TRAINING NEEDS OF LIBRARIANS FOR DIGITAL LIBRARY PROJECTS IN NIGER DELTA UNIVERSITY LIBRARY, AMASSOMA, BAYELSA STATE
TRAINING NEEDS OF LIBRARIANS FOR DIGITAL LIBRARY PROJECTS IN NIGER DELTA UNIVERSITY LIBRARY, AMASSOMA, BAYELSA STATE
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Date
2026
Authors
ABRAHAM, Tabor Etebu
ENAIKPOEMI, Clement Bedford
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Publisher
Library and Information Management Forum Vol. 28. No. 1 2026
Abstract
This study examined the training needs of librarians for digital library projects at Niger Delta
University Library, Amassoma. Research questions such as: What are the specific digital
library projects deployed or under development at the Niger Delta University Library,
Amassoma? What is the current level of digital competency possessed by librarians at the Niger
Delta University Library? What are the specific technical digital training needs of librarians
for executing digital library projects at Niger Delta University Library guided the study. A
descriptive survey research design was adopted, targeting all 40 professional and paraprofessional
librarians in the institution through a total enumeration approach. Data were
collected using a structured instrument titled the Digital Training Needs Assessment
Questionnaire for Librarians (DTNAQL), which demonstrated a high reliability coefficient of
0.86 using Cronbach’s Alpha method. The data collected were analyzed using SPSS version
26. Findings revealed that librarians require advanced technical competencies, particularly in
digital preservation workflows, metadata standards such as Dublin Core and MARC21, and
the management of institutional repository platforms like DSpace. However, significant
training gaps were identified in areas such as server configuration, digital rights management,
network administration, and cybersecurity. These deficiencies adversely affect the effective
implementation of digital library projects, leading to operational inefficiencies and reduced
productivity. The study also found that librarians prefer practical, hands-on training methods
and peer mentoring over theoretical or long-term academic programs. Major institutional
challenges include inadequate funding, lack of a formal ICT training policy, and
infrastructural constraints such as unstable power supply and internet connectivity. The study
concluded that to maximize the return on technological investments, the university must shift
focus from hardware acquisition to systematic, technical training for library staff. The study
recommends the development of a structured ICT training policy, increased funding for staff
development, adoption of hands-on training models, establishment of internal mentoring
systems, and improvement of supporting infrastructure to enhance digital library service
delivery.
Description
Journal of Library and Information Management Forum