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Item Revotionalising Education in Africa: The Impact of Immersive Technologies on Digital Literacy Programs in Academic Libraries(Proceedings of the Nigerian Library Association, Garden City 2024, held at the CBN Centre of Excellence, University of Portharcourt, Rivers State, 2024) Bulugu, P. P.; Abduldayan, F. J.; Abduldayan, A. H.The evolving landscape of education embraces immersive technologies like Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), integrated into digital literacy initiatives in academic libraries to enhance learning experiences, though challenges such as resource allocation and accessibility persist. Interest is growing in Africa regarding the impact of these technologies on higher learning institutional libraries. This research aims to examine the implications of immersive technologies on educational paradigms within academic libraries in Nigeria and Tanzania. Through surveys, the study seeks to assess the current landscape of digital literacy programs, identify the availability and acceptance of immersive technologies, and explore the relationship between immersive technologies and digital literacy programs. The research also aims to provide recommendations for effectively integrating immersive technologies into digital literacy programs in academic libraries, contributing to the broader discourse on the role of libraries in advancing digital literacy and lifelong learning initiatives. By adopting the Technology Acceptance Model (TAM) as a theoretical framework, the study intends to provide valuable insights into the factors influencing the successful deployment of immersive technologies in academic library environments. The findings of this research will contribute to the understanding, policy development, and best practices in integrating immersive technologies into digital literacy programs in academic libraries in Nigeria and Tanzania, ultimately enhancing information literacy skills and user experiences in the digital age.Item Perception of Undergraduates on Use of Turnitin Plagiarism Checker in the Federal University of Technology, Minna, Nigeria(Covenant Journal of Library & Information Science (CJLIS), 2019) Abduldayan, F. J.; Yusuf, H. I.; Adedayo, F. O.Projects, theses and dissertations submitted to the library form the highest number of collections in most academic library holdings in Nigeria. Ensuring that such works are free from plagiarism becomes imperative for future use and reuse. In an attempt to help stem this ugly trend of plagiarism, the Nigerian Universities Commission directed that all Universities in Nigeria should adopt the use of Turnitin plagiarism checker. This study seeks to determine the perception, challenges, and support systems available for students regarding the use of Turnitin in Federal University of Technology, Minna (FUTMin). There are 3,033 final year undergraduate students in the 2017/2018 academic session. Using Krejcie & Morgan sample size table, 341 undergraduates and eleven (11) Turnitin Officers were randomly sampled across Departments and Schools (Faculties) in FUTMin. Structured questionnaire was used as instrument for data collection. A total of 338 (99%) copies of questionnaire from undergraduates and 11 (100%) from Turnitin Officers were filled, returned and found valid for this study. Descriptive statistics was used to analyze the data from which the results were presented in tables. Findings revealed that students were relatively unaware of what constitutes plagiarism. Recommendations included the need for awareness and orientation on what constitutes plagiarism, citation and referencing education.