IDENTIFYING THE “SIZZLE” IN THE LIBRARY’S PROGRAMS, SERVICES AND
CHAPTER ONE
INTRODUCTION
1.1 THE STUDY’S BACKGROUND
The library is at the heart of education because it is the hub of any educational enterprise. School libraries help teachers and students grow as individuals. It broadens their knowledge and develops their critical, imaginative, and creative abilities. The library is essential to the development of any meaningful educational program.
As a result, the quality of the library’s holdings determines the outcome of any socioeconomic and political development.
Dike (1980), while applauding the gradually evolving educational practice that tends to shift the emphasis from the teacher to the learner, sees the school library as a reliable instrument for implementing this much derived educational reform. Neither the library nor education have a universally accepted definition.
Professionals in the field appear to view them from a variety of angles. The original concept of a library was a collection of books containing knowledge and information that had to be chained together and kept for consultation only. Today, the definition of a library collection has shifted. In its most basic form, today’s library can be defined as a collection of books and non-books materials that have been organized and made accessible to users.
In this information age, a library includes all available human and organized material resources, both books and non-book forms, for providing and obtaining needed information. The library facilitates the use of resources by a specific user or group of users for purposes such as education, recreation, awareness, decision making, management, research, and development.
The relationship between school libraries and education was well established in Dike (1993), particularly the way in which the school library and its resources can contribute to the education of teachers, children, and youth. It is clear from the discussion that there is an intimate, inseparable relationship between the purpose and role of the school library and the education that is meant to support learning.
She went on to say that the library’s central role is inextricably linked to certain ideas about educational reform. This means that learning occurs through interaction with a variety of library resources, with individuals or small groups conducting inquiries or projects under the supervision of the teacher librarian. In this way, the library’s role becomes central.
Different authors have defined education in a variety of ways, and Dike (1993) agreed that two themes emerged from the various definitions. According to her, education can be viewed broadly as enculturation or more narrowly as schooling.
According to Olatunde L. (1985), education is almost entirely for the satisfactory achievement of human purposes. It is the attainment of progressive non-selfish, good living in the human community; it is the wise, useful, profitable, helpful, and progressive application of good knowledge, through high spiritual, moral, and physical disciplines;
it is the majority of the positive expressions which reflect on man, from all impressions on him; it is the continuous to and fro flux of actions and reactions – positive reactions between man and his surroundings in which a man and his surroundings
According to Fasanya (1985), education can be viewed as a method of leading people out of ignorance. It is a method of socializing people. It entails raising a child in a community and constantly training him to adjust to the changing world around him. It is an ongoing process. Education, in its broadest sense, is a process through which an individual gains knowledge or insight or develops attitudes or skills.
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IDENTIFYING THE “SIZZLE” IN THE LIBRARY’S PROGRAMS, SERVICES AND
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