Key Features:
No. of pages: 164
Abstract:
The study was carried out to determine the information and communication technology use for scholarly communication among academics in Nigerian universities, with specific reference to knowledge generation and communication. It also looked at the difficulties faced by academics in generating and communicating knowledge. The study was guided by eight research questions and three hypotheses. A descriptive survey method was used for the study.
The population of the study was made up of 3572 academics in arts, education, engineering, science, and social science disciplines in ten federal universities having functional information and communication technology in their libraries in the six geopolitical zones of Nigeria. A non-proportionate random sampling technique was used to select six universities, while a stratified random sampling technique was used to select respondents. The questionnaire (ICTUSCA) used for data collection was made up of seven sections. The validity and reliability of the instrument were established. A reliability of 0.87 was established for the instrument using the Cronbach Alpha procedure.
Means and Standard deviation were used to analyze the data while t-test and one-way analysis of variance were used to test the hypotheses at a 0.05 level of significance. Tukey HSD for multiple comparisons was used to find out where the difference lay in some of the variables. The results of the study showed that the ICT skills mostly possessed by academics were using GSM, opening e-mail boxes without help, and using the Internet. Academics used the Internet and e-mail for scholarly communication, followed by GSM handsets and websites. ICT use was found to encourage the search for information from locations outside the library and facilitate the search for information required for knowledge generation among others.
There was a significant difference in the use of ICT for scholarly communication by various disciplines. The result of Tukey HSD for multiple comparisons showed that academics in the engineering discipline used ICT more than others. There was no significant difference in the mean ratings of male and female academics as regards the use of ICT for scholarly communication. There was also no significant difference in the mean ratings of senior, middle, and junior academics in the use of ICT for scholarly communication. It was further revealed that the major difficulties faced by academics in the use of ICT for scholarly communication were a lack of basic computing and networking skills, changes in software application, and lack of access to scholarship due to publishers‟ licensing agreement. Based on the findings, it was recommended that academics should be encouraged to acquire major computing and networking skills, universities should seek funds to provide consistent Internet connectivity, and the government and National Universities Commission should help universities network ICT facilities through Local Area Network (LAN) or Wide Area Network (WAN).
Table of Content:
TABLE OF CONTENTS
Title page i
Approval Page ii
Certification Page iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables ix
List of Figures xi
Abstract xii
CHAPTER ONE : INTRODUCTION 1
Background to the Study 1
Statement of the Problem 13
Purpose of the Study 14
Research Questions 15
Hypotheses 16
Significance of the Study 16
Scope of the Study 17
CHAPTER TWO : LITERATURE REVIEW 19
Conceptual Framework 19
Concept of Scholarly communication 19
Concept of Knowledge Generation 23
Concept of Knowledge Communication 31
Crisis in Scholarly Communication 33
Information and Communication Technology (ICT)
and Scholarly Communication 35
Challenges to ICT use for Scholarly Communication 42
Demographic Factors Affecting ICT Use 44
vii
Theoretical Framework 47
Theories of knowledge Generation 47
Theories of knowledge communication 51
Empirical Studies 56
Studies on ICT Literacy skills 57
Studies on ICT use and Scholarly Communication 58
Studies on Disciplinary Culture and ICT use 62
Studies on Gender and ICT use 63
Studies on Academic Rank and ICT use 65
Summary of Literature Review 66
CHAPTER THREE : RESEARCH METHODS 69
Research Design 69
Area of the Study 69
Population 70
Sample and Sampling Techniques 70
Instrument for Data Collection 72
Validation of the Instrument 73
Reliability of the Instrument 74
Procedure for Data Collection 75
Method of Data Analysis 75
CHAPTER FOUR : PRESENTATION OF DATA 78
CHAPTER FIVE : DISCUSSION, CONCLUSION, IMPLICATIONS,
RECOMMENDATIONS AND SUMMARY 111
Discussion of Findings 111
viii
Implications of the Study
Conclusion 123
Recommendations 125
Suggestions for Further Study 126
Limitations of the Study 127
REFERENCES 128
APPENDICES 141
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