A Comparative Study of Faculty Members’ Expectations of Academic Library Services
新视野大学英语第三版第二册Unit2课文原文+翻译
Unit 2The humanities: Out of date?1When the going gets tough, the tough take accounting.When the job market worsens, many students calculate they can't major in English or history.They have to study something that boosts their prospects of landing a job.2The data show that as students have increasingly shouldered the ever-rising cost of tuition, they have defected from the study of the humanities and toward applied science and "hard" skills that they bet will lead to employment.In other words, a college education is more and more seen as a means for economic betterment rather than a means for human betterment.This is a trend that is likely to persist and even accelerate.3Over the next few years, as labor markets struggle, the humanities will probably continue their long slide in succession.There already has been a nearly 50 percent decline in the portion of liberal arts majors over the past generation, and it is logical to think that the trend is bound to continue or even accelerate.Once the dominant pillars of university life, the humanities now play little roles when students take their college tours.These days, labs are more vivid and compelling than libraries.4Here, please allow me to stand up for and promote the true value that the humanities add to people's lives.Since ancient times, people have speculated about the mystery of those inner forces that drive some people to greatness and others to self-destruction. This inner drive has been called many things over the centuries.The famous psychologist,Sigmund Freud, called it the "unconscious mind" or, more familiarly, "instinct".5From the beginning of time, this inner aspect of our being, this drive that can be constructive or destructive, has captured our imagination.The stories of this amazing struggle have formed the basis of cultures the world over.Historians,architects, authors, philosophers and artists have captured the words, images and meanings of this inner struggle in the form of story, music, myth, painting, architecture, sculpture,landscape and traditions.These men and women developed artistic "languages" that help us understand these aspirations and also educate generations.This fertile body of work from ancient times, the very foundation of civilization, forms the basis of study of the humanities.6Studying the humanities improves our ability to read and write.No matter what we do in life, we will have a huge advantage if we can read complex ideas and understand their meaning.We will have a bright career if we are the person in the office who can write a clear and elegant analysis of those ideas!7Studying the humanities makes us familiar with the language of emotion and the creative process.In an information economy, many people have the ability to produce a useful product such as a new MP3 player.Yet, very few people have the ability to create a spectacular brand: the iPod.Most importantly, studying thehumanities invests us with great insight and self-awareness,there by releasing our creative energy and talent in a positive and constructive manner.8Perhaps the best argument in favor of the humanities is the scope of possibilities that are widely open to us.Did you know that James Cameron, world-famous director of the movie,Titanic, graduated with a degree in the humanities?So did Sally Ride, the first woman in space.So did actors Bruce Lee,Gwyneth Paltrow,Renee Zellweger and Matt Damon.Dr.Harold Varmus, who won a Nobel Prize for Medicine, studied the humanities.Even Michael Eisner, Chairman of the Disney Company, majored in the humanities. Famous people who studied the humanities make a long list indeed.It's easy to see that the humanities can prepare us for many different careers and jobs we can undertake, whether medicine, business, science or entertainment.If we study only mathematics, it's likely we will be a candidate only for jobs as a mathematician.If we include studying the humanities, we can make breakthroughs on many barriers and are limited only by our effort and imagination.9Of course, nowadays, if we study the humanities alone, we are liable to miss many opportunities.Each one of us needs to become as technically and professionally skilled as possible to help meet the needs of modern life.In fact, increasingly a pairing of technical knowledge and inner insight is seen as the ideal in the establishment of a career.If I were the Dean of Admissions at a medical school and two people applied to our school, both having the required basic scientific courses, one a philosophy major and the other solely a pre-med student, the philosophy applicant would be chosen.10In summary, the humanities help to create well-rounded human beings with insight and understanding of the passions, hopes and dreams common to all humanity.The humanities, the ancient timeless reservoir of knowledge, teach us to see things differently and broaden our horizons.They are as useful and relevant in our modern age as they have always been.Doesn't it make sense to spend some time in the company of the humanities, our outstanding and remarkable treasure of knowledge?Who knows how famous YOU might become!Translation人文学科：过时了吗？1 当形势变得困难时，强者会去选学会计。
《学术交流英语教程》汉译英
P1951、我是X大学外国语学院副教授。
近日从网上得知，“第五届国际跨文化交流研讨会”将于2004年3月在牛津大学举办。
我对参加这次会议非常感兴趣，因为我以从事这方面研究多年。
I’m an associate professor in the foreign language college of X university. In recent, I learned from the website that “the 5th international inter-culture communication seminar” will be held in March 2004 in Oxford . I’m very much interested in attending this conference because I have been studying in this field for many years.2、我从会议的第一轮通知上得知，将于明年在哈佛举行的“IEA2004”的会议主题是网络与教育的关系问题，这正是我近几年来的研究兴趣所在。
I learned from the first round notice that the theme of “IEA2004”conference that will be held in Harvard next year is about the relationship between network and education, which is just a focus of my research in recent years.3、请您把我的个人资料收入会议的数据库并把我的地址列入“通迅名录”。
希望能及时收到所有关于这一会议的进一步信息。
Please put my personal information into the database of conference and include my address in “address list”. I’m looking forward to receiving any further information in relation to this conference in time.4、我已接到论文被采用的通知和出席会议的正式邀请，并已于2月20日在网上正式注册参加会议，但至今尚未得到任何会议资料。
219323421_影响中学生全球胜任力的自身因素探究——基于PISA_2018数据分析
影响中学生全球胜任力的自身因素探究—基于PISA 2018数据分析徐雪英王美清摘要在全球化浪潮下，全球胜任力成为当代青年人必备的核心素养之一。
本研究选取国际学生评估项目（PISA 2018）中国香港、中国台北、韩国和新加坡四地来自698所学校共26606名中学生的全球胜任力测评数据样本，从知识、技能和态度三个维度探究影响中学生全球胜任力的自身因素。
研究结果表明：学生自身因素的三个维度之间相互联系。
在知识维度，学生对全球问题的理解正向影响其全球胜任力表现；在技能维度，换位思考能力和跨文化交际能力显著促进学生全球胜任力培养；在态度维度，学生对文化的开放和尊重态度有助于提升其全球胜任力表现。
该结果为我国的国际化人才培养提供一定的启示：我国应发展全球胜任力本土化策略，学校教育应引导学生学习和理解全球问题知识，培养学生跨文化情境下多角度思考的能力，增强学生对世界多元文化的包容度。
关键词PISA 2018全球胜任力知识技能态度作者简介徐雪英，浙江大学外国语学院副教授，硕士生导师（杭州 310058）；王美清，浙江大学外国语学院，浙江大学学生国际化能力培养基地研究助理（杭州310058）。
中图分类号G4 文献标识码A 文章编号1009-5896(2023)03-0071-15一、引言全球胜任力（Global Competence），又称“全球素养”，是21世纪社会人才必备的核心素养之一。
在全球化背景下，世界各国的联系更加紧密，培养具有全球胜任力的国际化人才是我国参与全球治理的关键环节。
当前，国家“十四五”规划纲要指出要建设具有国际竞争力的人才队伍，2022年教育部工作重点明确强调了国际化人才培养目标，全球胜任力成为我国人才教育的重中之重。
国际社会将全球胜任力视作公民教育的重要理念，对其予以高度重视。
经济合作与发展组织（Organization for Economic Cooperation and Development ，OECD ）于2018年将全球胜任力纳入“国际学生评估项目”（Programme for International Student Assessment ，PISA ）考核框架，将其定义为“从多角度批判分析全球议题及跨文化议题的能力；理解差异如何影响观念、判断以及对自我和他人的认知能力；在尊重人类尊严的基础上，与不同背景的人进行开放、适宜、有效互动的能力”，①并为全球胜任力相关研究提供数据支持。
学位英语作文题库
学位英语作文题库Certainly! Here's a collection of English essay prompts suitable for an academic setting, particularly for degree-level students:1. The Impact of Social Media on Modern Communication- Discuss the ways in which social media has changed the landscape of communication and its implications for society.2. The Role of Technology in Education- Evaluate the benefits and challenges of integrating technology into educational curriculums.3. Sustainability and the Future of Our Planet- Explore the concept of sustainability and its importance in securing the future of our environment.4. The Ethics of Artificial Intelligence- Consider the moral and ethical dilemmas that arise with the development and use of AI in various sectors.5. The Influence of Globalization on Culture- Analyze how globalization affects cultural identities and the potential loss of cultural diversity.6. The Importance of Biodiversity for Ecosystems- Explain the significance of biodiversity for the health and survival of ecosystems.7. The Challenges of Achieving Gender Equality- Discuss the current obstacles to gender equality and propose solutions for a more equitable society.8. The Effects of Climate Change on Human Society- Examine the various ways climate change is impacting human societies and the measures that can be taken tomitigate these effects.9. The Power of Education in Breaking the Poverty Cycle- Reflect on the role of education in empowering individuals and communities to overcome poverty.10. The Role of Public Health Policies in Disease Prevention - Assess the effectiveness of public health policies in preventing the spread of infectious diseases.11. The Impact of Economic Policies on Income Inequality- Evaluate how economic policies can either exacerbate or alleviate income inequality.12. The Evolution of Human Rights- Trace the historical development of human rights and discuss current challenges to their universal acceptance.13. The Intersection of Technology and Privacy- Consider the balance between technological advancement and the right to privacy in the digital age.14. The Importance of Mental Health in the Workplace- Discuss the significance of mental health awareness and support in creating a productive and healthy work environment.15. The Future of Renewable Energy- Explore the potential of renewable energy sources andthe challenges to their widespread adoption.These prompts are designed to encourage critical thinking and in-depth analysis on a variety of topics relevant to degree-level study. They can be adapted to suit different academic disciplines and are open-ended enough to allow for a range of perspectives and arguments.。
新视野大学英语第二册第六单元
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NHCE-BII-Unit 6
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Chinese surname
• General introduction 4000 single word 张 王 李 赵 刘 compound surname 欧阳/上官/司马/诸葛 • Origin: matrilineal society (母系社会） • Sources:
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Do you know the meaning of some English names?
Girls’ names Emily Sarah Ambitious Jack Boys’ names Godly Dependable
True Princess Thomas
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III. Leading-in IV. Section A-Text V. Answers to Exercises VI. Extensive Tasks VII. Testing Yourself VIII. Homework
NHCE-BII-Unit 6
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As a man sows, so he shall reap.MENU
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Chinese name
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启航：2021年考研英语一答案(完整版)
启航：2021年考研英语一答案(完整版)2021年考研英语一答案完整版首发，更多2021考研真题及答案请关注本店铺。
[真题]2021年1月考研英语真题[估分]2021年1月考研英语真题在线估分[点评]2021年1月考研英语真题答案视频解析[下载]2021年1月考研英语真题及答案下载2021年全国研究生入学考试英语(一)答案Section I：Use of English1.B2.A3.B4.D5.C6.B7.D8.B9.A 10.B11.A 12.C 13.C 14.D 15.A 16.C 17.A 18.C 19.D 20.DSection II：Reading ComprehensionPart A21.D 22.B 23.A 24.C 25.D26.C 27.D 28.A 29.D 30.A31.A 32.B 33.B 34.D 35.D36.C 37.D 38.B 39.C 40.APart B41.C 42.D 43.A 44.F 45.GPart C2021年研究生入学考试英语一的翻译文章出自美国杂志《Nature》，题目是Universal truths。
这篇文章的理论性比较强，对于大家来说应该会感觉很有难度，大家首先要理解文章大意，依据专业性来定词义。
文章原文如下，选入2021考研英语一翻译真题时有部分删改：Since at least the days of Aristotle, a search for universal principles has characterized the scientific enterprise. In some ways, this quest for commonalities defines science: without it, there is no underlying order and pattern, merely as many explanations as there are things in the world. Newton's laws of motion, the oxygen theory of combustion and Darwinian evolution each bind a host of different phenomena into a single explicatory framework.46. In physics, one approach takes this impulse for unification to its extreme, and seeks a theory of everything — a single generative equation for all we see. It is becoming less clear, however, that such a theory would be a simplification, given the proliferation of dimensions and universes that it might entail. Nonetheless, unification of sorts remains a major goal.46. 在物理学上，一种方法就是把这种统一性的冲动发挥到了极端，并努力寻找一种万能的理论---一条唯一的我们都明白的普遍公式。
关于学术资格的英语作文120词
关于学术资格的英语作文120词英文回答：In the realm of academia, the pursuit of knowledge often necessitates the attainment of specific academic qualifications. These credentials serve as tangible evidence of one's proficiency in a particular field of study and demonstrate the rigor and depth of one's intellectual endeavors. They open doors to further education, professional advancement, and recognition within the academic community.Academic qualifications encompass a wide range of credentials, from undergraduate degrees to post-doctoral fellowships. Each qualification represents a significant milestone in an individual's academic journey, signifying their mastery of a particular body of knowledge and their ability to apply that knowledge in a meaningful way.The pursuit of academic qualifications is not withoutits challenges. It requires dedication, perseverance, andan unwavering commitment to intellectual growth. Students must navigate rigorous coursework, conduct independent research, and engage in critical thinking to earn these credentials. However, the rewards of academic achievementfar outweigh the challenges.中文回答：在学术领域，追求知识通常需要获得特定的学术资格。
英语教研活动书面记录(3篇)
第1篇Date: [Insert Date]Time: [Insert Time]Location: [Insert Location]Attendees: [Insert Names of Attendees]Facilitator: [Insert Name of Facilitator]Objective: To enhance the quality of English language teaching and learning through collaborative research, sharing of best practices, and professional development.---I. IntroductionThe English教研活动 commenced with a brief welcome and introduction by the facilitator. The purpose of the meeting was outlined, emphasizing the importance of continuous improvement in English language teaching methods and the need for collaborative efforts among faculty members.II. Agenda Items1. Current Teaching Challenges- Discussion: The group engaged in a lively discussion about the current challenges faced in English language teaching. Participants shared their experiences with student engagement, language proficiency, and assessment strategies.- Feedback: The facilitator noted the following key challenges:- Limited access to technology and resources.- Varied student proficiency levels.- Difficulty in assessing speaking and listening skills.2. Best Practices in English Language Teaching- Presentation: A senior faculty member presented a case study on successful English language teaching strategies implemented in their classroom. The strategies included:- Integrating technology through interactive whiteboards and online platforms.- Employing differentiated instruction to cater to diverse learning styles.- Encouraging peer-to-peer learning and collaboration.- Reflection: The group reflected on the strategies presented and discussed how they could be adapted to their own teaching contexts.3. Professional Development Opportunities- Workshop Proposal: The facilitator proposed a series of workshops to be held during the upcoming term. The workshops would focus on:- Advanced grammar and vocabulary.- Effective use of assessment tools.- Strategies for managing large classes.- Volunteer Call: Participants were encouraged to volunteer as workshop facilitators or participants, with a special emphasis on sharing their expertise and learning from their peers.4. Student Feedback Analysis- Data Presentation: The facilitator presented the results of a recent student feedback survey on English language courses. The key findings were:- Students appreciated interactive and student-centered teaching methods.- There was a need for more consistent assessment criteria across courses.- Students desired more opportunities for speaking practice.- Action Plan: The group developed an action plan to address the feedback received. This included revising course syllabi, implementing new assessment strategies, and increasing speaking opportunities.5. Collaborative Research Projects- Project Proposals: Participants discussed potential research projects aimed at improving English language teaching. Some ideas included:- A study on the effectiveness of flipped classrooms in English language learning.- An investigation into the impact of technology on student engagement.- A comparative analysis of different approaches to teaching pronunciation.- Task Allocation: The group allocated tasks to interested participants, ensuring that each project had a dedicated team.III. Open ForumThe session concluded with an open forum where participants could share any additional ideas or concerns. Some key points raised included:- The need for more professional development opportunities tailored to individual teaching needs.- The importance of regular communication between faculty members to share best practices and support each other.- The potential benefits of incorporating local cultural elements into English language courses.IV. Closing RemarksThe facilitator thanked all participants for their contributions and emphasized the value of the collaborative research and developmentactivity. They encouraged everyone to continue working together to enhance the quality of English language teaching at our institution.V. Action Items- Develop a detailed action plan based on the student feedback analysis.- Finalize the schedule for upcoming professional development workshops.- Begin the initial stages of the proposed research projects.VI. Next MeetingThe next English教研活动 is scheduled for [Insert Date] at [Insert Time] in [Insert Location]. Participants were reminded to bring any updates or additional ideas for discussion.---End of Record第2篇Date: [Insert Date]Location: [Insert Location]Duration: [Insert Duration]Participants: [Insert Names of Participants]Facilitator: [Insert Name of Facilitator]---IntroductionThe English teaching and research activity was held on [Insert Date] at [Insert Location]. The session aimed to enhance the teaching skills of English language educators, explore innovative teaching methods, and discuss strategies for improving student engagement and language proficiency. The participants consisted of [number] English teachersfrom various educational institutions, including [list of institutions].Agenda1. Opening Remarks and Welcome Address2. Workshop on Innovative Teaching Methods3. Interactive Session on Student Engagement4. Group Discussion on Curriculum Development5. Feedback and Evaluation6. Closing Remarks---1. Opening Remarks and Welcome AddressThe session began with a warm welcome by the facilitator, [Name], who emphasized the importance of continuous professional development for English language educators. The facilitator outlined the objectives of the activity and encouraged active participation from all attendees.2. Workshop on Innovative Teaching MethodsThe workshop was conducted by [Name], an experienced English language teacher and educational consultant. The session focused on exploring innovative teaching methods that can be effectively integrated into the English language curriculum. The following methods were discussed:- Flipped Classroom: This method involves students learning new content at home through videos or other resources, and class time is then used for activities and discussions.- Project-Based Learning: This approach encourages students to engage in real-world projects that require research, collaboration, and critical thinking skills.- Gamification: Incorporating game elements into lessons can make learning more engaging and fun for students.- Technology Integration: Utilizing educational technology tools such as interactive whiteboards, online platforms, and apps can enhance the learning experience.The workshop participants were encouraged to share their own experiences and ideas, and a lively discussion ensued. Several teachers expressed interest in trying out these methods in their own classrooms.3. Interactive Session on Student EngagementThe next session was an interactive session on student engagement, ledby [Name], another experienced English language teacher. The session aimed to identify strategies that can help teachers create a more dynamic and interactive learning environment. The following points were discussed:- Active Learning: Encouraging students to participate in class discussions and activities can increase their engagement.- Student-Centered Learning: Giving students ownership of their learning by allowing them to choose topics of interest and set learning goals.- Collaborative Learning: Pairing students with different abilities and encouraging them to work together on tasks can enhance their learningand social skills.- Feedback and Assessment: Providing regular feedback and formative assessments can help students track their progress and stay motivated.The session concluded with a group activity where teachers were asked to brainstorm and share ideas for engaging activities that could be implemented in their classrooms.4. Group Discussion on Curriculum DevelopmentThe group discussion on curriculum development was facilitated by [Name], an educational researcher. The purpose of this session was to explore ways in which the English language curriculum can be improved to meetthe needs of students in the 21st century. The following points were discussed:- Alignment with Global Standards: Ensuring that the curriculum aligns with international standards and expectations.- Integration of Technology: Incorporating technology into the curriculum to prepare students for the digital age.- Cultural Competence: Focusing on the development of cultural awareness and sensitivity.- Continuous Assessment: Implementing a system of continuous assessment to monitor student progress and provide timely feedback.The group identified several key areas for improvement and proposed a set of recommendations that could be implemented in the near future.5. Feedback and EvaluationThe final session of the activity was dedicated to feedback and evaluation. Each participant was asked to complete a short survey to provide feedback on the workshop and the session as a whole. The feedback was overwhelmingly positive, with participants expressing gratitude for the opportunity to learn from their colleagues and the facilitators.6. Closing RemarksThe session concluded with closing remarks from the facilitator, [Name]. The facilitator thanked all participants for their active participation and contribution to the discussion. The facilitator also highlighted the importance of collaboration and continuous learning in the field of English language education.---ConclusionThe English teaching and research activity was a great success, providing participants with valuable insights and practical tools that they can use in their classrooms. The session fostered a sense of community among English language educators and encouraged them to think critically about their teaching practices. The feedback received fromparticipants indicates that the activity was beneficial and that it will have a positive impact on the quality of English language education in the participating institutions.第3篇Date: [Insert Date]Time: [Insert Time]Location: [Insert Location]Attendees: [List of Attendees]Facilitator: [Name of Facilitator]Objective: To enhance the quality of English language teaching through the sharing of innovative teaching methods, the analysis of current educational trends, and the discussion of student learning outcomes.---I. IntroductionThe English教研活动 commenced with a warm welcome from the facilitator, [Name of Facilitator], who outlined the objectives for the session. The participants, a diverse group of English teachers from various schools, were eager to engage in a productive discussion that would contribute to their professional development.II. Opening Remarks[Name of Facilitator] began the session by emphasizing the importance of staying updated with the latest educational trends and methodologies. They highlighted the need for continuous professional growth in thefield of English language teaching.III. Sharing of Innovative Teaching MethodsThe first segment of the activity involved sharing innovative teaching methods. Each participant was given a few minutes to present a teachingstrategy they had recently implemented or were planning to introduce. The following methods were discussed:1. Flipped Classroom: [Teacher's Name] shared their experience with the flipped classroom model, where students watch video lessons at home and class time is used for practice and discussion.2. Project-Based Learning: [Teacher's Name] discussed how they have incorporated project-based learning into their curriculum, allowing students to engage in real-world tasks that enhance their language skills.3. Gamification: [Teacher's Name] explained how gamification has increased student motivation and engagement, using platforms like Kahoot! and Quizizz for interactive quizzes.4. Language Learning Apps: [Teacher's Name] presented the use of language learning apps such as Duolingo and Babbel, which complement traditional classroom learning.IV. Analysis of Current Educational TrendsThe next part of the activity focused on analyzing current educational trends. Participants discussed the following:1. Technology Integration: The group agreed that technology plays a crucial role in modern education and should be integrated effectivelyinto teaching practices.2. Assessment Practices: There was a consensus that traditional testing methods should be complemented with formative assessments to provide a more holistic view of student learning.3. Student-Centered Learning: The importance of student-centered approaches was emphasized, with a focus on encouraging critical thinking and independent learning.V. Discussion of Student Learning OutcomesThe discussion then shifted to the evaluation of student learning outcomes. Participants shared their experiences and challenges in this area:1. Feedback Mechanisms: [Teacher's Name] shared their approach to providing timely and constructive feedback, which has helped students improve their performance.2. Differentiated Instruction: [Teacher's Name] discussed how they differentiate instruction to meet the diverse needs of their students, ensuring that everyone is challenged and supported.3. Collaborative Learning: [Teacher's Name] highlighted the benefits of collaborative learning, where students work together to achieve common goals, enhancing their language skills and teamwork abilities.VI. Group Work and Case StudiesTo further deepen the discussion, participants were divided into small groups to analyze case studies related to English language teaching. Each group was tasked with identifying effective strategies and challenges faced in the scenarios presented. The groups then presented their findings to the larger group.VII. Wrap-Up and Action PlanThe session concluded with a wrap-up by [Name of Facilitator], who summarized the key points discussed. They emphasized the importance of implementing the strategies shared and the need for ongoing reflection and adaptation in teaching practices.An action plan was devised, which included:1. Implementing Flipped Classroom Model: [Teacher's Name] will pilot the flipped classroom approach in their next unit.2. Introducing Gamification: [Teacher's Name] will incorporate gamification techniques into their upcoming lessons.3. Collecting and Analyzing Student Feedback: [Teacher's Name] will implement a system for collecting student feedback to inform teaching practices.VIII. ConclusionThe English教研活动 concluded with a sense of accomplishment and motivation. The participants expressed gratitude for the opportunity to share their experiences and learn from each other. They left the session with a wealth of new ideas and a renewed commitment to their professional growth as English language teachers.---Note: This record is a template and should be filled in with specific details relevant to the actual教研活动.。
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ISSN 1712-8056[Print]ISSN 1923-6697[Online] Canadian Social ScienceV ol. 8, No. 4, 2012, pp. 202-210DOI:10.3968/j.css.1923669720120804.1855A Comparative Study of Faculty Members’ Expectations of Academic Library Services in Three Universities in Ogun State, NigeriaItunu A. Bamidele [a],*; Saturday U. Omeluzor [b]; Ezinwayi Madukoma [c]; Promise N. George [d]; Sussan Ogbuiyi [e][a]Serials Librarian, Babcock University, Ilisan-Remo, Ogun State, Nige-ria. [b]I.T. Librarian, Babcock University Library, Ilisan-Remo, Ogun State, Nigeria. [c]Department of Information Resources Management, Babcock Business School, Ilisan-Remo, Ogun State, Nigeria. [d]Babcock University Library, Ilishan-Remo, Ogun State, Nigeria. [e]Cataloguer, Babcock University Library, Ilisan-Remo, Ogun State, Nigeria.*Corresponding author.Received 3 May 2012; accepted 14 August 2012AbstractThis study assessed the library services provided in federal, state and private universities in Ogun State, Nigeria. The study adopted a descriptive survey design. Questionnaire was the tool used for data collection. The study population consisted of 110 respondents from University of Agriculture (UNAAB), Abeokuta, 287 respondents from Tai Solarin University of Education (TASUED), Ijebu-Ode and 215 respondents from Redeemer’s University (RUN), Mowe, given a total of 612 respondents from the three selected universities in Ogun State, Nigeria.Purposive sampling was used to select the universities and the respondents. A total of 612 questionnaires were administered on all the respondents and 403 questionnaires were retrieved and analyzed given a response rate of 70%. A descriptive statistical method was used to analyze the data displayed in tables and percentage while hypotheses formulated was tested using the Kruskal-Wallis analysis and Chi-Square. A pre-test of 65 questionnaires were first administered and analyzed to estimate reliability co-efficient. The instrument yielded reliability co-efficient of 0.866%. We therefore concluded that the instrument was reliable.Finding from the study shows that electronic information resources services, internet services and circulation services were the services fully provided andutilized by the respondents, as displayed on Table 3; while CD ROM services, online public access catalogue (OPAC), user education, selective dissemination of information (SDI) and current awareness were the services moderately provided. It was also evident from this research that reprographic services, abstracting and indexing and literature search services were the least provided as shown on Table 3. The result of the formulated hypotheses shows there was significant difference in the library services provision and services expectation by Academic staff of federal, state and private universities. The findings affirmed that service provision in any library is an essential activity. University libraries should ensure to provide effective and adequate services to match with the expectations of library users especially the academic staff.Key words: Service provision; Library services; University library; Faculty expectations; Academic library servicesItunu A. Bamidele, Saturday U. Omeluzor, Ezinwayi Madukoma, Promise N. George, Sussan Ogbuiyi (2012). A Comparative Study of Faculty Members’ Expectations of Academic Library Services in Three Universities in Ogun State, Nigeria. Canadian Social Science , 8(4), 202-210. Available from /index.php/css/article/view/j.css.1923669720120804.1855 DOI: /10.3968/j.css.1923669720120804.1855.INTRODUCTIONUniversity libraries all over the world are saddled with a herculean task of providing information services to a target populace. Libraries are established and funded with a mandate to serve a specific target audience. More often, they are affiliated to major universities or function as a system on her own whose primary aim is to foster the collection, processing and dissemination of information services to information seekers. The services of the library may depend on the size of the parent organization, theItunu A. Bamidele; Saturday U. Omeluzor; Ezinwayi Madukoma;Promise N. George; Sussan Ogbuiyi (2012).Canadian Social Science, 8(4), 202-210scope of its operation, the rate of movement of her staff or turnover and whether the organization is involved in research and development (Onatola, 2004). The importance of a library services within an organization is basically to ensure that the information needs of users are adequately met and satisfied.BRIEF HISTORICAL BACKGROUND OF THE UNIVERSITIESUniversity of Agriculture, Abeokuta, (UNAAB) University of Agriculture, Abeokuta, (UNAAB) was established on January 1, 1988 by the Federal Government out of four Universities of Technology, earlier merged in 1984.UNAAB has passed through different stages of merger and de-merger until it finally became as UNAAB in January 1988. The ‘Nimber Adedipe’ Library was named after Prof. Nurudeen Olorunnimber Adedipe, the first Vice Chancellor of the university as a mark of honour. The library started with 16,000 collections in 1988. The total collection of books at present is 50,622 titles and 5,000 volumes of journals. The library started its automation programme in 1994 when it acquired through a World Bank Project, an IBM personal computer and the TINLIB library software designed for four work stations. This was later upgraded to ten work stations. The library has migrated from the DOS based TINLIB software to more versatile windows base Graphical Library Automated System (GLAS) software with capability to operate 50 work stations within the library. At present the OPAC is fully functional making it possible to catalogue books online and for library clients to access such books immediately. (Source: .ng/ component/content/article/1972-welcome-the-university-of-agriculture-abeokuta-unaab.html)Tai Solarin University of Education (TASUED)Tai Solarin University of Education (TASUED) was established as a charter to operate as a full-fledge University in 1978 by the Ogun State government as Ogun State College of Education which was later renamed Tai Solarin College of Education (TASCE). By the proclamation of the Governor of Ogun state on the 29th January 2005, the erstwhile Tai Solarin College of Education (TASUED) was transformed and upgraded to a University of Education. The library is structured in consonance with the current information system which the users explore to their benefit. TASUED library also has efficient and effective serial and circulation sections in its structure. Observation shows no major deviation from what is obtainable in other libraries worldwide. It presently has over 15000 volumes and some computers used by students to access information from affiliated virtual libraries worldwide. The vision for the university is to build a center where academic researchers get as much information in the shortest possible time with the best equipment in the world. (Source: /tasuedweb/index1.php#) Redeemer’s University of Nigeria (RUN) Redeemer’s University of Nigeria (RUN) was established in 2005 by the Redeemed Christian Church of God. The library took off immediately in the same year. Dr. Adebayo, the university Librarian in an oral interview stated that it was the decision of the University Administration that the library be automated. Library serves as a gateway to latest information resources needed by the University Staff and students irrespective of location, to enhance learning, teaching and research in a prompt, cost effective and painless manner. The services made available to users at RUN library include access to EBSCOHOST, AGORA, HINARI, AJOL, JSTOR and RSC journal archives. The university library has 8,329 Books in its collection and 89 Journals along with 6 online and networked databases, 240 CD-ROMs and Coursework papers. The library has main library and library Annex.(S o u r c e:h t t p://w w w.r u n.e d u.n g/i n d e x. php/?option=com_content&view=article&id=168&Item id=28)STATEMENT OF THE PROBLEM Provision of services is far from satisfaction. The university library is expected to provide a variety of services. Library offers a variety of information services that have evolved over the years. The normal lending, reference, bibliographic, hard copy supplies among others have been offered conventionally for a long time. However, libraries in Nigeria have been offering current awareness services, selective dissemination of information services (SDI), internet provision services, e-mail services, electronic information services and internet access services. Observation has however shown that it would be a waste of time, if these special services are organized indiscriminately without knowing the most desired faculty service expectations. More so, research also showed that libraries provides critical information and services for faculty members, but these information and services are not appreciated. In view of these, the researchers tend to know library services provided, ascertain the services academics expected most, academics’ rating of library services, types of information resources consulted most for teaching, research and other professional activities and to identify the library services that are not provided.OBJECTIVES OF THE STUDYThe general objective of this study was to investigate library services provision and desired service expectations of faculty members in library. It will specifically seek:● T o know the services provided and utilized bythe faculty membersA Comparative Study of Faculty Members’ Expectations of Academic Library Services in Three Universities in Ogun State, Nigeria● I dentify the desired service expectations offaculty members.● T o know the type of information resourcesconsulted for teaching, research and otherprofessional activities.● T o identify the challenges faced by the facultymembers while exploring library resources andservices.RESEARCH QUESTIONSIn order to achieve the main objectives of this study the following questions have been formulated:● W hat types of library services are provided inlibraries?● W hat are the most desired service expectationsby faculty members?● W hat are the services highly used by the facultymembers?● W hat types of information resources areconsulted mostly for teaching, research and otherprofessional activities?● W hat are the challenges encountered by facultymembers in the library?● H ow can the libraries improve the servicesprovided?HYPOTHESESH0: T here is no significant difference in the library services provided in Federal, State and PrivateUniversities.H1: T here is significant difference in the library services provided in Federal, State and PrivateUniversities.H0: T here is no significant difference in the service expectations of faculty members in Federal, Stateand Private University libraries.H1: T here is significant difference in the service expectations of faculty members in Federal, Stateand private university libraries.LITERATURE REVIEWServices in university libraries are provided mainly to aid the teachers, students and visitors within and beyond the university environment to achieve success in their academic pursuit and researches through provision of information resources and access in an enabling environment that fosters intellectual development (Onuoha, 2010). According to Sowole (1995) users’ satisfaction is a reason for the existence of the library. Meeting the information needs of library users require conscious effort to provide timely and actual information resources and services that will satisfy the needs of users. Kumar (2008) outlined lending services, bibliography instruction, library orientation, general and specific information provision, literature search, readers’ advisory service, selective dissemination of information (SDI), bibliographies compilation, indexing and abstracting services, reprographic services and translation service among others as services that are provided by a university library.Echezona and Edoka (2009) argued that university library should provide extensive holdings of books, journal, microforms, audio-visuals, print and electronic media materials, reference and information services and bibliographic instruction programmes at levels appropriate to the needs of the clientele. However, with the advent of computer, university libraries are in best position to provide variety of services over a wide range of areas. The nature and efficiency of services provided vary from library to library and the study on library services provision in Nigerian university libraries is no longer new. For instance, Echezona and Edoka (2009) identified advisory services, reprographic services, selective dissemination of information, indexing, abstracting and short loan services as the services provided for the management of special collections being provided.In another dimension, Umunnakwe and Onyebinama (2007) studied academic library services in Imo State University, Nigeria and discovered that 100% of the respondents agreed that the most important services rendered were cataloguing, reference, circulation, indexing and abstracting services. The result further proved that the major work of academic libraries hinge on the earlier stated services. Furthermore, it revealed that 75% of the respondents indicated that the libraries moderately rendered interlibrary and information services. In a similar study by Rhatti (2009) on information needs and information seeking behavior of faculty members at Islamia University of Bahawalour discovered that 40% of the teachers indicated that current services provision was inadequate while 90% of the respondents complained of lack of interlibrary loan services, indexing and abstracting services.In another perspective, Haruna and Oyelekan (2010) considering provision and utilization of information resources and services and the extent to which information resources and services were provided and utilized in Nigerian Defense Academy (NDA) Library, Kaduna observed that a good number of users utilized the information resources and services on daily basis. The result also proved that users were satisfied with the resources and services provided but identified inadequate ICT facilities and non-operational of the virtual library as inhibitors to utilization of information resources and services.Martensen and Gronholdt (2003) reviewing some literatures and surveying focused groups to identify some key determinant for library services affirmed availability of electronic resources, provision of printed resources, technical facilities, library environment and humanItunu A. Bamidele; Saturday U. Omeluzor; Ezinwayi Madukoma;Promise N. George; Sussan Ogbuiyi (2012).Canadian Social Science, 8(4), 202-210side of user service. Since university library users have varying needs and expectations, it is the responsibility of the library staff to know these needs and expectations with the view of providing them. According to Igben (1993) a library is most functional if the services provided correspond closely with the needs of its users. Simmonds and Andaleeb (2001) and Adeniran (2011) stressed that provision of access to information is more important than the materials physically available in a library and that provision of relevant information materials, access point and conducive atmosphere for learning, teaching and research lead to an increase in the use of library resources.It was established from the literatures reviewed in this study that there must be a link between the librarians and the users who have different needs, expectations and specifics to ensure their satisfaction. When quality services are provided, the library users are encouraged and motivated to visit the library again. It was also observed that if users’ needs correspond with services provided couple with serene atmosphere, university libraries would have achieved in fulfilling their mandate of satisfying library users.METHODOLOGYThe study adopted a descriptive survey design. Questionnaire was the primary tool used for data collection. The study population consist 612 faculty members (lecturers) of the three selected universities in Ogun State, namely University of Agriculture (UNAAB), Abeokuta, Tai Solarin University of Education (TASUED), Ijebu-ode and Redeemer’s University (RUN), Mowe. Purposive sampling technique was used to select the universities. The population was made up of all the 110 faculty members from UNAAB, 287 faculty members from TASUED and 215 faculty members from RUN.A total of 403 questionnaires were retrieved out of 612 administered given a response rate of 70%. The questionnaires were analyzed using descriptive statistics which results were displayed in tables. Hypotheses formulated were tested using Kruskal-Wallis analysis. 65 questionnaires were analyzed to estimate reliability co-efficient. This instrument yielded test/re-test reliability co-efficient of 0.866%, the researchers therefore concluded that the research instrument was reliable.Table 1Number of Faculty Members in the UniversitiesUniversity Number of faculty members UNAAB110TASUED287RUN215Total612This table shows there were 110 staff members from UNAAB, 287 faculty members from TASUED and 215 faculty members from RUN universities respectively. Table 2Number of Questionnaire Distributed and RetrievedInstitution QuestionnairesdistributedQuestionnairesreturned Percentage (%) UNAAB1108019.5 TASUED28717242.5 RUN21515137.5 Total 612403100 Table 2 shows that TASUED has the highest number of faculty members with 287 among the three universities in this study. This was followed by RUN with 215 and UNAAB with 110 faculty members. The questionnaires were administered on all the faculty members from the various universities in this study. A total of 80 (19.5%) were retrieved from UNAAB, 172 (42.5%) were retrieved from TASUED, and 151 (37.5%) retrieved from RUN. Out of the 621 questionnaires that were administered, a total sum of 403 (70%) were retrieved from the three Universities and analyzed.RESULTS AND DISCUSSIONTable 3Services Provided and Utilized by the RespondentsServicesUNAAB TASUED RUNNo. of respondents%No. of respondents%No.of respondents %Reference1518.82011.62516.6 Circulation5366.28750.59864.9 Services from library website1518.829113019.9 Inter library loan1113.8148.11711.3 Current awareness2733.44827.14731.1 Reprographic services (binding/lamination/photocopying)3 3.82514.58 5.3 Selective dissemination of information (SDI)12152313.42013.2 Abstracting and indexing8101810.51811.9 E-mail3847.57744.86945.7 Bibliographic instruction3442.55833.76039.7 Bibliographic compilation2732.54727.34630.5To be continuedA Comparative Study of Faculty Members’ Expectations of Academic Library Servicesin Three Universities in Ogun State, NigeriaServices UNAAB TASUED RUNNo. of respondents%No. of respondents%No.of respondents % Online Public Access Catalogue (OPAC)2733.44827.14731.1 Lending3442.55833.76039.7 Internet access7492.512270.913086 E-information resources/databases72901196912280.8 CD-ROM Search2732.53922.74630.5 Scanning/Printing1518.82011.62516.6 Audiovisual Services1417.52715.72415.9 Literature search3 3.82514.58 5.3The findings from this table shows that internet accessand e-information resources and databases services weremost utilized hence 74 (92.5%), 122 (70.9%), 130 (86%)from UNAAB, TASUED and RUN respectively used theinternet frequently while 72 (90%), 119 (69%) and 122(80.8%) from UNAAB, TASUED and RUN respectivelyalso utilized the e-information resources and databases.Table 4Desired Service Expectations of the Respondents OpineService expectationsUNAAB TASUED RUNNo ofrespondents%No ofrespondents%No ofrespondents%Round the clock access to online databases that are mounted on userfriendly system567012472.111173.5 Convenient access to library collections6986.215087.212582.8 Availability of needed information6176.213176.211173.5 Availability of reliable up to date technologies and facilities6682.514584.312381.5 Convenient opening hours6277.514081.511978.8 Prompt service to users6277.513980.811777.8 Timely document delivery6581.213880.212482.1 Increase on electronic information materials6581.214383.112482.1 Increase on print information materials5062.513075.69663.6The result from this table shows that the respondents expects and desired all the services provided by the libraries. Also, the respondents indicated that convenient access to library collections, availability of reliable up-to-date technologies and facilities were their most desired services hence 69 (85%), 150 (87.2%) and 125 (82.8%) of the total respondents from UNAAB, TASUED and RUN respectively attested to that fact.Table 5Information Resources Consulted for Research, Teaching and Other Professional ActivitiesItemsUNAAB TASUED RUN No%No%No%Print material (textbook and journals)769515992.414394.7 Electronic information resources769515992.414596 Internet access729015489.513488.7 Newspapers/magazine5771.213377.311072.8 CD-ROMs4556.210158.77650.3This table reveals that print materials (textbook and journal), electronic information resources and internet access were the most consulted by the respondents hence 76 (95%), 72(90%) from UNAAB, 159 (92.4%), 154 (89.5%) from TASUED and 143 (94.7%), 145 (96%) and 134 (88.7%) from RUN indicated so. It also shows that CD-ROMs was the least consulted by the respondents for research, teaching and other professional activities. This may be as a result of technicalities involved in using CD-ROMs compared to print and electronic information resources.This result indicates that although the university libraries in this study provided all the services but internet access and e-information resources/databases are most used. However, the result also shows that reprographic services, abstracting and indexing services, literature search services and inter-library loan services are rarely utilized and enjoyed by the respondents.ContinuedItunu A. Bamidele; Saturday U. Omeluzor; Ezinwayi Madukoma;Promise N. George; Sussan Ogbuiyi (2012).Canadian Social Science, 8(4), 202-210Table 6Challenges EncounteredChallengesUNAAB TASUED RUNN0.of respondents%No. of respondents%No. of respondents%Inadequate internet facility in the library4556.2117688858.3 Books are not up to date1822.574433422.5 Computers are not sufficient4556.211667.47851.5 Some library staff are impolite (poor customer care)1518.86537.82315.2 Libraries are uncomfortable (noisy hot & poor lighting)1822.57543.62818.5 Circulation service is not flexible32408147.15838.4 Inadequate internet service5366.21297510468.9 Inadequate up-to-date Journal 4657.511466.37952.3 Inconvenient access to library collections (OPAC problem)465812170.38254.3 Inadequate online journal3037.59052.35838.4 Photocopy service is not convenient3442.59655.87046.4 Lack of index and abstract service3847.59555.26945.7 Newspapers are not adequate2632.58549.44731.1 Inadequate and irrelevance of library materials2227.58951.73422.5 Texts for my discipline not available3442.511265.15838.6The result shows a high number of the respondent that indicated inadequate internet facility in the library, insufficient computers, inadequate internet services, inadequate up-to-date journals and inconvenient access to library collections as their major challenges that hinder their research, teaching and learning in the three universities in this study. It was an indication of where their interest, needs and expectations lie.TEST OF HYPOTHESESTable 7Hypothesis OneH0T here is no significant difference in the library Services provision in Federal, State and private university libraries. H1T here is significant difference in the library Services provision in Federal, State and private university libraries.Library services Name of institution No.Mean rankReference servicesUNAAB80186.84 TASUED172217.72 REDEEMER151192.13 Total403Circulation servicesUNAAB80187.39 TASUED172216.78 REDEEMER151192.90 Total403Services from library websiteUNAAB80184.97 TASUED172225.96 REDEEMER151183.74 Total403Inter Library Loan ServiceUNAAB80183.17 TASUED172211.68 REDEEMER151200.95 Total403Current Awareness ServiceUNAAB80198.69 TASUED172204.11 REDEEMER151201.35 Total403Reprographic Services (binding/lamination/ photocopying)UNAAB80210.66 TASUED172182.01 REDEEMER151220.18 Total403Selective Dissemination of Information (SDIUNAAB80196.40 TASUED172208.09 REDEEMER151198.03 Total403A Comparative Study of Faculty Members’ Expectations of Academic Library Services in Three Universities in Ogun State, NigeriaTable 8Test Statistics (a, b)Reference services Circulation services Inter library loanservice Reprographic services (Binding/Lamination/Photocopying)Selective disseminationof information (SDI)Chi-Square183.906a180.035a104.878a114.794a 143.231a Df22222 Asymp. Sig..000.000.000.000.000a. Kruskal Wallis Testb. Grouping Variable: Name of InstitutionInterpretationTable 3 was used to test hypothesis one, Kruskal-Wallis statistical test analysis was used to rate the library services that were provided in meeting the expectations of the faculty members of the three universities. The output presented suggest there was difference in the library services provision in federal, state and private universities using the three stated university faculty members as a point of reference. An inspection of the means suggest that reference services provision and circulation services provision at TASUED had the highest mean rank while UNAAB had the lowest ranks. On services from library website, TASUED had the highest mean rank while RUN had the lowest rank. It was also observed that TASUED had the highest mean rank on inter library loan services provisions, with UNAAB having the lowest. On current awareness service provision TASUED had the highest mean rank, while UNAAB had the lowest. RUN had the highest mean rank on reprographic service provision, while TASUED had the lowest. On selective dissemination of information (SDI) TASUED had the highest mean rank, with UNAAB having the lowest mean rank.From the result, it shows that the chi-square calculated of the five items were greater than the tabulated which is 5.99 at 5% level of significant with a degree of freedom of 2. Hence, since the X2 calculated is greater than the tabulated we reject H0 and accept H1 which states that there is significant difference in the library services provision in federal, state and private university libraries.Table 9Hypothesis TwoH0 There is no significant difference in the service expectations of faculty members in Federal, State and private university libraries.H1 There is significant difference in the service expectations of faculty members in Federal, State and private university libraries.Services Expectation Name of institution No.Mean rankRound the clock access to online databases that are mounted on user friendly systemUNAAB80206.45 TASUED172202.23 REDEEMER151199.38 Total403Convenient access to library collectionsUNAAB80200.21 TASUED172198.27 REDEEMER151207.20 Total403Availability of reliable up to date technologies and facilitiesUNAAB80202.76 TASUED172199.13 REDEEMER151204.86 Total403Timely document deliveryUNAAB80201.78 TASUED172203.83 REDEEMER151200.03 Total403Increase in electronic materialsUNAAB80204.28 TASUED172200.47 REDEEMER151202.53 Total403。