Teacher’s Perspectives on Library Practice in Nigeria Secondary Schools Through the Lens of Science Literacy

Abstract

This study explores science teacher’s perceptions of school libraries in Nigerian secondary schools. Library provision, existing practice and potential reforms are considered. A mixed mode research approach is used. Quantitative surveys were carried out with 40 science teachers and qualitative data were gathered from semi-structured interviews with the same group. The interviews were transcribed and coded to identify common themes and factors. The study not only confirms material and staff resource constraints but also suggests that progress might be achieved with a greater focus on scientific literacy, the fuller integration of libraries into teaching and learning and the use of social learning approaches. Such reforms appear in policy discussions but implementation has been very limited.

Keywords:

• Library practice
• science literacy
• social learning
• teacher perspectives
• teaching and learning

Disclosure statement

The authors declare no conflict of interest in this study.