University of Ibadan and discovered that email was widely used as
it increased learners performance, boost interest in doing assignments, and seriousness in
their learning as they freely retrieved instructions and feedback within minutes.
The result is in line with Sadat and Rahman (2010) study who found email
communication as important instruments of education for learning in Bangladesh Open
University in their distance learning programme with 21 accredited programmes with 82%
of the respondents using email communication tool, and 91% them preferring the use of
email at the regional and local resource centres for learning, it supports the digital tool as
important learning platform. Also 52% of the requirement had their personal email
connection as a matter of priority. The result supports Wang (2010) and Cavanah (2013)
observations that there is extensive use of email in business and educational practices
especially that email facilitate sharing of knowledge and skills among learners across the
globe.
The findings are in line with that of Hithch (2012) who carried out a study on
utilization of social media platform and professional development program on Turkish
Librarians, and found that the use of email among librarians have reduced the stress of
128
travelling long distances for training and development. Secondly, that email helps librarians
acquire online materials, read from their inbox as well as download to their phones and
computers relevant documents that can be accessed at the comfort of their beds. The
findings also was in line with that of Debard and Guidera (2000) who found that the use of
email can be adopted to enhance teaching effectiveness. They noted still that email tool is a
basis of extra rigorous individual association that can result to inner, strong and involved
learning.
4.3.2 Newsgroup and professional development of librarians
The outcome of the data evaluation in respect of hypothesis two revealed that there
is significant association amongnewsgroup and continuing professional development of
librarians. This result could be that in newsgroup, varieties of topics and issues are
discussed by members of that group. It is affirmed that using newsgroups can be a humble
and worthwhileapproach of locating information and that when used impressively and
purpose fullness they can help as an low-pricedway to knowledge and skills acquisition.
Moreso, the result could be due to the fact that newsgroup is a means of finding detailed
information about a project area that the main stream media tend to over simplify. Secondly,
to a reasonable extent, newsgroups are excellent ways to find out professional websites to
visit on particular area of interest and collect detailed information available that can bring
clarity on an issue of confusion as well as provide knowledge which hitherto was absent.
The findingisline with that of Adebayo (2014) who study was on information and
application of Social Media within Librarians in Nigeria. The study found out that the use of
newsgroup helps staff who cannot sit down and learn due to the nature of job, dangers
associated with traveling long distances. It was also found out that the use of newsgroup as
an online participatory forum helps for information exchange and dissemination, and it is a
129
platform where formative discussions are carried out about a particular domain, and which
encouraged the spirit of networking in learning, and of course professional growth.
The result of the study confirms Sokoya (2012) study of using social media to
establish connection and networking among librarians in agricultural research sections in
Universities, Polytechnics and Colleges of education, where we found that they used social
media to connect themselves on facebook to expose them to the lastest experiences and
information in their expertise. The result further agrees with Kuchinsike (2005) research on
the use of email, newsgroup and the www to improve chemical engineering education in
USA, how to use newsgroup to increase student to student and instructor to student
exchange of ideas. He found that chemical engineering curricular that used newsgroup,
among other tools, have the potential to produce better chemical engineering graduates and
professors alike, due to the quality of discussions and knowledge exchanged there.
Secondly, the use of newsgroup flexibility and feedback facilitates whole class
communication irrespective of the place, develop focus for specified course of study and
generates information sharing about how to solve the same and similar problem.
The result supports Bagherian and Thorngate (2000) finding when they investigate
newsgroup activities through monitoring and gathering opinions on students and instructors
of Carleton University in Canada. They found that newsgroup eliminate the necessity of
learners meeting together at the same place, at the same time thus reducing two main
barriers of group learning and communication with the result, it is possible to support
Nichani (2010) that professional form newsgroup to pursue shared goals, ideas, interest and
connect with one another irrespective of location and time to strengthen relationship and
provide resources to members on social learning platform.

130
4.3.3 Online forum and development of professional librarians
The outcome of the data evaluated in respect of hypothesis three showedthat there is
significant association among the use of online forums and continuous professional
development. The result contradicted this hypothesis which implies that a significant
relationship exist between use of online forums and continuous professional development of
librarians. This could be as a result of the fact that there are certain academic questions that
may not be answered by ones immediate environment. One needs therefore to extend his
search for knowledge beyond the frontiers of his/her academic domain. Online forums
becomes a veritable center for that. The result could also be due to the fact that the ability to
collectively help, development of profession and reflection, also towithstand obstacles of
period and location, makes the application of gatherings of beneficial important. Collective
processes are vital to gatherings of online, particularly those performing under the
protection of professional relationships as Burnett and Buerkle (2004) continue that
collective behaviors are indicators of functional and healthy members.
The findings of the study is in line with that of Gray’s (2004) work on unofficial
learning in a practice of online members that showed that surroundings of online presents a
vital study materials even for that participate unactively via display, but who often lurked in
the contextual to study what is happening. The work also revealed that majority processes
stand against the application of gatherings of online were inadequate of similarity with
technologies of online and following a shortage of reasoning or interest in how
communication online could help study. In support of the result, the findings of Tella and
Isah (2010) who demonstrated a work on undergraduates application of gatherings of online
at the Ilorin University, Nigeria revealed that majority of popular potential related with
taking part in a gatherings of online are: support of intellectuals in sharing reasons (100%),
131
facilitating association of social (98.5%) and opportunity of asking friends what is virtual
(98%).
From the finding of this work, we can agree with Pavlina (2005) that potential
benefits of regular online forum participation include but not limited to learning new ideas
and refining old one,sintellectual exchange, making new friends and contacts, learning
about new opportunities for professional development and enjoying community
membership. Also, the result supports Schuetze (2010) findings in Germany University of
Kiel and Canada University of Victoria that they used online forum more actively than face
-to- face classroom or chat and felt more comfortable writing online than in classroom.
The result agrees with the findings in University of Michigan (2016) which assessed
the purpose of online forum among librarians and discovered that it provides for
explanation of experts reasons, facilitate pertaking in professional affairs, and promotes
timely exchange of ideas, knowledge, skills acquisition required for their day to day
functioning at workplace.
4.3.4 Weblog and professional development of librarians
The outcome of the data evaluation in respect of hypothesis four showed that there is
significant association among use of weblogs and continuous professional development was
rejected as revealed by the result. This result could be as a result of the fact that the use of
weblog as a digital communication tool is associated with acquisition of knowledge about
the expertise of library, acquiring ideas for study and professional recognition. Importantly,
the result could also be as result of the fact that the use of instructor weblog, which are
documented by teachers and majorly applied as added ways of communication to propagate
knowledge with learners enhance librarians acquire timely information about their
profession as most blogs usually contain general commentary,) course management
information and course content (resources to all subscribers about their learning materials,
132
and progress on the course. It could also be as result of the fact that the utilization of
weblogs among librarians will serve as a platform where information is assessed,facilitates
discussions and sharing ideas,containing content much more than in email communication,
post multi-media content such as videos, podcast and documents which are vital for
professional development of staff.
The findings is in line with that of Lujan-Mora and Juana-Espinosa (2008) that
carried out the research using quantitative and qualitative methods at University of Alicante,
Spain, to evaluate the usefulness of weblogs for higher individuals of education, in their
daily lives, and in their teaching-learning dynamics. Their result showed that 66% of the
teachers and students see weblogs as an interesting communication tool, used for sharing
knowledge, and good for expressing oneself at any time of the day.
The finding of this study supports Stephen (2013) results which revealed that
librarians in the Nigerian south south zone make optimal use of internet resources including
weblogs. It agrees with Bar-Illan (2007) findings of the use of weblogs by librarians to
disseminate information. He found that weblog has effect on the processes of knowledge
experts. see blogs as a novel ways of transmitting knowledge to professional colleagues, as
well as users of the web. The consistent rise in the use of weblogs (17.5 million in May
2011 to 305.9 million as at July 2016),supports the result of this study. In addition, the
integration weblog into virtual teaching and learning, and the easiness of simplifying web
publishing, and sharing knowledge justifies the result of this study.
4.3.5 Wikis and professional development of librarians
The outcome of the data evaluated in respect of hypothesis five showed that there is
significant association among the application of wikis and continuing professional
development of librarians.the hypothesis was rejected because it showed significant
relationshipbetween the two variables. The result could be due to the fact that wikis as an
133
online digital tool used for educational or instructional purposes, makes it easy to exchange
ideas and knowledge on issues of interest to individuals as well as group, subject content
notwithstanding. The stimulation for applying the development of professionals is the
capacity to help certain similar associations while retaining elastic for various context and
situations. Giving the collaborating potential of wiki, self-motivated people with collective
vision which serves as a platform and learning resources which we know to be quite
relevant to online learning as well as continuing professional development activities are
collectively utilized. Today, people could contribute knowledge to the content of what is
read online which is a great attribute of wikis. People gain knowledge and acquire practical
understanding from the clarification offered in the contribution of others on the same topic
as often displayed in most Wiki pages.
The result is contrary with the finding of Kalpana and Patil (2015) on social
networking tools for academic libraries that found that wikis has not been used extensively
in Nigeria for professional development since it involves the use of pages that only calls for
edition and addition of input to a particular subject. However, Tonkin (2005) noted that
professional development is not just when a staff publishes or write paper, it could also be
as result of the number of information that is posted from different individuals on his
subject area as well as his /her contributions that can facilitate the development of the
person.
The result is also relevant because wiki sites (media wiki, Twiki, and Mein man
wiki) provide a means for members to cooperate on production of online learning resources
even for ardent professionals. Giles (2005) concern that wiki contributions is susceptible to
potential misuse or shortage of knowledge by hateful users notwithstanding, the efficacy of
the use of wiki can be justified with Onuoha findings of 71.11% of his study.
134
4.3.6 YouTube and professional development of librarians
The outcome of the data evaluation in respect of hypothesis six showed that there is
significant association amongthe application of YouTube and continuous professional
development of librarian.The hypothesis was retained. The result could be as result of the
fact that though YouTube helps in providing material where the recipient can just watch
online or download from an instructor a course of interest, most people do not utilize this
social media for academic purpose. It is rather used as an entertainment device for watching
movies, celebrities among others. The utilization of these media for this purpose may
relatively not help the individual to grow professionally well. It could also be that most of
the respondents have not used this media for any of their academic exercise.
The result contradict the findings of Lark, Parks and Crane (2009), Sharma, (2015),
Martell, (2015), Doncher, and Turek, (2016); that noted that in continuing professional
development (CPD) cases, video presentation has the potential of promoting cognition and
long team retention of imagery content, reduces the time learners could have spent on
reading through pages of textual content fascinates, generate interest, and ignites passion for
the material learnt. Video is known to support learning objectives by representing vivid
description of learning materials from where learners can see, explore, easily understand
and retain learning activities at once.
4.3.7 Joint effect of asynchronous digital tools and professional development of librarians
The result of hypothesis seven showed that there is a significant joint effect of
asynchronous digital tools on continuing professional development. The result could be due
to the fact that the world is technological driven contrary to when people travel for distant
areas for knowledge search as well as attend conferences. Today, there is no type of
information that cannot be accessed even in bedroom provided internet serviceis available.
Professionals do not need to travel distances places in order to get knowledge, skills, and
135
techniques needed in their profession. Social media platforms through the use of emails,
newsgroup, weblogs, online forum and wikis can facilitate acquisition of knowledge. The
result is in line with that ofEmmanuel (2013). Kalpana and Patil (2015). Hally (2014) that
carried out a study on assessment of librarian usage of selected social media platforms in
Nigerian libraries. The study found that librarians uses social media for varieties of
purposes namely for publication, sending and receiving papers through their mails, learn
through interactive forums, as well as acquire up to date information about their
professional carrier.
136
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter is concerned with the presentation of the summary of the work, conclusion and
recommendations. It is presented under the subsequent sub-headings:
5.1 Summary of the study

5.2 Conclusions
5.3 Recommendations
5.4 Suggestions for further research.
5.1 Summary of the study
The work was aimed at investigating whether asynchronous digital tools relate with
continuing professional development of librarians in tertiary institutions in South South
Nigeria.Asynchronous digital tools was structured into six variables: email, newsgroup,
online forum, weblog, wikis, YouTube to measure whether they can promote continuing
professional development more than the orthodox method. Extensive literature review was
done on the valuables under study. To guide the study, seven research questions were raised
and seven hypotheses were stated thus:
1. Presence of no significant association among the application of email and continuing
2. Presence of no significant association among the applicationof newsgroup and
continuing professional development of librarian.
3. Presence of no significant association among the application of online forum and
4. Presence of no significant association among the application of weblog and

137
5. Presence of no significant association among the application of Wikis and
6. Presence of no significant association among the application of YouTube and
librarians’ professional development.
7. There is no significant joint effect of the use of asynchronous digital tools (emails,
Correlationalsurvey design was accepted for the work with stratified sampling
technique to collect a sample of 300 respondents purposively certified librarians from
universities, Polytechnics, and Colleges of Education in South-South geopolitical zone,
Nigeria. A 40 item questionnaire instrument titled ‘Asynchronous digital tool and
continuing professional development Questionnaire (ADTCPDQ)’validated, pilot tested and
found suitable was applied for gatherings of data. Data collected were analysed using
Pearson product moment correlation and multiple regression statistics. The outcome
obtained showed that:
1. There is a significant relationship between use of email and continuing professional
development of librarians
2. There is a significant relationship between involvement in online forums and
continuing professional development of librarians
3. Presence of significant association among the application of weblogand continuing
professional development of librarians
4. There is a significant relationship between newgroups and continuing professional
development of librarians
5. Presence of significant association among the application of wikis and continuing
professional development of librarians

138
6. Presence of significant association among the application of YouTube and
continuing professional development of librarians
7. There is a significant joint effect of asynchronous digital tools and continuing
5.2 Conclusion
Upon on the results of the work, there is a general increase of awareness on the
efficacy of asynchronous digital tools as sources of flexible learning for continuing
professional development while still working.The flexible and ubiquitous nature of
asynchronous digital tools can provide solution to the time, place and teacher dependent
method of learning that produced little impact on professional development of
librarians.The use of email, newsgroup, online forum, weblog, wikis are veritable online
tools/platforms with the potential to facilitate acquisition of knowledge and skills for
librarians professional development.The use of YouTube is yet to be fully applied as
learning tool beyond entertainment, which is indubitably the most popular usage by people
presently.Obviously, the use of asynchronous digital toolswill remain indelible learning
resources for intellectual and occupational activities and for professional development of
librarians as well as other professionals.
5.3 Recommendations
In respect of the results and conclusions of the work, recommendations are made as
follows:
1. It is imperative that tertiary institutions in the south south of Nigeria should provide
array of digital communication tools and infrastructural facilities that can enable
librarians and other professionals to look-up or log-in to access information desired
for learning and professional development.

139
2. There is need for continual awareness creation among librarians in tertiary
institutions about the availability and viability of these online tools to explore and
use for their professional development and practice.
3. Online presence is a potent factor in professional practice and visibility in global
platforms. The use of email, wikis, YouTube, weblogging and participating in
newsgroup, and online forums provide the channels of learning from others, sharing
ideas, and collaborative activities necessary for professional development. Hence,
young librarians should be encouraged to use these tools.
4. Presently, the curriculum of Library Schools in Nigeria provides for few credit units
for teaching ICT and specifically the teaching of asynchronous digital tools as a
means of CPD. Therefore, ample provision should be made for the teaching of
asynchronous tools and their application by librarians for professional development.
5. The use of YouTube should be encouraged for acquisition of videos that can help
librarians learn and share live experiences from other professional colleagues.
5.4 Suggestion for further research
This study is by no means a conclusive research on the use of all asynchronous
digital tools. There is need for further research on:
1. The influence of other asynchronous digital tools not mentioned (e.g Facebook,
Flickr, Instagram, Linked-in, My Space, Twitter, etc) on continuing professional
development of librarians.
2. The present study could be replicated in other geo-political zones in Nigeria,
involving samples from other tertiary institutions to allow for generalization of the
result to be obtained. Further research could also be extended to a broad national
level to capture the overall extent of use and influence of the tools.
140
3. Additionalstudy could also be carried out to evaluate the application of
asynchronous digital tools for the continuing professional development of
professionals in other academic disciplines.

141
REFERENCES
[[
Active media.com (2016). Developing a communications strategy, press conferences,

newsletters, blogging and using social media.activemedia.com.gr/.
Adebayo, H. (2014). Knowledge and Use of Social Media among Nigerian Librarians.
Journal of Education, 34(1), 127-139.
Adebayo, H. (2015). Social Media Platform as a Knowledge Management Tool: Nigerian

Librarians Experience. Education for Information, 21, 243–262.
Adoyoyin, S.O. (2005). ICT Literacy among Staff of Nigerian University Libraries. Library
Review, 54(4), 257-260.
Agazio, J. & Buckley, K. (2009). An Untapped Resource: Using YouTube in Nursing

Education. Nursing Education, 34(1), 23-28.
Aguila, E. (2014). 10 Tips on Delivering Awesome Professional Development.

www.edutopia.org/blog/10-tips-delivering-awesome-professional-development.
Agyris C., Putnam R. & Smith, D. (1985). Action science. Jossey-Bass Inc., New York.
Ajayi, J.F., Udo, R.K., Krik-Green, A. H. M. and Falola, T. (2015). Federal Republic of
Nigeria. In: Encyclopedia Britannica online http://www.britannica.com/place/Nigeria.
07.01.2016.
Akbulut, Y. (2007). Instructional Use of Weblogs.

Tojde.anadoly.edu.tr/yonetim/icerik/makaleler/347-published.pdf.
Akhtar, H. (2016). 8 Reasons Why You Should Start Using Videos to Promote Business.
Available at http://wpgurus.net/advantages-of-web-video-marketing.
Albert, J. K., Nakayama, T. K. & Martin, J. N. (2010). Human Communication in Society.

2nd Ed. Boston: Allyn & Bacon.
Allen, M. (2009). What Is Continuing Professional Development (CPD).

www.melanieallen.co.uk.
Al-Qallaf, L. & Al-Azmi, A. (2002). Availability and use of information technology

amonglibrarians for professional development in Kuwait. Review of Research in
Education, 24, 173-209.
Al-Suqri, M.N. (2010). Collaboration in Library and Information Science in the Gulf Co-
operationCouncil: Current Status Challenges and Future Trends. Eurporia State
Research Studies, 46(2) 48-53.
Alter, M. (2009). What is Continuing Professional Development (CPD)? Available at

http://www.jobs.ac.uk/careers-advise/managing your career.
142
Alvarez-Torres M. (2001). On ‘Chatting’ in the Foreign Language Classroom. Clearing

House, 74, 313-316.
American Library Association (2012). Online Learning Offering by Units.

www.ala.org/onlinelearning/unit.
American Library Association (2016). Ala Online Learning. www.ala.org/on-linelearning/
American Society for Training and Development (2013). The State of the industry 2012.
Alexandria, VA: ASTD.
American Society for Training and Development, (ASTD) Research (2013). Informal
Learning, theSocial Revolution. Whitepaper, 4(3), 11-26
Anasi, S., Akpan, I. J. & Adedokun, T. (2012). ICT and Knowledge Sharing Among
AcademicLibrarians in South West Nigeria; Implications for Professional
Development. NLA 50th National Conference and AGM (Abuja 2012) 15-19 July, 1-
20.
Anasi, S.N. & Ali, H. (2014). Academic Librarians Perceptions of the benefits and
Challenges ofadopting e-learning for Continuing Professional Development in Lagos
State, Nigeria. New Library World, 115(7/8), 340-354.
Anderson T. (1996). The Virtual Conference: Extending Professional Education in

Cyberspace. International Journal of Educational Telecommunication, 2(2/3), 121-
135.
Anderson, L., Fyvie, B., Koritko, B., McCarthy, K., & Paz, S. M., (2006). Best practices
insynchronous conferencing moderation. Technical Evaluation Report.
Anderson, M. A. (2009). Asynchronous Discussion Forums: Success Factors, outcomes,

Assessments, and Limitations. Educational Technology and Society, 12(1), 62-78.
Andrews, R. (2000). Learning, Literacy and ICT: What’s the Connection? English in
Education, 34(3), 3-18.
Andrus, L. (2004). use of social media platforms and professional development of staff in
Banking Sector Journal of Curriculum Studies, 37(2), 155-192.
Annunoba, C.V. & Ukwoma, S.C. (2009). Strategies for re-Skilling the Library and
InformationProfession in Nigeria. In: Varleys & Walton, G. (Eds) Strategies for
Segmenting the Library and information Profession. IFAA Publications 139, 245-259.
Munich; K.G. Saur.
APA Work Group of the Board of Educational Affairs (1997). Learner-Centred

PsychologicalPrinciples: A framework for School Reform and Redesign.
Washington, DC: American Psychological Association.
143
Association of Library Collections & Technical Services (2017). Online CoursenGrants for
Library Professionals from developing Countries;
www.ala.org/alcts/awards/grants/onlinegrant.
Association of Southeast Asian Nations (ASEAN). (2009, April). Roadmap for an

ASEANCommunity 2009-2015. Jakarta: ASEAN Secretariat.
Atkinson, C. Mcbrath, D., Jonas-Dwyer & Phillips, R. (2010) (Eds). Beyond the Comfort
Zone: Proceedings of the 21st ASCILITE Conference 274 - 283. Available at
http://www.ascilite.org.au/conferences/perth04/procs/farmer.html.
Atkinson, N. L., Billing, A. S., Desmond, S. M., Gold, R. S., & Tournas-Hardt, A. (2007).
Assessment of the nutrition and physical activity education needs of low-income,
rural mothers: Can technology play a role? Journal of Community Health, 32,245-
267.
Atulomah, B. & Onuoha, O. (2011). Utilization of online social networks by Librarians in

Nigeria. Library & Information Science Research, 24, 49–72.
Austin Community College (2015). Professional Development and Evaluation. Texas: Acc
District.
Babbie, E. (2007). The practice of social research 11 th ed. Austrialia: Worthward cengage
learning.
Baby, H. (2010). Impact of Information Communication Technology (ICT) on Professional

Development and Educational Needs of Library Professionals in the Universities
ofKerala.Electronic Library and Information Systems, 44 (3), 271 - 282.
Baggaley, J. (2003). The technology source archive.

http://www.technologysource.org/keyword/weblogs.
Bagherian, F. & Thorngate, W. (2000). Horses to Water: student use of course newsgroup.
http: // firstmonday.org/issues 5-8/thorngate/index. Html.
Baharun, K. (1998). Critical Thinking Skills, Dispositions and Classroom Practices of

History Teachers in Malaysia Secondary Schools(Unpublished Ph.D. Thesis).
University of Manchester, United Kingdom.
Bakea, J. H. (2003). The learning log. Journal of Information System Education, 14(2), 11 –
13.
Baleni, Z. G. (2014). Centre discussion forum: New platforms to supplement face to face.
www.krepublishers.com/02-journals/l...
Ball, D. & Cohen, D. (1999). Developing Practice, Developing Practitioners: Towards a

Practice-Based Theory of Professional Education. In L. Darling-Hammond and g.
Skyes (eds.), Teaching as the Learning Profession: Handbook of Policy and Practice.
San Francisco: Jossey-Bass Publishers.
144
Ballistic Dormains.com (2016). Uses of Blogs- What are they.

www.Ballisticdormains.com/articles-art-web-hosting/148-blog-uses.
Bannan, K. J. (2010). 7 Tips on Using Email to Drive Webinar Attendance, Business to

Business. Available At http://www.btobonline.com/apps/pbcs.dll/article?
AID=/20100524/FREE/1005 29955/1376/leadgenguide.
Barab, S. & Duffy, T. (2000). From Practice Fields to Communities of Practice In: Jonassen
D. & S. Land (Eds.), Theoretical Foundations of Learning Environments 25-55.
Mahwah, New Jersey: Lawrence Erlbaum Associates.
Barab, S. A., Makinster, J. G., Moore, J. A., Cunningham, D. J. & The ILF Design Team
(2001). Designing and Building an On-line Community: The Struggle to Support
Sociability in the Inquiry Learning Forum. In Educational Technology, Research&
Development, 49 (4).
Bar-Illan, J. (2007). The use of weblogs by Librarians and Libraries to Disseminate

Information. www. Information. Net/ir/12-4/paper 323.html.
Baruchson-Arbib, M. & Bronstein, C. C. (2004). Predictors of librarian future library skills.
Bass, S. (2016). Five End-User Computing Predictions for 2016.

http://www.blogs.vmware.come/euc/2016/02/five-end-users-computing-predictions-
for-2016.html.
Beal, V. (2016). Newsgroup. webpodias @ www.webpodia.com/TERM/N/newsgroup.html.
Becher, T. (1999). Professional Practices: Commitment and Capability in a Changing

Environment. New Brunswick, NJ: Transaction Publishers.
Beerens, D. R. (2000). Evaluating for Professional Growth: Creating a Culture of

Motivation and Learning. California: Thousand Oaks.
Behl, R. (2009). Information Technology for Management New Delhi: McGraro Hill.
Bell, J. & Kottelin, T, (2005). What Newsgroup Are and How They Work?
www.anta.net/misc/nng/how-it-works.html.
Benchmark Communications (2017). Using Newsgroups, Mailing List and Forums as a

Promotion Tool. www.bmcommunimcations.com/bm-grps.html.
Bender, T. (2003). Discussion-Based Online Teaching to Enhance Student Learning:

Theory, Practice and Assessment. Sterling, VA: Stylus.
Beothel, M. & Dimock, K. V. (2000). Constructing knowledge with technology. Austin, TX:
Southwest Educational Development Laboratory.
Bigum, C. (2002). Design Sensibilities, Schools and the New Computing Communication
Technologies. In I. Snyder (Ed.), Silicon Literacies. Communication, Innovation and
Education in the Electronic age (130-140). New FetterLane, London: Routledge.
145
Blakiston, R. (2011). Building Knowledge, Skill and Abilities: Continual Learning in the
New Information landscape. Journal of Library Administration, 51, 728-743.
Bloch, J. (2002). Student/Teacher Interaction via Email: The Social Context of Interest
Discourse. Journal of Second Language Writing, 11(2),117-134.
Blood, R. (2002). We’ve Got Blog: How Weblogs Are Changing Our Culture. London:
Peaseus Books.
Boghossian, P. (2006). Behaviorism, Constructivism, and Socratic Pedagogy. Educational

Philosophy and Theory, 38(6), 713-722.
Bolin, M. (2013). Open Access Web Resources for Library Continuing Education and
Training. Journal of Research on Technology in Education, 42(3), 255-284.
Boost suite.com (2016). 7 trends in digital marketing. www.boostsuite.com/2016/05/02/7-

trends-in-digital-marketing/.
Brady, M. & Jayne, J. (2009). Designing for Learning. Available at designing for
learning.info/services/writing/interaction.
Brandon, J. (2005). Insights: e-Learning Gurus, Challenges, and Solutions. The Learning
Guide. Retrieved from http://elearning.typepad.com/thelearnedman/files/elearning
guru_insights_.pdf.
Branon, R. F., & Essex, C. (2001). Synchronous and Asynchronous Communication Tools
In Distance Education: A Survey Of Instructors. Tech Trends, 45(1), 36-42.
British Broadcasting Corporation (2016). Education Videos: Ten Ways to Use Them Well.
Available at www. Bbcactive/BBCActiveideasandResources/Education videos.
Britt, P. (2006). Seven Reasons You Need Web Conferencing. Network computing.
Available At
http://www.networkcomputing.com/channels/networkinfrastructure/showArticle .jhtm
l?articleID=191600459.
Brown, J. S. & Duguid, P. (2000). The Social Life of Information. Boston: Harvard
business Press.
Brubacher, J. W., Case, C. W., & Reagan, T. G. (1994). Becoming a Reflective Educator:
How to Build a Culture of Inquiry in the Schools. Thousand Oaks, Calif.: Corwin
Press.
Buckley, K. M. (2009). An untapped resource: using YouTube in nursing education.

Nursing Education, 34(1), 23 – 28.
Bullas (2011). Assessment of librarian use of social media: Extent, type and Purpose .
Educational Technology Research and Development, 51(1), 91-104.
146
Bunday, K. M. (2013). Learn by Freedom: Discussion Groups about Education Reform and
Home-Schooling in Minnesota. webmaster@e-learningfreedom.org.
Burns, E., Buxton, E., & De Muth, J. (2012). Instructional Design and Assessment,
American Journal of Pharmaceutical Education. Available At
http://www.ajpe.org/doi/pdf/10.5688/ajpe768155.
Businessdictionary.com (2016).
Newsgroup.www.businessdictionary.com/definition/newsgroup.html.
Calladine, R. (2006). A Taxonomy of Learning Technologies: Simplifying Online Learning

for Learners, Professors and Designers. In: Khosrowpour, Mehdli (ed) Emerging
Trends and Challenges in Formation Technology Management. Available at http://
en.wikipedia.org/wiki/asynchronous-communication.
Carswell, L., Thoma, P., Peter, M., Price, B., & Richards, M. (2000). Distance Education
via the Internet: The Student Experience. British Journal of Educational Technology,
31(1),29-46.
Casey, J. & Wilson, P. (2005). A Practical Guide to Providing Flexible Learning in Further
and Higher Education. New York: McGraw-Hill.
Cavanagh, S. (2013). Rapid rise seen in use of digital tools for PD. Education Week, 6(3),
10.
Caverly, D. & MacDonald, L. (2002). Techtalk: Online Learning Communities. Journal of

Developmental Education, 25(3), 36- 40.
Central Intelligence Agency (2016). CIA Factbook

http://www.theordora.com/infbcurrent/Nigeria/people.html.
Chang, C. (2004). Constructing a streaming video-based learning forum for collaborative

learning. Journal of Educational Multimedia and Hypermedia, 13(3), 245-263.
Chanseawrassamee, S. (2012). Teaching adult learners English through a variety of

activities: perception on games and rewards. US-China Foreign Language, 10(7), 82-
98.
Chartered Institute Professional Development (2017). Continuing Professional

Development Policy: Ensuring CIPD Members Maintain Professional Knowledge and
Competence http://www.cipd.co.uk/Learn/cpd/policy.
Chartered Institute Professional Development (2017). The Continuing Professional

Development Cycle: Learn about How the CPD Cycle can help you Structure your
CPD. http://cipd.co.uk/learn/cpd/cycle. Retrieved 7.1.17.
Chen, C. H., Hwang, G. J., Yang, T.C.& Chen, S. Y. (2009). Analysis of Ubiquitous
Performance Support System for Teachers.
147
Cheng, N. S., Kinshuk,K. O, H. C.& Lin, T. (2005). A Model for synchronous learning
using the internet. Innovations in Education and Teaching International, 42(2), 181-
194.
Chisenga, D. (1999). Use of internet for professional development by library professionals

in Sub-Saharan Africa. Teaching Children Mathematics, 10(8), 410-415.
Cho, M-H., & Jonassen, D. (2009). Development of the human interaction dimension of the
self-regulated learning questionnaire in asynchronous online learning environments.
Educational Psychology,29(1), 117-138.
Chou, C. C. (2001). Formative evaluation of synchronous computer mediated

communication systems for a learner-centred online course. Journal of Interactive
Learning Research, 12(2/3), 169-188.
Christensson, P. (2011). Web Forum-Definition. http://www.techteams.com.
Chu, H.C., Hwang, C. J. & Tsai, C.C. (2010). A Knowledge Engineering Approach to
Developing Mindtools for Context-aware Ubiquitous Learning. London: Elsevier.
http.//dx.doi.org/10.1016/j.compedu.2009.08.23.
City Population .de (2017). Nigeria Administrative Divisions-States and Local Government
Areas. www.citypopulation.de/php/nigeria.a.
Clark, J. (2001). Stimulating Collaboration and Discussion in Online Learning

Environments. The Internet and Higher Education, 4(2),119-124.
Clark, K. C., Parks, B. O. & Crane, M. P. (2009). Geographic Information System and
Environmental Modelling. New Delhi: PH1 Learning.
Clifton, A. & Mann, C. (2011). Can YouTube enhance student nurse learning? Nurse
Education Today, 31(4), 311-313.
Cohen, L. (2008). Research methods in education (6th ed.) London: Routledge.
Collins English Dictionary-Complete and Unabridged (2014). New York: Harper Collins.
Collins, A. & Bielazyc, K. (2000). Learning Communities in Classrooms: A

reconceptualization of Educational Practice. In: C. M. Reigeluth (ed) Instructional
Design Theories and Models. New Jessey: Lawrence Erlbaum Associates.
Collins, G. & Quan-Haase, A. (2012). Social media and academic libraries: current trends
and future challenges. http://www.asis.org/assist2012/272/pdf.
Collis, B. & Moonen, J. (2009). Flexible learning in a digital world. Open and distance
series. London: Kogan page.
Communique, J. (2003). Conducting a Webinar, A Step-By-Step Guide to Planning and

Executing a Successful Webinar, White Paper Series. Retrieved from
http://www.communiqueconferencing.com/webseminarwhitepaper.pdf.
148
Comscore, B. (2007). YouTube Definition. Available At

www.comscore.com/definition/youtubbe/videometrik.
Cooke, N.A. (2012). Professional Development 2.0: Developing an online Personal

Learning Network. Library Hi Tech News,29(3), 1-9.
Coolican, H. (2009). Research Methods and Statistics in Psychology. 5th ed. London:
Hodder Education.
Cope, B. & Kalantizis, M. (2016). Cyber Environments: Ubiquitous Research and Learning.
Available at http://muse.jhu.edu/chapter/608793/608800.
Cope, B.& Kalantzis, M. (2016) Ubiquitous Learning. University of Illinois Press.

http://muse.jhu.edu/view-atation? type=book & aid= 18446.
Corcorar, M. & McGuiness, C. (2014). Keeping Ahead of Curve: Academic Librarians and
Continuing Professional Development in Ireland. Library Management, 35(3), 175-
198.
Cottis, B. & Mooner, J. (2009). Flexible Learning in a Digital World. Open and Distance
Learning Series. London: Kogan Page.
Crichton, S. & LaBonte, R. (2003). Innovative Practices for Innovators: Walking the Talk
Online Training for Online Teaching.
http://ifets.ieee.org/periodical/vol/2003/erichton.html.
Croft, A. (2000). Continuing professional development: A practical guide for teachers and
schools. 2nd ed. London: Routledge.
Danny, D. (2016). 28 Mind Blowing YouTube facts: Figures and Statistics-2016. Available
at fortunelords.com/27-mind-blowing-youtube-facts-fiqures-statistics-backed-by-
data/.
Debard, R. & Guidera, S. (2010). The tools for successful online teaching.
www.irrodl.org/743.
Dede, C. (1999). Online Professional Development for Teachers: Emerging Models and
Methods. Cambridge, MA: Harvard Education Press.
deGara, C. & Boora, R. (2006). Using Elluminate as a simple solution for telehealth
initiatives for continuing medical education. In T. Reeves & S. Yamashita (Eds.),
Proceedings ofWorld Conference On E-learning In Corporate, Government,
Healthcare, And HigherEducation 2006(476-480). Chesapeake, VA: AACE.
Delisle, R. (1997). How to use Problem-Based Learning in the Classroom. Association for
supervision and curriculum development. Alexandria, VA, USA.
149
Denbrok, P., Fisher, D. & Koul, R. (2005). The Importance of Teacher Interpersonal
Behavior for Secondary Science Students’ Attitudes in Kashmir. Journal of
Classroom Interaction, 40(2), 5-19.
Dennis, A. R., Fuller, R. M., Valacich, J. S. (2008). Media, Tasks, and Communication
Processes: dl.acm.org/citation.cfm%fid%3.D 29738.
Derry, S. J., Seymour, J., Steinkuehler, C. A., Lee, J., & Siegel, M. (2004). From Ambitious
Vision to Partially Satisfying Reality: An Evolving Sociotechnical Design Supporting
Community and Collaborative Learning in Teacher Education. In S. A. Barab, R.
Kling, & J. H. Gray (Eds.), Designing for Virtual Communities in theService of
Learning. Cambridge: Cambridge University Press, 256-295.
Di Mauro, V. & Jacobs, G. (1995). Collaborative Electronic Network Building. Journal of

Computers in Mathematics and Science, 14, 119-131.
Dillenbourg, P. (1999). Introduction: What do you mean by "Collaborative Learning"? In

Dillenbourg, P. (Ed.), Collaborative learning: Cognitive and Computational
Approaches 1-19. Amsterdam: Pergamon.
Dochy, F. Gibels, D., Segers, M. & Van Den Bosche, P. (2011). Theories of Learning for
the Workplace: Building Blogs for Training and Professional Development Programs.
London: Routledge.
Doncher, D. (2016). 27 Mind Blowing YouTube Facts: Figures and Statistics.

http://www.fortunelords.com/27-mind-blowing-youtube-facts-fiqures-statistics-
backed-by-data/.
Downes, T., A. Fluck, P., Gibbons, R., Leonard, C., Matthews, R., Olivers, M., Vickers, D.
E. & Williams, M. (2001). Making Better Connections: Models of
TeacherProfessional Development for the Integration of Information and
CommunicationTechnology into Classroom Practice. Canberra: Department of
Education, Science and Training.
Du, H. S. & Wangner, C. (2007). Learning with Weblogs: Enhancing cognitive and social
knowledge construction. IEEE Transaction on Professional Communication, 50(1), 1-
16.
Dudeney, G. (2007). The Internet and the Language Classroom 2nd Edition. England:
Pearson Education Limited.
Dudeney, G., & Hockly, N. (2007). How to teach English with Technology. Cambridge:
Cambridge University Press.
Duemer, L., Fontenot, D., Gumforty, K., Kallus, M., Larsen, J. & Schafer, S. (2002). The
Use Of Online Synchronous Discussion Groups To Enhance Community in
Formation And Professional Midentity Development. The Journal of Interactive
Online Learning, 1(2). Available At http://www.ncolr.org/jiol/issues/getfile.cfm?
volID=1&IssueID=3&ArticleID=59.
150
Dynamic web solution (2006). Newsgroups. http://www.dynamicwebs.com.aututorials/ne...
Edem, N. (2008). The Digital Age: Changes and Challenges to Libraries in Nigeria
University Libraries. Delta Library Journal, 2(1/2), 47-57.
Eldy, E. F. & Sulaiman, F. (2013). Integrated PBL Approach: Preliminary Findings towards
Physics Students’ Critical Thinking and Creative-Critical Thinking. International
Journal of Humanities and Social ScienceInvention, 2(3), 18-25.
E-learning industry.com (2016). 6 Top Facts About Adult Learning Theory every Educator
should know. E-Learning.com/6-facts-about-adult-learning-theory-every-educator-
should- know.
Emerson, R. M., Fretz, R. I. & Shaw, L. L. (2001). Participant Observation and Field Notes.
In P. Atkinson, A. Coffey, S. Delamont, J. Lofland, & L. Lofland (Eds.), Handbook
ofethnography, 352-68). London: Sage.
Emmanuel (2013). Use of social media tools among Nigerian librarians in three selected
tertiary institutions in Imo state, Nigeria. of Agricultural and Rural
Development,6(1), 1-7.
Evans, A., Martin, K. & Poatsy, M. (2007). Technology Action. 3 rd edition. New Jersey:
Practice Hall.
Expanded Rambling.com (2016). How many people use the top social media, Applications
and services. Expandedrambling.com/.
Expandedramblings.com (2016). You Tube Statistics.

http://www.expansedramblings.com/index.php/downloads/youtube-statistic-report/.
Ezeani, C. N. (2010). Network Literacy Skills of Academic Libraries for Effective Service
Delivery: the Case of Scholarly Communication and Information- Mentoring, Mastery
& Modernization. NAL Nsukka, 185-191.
Ezeani, C., Eke, H. & Uguru, F. (2012). Professionalism in Library and Information
Science: Trends, Needs and Opportunities in Academic Libraries in South- East
Nigeria. In: Aina,L.O. and Mabawonku,I. (eds.) NLA at 50:Promoting Library and
Information Science Profession For National Service and Transformation. Ibadan:
Springer.
Ezeani, H. & Igwesi, O. (2012). New Skills for LIS Professionals in Technology-Intensive
Environment. ICAL 2009 – Change Management.
Falls, C. (2015). Staff Development. http://sites. Gooogle.com/a/cf.k12.mn.cis/staff-

development/program-goals.
151
Farmer, J. (2004). Communication dynamics: Discussion boards, weblogs and the

development of communities of enquiry in online learning environments. In Atkinson,
R., McBeath, C., Jonas-Dwyer, D. & Philips, R. (Eds), Beyond the comfort Zone:
Proceedings of the 21st ASCILITE Conference274-283. Perth. Retrieved April 15,
2007 from, http:/www.ascilite.org.au/conferences/perth04/procs/farmer.html.
Fasold, R. (1987). The Sociolinguistics of Society: Introduction to Sociolinguistics 1.

Malden, Massachusetts: Blackwell.
Fekos, N. (2013). What is Ubiquitous Learning. www.educationequip. com/ what-is-

ubiquitous-learning.
Feldman, B. J. (2016). “YouTube: What is it and why use it”

Surfnetkinds.http://www.surfnetkids.com/tech/1200/youtube-what-is-it-and-why-use-
it/.
Fill, K. & Ottewill, R. C. (2006). Sink or swim: Taking advantage of developments in

video. Innovations in Education and Teaching International, 43(4), 397 – 408.
Fisher, C. (2006). Asynchronous Learning and Adult Motivation: Catching Fog in a Gauze
Bag. Learning Solutions Blog.
Fisher, T., Higgins, C. & Loveless, A. (2006). Teachers Learning with Digital
Technologies: A Review of research and Projects. Bristol: Futurelab.
Fletcher, M., & Hill, V. (2004). Partnerships in action: Self-Directed Community

Learning.Paper presented at the 2nd Annual International Conference onCognition,
Language and Special Education, December 3-5, at Gold Coast,Australia.
Foley, B., Livne, N. L. & Beck, R. J. (2004). “Scaffolding Preservice Teachers’ Analysis of
Classroom Scenes: Building Feedback into Online Lessons” presented at the AERA
annual meeting, San Diego, California.
Fortune N. (2016). South South: The Anatomy of A People Resources. www.nbf

atNigerianbestforum.com.
Fox, S. (2011). The social life of health information 2011.

www.preinternet.org/2011/05/12/the-social-life-of-health-information-2011.
Fralinger, B. & Owens, R. (2009). YouTube as a learning tool. Journal of College Teaching
& Learning, 6(8), 15-28.
Frank, T. I. (2010). The influence of YouTube on society. Retrieved October 3, 2012, from
http://www.helium.com/items/2037112-youtube-influenceopinions? page=2.
Frendo, E. (2005). How to teach business English. England: Pearson Education. Google
Search: Oral PresentationRetrieved September 30, 2012, from
http://www.google.co.th/#hl=en&site=&source=hp&q=oral+presntation+&rlz=1W.
152
Friedman, V. J. (2001). Action Science: Creating Communities of Inquiry in Communities

of Practice. In: P. Reason, and H. Bradburyn (Eds.), Handbook of Action Research.
New York: Sage.
Fripp, P. (2009). 15 Tips for Webinars: How to Add Impact When You Present Online,
eLearn Magazine. Retrieved from http://www2.uwstout.edu/content/lib/thesis
/2011/2011landel.pdf.
Fullan, M. (2003). Change Forces with a Vengeance. London: Routledge Falmer. Guskey,
T. 2003. Professional Development that works: What makes Professional
Development Effective? Phi Delta Kappan, 84(10), 748-751.
Furco, A. (1996). Expanding Boundaries: Serving and Learning. Florida Campus Compact.
Gardiner, H. & Kosmitzki, C. (2008). Lives across cultures: Cross-cultural human

development. Boston: Allyn and Bacon.
Garg, S. (2010). Web Technology. New Delhi: Kataua and Sons. Achievement and
Motivational Perceptions of College Students in A Web-Based Learning
Environment. Journal of Interactive Learning Research, 14(4), 367-386.
Garret, J. J. (2007). The page of only weblogs. http://jjgnet/retrired/portal/tpoow.html.
Gathara, P.M. (2010) Continuing Professional Development for Secondary School Teaches
in Kenya: Politics, Trends and Practices. Journal of Research in Education and
Society, (2&3), 1-10.
Gavora, M. & Hannafin, M. (1993). Interaction Strategies and Emerging Technologies.

Available At http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/
ERICServlet?a ccno=ED 363276.
Gerbric, P. (2005). Chinese Learners and Computer Mediated Communication: Balancing

Culture, Technology, and Pedagogy. In H. Goss (Ed.), Proceedings of the 22nd
Annual Australian Society for Computers in Learning in Tertiary Education
Conference: Balance, Fidelity, mobility: Maintaining the Momentum? 241–251.
Gerolimos, B. & Konsta, U. (2011). RSS and bookmarks by librarians in Midwest

America. Library Quarterly, 69(2), 173- 201.
Giesbeas, B.; Rienties, B., Tempekar, D.; & Gijeslaers (2013). A Dynamic of the Interplay
between Asynchronous and Synchronous Communication in Learning: The Impact of
Motivation. Journal of Computer assisted learning, 30(1), 30-50.
Giganews.com (2017). The World’s Best Usenet Provider. www.giganews.com.
Giles, J. (2005). Internet encyclopedia go head to head, Nature, 438, 900-901.
Global Education 2025: Ubiquitous Learning: http://education-2025, wikispaces.

Com/ubiquitous + Learning.
153
Goft, A. (2000). Continuing Professional Development: A Practical Guide for Teaches and
Schools. 2nd ed. London: Routdedge.
Goodwin-Jones, B. (2003). Blogs and Wikis: Environments for On-Line Collaboration

Language Learning & Technology, 7(2), 12-16.
Grimshaw, R. (2016). Three in four US teachers say open educational resources are used
more often than textbooks. http://www.testglobal.com.
Grossman, L. (2004). Meet Joe Blog. Time,163(24), 65-68.
Hadad, J. (2015). Nigeria: The Southern Area.

www.photius.com/countries/nigeria/society/nigeria-society-the-southern-area.html.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E. & Tatham, R. L. (2006).
Multivariate Data Analysis (6th ed.). New Jersey: Prentice Hall.
Hally, S. (2014). Assessment of librarian usage of selected social media platform in Nigeria
libraries. Annals of library and information studies, 49(2), 51-66.
Halx, M. D. & Reynold, L. E. (2006). A Pedagogy of Force: Faculty Perspectives of Critical

Thinking Capacity in Undergraduate Students. The Journal of General Education,
54(4), 293-315.
Hardt, M. (2007). A powerful teaching tool: self-produced videos.

www.jeo.org/JOE_V48_Itt3.pdf.
Harland, J.& Kinder, K. (2006). Teachers Continuing Professional Development: Framing

Model of Outcomes. www.tandfonline.com/doi.pdf/10.1080/136745897002/200005.
Hartman, K., Neuwirth, C., Kiesler, S., Sproull, L., Cochran, C., Palmquist, M., & Zubrow,
D. (1996). Patterns of social interaction and learning to write: some effects of network
technologies. In computer mediated communication and the online classroom. Higher
Education, 2. Berge, Z.L. & Collins, M. Eds. London: Hampton Press.
Haythornthwaite, C. (2016). Participatory Transformations. In: Cope, B and Kalantzis,

Mary- Ubiquitous Learning. Chicago: John Hopkins University Press.
Hein, G. E. (1991). Constructionist Learning Theory: The Museum and the Needs of People
International Committee on Museum Education Conference. Jerusalem, Israel, 15-22
Oct. http://www.exploratarium.edu/education/ifi/consturctorist learning. institute of
inquiry.
Heller, M. (1997). Language choice and symbolic domination. In B. Davies and D. Corson
(Eds.), Encyclopedia of language and education: Oral discourse and education 3, 87-
94. Dordrecht, Netherlands: Kluwer.
Henderson, M. (2007). Shared repertoire of communities of teaching practice and their Role
in Sustaining Online Professional Development Courses. Australian Association for
Research in Education Conference. Fremantle.
154
Henning, J. (2003). The blogging Iceberg.

http://www.presens.com/blogsurvey/thebloggingiceberg.html.
Henschke, J.A. (2010). Beginning of the History and Philosophy of Andragogy. In:
integrating Adult Learning & Technologies for Effective Education-Strategic
Approach.
Hesilrige, B. (2015.) 10 Benefits of Email Marketing. http://www.pure 360.com/10-

benefits-of-email-marketing.
Hewelt, B. L. (2015). The Online Writing Conference; and Social Networking

Communities: A Guide for teachers and tutors. Boston: Bedford/st.martins Press.
Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). “A Knowledge Base for the teaching
profession: What Would it Look Like and How Can We Get One?,” In Educational
Researcher, 31(5), 3–15.
Hiltz, S. R. (2013). Launching a degree program in information systems via virtual

classroom plus video, New Jersey Institute of Tech. Retrieved from
http://web.njit.edu/~hiltz/CRProject/Vc_video/.
Holmes, K. (2004). Analysis of asynchronous online discussion using solo taxonomy.

Available at http://www.aare.edu.au/04pap/hol04863.pdf.
Hopkins, D. (1993). A teacher’s guide to classroom research. Philadelphia: Open University

Press.
Hornby, A. S. (2015). YouTube in: Oxford advanced learners dictionary of current English.
9th ed. Oxford: Oxford University.
Horrigan, J. B. (2001) Online Communities. http://www.pewinternet.org/2001/10/31/
Horton, W. (2006). E-learning by design. San Francisco, CA: Pfeiffer Press.
Hotcomm. (2003). Synchronous Tools and The Emerging Online Learning Model.
Available At http://hotcomm.com/tec/dlwp.pdf.
Hsu, H., Wang, S. (2008). The use of webinar tool (Elluminate) to support training: The
effects of webinar-learning implementation from student FIRST-TIME USE OF A
WEBINAR 30 trainers' perspective, Journal of Interactive Online Learning. Retrieved
from http://www.ncolr.org/jiol/issues/pdf/7.3.2.pdf.
Hu, Z. & Yu, J. (2016). Is Online Learning the Future of

Education?http://www.weforum.org/agenda/2016/09/is-online-learning-the-future-of-
education/
Huett, J. (2004). Email as an Educational Feedback Tool: Relative Advantages and

Implementation Guidelines. Itdl.org/journal/jan-04/article 06.html.
155
Humphrey, R. L., LeGrand, C. S., & Beard, D. F. (2013). How to host a successful webinar,
Strategic Finance.
Hwang, G. & Tsai, C. C. (2011). Research Trend in Mobile and Ubiquitous Learning: A
Review of Publication in selected journals for 2001 to 2010. British journal of Edu
Tech, 42(4) 65-70.
Ickes, J. (2015). Why Use Forums in your E-learning Courses. Blog-

thoughtindustries.com/why-use-forums-in-your-e-learning-courses.
IFLA (2015). About the Continuing Professional Development and Workplace Learning.
Available at http://www.ifla.org/about-cpdwk.
Impulse Corporation (2012). The difference between synchronous and asynchronous

communication. Available at www.impulse-corp.co.uk/blogs/the-difference-between-
synchronous-and-asynchronous-communication.htm.
IndexMundi.com (2017). Literacy Rate (Percentage of People Ages 15 and Above) by

Country Ranking.
www.indexmundi.com>factbook>countries>Nigeria>Demograghics.
International Federation of Library Associations (2014). Asia and Oceanic BSLA

Convening Focuses on Education and Professional Development.
www.ifla.org/node/8453? Org=4962.
Internetworldstats.com (2016). Internet Usage Statistics for Africa: Africa Internet Usage
and 2016 Population Statistics. www.internetworldstats.com/stats.
Ismail, N. A. (2011). Graduates’ characteristics and unemployment: A study among

Malaysian Graduates. International journal of business and social science, 2(16), 94-
102.
Jaipal, K., & Figg, C. (2010). Unpacking the “Total package”: Emergent TPACK
characteristics from a study of pre-service teachers teaching with technology. Journal
of Technology & Teacher Education, 18(3), 415-441.
Jarvela, S., & Hakkinen, P. (2002). Web-based cases in Teaching and Learning- The
Quality of Discussion and a Stage of Perspective Taking in Asynchronous
Communication. Interactive Learning Environments, 10(1), 1-22.
Jaturongkachoke, K. (2001). Cognitive Models of the Thai Classifier. In: K. L. Adams & T.
J. Hudak (Eds.), Proceeding Papers of the Sixth Annual Meeting of the Southeast
Asian Linguistics Society. Arizona State University Program for Southeast Asian
Studies, 249-267.
Jeong, A. & Joung, S. (2007). Scaffolding collaborative argumentation in asynchronous

discussions with message constraints and message labels. Computers and Education,
48(3), 427-445.
Jeong, A. (2003). Sequential analysis of group interactions and critical thinking in online
threaded discussions. American Journal of Distance Education, 17(1), 25-43.
156
Jetnexus.com (2016). Who are we? http://www.jetnexus.com/who-are-we?.
Johnson, G. M. (2006). Synchronous and asynchronous text-based computer mediated

communication in educational contexts: A review of recent research. TechTrends,
50(4). 46-53.
Johnston, K. (2015). Examples of Employee Development Goals.
Jonassen, D. (1998). Technology as cognitive tools: Learners as designers. It forum paper 1.

Available at: http://itech1.coe.uga.edu/itforum/paper1/paper1.html.
Joshi, V., & Saena, A., (2005). Analyzing e-mail communication of prospective learners.
Turkish Online Journal of Distance Education-TOJDE, 6(4), 43-55.
Joyce, D.L.T. (2015). What is Ubiquitous Learning

http://joycedltblog.wordpress.com/2015/03/03-1-1-ubiquitous-learning/
Jung, H. J. (2014). Ubiquitous Learning: Determinants Impacting Learners’ Satisfaction and

Performance with Smartphones. Language Learning & Technology, 18(3), 97–119.
Justin, T. (2010). Social Media and Professional Networking: a case of information

professionals in the Scecsal region. Journalof Research on Computing in Education,
25(2), 200 - 220.
Kalpana, O. & Patil, V. (2015). Social networking tools for academic libraries.
International information and library review, 30, 123-141.
Kanchan, T. (2013). Impact of ICT on the Changing Roles of the Librarian, Other Library
and Information Science (LIS) Professionals, and Managerial Change. Journal of
Government Information, 28, 425–439.
Kannan, P. K., Chang, A-M., & Whinston, A. B. (2001). Wireless commerce: Marketing
issues and possibilities. Proceedings of the 34th Hawaii International Conference
Systems Science, IEEE Computer Society Press, Los Alamitos.
Kapp, A. (1833). Platon’s erziehung slehre, als Andragogix die Einzelnenund als staatsp
Andrdragogik. Mindenund Leipzig. http://www.umsl.edu/../2pdf.
Karr, D. (2014). 2014 statistics and trends for businesses on social media.
http://martech.zone/2014-statistics-trends-businesses-social-media.
Kaufman, P. B. & Monan, J. (2009). Video use and Higher Education: Options for the
Future. New York: Intelligent TV.
Kear, K. L. (2011). Online and Social Networking Communities: A best practice Guide for
Educators. New York: Routlegde.
Kearsley, G. (2010). Andriagogy: The theory into practice database

http://tip.psychology.org.
157
Keengwe, J., Onchwari, G. & Onchwari, J. (2009). Technology and Student Learning:
Towards a Learner-Centered Teaching model. AACE Journal, 17(1), 11-22.
Keiser, B. E. (2012). Professional Development and Continuing Education. Online,

Education online, 36(3), 20-27.
Kelsen, B. (2009). Teaching EFL to the Generation: A survey of using youtube as

supplementary material with college EFL students in Taiwan. CALL-EJ, 10(2).
Retrieved April 20, 2014, from http://callej.org/journal/10-2/kelsen.html.
Kendrick, K. D., Leavex, E. & Tritt, D. (2013). Link Up the Sticks: Access and Barriers to
Professional Development for Small and Rural Academic Librarians. Codex, 2(3), 38-
77.
Kerr, E. B. & Hiltz, S. R. (1982). Computer-Mediated Communication Systems: Status and

Evaluation. New York: Academic Press.
Khan, S. A. & Bhatti, R. (2012). Application of social media in marketing of library and
information services: A case study from Pakistan.
http://www.weblog.org/2012/v9ni/093.html.
Khan, S. A. & Bhatti, R. (2012). Review of problems and challenges of library professional
in developing countries including Pakistan. http://www.webpages.uidaho.edu/-
mbolin/khan-bhattiz.httml.
Kim, D. & Abbas, V. (2010). Twitter, Facebook and YouTube among Canadian librarians.
Library Trends, 41(2), 282-298.
Kim, J. A. (2000). Community Building on the Web: Secret Strategies for Successful
Online Communities. Oxford: Pergamon Press.
Kim, S. H. (2008). Moderating effects of job relevance and experience on mobile wireless
technology acceptance: Adoption of a smartphone by individuals. Information &
Management, 45(6), 387–393.
King, K. (2002). Identifying success in online teacher education and professional

development. The Internet and Higher Education, 5(3), 231-246.
Kinsley, M. (2005). Information wants to be rude. Los Angeles Times, Editorial Section.
Kloosteaman, V. (2015). The importance of continuing professional development

http://www.the-importance-of-computing-professional-development/.
Kloosterman, V. (2015). The Importance of continuing Professional Development.
Knight, P. (2002). A Systematic Approach to Professional Development: Learning as

Practice. Teaching and Teacher Education, 18(2), 229-241.
Knowles, S. M. (1984). Andragogy in Action. San Francisco: Josey Press.

158
Knowlton, D. S. (2005). A taxonomy of Learning Through Asynchronous Discussion.

Journal ofInteractive Learning Research, 16(2), 155 - 177.
Kohorst, K. & Cox, J. R. (2007). Virtual office hours using a tablet pc: e-lluminating
biochemistry in an online environment. The International Union of Biochemistry and
Molecular Biology, 35(3), 193-197.
Kothari, C. R. & Garg, G. (2014). Research Methodology: Methods and Techniques. 3 rd

edition. New Delhi: New Age International.
Krasultski, M.J. (2014). Where do they come from and How are they Trained? ‘Professional
Education and Training of Access Services Librarians in Academic Libraries.Journal
of Access services,11(1), 14-29.
Krause, J. (2005). Web-based Classes Could School Potential Clients - and Boost Business,
American Bar Association. Retrieved from http://www.jstor.org/stable/27844602.
Krisg, H. (2012). Utilization of social media platform and professional development

program on Turkish Librarians. The Turkish Online Journal of Educational
Technology – TOJET, 8(2), 20-32.
Kudryavtsev, A., Krasny, M., Ferenz, G. & Babcock, L. (2007). Use of Computer
Technologies by Educators in Urban Consumer Science Education Programs. Journal
of Extension [On-line], 45(5), Article 5FEA2. Retrieved from
http://www.joe.org/joe/2007october/a2.php.
Lance, J. (2007). Promoting the individual learning styles of masters students studying
marketing-related modules through the use of YouTube Video-clips. London: London
Metropolitan University Business School.
Lande, L. M. (2011). Webinar Best Practices: From Invitation to Evaluation, University of

Wisconsin. Retrieved from http://www2.uwstout.edu/content/lib/thesis/
2011/2011landel.pdf.
Landweber.com (2016). A history of the internet. www.cs.uml.edu/_pkrolak/a-113/hist.
Lankshear, C. & Bigum, C. (1998). Literacies and Technologies in School Settings:

Findings from the Field.Paper presented at the Australian Association for the
Teaching of English and the Australian Literacy Educators' Association,Canberra,
Australia, July.
Lankshear, C. & Knobel, M. (2000). Do-it-yourself broadcasting: writing weblogs in a

knowledge society. Paper presented at American Educational Research Association
Annual Conference, Chicago, IL.
Lee, Robert Charles (2016). How Many Blogs Exist in the World? Available at http://
www.Quora.com/how-many-blogs-exist-in-the-world.
159
Leh, A. (2001). Computer-Mediated Communication and Social Presence in a Distance

Learning. Environment International Journal of Educational Telecommunication 7(2),
109-128.
Leidner, D. E. & Jarvenpaa, S. (1995). The use of Information Technology to Enhance

Management School Education: A theoretical view. MIS Quarterly, 19(3), 265-291.
Leijstroms, H. (2012). How Many Active Forum Users are Out There? Available at http://
www.quora.com/How-many-active-forum-users-are-out-there/
Lekes, J. (2015). Tera online forum archieve www.teradevtrackea.com/archieve/%3forum.
Lemke, J. L. (2001). Articulating Communities: Sociocultural Perspective on Science

Education. Journal of Research in Science Teaching, 38(3), 296-316.
Leong, L. M. & Koh, C. L. (2012). Quality of Online Courses from the Perspective of
Academicv Staff. Proceedings of thefourth Asian conference on education(ACE
2012). Osaka, Japan, October 24-28.
Lerner, H. (2012). Email Must Have Communication Tool for Every Business.
www.forbes.com/sites/hannylearner/2012/07/18/must-have-communication-tools-for-
every business/#33c 44d9d6316.
Levine, S. J. (2007). New Directions for Adult and Continuing Education. Educational
Evaluation and Policy Analysis, 133, 67-74.
Lieberman, A. (2000). Networks as Learning Communities. Journal of teacher education,

51(3), 221-227.
Lieblein, E. (2001). Critical Factors for Successful Delivery of Online Programs. The
Internet and Higher Education, 3(3), 161-174.
Limlumlertkul, P. & Liu, T. (2010). E-learning. M&IT Short Paper. Katholieke Universities
Leuven, Belgium.
Lin, W. J., Yueh, H. P., Murakami, Y. L., Kakusho, M. K., & Minoh, M. (2006). Blog as a
tool to develop e-learning experience in an international distance course. In Kinshuk,
Koper, R., Kommers, P., Kirschner, P., Sampson, D. G. & Didderen, W. (Eds.)
Proceedings of the Sixth International Conference on Advanced Learning
Technologies 290-292. Los Alamitos.
Lincoln, T. L. (1995). The Importance of Internet News group. Journal of American

Medical Information Association, 2(24), July –
August.http://www.ncbi.nlm.nih.gov/mibmed/7583645.
Litwin, R. (2012). Online Workshops: A Growing Opportunity for Professional

Development. Ala-apa.org/newsletter/2012/09/10/online-workshops-a-growing-
opportunity-for-professional-development/
160
Lloyd, M. (2013). What is Ubiquitous Learning? Available at

http://edutechassociates.net/2013/06/10/what-is-ubiquitous-learning/
Locatis, C., Fontelo, P., Sneiderman, C., Ackerman, M., Uijtdehaage, S. & Candler, C.
(2003). Webcasting videoconferences over IP: A synchronous communication
experiment. Journal of the American Medical Informatics Association, 10(2), 150 -
153.
Lockyer, J. (2012). Learning Theories: Building Blocks of Effectives Continuing

Professional Development. www.cfc.ca/uploadfiles/cpd/mainpro- maintainance-of -
proficiency/cpd-providers and planners/lockyer theories.
Lohsiwanont, K. (2001). Cultural adaptation of international students: describing the

learning experiences of the two groups of Thai students at a U.S. university.
Unpublished Doctoral Dissertation, Oklahoma University.
Long, C.E. & Applegate, R. (2008). Bridging the gab in Digital Librarians Continuing
Education: How Librarianship who were not ‘born digital’ are keeping up. Hiliracy
Administration &Management, 22(4), 172-182.
Long, S. (1998). Learning to get along: Language Acquisition and Literacy Development in
a New Cultural Setting. Research in the Teaching of English, 33, 8-47.
Loveless, A. (2003). The interaction between primary teachers' perceptions of ICT and their
Pedagogy. Education and Information Technologies, 8(4), 313-326.
Loveless, A. (2008). 'Retooling or Renaissance?': Teacher education, professional

knowledge and a changing landscape. Available At
http://www.pef.unilj.si/tepe2008/papers/Loveless.pdf.
Lowenthal, P. R. (2009). Social presence, what is it and why does it matter. Available At
http://www.slideshare.net/plowenthal/social-presence-what-is-it-and-whydoes-
itmatter.
Lowes, S., Lin, P. & Wang, Y. (2007). Studying the Effectiveness of the Discussion Forum
in Online Professional Development Courses. Journal of Interactive Online
Learning,6(3), 2007. www.ncolr.org/jol/issues/polf/6.3.3.polf.
LRCN (2016). List of Certified Libraries in Nigeria. Abuja: Federal Ministry of Education.
http://www.lren.gov.ng.
Lujan-Mora, S. & De Juana-Espinosa, S. (2006). The use of weblogs in higher education:

benefits and barriers. Available at desarroloweb.dlsi.ua.es/blogs/pdf/use-of weblogs-
in-higher-education-benefits-and-barriers. Pdf.
Lujan-Mora, S. & De Juana-Espinosa, S. (2008). Analyzing weblogs in university teaching.

proceedings of the international, Education and Development Conference, Valencia,
Spain.
161
Lujan-Mora,S. (2006). A Survey of Use of Weblog in Education. Proceedings of the 4 th

International Conference on Multimedia and Information and Communication
Technologies in Education. Serville, Spain. November 22-25. Available at
desarrolloweb.dlsi.ua.es/blog/publications.
Lujan-Mora, S. (2013). A Survey of the Use of weblogs in Education.

desarrolloweh.dlsi.vares/blogs/survey-of-use-of-weblogs-in-education.
Macias, J. (1987). The hidden curriculum of Papago Teachers: American Indian strategies
for mitigating cultural discontinuity in early schooling. In: G. & L. Spindler (Eds.),
Interpretive Ethnography of Education: At Home and Abroad New Jersey: Lawrence
Erlbaum Associates, 363-380.
Mahmood, G. (2011) Expanding your professional network with Nings. Teacher Librarian,
35(3), 60.
Mäkitalo, K., Häkkinen, P., Leinonen , P., & Järvelä, S. (2002). Mechanisms of common
ground in case-based web discussions in teacher education. The internet and higher
education, 5(3), 247-265.
Mamoria, C. B. & Ganka, S. V. (2010). Personal management: Text and cases. Mumbai,
India: Himalaya Publishing.
Manchester Metropolitan University (2015). What is Continuing Professional

Development? www.eng.mmu.ac.uk/itc/strategic-working-groups/continuing-
professional-dev/what-is-continuing-professional-development-asp?
Sidnar=strategic.
Manning, B., & Payne, B. (1993). A Vygotskian-based theory of teacher cognition: towards
the acquisition of mental reflection and self-regulation. Teaching and teacher
education, 9(4), 361-371.
Marchioini, G. (2013). A study of video browsing strategies. ACM digital

library.dl.acm.org/citation.cfm%fid%3D270653.
Marden, B. (2013). Development of an instrument to measure the perceptions of adopting

an.
Marjanovic, O. (1999). Learning and teaching in a synchronous collaborative environment.

Journal of Computer Assisted Learning, 15, 129-138.
Marshall, C. (1985). Appropriate criteria for trustworthiness and goodness for qualitative
research on education organizations. Quality and Quantity, 19, 353-373.
Martell, D. (2015). Quick guide to YouTube channel growth.

Casemartell.com/2017/01/quick-guide.
162
Martin, F., Parker, M. A. & Deale, D. F. (2012). Examining Interactivity in Synchronous

Virtual Classrooms. The International Review of Research in Open and Distance
Learning, 13(2), 68-89.
Mathison, S. (1988). Why Triangulate? Educational Researchers, 17(2), 13-17.
May, R. (2016). Continuing Education for the Busy Entrepreneurs www.business

dictionary.com/article/651/continuing-education-for-the-busy-entreperneur/.
May, R. (2016). online Education: Is it Right for you?

www.Businessdictionary.com/article/643/online-education-is-it-right-for-you-2/.
May, R. (2016). Pros and lows of online colleges.

www.businesschchtmary.com/article/653-pros-aid-cons-of-online-colleges.
Mazzolini M. & Maddison S. (2005). When to Jump in: The Role of the Instructor in Online
Discussion Forums. Available at www.elsevier.com/locate/compedu.
McCornell, K.J., Newton,C.L. & Delate, T (2010). Continuing Professional Development

Annals of Phacimaco Theaophy,44(10), 1585-1586.
McDermott, R., & Varenne, H. (1995). Culture as Disability. Anthropology and Education
Quarterly, 26(1), 1-19.
McGhee, R. M. H. (2010). Asynchronous Interaction, online technologies self-efficacy and

self-regulated learning as predictors of academic achievement in an online class
Doctorial Dissertation. Baton Rouge, LA: Southern University and Agricultural and
Mechanical College.
McLaughlin, M. & Zarrow, J. (2001). Teachers Engaged in Evidence-Based Reform:

Trajectories of Teacher's Inquiry, Analysis and Action. In Teachers caught in the
Action: Professional development that matters, ed. A. Lieberman and L. Miller, 79-
101. New York: Teachers College Press.
Merriam, S. B. (1995). What can you tell from an N of 1?: Issues of validity and reliability
in qualitative research. PAACE Journal of Lifelong Learning, 4, 51-60.
Meyer, K. A. (2003). Face-to-face versus threaded discussions: The role of time and higher-
order thinking. Journal of Asynchronous Learning Networks, 7(3), 55-65.
Meyers, R. A. (2012). Encyclopedia of telecommunications New York: Academic Press.

88.
Mick, C. S. & Middlebrooke, G. (2015). Asynchronous and synchrnious modalities.

Wac.clostate.edu/chapter3pdf.
Microsoft (2016). What is a Blog? Why use A Blog? How are Blogs in Education.
www.Ceebl.manchester.ac.uk/events/archive/aligningcollabrativelearning/Blog.pdf
163
Mikelloydtech, G. (2013). What is Ubiquitous Learning? Available at

http://club.org/2013/6/10/what-is-ubiquitous-learning/
Miles, B. M. & Huberman, A. M. (1994). Qualitative Data Analysis (2nd ed.). California:
Thousand Oaks.
Mishra, E. (2011). Social Networking Technologies (SITs) in Digital Environment: Its

Possible Implications on professional Librarians development in Ethopia. British
Journal of Educational Technology, 28(2), 87-101.
Mitchell, J. & Mayer, D. (2002). Mediating and Regulating Teacher Education Discourse:
Shifting Goal Posts in an Electronic Learning Community.PaperPresented at the
Australian Association for Research in Education, Brisbane, Australia,December.
Mitchell, O. (2010). 18 Tips on how to conduct an engaging webinar, speaking about

presenting presentation tips from Olivia Mitchell RSS, Retrieved from
http://www.speakingaboutpresenting.com/presentation-skills/how-to-
conductengaging- webinar/.
Mittleman, D. D. (2008). Best practices in facilitating virtual meetings, best practices in

facilitating virtual meetings, International Association of Facilitators. Retrieved
from
bhttp://tomgraf.wikispaces.com/file/view/Best+practices+in+facilitating+virtua1+m
e.pdf.
Molay, K. (2009). Best practices for webinars, adobe systems incorporated. Retrieved from
FIRST-TIME USE OF A WEBINAR 31
http://www.adobe.com/products/acrobatconnectpro/webconferencing/pdfs/
Best_Practices_for_Webinars_v4_FINAL.pdf.
Mole, A. J.C. & Dim, C. L. (2013). The LIS Educators in the Training of Librarians in ICT
Skills Acquisition and Adoption. Compendium of NLA National Conference and
AGM, Calabar,9-14 June.
Moore, M. G. (2002). What does Research say about the Learners using Computer-
Mediated Communication in Distance?
Mosquera, T. (2009). Teacher professional development and ICT: an investigation of

teachers.
Mugwisi, G. & Ocholla, L. (2003) Internet use, trends by academics and librarians at the
Universities of Zimbabwe and Zululand, Journal of Mathematics Teacher
Education, 8(1), 35-59.
Myers, J. D. & Mcgrath, Robert E.(2013). Cyber-environment: Ubiquitous Research and

Learning.
164
Naga, M.M. & Uzuegbu, E.(2015). Information Literacy and Digital Competence for
Knowledge Management Practices in Organisations. In: Igwe, K.N. etal (2015).
Fundamental of knowledge Management for the knowledge Economy. Lagos: Zeh
Communications.
Nahapiet, J. & Ghoshal, S. (1998). Social capital. Intellectual capital, and the organizational
advantage. The Academy of Management Review, 23(2), 242 – 266.
National Board for Technical Education (2014). Centre of Excellence for TVET:
Information Bulletin. Kaduna: UNESCO-UNVOC Centre.
National Communication Commission (2017). Nigeria Internet Users. The Premium Times
Online. Saturday, January 7. www.premiumtimes.com/news/headlines.Abuja.
National Council of teachers of English (2016). Principles of professional development:

NTCE position statement.
www.ntce.org/position/statement/professionaldevelopment.
Nautel.com (2012). Email configuration and nautel broadcast.

www.nantel.com/support/technical.
Neilsen & McKinsely (2012). NM incite arquire social guide.

http://www.neilson.com/us/en/press-room/20.
Newman, S. (2016). How to Improve the Creation and Delivery of Online Learning for
Continuing Education. www.blog.thoughtindustries.com/how-to-improve-the-
creation-and-delivery-of-online-e-learning-for-continuing-education.
Newsdemon.com (2016). News demon offers free usenet newsgroups for educators.
http://www.newsdemon.com/blog.
Newsgroup Ninja (2017). Newsgroups. http://www.newsgroup-ninja
Newshosting.com (2017). Newshosting UsenetPlans. http://newshosting.com/?

aid=nhint&data1=ppc&clid=C1fZhdfXsNECFQCZOwodg40CqQ.
Ng, K. C. (2007). Replacing Face-to-face tutorials by synchronous online technologies:

challenges and pedagogical implications. International Review of Research In Open
And Distance Learning, 8(1). Available
Athttp://www.irrodl.org/index.php/irrodl/article/view/335/776.
Nguyen, H.S. (2008). A Contextual Model for Planning Continuing Education Programmes
for University Libraries Practitioners in Vietrian.
http://researcharchive.view.ac.nz/handle/10063/821.
Nichani, S. (2010). Is your email the boss of you? Http://www.linkedin.com/pulse/your-

email-boss-of-you/.
Nicole, A. (2011). Professional development 2.0 for librarians: Developing an online

personal learning network (PLN). Journal of In-Service Education, 33(4), 463-477.
165
Nielson/McKinsley incite.com (2012). Buzz in the blogosphere: Millions more bloggers and
blog readers. http://www.nielson/mckinsley.com/us/en/press-room/20.
Norton, M.S. (2008). Human Resources Administration for Educational Leaders. California:
Sage Publ.
O’Neill, P., Duplock, A., & Willis, S. (2006). Using Clinical Experience in Discussion with
Problem-Based Learning Groups. Advances in Health Education, 11, 349–363.
Pavlina LLC. 2005. Effective Online Forum Usage. Available at
http://www.stevepavlina.com/articles/effective-online-forum-usage.html.
O’Reilly, C. A. (2006). What is Web2.0: Design patterns and business models for the next
generation Software At Available
http://www.oriellynet.com/pub/a/oreilly/time/news/2005/09/30/ what-is-web-2.0.
html on.
Ocholla, D. N. (2008). The Current Status and Challenges of Collaboration in Library &
Information Studies (LIS) Education and Training in Africa. New Library World,
109(9/10), 466-479.
Office of the Education Council, Ministry of Education, Kingdom of Thailand (2004).

Education in Thailand 2004. Bangkok: Amarin Printing and Publishing.
Office of the Educational Council, Ministry of Education, Kingdom of Thailand (2011).

Strategy in Production and Developing Workforce of the Nation in the Second
Decade of Education Reform B.E. 2009-2018, Office of the Educational Council,
Bangkok.
Ojedokun, A. A. & Okafor, V. N. (2011). Relevance and Adequacy of IT Skills In

Librarians In Southern Nigeria In the Digital and Electronic Environment in Nigeria.
NLA 49th National Conference and AGM Compendium, Awka, Anambra State 10-
15 July,81-101
Ojokheta, K. O. O. (2009). The Efficacy of Conducting Teaching and Learning through

Email to Distance Learning Class in Nigeria, Unpublished Thesis, University of
Ibadan.
Okozie, V. & Abduraheem, S. (2013). Statistical Digest of libraries and librarians in

Nigeria. Abuja: Limpess Business Resources.
Oldnaija Wordpress.com (2016). The Six Geo-Political Zone in Nigeria with Other States.
http://oldnaija.wordpress.com/category/Nigeria-current-affairs online-communities/
Ondari-Okemwa, R. (2000). Training needs of practicing professional librarians in the

Kenyan public university libraries. Journal of Education for Library and
Information Science, 48(3), 202-217.
Onuoha, U. (2013). librarians’ use of social media for professional development, Library
Management, 26(8/9), 519-522.
166
Onuoha, U., Madukana, E. & Ikome, C. (2012). Libranrains use of NLA forum for
collaborative activities http://www.cscaria.net/2391.
Opeke, N. & Onuoha, P. (2013). online social networks. Libri, 53(3), 194-201.
Oravec, J. (2002). Bookmarking the world: Weblogs applications in education. Journal of

Adolescent and Adult Literacy,45(7), 616-621.
Orinkinla (2015). How many active bloggers are in Nigeria. Available at www.
maraland.com/2641486/how-many-active-bloggers-in-nigeria#38659626.
O'Rourke, M. (2001). Engaging Students Through ICT: a Multiliteracies Approach. Teacher

Learning Network Journal: Change, Growth, Innovation, 8(3), 12-13.
Otago, P. (2013). Wiki educator discussion group: What is flexible learning? Retrieved
from http://what%20is%20flexible%20learning%20%20WikiEducator.htnl
21.07.16.
Owais, S. (2016). 8 Awesome Reasons, Why you should join online forum. Available at
http://www.hongkiet.com/blog/freelancers-why-you-should-join-online-forum/.
Oztok, M. & Brett, C. (2011). Social Presence and Online Learning: A review of research.
Journal of Distance Education (online), 25(3), 1-10.
Oztok, M.; Zingaro, D.; Brett, C.; and Hewitt, J. (2013). Exploring Asynchronous tool use
in Online Courses. Computer & Education, 60(1), 87-94.
Pagram, P. & Pagram, J. (2006). Issues in e-learning: A Thai case study. The electronic
Journal on Information Systems in Developing Countries, 26(6), 1-8.
Pan, C. C., & Sullivan, M. (2005). Promoting synchronous interaction in an eLearning

environment. The Journal, 33(2), 27-30.
Panahi, S. W. & Watson, J. & Partridge, J. (2012). Social media and tacit knowledge
sharing-developing a conceptual model. World academy of science, enginerring e
technology 1095 – 1102.
Pandey, Adesh K. (2010). Internet Fundamentals. New Delhi: Kataria and Sons.
Pandey, S. & Pandey, M. (2008). Multimedia system technology and communication. New
Delhi: Kataria and Sons.
Pape, L., Adams, R. & Ribiero, A. (2005). The virtual high school collaboration and online
professional development. in Berge, Z. E. & Cloak, T. (Eds). Virtual schools:
Planning for success. New York: Teachers College Press.
Pappas, C. (2014). How to Create an Asynchronous E-learning Strategy. http://e-

learningindustries.com/ 7-tips-create-effective-asynchronous-e-learning-strategy.
167
Pappas, C. (2015). How to Use Forums in E-learning. http://e-learning industry. Com/7-

tips-use-forum-in-e-learning.
Pass, F., Renkl, A. & Sweller, J. (2003) Cognitive Load Theory and Instructional Design:
Recent Developments, Educational Psychologist, 38(1), 1–4.
Paullagurla, A. (2014). 6 top facts about adult learning theory. Elearning industry clearning
industry.com/the-adult-elearning-theory.
Pavlina, S. (2005). Effective online forum usage. Retrieved from: http://www.

Stereparlina.com/blog/2005/05/effective-online-forum-usage/.
Paz, D. V. (2005). From posting to learning dialogues: Factors affecting learners

participation in Asynchronous discussion. Distance Education, 26(1), 127-148.
Pearson, J. (1999). Electronic Networking in Initial Teacher Education: Is an Online Faculty

of Education Possible? Computers and Education, 32(3), 221-38.
Pena-Bandalaria, Melinda (2007). Impact of Information Communication Technology

(ICTs) can open and distance learning in a developing country setting: The
Philippines Experience. Available at.
Pena-Shaff, J., Altman, W., & Stephenson, H., (2005). Asynchronous online discussions as
a tool for learning: students' attitudes, expectations, and perceptions. Journal of
InteractiveLearning Research, 16(4), 409-430.
Penderson, R. (2012). Situated Learning: Rethinking A Ubiquitous Theory. The Journal of

ASIATEL, 9(2), 123-148.
Penzhorn, C. & Pienaar, E. (2009). Identifying subject specific conferences as professional

development opportunities for the academic librarian. University Faculty
Publications Paper 40.
Peters, M. (2014). New learning: charter for change in education.

http://education.Illinois.edu/new learning/ubiquitons-learning.html.
Phillips, D.A. (2004). Geographical, Historical and Political People of

Nigeria.Shodhgana.inflibriet.ac.m/bitstream/10603/2017/9/09-chates.
Phillips, R., Brian, J., McNaught, C., Rice, M. & Tipp, D. (2000). Handbook for Learning
Centred Evaluation of Computer-Facilitated Learning Projects In Higher
Education. Available At
http://www.tlc.murdoch.edu.au/archive/cutsd99/handbook.rtf.
Prestridge, S. (2007). Engaging with the Transforming Possibilities of ICT: A Discussion.

Paper. Australian Educational Computing 22(2), 3-9.
168
Proinspice.org (2015). Professional Development: Developing leaders for Organisation

Addressing the World’s Greatest Challenges. www.
Proinspise.org/fellow/professional-development.
Pufahl, I., Rhodes, N.C., & Christian, D. (2001). What we can learn from foreign language
teaching in other countries. ERIC Digest: EDO-FL-01-06.
Quible, Z. K. (2005). Blogs and written business communication courses: A perfect Union.
Journal of Education for Business, July/August 2005, 327-332.
Quinn, V. (2011). Webinar Training: An acceptable, feasible and effective approach for
multi-site medical record abstraction: The BOWII Experience. Bio Med Central.
Retrieved from http://www.biomedcentral.com/1756-0500/4/430/.
Radivicate Group (2015). Total Emails Sent per Day. Available at

email-about.com/od/emailtrivia/f/emails-per-day-htm.
Rahim, A. B. Radhia, M., Noor, Norah, Z. Narasykin, Mohd, H. (2004). “Development of

Video Based on Cognitive Conflict Strategies in Learning Information Technology
Application and Communication Subject”, IEEE 6th Conference, 139 – 144.
Ramesh-Babu, H. & Parameswaran, I. (1999). Automation of public library and information

services in and around Chennai and the attitudes of library professionals towards the
utilization of social media. Journal of Computers in Mathematics and Science
Teaching, 19(2), 89-113.
Rangarirai, V. (2006). Assessing the appropriation of social media by academic librarians

in South Africa and Zimbabwe. Journal of Education for Library and Information
Science, 42(4), 369-371.
Rannie, L. (2005). The state of blogging. Washington DC.,

http://www.perinternet.org/pdf/plp-blogging.data.pdf.
Ray, J. (2006). Welcome to the Blogosphere: the educational use of blogs. Kappa Delta Pi
Record, Summer, 175-177.
Ready talk, white paper, training successfully with webinars, ready talk. Retrieved from
http://www.readytalk.com/sites/default/files/docs/supporttraining/Training
Successfully with Webinars.pdf.
Reaez, L. (2012). Innovative Professional Development: Expanding your Professional

Learning Network. Knowledge Quest, 40(3), 20-22.
Rehman, A. Ur & Shafique, F. (2011). Use of Web 2.0 and Its Implications for Libraries:
Perceptions of Information Professionals in Pakistan. Library Philosophy and
Practice. http://digitalcommons.unl.ed/libphilosophy/623.
Renninger, K.A. & Shumar, W. (2002). Community Building with and for Teachers at the
Math Forum, in: Renninger, K.A. & Shumar, W. (eds.) Building Virtual
Communities, Cambridge: University Press.
169
Reynolds, R; Walker, K. & Speight, (2010). Web-based Museum Traits on PDAs for
University Level Design Students; design and evaluation. Computers & education
55(3) 994-1003.
Richardson, W. (2005). The educator’s guide to the read/write Web. Educational

Leadership, December 2005/January 2006, 24-27.
Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional
development on higher education teachers’ beliefs and intentions towards leaning
facilitation and technology. Teaching and Teacher Education, 29, 122-131.
Roblyer, M. D., & Knezek, G. A. (2003). New Millennium Research for Educational
Technology: A call for a National Research Agenda. Journal of Research on
Technology in Education, 36(1),236 – 251.
Romiszowski, A., & Mason, R. (2004). Computer-Mediated communication. In D. H.

Jonassen. (Ed.), Handbook of research for educational communications and
technology 2nd ed. New York: Simon & Schuster Macmillan.
Rovai, A. (2002). Sense of community, perceived cognitive learning and persistence in

asynchronous learning networks. The Internet and Higher Education, 5(4), 319-332.
Royal Institution of Naval Architects (2005). Continuing Professional Development.

www.rina.org.uk/contnuing-professional-development.html.
Russell, G. (1999). Implications of the 1999 DEST Report for Professional Development in
Learning Technology. Paper presented at the ACEC2000, theAustralasian
Computers in Education Conference, Melbourne, Australia.
Sadat, A. & Rahman, K. M. R. (2010). Prospect of email communication as an educational

tool for Distance Education in Bangladesh. Available at
http://wikieducator.org/images/7/73/PID-266.pdf.
Sagor, R. (1997). Collaborative action research for educational change. In A. Hargreaves

(Ed.), Rethinking educational change with hearts and minds 169-191. Alexandria:
association for supervision and curriculum development.
Sakdisubha, K. (1987). Communication and assimilation patterns of two generations of Thai

Immigrants. Unpublished Doctoral Dissertation, Norman, Oklahoma University.
Saturday , T. Oyovwe-Tinuoye , G. and Abayomi, H. (2016). Social Networking Tools in

librarian professional development: The Case of Academic Librarian in South-East
Zone of Nigeria. College and research libraries, 66(1), 59-73.
Savenye, W. C. & Robinson, R. S. (2004). Qualitative research issues and methods: An

Introduction for Educational Technologists. In D. H. Jonassen (Ed.), Handbook of
research in educational communications and technology, (2nd ed.). New
York:Simon & Schuster Macmillan.
170
Savers.com (2016). Monsoon folks-what happened to savers Amazon seller forums.

Sellercentral.amazon.com/forums/the.
Scardamalia, M. & Bereiter, C. (1994). Computer Support for Knowledge-Building

Communities. The Journal of the Learning Sciences, 3, 265-283.
Scardamalia, M. (2004). CSILE/Knowledge Forum®. In Education and technology: An

encyclopedia 183-192. Santa Barbara: ABC-CLIO.
Scherle, R. (2016). What are Newsgroups. Ryan.scherle.org/a 106/newsgroups.html.
Schlager, M. S., Fusco, J. & Schank, P. (2002). Evolution of an online education

community of practice, in Renninger, K. A. & Shumar, W. (eds.) Building Virtual
Communities, Cambridge University Press, Cambridge UK.
Schmidt, H. (2016). Learning to Use Newsgroup
Schmucki., L. (2016). Edweb Survey on Teachers Professional Development. Available at

http:// edweb.net/edweb-survey-teacher-professional-development/.
Schroeder, R. (2003). Blogging online learning news and research. Journal on

Asynchronous Learning Networks, 7(2),56-60.
Schuetze, U. (2010). Motivation to Write Online: Chats and Forums. Gfl Journal 1 ISSN
1470 – 9570.
Schulman, L. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard
Educational Review, 57(1), 1-22.
Scott, A. & Ryan J. (2009). Digital Literacy and Using Online Discussions: Reflections
from Teaching Large Cohorts in Teacher Education. In: Comparative Information
Technology Globalization, Comparative Education and Policy Research, 4, 103-120.
Shaeman, A. (2012). What are the Objectives of Professional Development?

www.preserveacticbe.com/2012030725532/what-are-the-objectives-of-professional-
development.html.
Sharif, S. (2012). Is YouTube a good or bad influence on society? Media & Tech, Media.
Retrieved October 3, 2012, fromhttp://www.policymic.com/articles/7869/is-
youtube-a-good-or-bad-influence-onsociety.
Sharma, S. (2015). How Many You Tube Users Exist in the World. http://www. quora.com.
Shaughnessy, A. (2008). In-service training or professional development: contrasting

opportunities in a school/university partnership. Teaching and Teacher Education,
18(7), 815-830.
Shea, T. S. (2002). Designing courses outside the classroom: New opportunities with the
electronic delivery toolkit. College Teaching, 50(1),15-20.
171
Shi, J., Chuang C. & Hwang G. (2010). Approach to Enhancing Social Science Learning
Effectiveness, Educational Technology & Society, 13(4), 50-62.
Siddiqui, N. (2007). Reports the use of information technology in seven university libraries
of Saudi Arabia. Health Information and Libraries Journal, 24, 2-23.
Siegle, D. (2015). Introduction to correlational research. In education research basics.

www.researchbasics.education.uconn.edu/......
Sivan, T. (2017). Internet chat rooms saved my life.
Siverthorne, S. (2009) Reference librarians' perceptions of the issues they face as academic
health information professionals. Journal of the Medical Library Association, 92(2),
226–232.
Skeels, M. M. & Grudin, J. (2009). When social network cross boundaries: A case study of
workplace use of facebook and linkedin. Doi>10.1145/1531674.1531689.
Skiba, D. J. (2007). Nursing education 2.0-YouTube Nursing education Perspectives, 28(2),

100-102.
Smith, B. J. (2015). The case for International Collaboration in Academic Library

Management, Human Resources and Staff Development. IFLA Journal, 41(2), 140-
152.
Smith, M. K. (2010). ‘Andragogy’ What is it and Does it help thinking about Adult
Learning. http://infed.org/mobi/andragogy-what-is-it-and-does-it-help-thinking-
about-adult-learning. 30.12.2016.
Smith, P.G. (2001). Communication Holds Global Teams Together. Machine Design, 73,
70-73.
Smith, T. (2001). Asynchronous discussions: importance, design, facilitation, and

evaluation. Retrieved May 10, 2003, from http://www.ion.illinois.edu/pointers/
2002_11/page/html.
Smyth, J. (1987). Transforming teaching through intellectualizing the work of teachers. In

Smyth J. (Ed.), Educating teachers: Changing the nature of Pedagogical knowledge
155-168. London: The Falmer Press.
Social Media Toolkit (2016.) Newsgroups and Blogs.
Sokoya, Y. (2012). Connections and Networking: The Role of Social Media in Agricultural
Research in Nigeria Computers in Human Behavior, 21(3), 523-539.
Stanford-Bowers, D. E. (2008). Persistence in online classes: A study of perceptions among

community college stakeholders. Journal of Online Learning and Teaching, 4(1),
37-50.
172
Statista.com (2016). The total cumulative number of tumbir posts. http://www.

statista.com/statistics 221565/total-cumulative-number-of-tumbir-posts/
Statistic.com (2016). The cumulative blog post in 2015. Available at

www.statista.com/statistics 221565/total-cumulative-member-of-tumbir-posts/.
Stephen, F. (2013) Librarians in use of internet by University Libraries in the South-South

Zone, Nigeria. Electronic Library and Information Systems, 42(3), 215-231.
Still, J. & Campbell, F. (1993). Librarian In A Box. The Use of Electronic Mail for
Sequence. http://www.moyak.com/papers/email-sequence-literature-renew.html.
Stodel, E. J., Thompson, T. L. & MacDonald, C. J. (2006). Learners’ Perspectives On What

Is Missing From Online Learning: Interpretations Through The Community Of
Inquiry Framework. International Review of Research in Open and Distance
Learning, 7(3). Available
Athttp://www.irrodl.org/index.php/irrodl/article/view/325/744.
Strand, I. (2009). Students learning in a skills laboratory. Nuasing science, 29(3), 18-22.
Success Factors.com (2015). The 2020 Workforce CPD is Building Strategic Workforce for
the Future.
Supernews.com (2016). What are discussion boards and newsgroups.

www.davesite.com/webstation/inet101/boardoi.shtml.
Swan, K. (2003). Developing social presence in online discussions. In Naichl, S. (ed)

learning and teaching with technology: Principles and practice. London: Kogan
Page.
Swan.com (2004). http://wwwswan-online.org/index.php%3fid%3D1.
Tan, S., Gorman, G. & Singh, D. (2012). Information Literacy Competencies Among
School librarians in Malaysia. Libri, 62(1) 98-107.
Tanner, S. (2012). Measuring the Impact of Digital Resources: The BVI model. London:
Kings College.
Tao, L. & Boulware, B, (2002). Issues in technology email: instructional potentials and
learning opportunities. Reading and Writing Quarterly,18 285-288.
Taylor, D. C.M. & Hossan, H. (2013). Adult Learning Theories: Implications for Learning
and Teaching in Medical Education. Medical Teacher,35(11), 1561-1572.
Terrill, L. J. (2014). Cataloqueces Perceptions and Use of Social Media and Conventional
Information Sources for Professional Development, Cataloguing & Classification
Quarterly, 52(2), 181-228.
173
TechTarget.com (2016). What is newsgroups search exchange.

Techtarget.com>home>administration>tools>internet applications.
Technorati.com (2009). State of the blogsphere 2009. http://technorati.com/blogging/state-

of-the-blogosphere.
Tella, S. & Isah, F. (2010). Assessment of undergraduate’s use of online forum at the
University of Ilorin, Nigeira. International Information and Library Review, 32,
313-324
Thomas, B. & Eryil, E. (2015). Introducing twitter discussion board to support learning in
online and blended learning environments. Education Information Technology, 20,
265-283. Doi.10.1007/S10639-013-9279-3.
Thomas, J. (2013). Exploring the use of asynchronous online discussion in health care
education: A literature review. Journal of computers and education achieve, 69,
199-215.
Tonkin, E. (2005). Making the case for Wiki, Ariadne, 42.
Townley, J. (2012). A Bicycle Market Overview, U.S. Bicycle Market. Retrieved from
http://nbda.com/articles/u.s.-bicycle-market-2012-pg196.htm.
Tsehabitsher, H. (2015). How many emails are sent every per day? http://email-
about .com/od/emailtrivia/f/emails-per-day.html.
Turek, R. (2016). How many videos have been uploaded to YouTube. Available at
http://www.quora.com/how-many-videos-have-been-uploadedd-to-youtube.
Uguanyi, F.C. (2009). ICT literacy among academic librarians in Enugu State. International
Journal of ICT, (9) 123-132.
Ukachi, F. and Onucha, U. (2013). Continuing professional development and innovation of

library services delivery in Nigeria libraries. Inhibitors and way out. International
Society for Technology in Education, 39(1), 22-43.
Uloma, M., Ezinwanyi, P. & Ikonne, S. (2012). On Librarians’ Use of NLA Online Forum
for Collaborative Activities. Educational Evaluation and Policy Analysis, 15(2),
129-151.
Ultimate Guide to Newsreaders (2016). Online forums. www.newsreaders.info/list-of-all-

newsreader.
Unesco Institute for Statistics (2005). List of Countries by Literacy Rate. New York:
UNESCO.
University of Liverpool(2016). Continuing Professional Development

http://www.liverpool.ac.uk/cpd/c
174
University of Michigan Library (2016). Librarians forum available at www.lib.umich.

Edu/Librarians. forum.
Vavoula, G., Sharples, M., Rudman,P., Meek, J. & Lonsdale, P. (2009). Myartspace: Design
and Evaluation of Support for Learning with Multi Media Phones between
Classrooms and Museums. Computers,53(2), 286-299.
Vu, P., Cao, V., & Cepero, J. (2014). Factors driving learner success in online professional
development. www.irrodl.org/index.Php/irrodl/article/view/1714/2907.
Vural, J. (2013). The 40 most viral YouTube videos of 2013. www.mashable.com/viral-

video-2013.
Vygotsky, L. (1978). Mind in Society: The development of higher psychological processes.

Cambridge: Harvard University Press.
Wagner, C. (2003). Put another blog on the wire: publishing learning log as weblogs.
Journal of Information System Education, 20(2), 137.
Wagner, C. (2003). The use of weblogs in higher education: benefits and barriers
desarrollowed.dlsi.ua.es/blog/use-of-weblogs-in-higher-education-benefits-and-
barriers/
Wagner, E. D. (1994). In support of a functional definition of interaction. The American

Journal of Distance Education,8(2), 6-29.
Wales, J. (2005). Wikipedia. Presentation made to the web designs for interactive learning
workshop, Ithica NY, June 17, 2005.
Wang, M. J. (2010). Online Collaboration and Offline Interaction between Students Using
Asynchronous Tolls in Blended Learning. Australasian Journal of Educational
Technology, 26, 830-846.
Wang, Q. & Woo, H. L. (2007). Comparing asynchronous online discussions and face-to-
face discussions in a classroom setting. British Journal of Educational Technology,
38(2), 272-286.
Wang, S.-K. (2008). The effects of a synchronous communication tool (yahoo messenger)
on online learners’ sense of community and their multimedia authoring skills.
Journal ofOnline Interactive Learning, 7(1), 59-74.
Ware, C. (2004). Information visualization: perception for design. San Francisco: Morgan
Haufuna.
Webjunction (2014). competency Index for the Library Field. www.webjunction.

Org/documents/competency-index-for-the-library-field-html.
Webjunction (2014). Staff Training Development. www.webjunction. Org/documents/staff

training-development-html.
175
Weil, D. (2003). Top 20 definitions of blogging.

http://www.wordbiz.com/achieving/20blogdefs.shtml.
Weiser, M. (1991). The computer for the the 21 st centry scientific American (81).
www.samkoinsely.com/2010/03/12/ubiquitious-computing.
Weiser, M. (1993). Some complete science issues in ubiquitous computing.

Communications of the ACM, 36(7), 74-83.
White, M. (2003). Web logs: Moving beyond cool. Econtent, 26(12), 10.
Whyte, E. (2005). Knowing and Joining Newsgroups’ Asia Africa Intelligence Wire, 10
November.
Wikieducation Discussion Group (2013). What is Flexible Learning? Available at What

%20 Is %20 Flexible %20 Learning %20-%20 WikiEducator.html 21.07.16.
Wiki-how.com (2012). How to access newsgroup: 7 steps with pictures.

http:www.wikihow.com>home>categories>computers and electronic> internet>
internet forums and message boards.
Wikipedia (2011). An Introduction to Weblogs Uses

http://en.wikibooks.org/wiki/An.Introduction-to-Weblogs/Blogs-Uses.
Wikipedia (2016). List of Universities in Nigeria http://en.wikipedia.org/list-of-universities-

in-Nigerian.html.
Wikipedia.com (2017). Education in Nigeria. http://en.wikipedia.org/wiki/education-in-

Nigeria.
Williams, J. B. & Jacobs, J. (2004). Exploring the use of blogs as learning spaces in the
higher education sector. Australasian Journal of Educational Technology, 20(2),
232-247.
Williams, P. (2006). On-demand tutoring in distance education: Intrinsically-motivated,

scalable interpersonal interaction to improve achievement, completion, and
satisfaction. Dissertation Abstracts International Section A: Humanities and Social
Sciences, 66, 11-A, 3933.
Willie, M. (1979). The Mass Media and Language Development. Australian Journal of
Teacher Education, 4(2), Article 5.
Willis, P. (2008). ‘Is Collabration the Future of Invention’. New York: Cable Network
News.com.
Woods, R., & Keeler, J. (2008). The effect of instructor’s use of Audio e-mail Message on
Student Participation in and Perceptions of Online Learning: A Preliminary case
Study. Open Learning. 16(3), 263-278.
176
World Economic Forum (2016). Four (4) Reasons Four (4) Billions People are Still Offline.
Available at http://www.weforum.org/agenda/2016/02/4-reasons-4-billion-people-
are-still-offline/.
World Economic Forum (2016). The Digital Media Readiness Framework: White Paper.
http://weforum.org/agenda/2016/09/ the-digital-media-readiness-framework/.
Wuebben, J. (2012). Content is currency: developing powerful content for web and mobile,
Boston, MA. www.inc.com/encyclopedia/newsgroups-and-
blogs.htmlwww.irrodl.org/index.php/irrodl/article/view/334/792.
www.public.astate/~uschmidt/newsgroup.html.
YouTube.com (2016). How Many Users Exist in YouTube. http://

www.youtube.com/press/en-GB/statistics.html.
Yu, FY & Yu, H. J. (2002). Incorporating E-mail into the Learning Process: It’s Impact on
Student Academic Achievement and Attitudes. Computers and Education, 38, 117-
126.
Zhao, Y.& Rop, S. (2001). A Critical Review of the Literature on Electronic Networks as
Reflective Discourse Communities for in service Teachers. Paper presented at the
Annual meeting of the American Education Research Association, New Orleans,
April.
177
APPENDIX I
QUESTIONNAIRE ON ASYNCHRONOUS DIGITAL TOOLS AND CONTINUING

PROFESSIONAL DEVELOPMENT OF LIBRARIANS IN TERTIARY INSTITUTIONS
IN SOUTH-SOUTH NIGERIA
Dear Respondent,
This study is conducted strictly for academic purpose. Please I shall be grateful if you give
your honest responses to the following statements by ticking [√] in the appropriate boxes
below. There is no right or wrong answer. Your replyr will be handed in firmassurance and
apply purely for research reasons.
Thanks immensely for your time.
Okon Enidiok
SECTION A
Demographic Information
Please tick [√ ] the option that is applicable to you.
1. Sex: Male [ ] Female [ ]
2. Age: Below 30 [ ] 31-40 [ ] 41-50 [ ] above 50
3. Qualification: BLS [ ] MLS/M.Phil [ ] Ph.D [ ]
4. Place of Work: …………………………………………………….
5. Years of Service: Below 10 [ ] 11-20 [ ] 21-30 [ ] above 30
6. Are you a Certified Librarian? Yes [ ] No [ ]
SECTION B
Please respond to the items by ticking [√] in the column that best express your opinion. Use
the key to indicate your level of agreement or disagreement. SA-Strongly Agree, A-Agree,
D- Disagree, SD-Strongly Disagree.
S/N STATEMENT SA A D SD
E-mail and Continuing Professional Development
1. I am familiar with the use of email for communication
2. Electronic mail enables me to send and receive information
about my profession
3. Email digital tool helps me to be abreast with new
178
development in my profession
4. Email is not a suitable platform for my continuing
professional development learning.
5. Email helps me to update my work experiences.
Newsgroup and Continuing Professional Development
6. Affiliation to newsgroup helpsme to get updates concerning
innovations in my profession
7. Newsgroup enable me to participate in collaborative
learning.
8. Exchange of ideas within Newsgroup gives me opportunity
to develop my skills.
9. Brainstorming in newsgroup promotes my deeper
understanding of controversial areas in my profession
10. Newsgroup gives me opportunity to experience practical
learning skills.
Online forum and Continuing Professional Development
11. Participating in online forum helps me to acquire new skills
and knowledge for doing my work.
12. I have acquired a lot of practical techniques for cataloging
due to my participation in online discussion environment.
13. Participating in online forum hinders my access to
knowledge.
14. In online forums, members can freelyspread their abundance
of information and experience with group community.
15. Online forum does not make any meaning to me compared
to attending normal conferences/workshops.
Weblog and Continuing Professional Development
16. Weblog facilitates my personal and group learning activities.
17. Weblog explains to me subject/topics with clarity.
18. Weblog creates favorable learning resources for continuing
19. Weblog is not a proper platform for online continuing
professional development learning.
179
20. I use Weblog as vital instruments in teaching and learning of

digital for career development.
Wikis and Continuing Professional Development
21. Wiki resources increases my intellectual and creative
potentials for doing my job very well
22. Wiki site content are not suitable resources for my
continuing professional development.
23. Wiki technology enable me to collaborate with others/share
online resources for learning and research.
24. I use Wikis both as single user and in group learning and
research.
25. I can publishmy ideas to other librarians for professional
deliberations.
YouTube and Continuing Professional Development
26. I use YouTube to upload information in various format for
my personal learning
27. YouTube does not enrich my understanding and
comprehension of learning materials.
28. I get learn faster using YouTube for difficult areas in my
profession.
29. I learn innovative and creative skills through watching
YouTube on certain areas in my profession.
30. YouTube resources aids higher cognition and retention of
what is learnt.
Continuing Professional Development
31. I use more of digital tool for my learning.
32. I am more comfortable in using digital tools for acquiring
knowledge and skills needed for my job.
33. I do not know how to use asynchronous digital tools for
learning.
34. I lack the skills to use asynchronous communication tools
for my work and learning.
35. I prefer to publish online than attend conferences/workshops.
180
36. I prefer to use synchronous tools than to use asynchronous

tools for my continuing professional development.
37. Using asynchronous digital tools is not rewarding for
continuing professional development.
38. I have used digital tools all my professional life for getting
update about my work
39. The stress in using digital tools deter me from regularly
using them for my professional activities
40. I enjoy using digital tools since it is always at my
convenience to read

.Thesis Final Turnitin Copy 11 - 1684789971000

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

.Thesis Final Turnitin Copy 11 - 1684789971000

Uploaded by

Copyright:

Available Formats

1

1.1 Background to the study

In a rapidly changing library and information service society such as we have it

changing work tools, techniques, processes for more result-oriented task

infrastructures, protocols, multi-media equipment, variety of resources, platforms, and

the mechanism to access them, has necessitated continuing professional development

with dexterity and high quality assurance.

The skills, abilities, and competences of librarians lie more on continuing

from that of traditional keepers of books to that of descriptors, metadata creators,

documentarists, archiving, and retrieval moguls. Therefore, librarians need continuing

professional development training to function effectively.

professional development.It also involves a process of recording the experiences you

development involves “all kinds of learning opportunities that help ‘librarians’ to

strengthen their professional practice, attain higher qualification/competence and expand

becomes necessary to widen librarians knowledge, skills, understanding, capabilities, and

and library clients.

From this author’s perspective, continuing professional development can be

described as a learning process undertaken after conventional basic education, with

intent to earn higher academic achievement, sharpen intellectual ability, administrative

needs are addressed through continuing professional development initiatives. In this

method of continuing professional development. It is not flexible, not convenient, time,

facilitator dependent academic or technical training programmesfor professional

development. Again, most continuing professional development activities such as

conferences, seminars, workshops are organized on a general theme with multi-

of individual or group of participants and their core practices. There appears to be no

continuation or follow up learning arrangement to update the librarians previous

continuing professional development confines knowledge, skills, and professional

development to learner participant only.

knowledge and information bank. Accessibility to opinion of intellectual and

professional development. The situation have resulted in astounding deficit in skills

development, limited innovativeness, low level of creativity, low level of knowledge

and general professional development of librarians.

This means the traditional method of continuing professional development is less

an alternative and modern method and means of contemporary continuing professional

development activities interms of flexibility, convenience, ubiquity and virtual presence.

The Librarianship Registration Council of Nigeria (LRCN), a foremost

continuing professional development (MCPD) programmes to re-skill and re-tool

programmes includes conferences, seminars, workshops, special training activities of

technology-based professional practices relevant to library services to clients.

academic libraries, cataloguing and classification, research, information and

communication technology (ICT), and others organises periodic workshops as

continuing professional development programme to educate members/professional

colleagues on new innovations and contemporary practices in their respective areas of

specialization in library and information Services.

In the attention of progressing in the relations, profession, and other organisations

in the professional development. For example, the Association of Library Collections

array of online learning programmes in 10 African Countries (including Nigeria) out of

46 Countries in the world. The goal of the programme is assistingexperts in developing

information science (ALCTS, 2017).

Recently, the pace of technological innovation and multiplicity of learning tools

have created pathways that enhance continuing professional development activities

if they must remain valid.

Apparently, in today’s professional development practices, asynchronous

various locations and times, particularly lacking physical presence of an educator or

instructor as asynchronous learning. This encompasses a large variety of learning teams

Avoidance of undesirable classroom behavior(iii) Available anyplace (iii) Can

communications. (vi) More time for reflection. (vii) Documentation of collaborative

perspectives. (ix) Available anytime.

In this case, continuing professional development learning could be delivered

read a message or respond to a message anywhere around the world.

disseminated to a number of recipients simultaneously, it enhances speedy delivery of

learning materials from online educators to learners. Newsgroup is an internet-based

discussion group where group members enjoy communication contacts premised on