Browsing by Author "Salau, Sadiat Adetoro"

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    Access to and Use of Electronic Journals in Selected Federal University Libraries in the Federal Capital Territory and North Central Zone of Nigeria
    (African Journal ofLibrary, Archives and Information Science, 2015) Salau, Sadiat Adetoro; Gama, Umar G.
    The study investigated the extent of access and use of electronic journals by the academic staff of federal universities in North Central Nigeria and the Federal Capital Territory from the different E-journal sources available. The study adopted the quantitative research methodology and used cross sectional survey research design. Findings from the study revealed that personal access through open/free source was the most used source of e-journals for their academic activities. Ejournals were also most frequently used in academic activities related with research and teaching. No statistically significant difference was established between demographic variables and the most used source of access of E-journals (open/free access) and also the extent of use for academic activities. The study recommended that academic libraries take advantage of the open access policies of some publishers and databases to add to their e-journal holdings. Nigerian Library Association should organise more training and workshops for librarians on E-resources search and retrieval skills; modules should include effective search strategies, designing appropriate metadata and subject headings to enable easy retrieval. In addition, university libraries should retrieve usage statistics that follows recognised standards (such as COUNTER’s (Counting Online Usage of Networked Electronic Resources) Code of Practice) and mined data from the publishers or distributors of E-Journals to assess their e-journal services.
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    Creating Open Education Resources to increase Climate Change Literacy in Nigeria
    (LISCON, 2024-12-17) Salau, Sadiat Adetoro; Alhassan Jibril Attahiru; Isah Yahaya; Musa Baba Adamu; Mustapha Abdulkadir
    As librarians interested in open knowledge, the researchers observed that the climate crises have not received the necessary attention through access to contextual open educational resources (OER) to counter climate-misinformation which was evident during the devastating floods in 2022. Most of the available Massive Open Online Courses (MOOC) on climate change are either too ‘academic’ or not relatable to the Nigerian audience. Thus, to tackle climate misinformation, the researchers interviewed five climate advocates at the fore-front of climate education in Nigeria, about the friction points and opportunities of climate education to create an easy-to-understand open self-study tutorial. The feedback was shared with three subject-experts and a course outline was developed. The online tutorial was designed using the open-authoring tool of the OER Commons. It is expected that the online tutorial shall increase the robustness of the open knowledge commons with information on contextual climate change and increase climate change literacy.