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Library Service Usage, Barriers, and Strategies to Enhance Patronage among Working Students

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Title: Library Service Usage, Barriers, and Strategies to Enhance Patronage among Working Students
Language: English
Authors: Adebowale Jeremy Adetayo (ORCID 0000-0001-7869-5613), Elizabeth Bukunola Lateef, Rhoda Temitope Oyebola, Folashade Munirat Lawal
Source: New Review of Academic Librarianship. 2025 31(1):48-65.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Library Services, Use Studies, Barriers, Users (Information), Undergraduate Students, Student Attitudes, Student Employment, Electronic Books, Selective Dissemination of Information, Electronic Mail, Preferences, Librarians, Technology Uses in Education, Telecommunications, Artificial Intelligence, Handheld Devices, Computer Oriented Programs, Synchronous Communication
Geographic Terms: Nigeria
DOI: 10.1080/13614533.2024.2381514
ISSN: 1361-4533
1740-7834
Abstract: This study aimed to investigate the challenges faced by working students in patronizing library services in Nigeria and to propose tailored solutions to enhance their patronage. A descriptive survey research design was used to collect data from 110 working undergraduate students, which was then analyzed using descriptive statistics. The findings showed that busy job schedules, limited time on campus, and the fact that they mainly come to the campus for lectures are the primary reasons why working students rarely patronize the library. However, most of them expressed the need for library access tailored to their unique needs, which includes remote or distance approach. The preferred methods for accessing library services among working students include selective dissemination of e-books to their emails and having librarians available on a dedicated WhatsApp number. Additionally, they indicated openness to the idea of using chatbots to respond to their library requests. The study concluded that the use of technology such as email, instant messenger, and chatbots can address the challenges hindering library patronage by working students. Thus, the study recommends that library administrators invest in developing and adopting these technologies to meet the demands of working students in Nigeria.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1467357
Database: ERIC
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  Value: <anid>AN0182907450;rfw01jan.25;2025Feb12.04:49;v2.2.500</anid> <title id="AN0182907450-1">Library Service Usage, Barriers, and Strategies to Enhance Patronage Among Working Students </title> <p>This study aimed to investigate the challenges faced by working students in patronizing library services in Nigeria and to propose tailored solutions to enhance their patronage. A descriptive survey research design was used to collect data from 110 working undergraduate students, which was then analyzed using descriptive statistics. The findings showed that busy job schedules, limited time on campus, and the fact that they mainly come to the campus for lectures are the primary reasons why working students rarely patronize the library. However, most of them expressed the need for library access tailored to their unique needs, which includes remote or distance approach. The preferred methods for accessing library services among working students include selective dissemination of e-books to their emails and having librarians available on a dedicated WhatsApp number. Additionally, they indicated openness to the idea of using chatbots to respond to their library requests. The study concluded that the use of technology such as email, instant messenger, and chatbots can address the challenges hindering library patronage by working students. Thus, the study recommends that library administrators invest in developing and adopting these technologies to meet the demands of working students in Nigeria.</p> <p>Keywords: Library patronage; working students; tailored access; e-books; chatbots; WhatsApp; emails</p> <hd id="AN0182907450-2">Introduction</hd> <p>Libraries are vital components of academic institutions, offering essential resources and services to students. One of the critical resources available to students in universities is the library, which plays a crucial role in providing access to vital information resources for academic learning and research. The library collections are the backbone of a university's academic programs, providing essential materials for teaching, learning, and research (Tella & Odunola, [<reflink idref="bib28" id="ref1">28</reflink>]). The library also offers various services such as charging and discharging of books, help desk, reference queries, placing books on hold, reprography, reading room, computers, and other information materials.</p> <p>The primary objective of establishing libraries is to facilitate the use of existing knowledge to create new knowledge and innovation. For academic libraries, the broad objective is to provide collections and services that support the primary activities of the parent institutions of teaching, learning, and research. Academic libraries build collections to enhance teaching, learning, and research activities in tertiary institutions with the expectation that students and staff will visit the library and make effective use of the information resources to satisfy their information needs (Alegbeleye et al., [<reflink idref="bib10" id="ref2">10</reflink>]).</p> <p>However, preliminary investigations have shown that library patronage among working undergraduate students in Nigeria is on a downward trend, and their unique characteristics make them appear marginalized. Working undergraduate students in Nigeria face significant challenges in accessing library services potentially due to combinations of work and education. Research has revealed that many academic libraries are ill-equipped to meet the needs of the growing number of working students registered with their parent institutions (Adetayo, Komolafe, et al., [<reflink idref="bib5" id="ref3">5</reflink>]). Only a small percentage of working students utilize their home institution libraries, which underscores the importance of investigating the specific challenges that working students face in accessing library resources (Liu & Yang, [<reflink idref="bib22" id="ref4">22</reflink>]), resulting in the development of unique needs, experiences, and constraints that must be addressed to ensure that they have equitable access to library services (Terhile & Anthanisus, [<reflink idref="bib42" id="ref5">42</reflink>]).</p> <p>Despite universities' efforts to improve access to library resources, working students remain disproportionately affected. The traditional academic library structures in Nigeria are often ill-equipped to address the unique needs of working students, who must navigate limited library hours, restricted access to materials, and insufficient library support. As highlighted by Ogunmodede and Emeahara ([<reflink idref="bib30" id="ref6">30</reflink>]), failure to patronize library resources and services renders even vast collections useless. To enhance library patronage of working students, libraries must redesign services to meet standards and trends in the information provision industry, as suggested by Moukwelu et al. ([<reflink idref="bib24" id="ref7">24</reflink>]). This study aims to explore the challenges that working students face in accessing library resources and propose distant tailored solutions to enhance their patronage. Specifically, we will examine the potential role of technology in improving access to library resources for working students. Technologies have the potential to enhance remote patronage and reduce transportation costs, thereby promoting more convenient and affordable access to library resources.</p> <hd id="AN0182907450-3">Objectives of the study</hd> <p>The main aim of this study is to explore the obstacles faced by working students in patronizing library services in Nigeria and to suggest tailored solutions to improve their patronage of these services. To achieve this goal, the research will:</p> <p></p> <ulist> <item> Investigate the frequency with which working students utilize library services.</item> <p></p> <item> Identify the barriers that impede working students' access to library services.</item> <p></p> <item> Analyze the willingness of working students to have library services customized to meet their particular needs.</item> <p></p> <item> Investigate the technological preferences of working students for remote library access.</item> </ulist> <hd id="AN0182907450-4">Concept of library patronage</hd> <p>The concept of library patronage has been widely discussed in the literature as a broad term that encompasses various aspects of library use, including borrowing materials, accessing electronic resources, attending programs, and seeking reference assistance. Scholars have defined and explored the concept of library patronage from different perspectives. Ofodile and Ifijeh ([<reflink idref="bib29" id="ref8">29</reflink>]) describe library patronage as the access of the university community to libraries' collections and services, while Schoenberger ([<reflink idref="bib37" id="ref9">37</reflink>]) emphasizes that the patronage of the library by intended users is a crucial measure of the output of services provided by libraries.</p> <p>Library patronage is an essential aspect of the library system as it supports the library's mission to provide access to information, promote lifelong learning, and support the community's educational, cultural, and recreational needs. To cater to the diverse needs and interests of library patrons, libraries offer a range of services and resources. In the past, library patrons were primarily researchers, scholars, and students who used the library's resources for their academic pursuits. However, today's library patrons are a more diverse group, including children, teenagers, adults, and seniors, who utilize the library for various reasons.</p> <p>Library patrons visit the library for a variety of purposes. Some come to borrow books, audiobooks, or DVDs, while others use the library's computers, printers, and internet services. Libraries also offer a range of programs and events that cater to different age groups and interests, such as book clubs, writing workshops, language classes, and story times for children. The library's role in community development is significant, as it provides valuable resources and services that promote literacy, provide access to information and resources, and foster lifelong learning. Furthermore, libraries serve as community centers, providing a safe and welcoming space for people to gather and connect.</p> <p>Despite the importance of library patronage, recent studies suggest a decline in library usage, particularly among undergraduate students in universities. Potnis et al. ([<reflink idref="bib32" id="ref10">32</reflink>]) reported a slow decline in the frequency of library patronage by undergraduate students, while Odu ([<reflink idref="bib27" id="ref11">27</reflink>]) also observed a decline in library patronage. Okoronkwo ([<reflink idref="bib31" id="ref12">31</reflink>]) studied the decline in library patronage in North West Nigeria and identified factors such as obsolete books and dilapidated structures as the reasons behind the decline. This decline is particularly noticeable among working students.</p> <hd id="AN0182907450-5">Working students and their library needs</hd> <p>Working students are individuals who are currently enrolled in an educational institution, such as a college or university, while also maintaining employment. They typically balance their academic responsibilities with part-time or full-time jobs, either to support themselves financially or to gain work experience related to their field of study. Working students may also have additional responsibilities, such as caring for family members or managing other personal obligations. The concept of working students is common in many countries and is often seen as a way to gain valuable experience and develop important skills while pursuing a degree or other educational credentials.</p> <p>Working students often have unique learning styles and needs that differ from those of traditional students (Wray & Montgomery, [<reflink idref="bib44" id="ref13">44</reflink>]). To support their academic success, libraries play a crucial role in providing working students with access to resources and services. However, several studies have shown that working students, particularly those who study off campus, face challenges in accessing library resources and services (Adetimirin & Omogbhe, [<reflink idref="bib7" id="ref14">7</reflink>]; Larson & Owusu-Acheaw, [<reflink idref="bib20" id="ref15">20</reflink>]).</p> <p>In a study by Lebowitz ([<reflink idref="bib21" id="ref16">21</reflink>]), it was found that working students who study off campus need more resources related to their fields of study and more opportunities for one-on-one assistance from librarians. This is consistent with the finding of Akporido ([<reflink idref="bib9" id="ref17">9</reflink>]) that library programs and services that address the specific needs of working students, such as providing information to carry out class work and complete assignments, are highly valued by these students.</p> <p>The challenge of accessing library resources and services is particularly acute for distance learners. Larson and Owusu-Acheaw ([<reflink idref="bib20" id="ref18">20</reflink>]) reported that only 2% of distance learners at the Winneba Study Center of the University of Education, Winneba, Ghana use the library. Similarly, Adetimirin and Omogbhe ([<reflink idref="bib7" id="ref19">7</reflink>]) found that a majority of distance education students at the University of Ibadan, Nigeria rarely use their institution's library. These low usage rates may be attributed to several factors, including lack of time, limited access to library services and resources, and competing demands on their time and attention (Rowland & Rubbert, [<reflink idref="bib34" id="ref20">34</reflink>]).</p> <hd id="AN0182907450-6">Factors that affect library services for working students</hd> <p>Librarians have a vital role in providing customized services and support to working students, and their understanding of the unique needs and challenges faced by these students is critical (Stričević & Rubinić, [<reflink idref="bib39" id="ref21">39</reflink>]). Librarians who are knowledgeable about the specific requirements of working students are better equipped to provide relevant resources and effective assistance. In addition, librarians can play an essential role in promoting library services and resources to working students through targeted outreach and marketing efforts (Adeogun, [<reflink idref="bib3" id="ref22">3</reflink>]).</p> <p>In Nigeria, library policies and funding have a significant impact on the availability and quality of tailored library services for working students. Libraries with limited resources may struggle to provide the extended hours, one-on-one assistance, and targeted outreach programs that working students need to succeed. As a result, the quality and availability of library resources and services for working students are often limited. Adetayo, Suleiman, et al. ([<reflink idref="bib6" id="ref23">6</reflink>]) highlighted that funding cuts and budget constraints can limit the ability of libraries to invest in new programs and services that would benefit working students. Therefore, libraries must be adequately funded to provide relevant resources, services, and facilities that meet the needs of working students.</p> <p>Furthermore, the availability of technology and access to online resources can also affect library services for students (Sahabi & Otobo, [<reflink idref="bib35" id="ref24">35</reflink>]). With technological advancements, libraries must keep up with the trends to provide access to electronic resources that are essential for working students. Libraries that have limited access to technology or electronic resources may not meet the needs of working students, particularly distance learners. For example, some working students may require access to specialized databases or online journals, which may not be available in their institution's library. This could result in students having to look for resources elsewhere, which may affect their academic performance.</p> <hd id="AN0182907450-7">Innovative library practices for working students</hd> <p>Libraries are constantly striving to find innovative ways to better support working students. One strategy that has been successfully implemented is extended hours, which allows students to access library resources outside of typical hours, accommodating their work schedules (Ajala et al., [<reflink idref="bib8" id="ref25">8</reflink>]; Eguavoen, [<reflink idref="bib12" id="ref26">12</reflink>]; Kelley & Orr, [<reflink idref="bib18" id="ref27">18</reflink>]). In addition to extended hours, librarians also provide one-on-one consultations, library orientations, and workshops tailored to the specific needs of working students (Dukić & Strišković, [<reflink idref="bib11" id="ref28">11</reflink>]). For instance, the Balme Library at the University of Ghana implemented 24-h service, while the University of Ilorin library in Nigeria introduced extended-hour service during exam periods (Ajala et al., [<reflink idref="bib8" id="ref29">8</reflink>]).</p> <p>Tella ([<reflink idref="bib40" id="ref30">40</reflink>]) emphasized the need for libraries to hire skilled librarians who can effectively create, organize, and disseminate knowledge in the digital age. Embedding librarians in online education has also proven to be a successful approach. Tumbleson and Burke ([<reflink idref="bib43" id="ref31">43</reflink>]) detailed their embedded program and outlined sustaining practices for embedded librarianship in online education. They argued that research now takes place in students' online learning spaces, rather than solely at the reference desk or library website.</p> <p>Zhang et al. ([<reflink idref="bib45" id="ref32">45</reflink>]) found that online academic library users have varying expectations for online help. Some prefer conceptual help, while others require procedural, step-by-step assistance. Librarians need to adapt their approach based on users' specific information needs. However, library users generally respond positively to comprehensive information offerings, participatory or even crowd-sourced tools, and easy-to-access assistance during the research process.</p> <p>Rempel and McMillen ([<reflink idref="bib33" id="ref33">33</reflink>]) successfully implemented an online library workshop for students at Oregon State University. This workshop was designed to replicate the experience and environment of an in-person workshop, delivered asynchronously to increase accessibility for distance students. The program was highly successful, providing an effective and convenient way for working students to receive research assistance.</p> <hd id="AN0182907450-8">Methods</hd> <p></p> <hd id="AN0182907450-9">Context</hd> <p>This study was carried out at {Anonymized}, a Nigerian university with a diverse student populace comprising both non-working students and working off-campus students. The latter group navigates the dual responsibilities of work and education. The university library offers a standard range of services including circulation, reference, serials, and an e-library. The focus was on working undergraduate students, who confront distinct challenges in accessing and leveraging library services.</p> <hd id="AN0182907450-10">Research design</hd> <p>Employing a descriptive survey research design, this study aimed to dissect the significant facets of the targeted phenomenon. This design is apt for examining the characteristics of a specific group or occurrence. The survey approach was chosen as it best portrayed the circumstances surrounding working students, particularly their interaction with the library.</p> <hd id="AN0182907450-11">Participants</hd> <p>The study encompassed 110 working undergraduate students from {Anonymized}. Utilizing a total enumeration technique, the entire student population was included in the sample. This ensured the representativeness of the findings within the working student cohort at {Anonymized}.</p> <hd id="AN0182907450-12">Instrumentation</hd> <p>The primary tool for data collection was a structured questionnaire. Tailored to extract insights about library patronage patterns among working undergraduates at {Anonymized}, the questionnaire underwent validation by an information management expert to ensure its integrity. Their input led to refinements, guaranteeing precise responses from the participants.</p> <hd id="AN0182907450-13">Data collection</hd> <p>Employing Google Forms, the validated questionnaire was administered online to the target group. Respondents were assured of the confidentiality and exclusive research use of their responses. Leveraging the accessibility of technology, the Google form link was disseminated through a WhatsApp group created for the participants. Given the nature of the study, which centered around remote resource access, this online approach was well-suited. Out of a possible 110, 90 responses were received, resulting in a robust 81.8% response rate.</p> <hd id="AN0182907450-14">Data analysis</hd> <p>Organized and analyzed using descriptive statistics, the data yielded valuable insights. Utilizing frequency counts, percentages, mean, and standard deviation scores, the research aimed to meet objectives related to understanding library patronage patterns and service preferences among the working undergraduate students at {Anonymized}.</p> <hd id="AN0182907450-15">Ethical considerations</hd> <p>The study adhered to ethical guidelines, including informed consent, confidentiality, and anonymity. Participants were thoroughly informed about the study's purpose, their autonomy to withdraw at any point, and the confidential handling of their data. By reporting findings in aggregated form, the study upheld anonymity and safeguarded participant identities</p> <hd id="AN0182907450-16">Results</hd> <p>This section presents the findings of the study using descriptive statistics. The details are illustrated in Tables 1–5.</p> <p>Table 1. Socio-demographic characteristics of the respondents.</p> <p> <ephtml> <table><thead><tr><td>Socio-demographic characteristics</td><td>Categories</td><td>Frequency (<italic>n</italic> = 90)</td><td>Percent</td></tr></thead><tbody valign="top"><tr><td>Marital Status</td><td>Married</td><td char=".">68</td><td char=".">75.6</td></tr><tr><td /><td>Single</td><td char=".">22</td><td char=".">24.4</td></tr><tr><td>Gender</td><td>Female</td><td char=".">56</td><td char=".">62.2</td></tr><tr><td /><td>Male</td><td char=".">34</td><td char=".">37.8</td></tr><tr><td /><td>Total</td><td char=".">90</td><td char=".">100.0</td></tr><tr><td>Age group</td><td char=".">46–50</td><td char=".">6</td><td char=".">6.7</td></tr><tr><td /><td char=".">41–45</td><td char=".">32</td><td char=".">35.6</td></tr><tr><td /><td char=".">36–40</td><td char=".">16</td><td char=".">17.8</td></tr><tr><td /><td char=".">31–35</td><td char=".">12</td><td char=".">13.3</td></tr><tr><td /><td char=".">26–30</td><td char=".">14</td><td char=".">15.6</td></tr><tr><td /><td char=".">21–25</td><td char=".">9</td><td char=".">10.0</td></tr><tr><td /><td char=".">16–20</td><td char=".">1</td><td char=".">1.1</td></tr></tbody></table> </ephtml> </p> <p>Table 2. Frequency of library patronage.</p> <p> <ephtml> <table><thead><tr><td>S/N</td><td>Indicators</td><td>Often <italic>n</italic> (%)</td><td>Occasionally <italic>n</italic> (%)</td><td>Rarely <italic>n</italic> (%)</td><td>Never <italic>n</italic> (%)</td><td>Mean</td><td>Std Dev</td></tr></thead><tbody valign="top"><tr><td>i.</td><td>Reading in the library</td><td char=".">5 (5.6)</td><td char=".">33 (36.7)</td><td char=".">17 (18.9)</td><td char=".">35 (38.9)</td><td char=".">2.09</td><td char=".">0.990</td></tr><tr><td>ii.</td><td>Make inquiries to librarians</td><td char=".">10 (11.1)</td><td char=".">43 (47.8)</td><td char=".">11 (12.2)</td><td char=".">26 (28.9)</td><td char=".">2.41</td><td char=".">1.027</td></tr><tr><td>iii.</td><td>Borrowing library books</td><td char=".">4 (4.4)</td><td char=".">17 (18.9)</td><td char=".">12 (13.3)</td><td char=".">57 (63.3)</td><td char=".">1.64</td><td char=".">0.940</td></tr><tr><td>iv.</td><td>Accessing library periodicals</td><td char=".">5 (5.6)</td><td char=".">22 (24.4)</td><td char=".">14 (15.6)</td><td char=".">49 (54.4)</td><td char=".">1.81</td><td char=".">0.993</td></tr><tr><td>v.</td><td>Using library internet</td><td char=".">4 (4.4)</td><td char=".">15 (16.7)</td><td char=".">9 (10.0)</td><td char=".">62 (68.9)</td><td char=".">1.57</td><td char=".">0.925</td></tr><tr><td>vi.</td><td>Using library computers</td><td char=".">2 (2.2)</td><td char=".">16 (17.8)</td><td char=".">8 (8.9)</td><td char=".">64 (71.1)</td><td char=".">1.51</td><td char=".">0.864</td></tr><tr><td>vii.</td><td>Using library e-resources</td><td char=".">4 (4.4)</td><td char=".">14 (15.6)</td><td char=".">11 (12.2)</td><td char=".">61 (67.8)</td><td char=".">1.57</td><td char=".">0.912</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note.</emph> Mean scores falling between 3.50 and 4.00 represent "Often;" 2.50–3.49 represent "Occasionally;" 1.50–2.49 represent "Rarely;" and 1.00–1.49 represent "Never."</p> <p>Table 3. Hindrances to library patronage.</p> <p> <ephtml> <table><thead><tr><td>S/N</td><td>Hindrances to library patronage</td><td>SA <italic>n</italic> (%)</td><td>A <italic>n</italic> (%)</td><td>D <italic>n</italic> (%)</td><td>SD <italic>n</italic> (%)</td><td>Mean</td><td>Std dev</td></tr></thead><tbody valign="top"><tr><td>i.</td><td>Busy job schedule</td><td char=".">24 (26.7)</td><td char=".">45 (50.0)</td><td char=".">15 (16.7)</td><td char=".">6 (6.7)</td><td char=".">2.97</td><td char=".">0.841</td></tr><tr><td>ii.</td><td>Limited time on campus</td><td char=".">23 (25.6)</td><td char=".">47 (52.2)</td><td char=".">14 (15.6)</td><td char=".">6 (6.7)</td><td char=".">2.97</td><td char=".">0.827</td></tr><tr><td>iii.</td><td>Inaccessible of physical library</td><td char=".">3 (3.3)</td><td char=".">5 (5.6)</td><td char=".">47 (52.2)</td><td char=".">35 (38.9)</td><td char=".">1.73</td><td char=".">0.716</td></tr><tr><td>iv.</td><td>Visit to campus for lectures purposes, not for library usage</td><td char=".">16 (17.8)</td><td char=".">30 (33.3)</td><td char=".">34 (37.8)</td><td char=".">10 (11.1)</td><td char=".">2.58</td><td char=".">0.912</td></tr><tr><td>v.</td><td>Lack of need for the library</td><td char=".">2 (2.2)</td><td char=".">5 (5.6)</td><td char=".">48 (53.3)</td><td char=".">35 (38.9)</td><td char=".">1.71</td><td char=".">0.674</td></tr></tbody></table> </ephtml> </p> <p>2 <emph>Note.</emph> SA (Strongly Agree): 3.50–4.00; A (Agree): 2.50–3.49; D (Disagree): 1.50–2.49; SD (Strongly Disagree): 1.00–1.49.</p> <p>Table 4. Willingness for tailored library access.</p> <p> <ephtml> <table><thead><tr><td>Willingness for tailored library access</td><td>Frequency</td><td>Percent</td></tr></thead><tbody valign="top"><tr><td>No</td><td char=".">5</td><td char=".">5.6</td></tr><tr><td>Yes</td><td char=".">85</td><td char=".">94.4</td></tr><tr><td>Total</td><td char=".">90</td><td char=".">100.0</td></tr></tbody></table> </ephtml> </p> <p>Table 5. Technological preferences for remote library services.</p> <p> <ephtml> <table><thead><tr><td>S/N</td><td>Technological preferences</td><td>SA <italic>n</italic> (%)</td><td>A <italic>n</italic> (%)</td><td>D <italic>n</italic> (%)</td><td>SD <italic>n</italic> (%)</td><td>Mean</td><td>Std dev</td></tr></thead><tbody valign="top"><tr><td>i.</td><td>Selective dissemination of e-books <italic>via</italic> email</td><td char=".">40 (44.45)</td><td char=".">44 (48.9)</td><td char=".">6 (6.7)</td><td>–</td><td char=".">3.38</td><td char=".">0.610</td></tr><tr><td>ii.</td><td>Designing a chatbot (robot) that automatically responds to library requests</td><td char=".">13 (14.4)</td><td char=".">43 (47.8)</td><td char=".">26 (28.9)</td><td char=".">8 (8.9)</td><td char=".">2.68</td><td char=".">0.832</td></tr><tr><td>iii.</td><td>Availability of librarians on dedicated WhatsApp number to respond to inquiries, 24 h a day</td><td char=".">25 (27.8)</td><td char=".">41 (45.6)</td><td char=".">22 (24.4)</td><td char=".">2 (2.2)</td><td char=".">2.99</td><td char=".">0.786</td></tr><tr><td>iv.</td><td>Use of drones to send requested physical books to my house when I'm off-campus</td><td char=".">9 (10.0)</td><td char=".">27 (30.0)</td><td char=".">35 (38.9)</td><td char=".">19 (21.1)</td><td char=".">2.29</td><td char=".">0.915</td></tr></tbody></table> </ephtml> </p> <p>3 <emph>Note.</emph> SA (Strongly Agree): 3.50–4.00; A (Agree): 2.50–3.49; D (Disagree): 1.50–2.49; SD (Strongly Disagree): 1.00–1.49.</p> <p>The findings of the study are presented in Table 1, which provides an overview of the socio-demographic characteristics of the working students who participated in the study. The table reveals that the majority of the respondents (62.2%) were female, and most of them fell within the age range of 41 to 45 (35.6%). This age range suggests that the participants were likely to be mature students who were balancing work, family, and academic commitments. Furthermore, the table also indicates that the majority of the students were married (75.6%). This finding is not surprising given that the study focuses on working students who are more likely to be married and have family responsibilities. The marital status of the participants highlights the unique challenges faced by working students, who often have to juggle multiple responsibilities, including work, family, and education.</p> <p>Table 2 presents the findings on the frequency of library patronage by working students. The results indicate that working students rarely visit the library. Among the library activities, users' inquiries from librarians were the most common among the working students, with a mean score of 2.41, though still at rarely usage level. This finding suggests that the students require assistance from librarians to navigate the library resources and services. The second most frequent activity by some working students was reading in the library, with a mean score of 2.09, indicating that the same students are more likely to use the library as a study space. Access to library periodicals was the third most common activity, with a mean score of 1.81. Borrowing of library books was the fourth most common activity, with a mean score of 1.64. These findings suggest that the working students are less likely to borrow books or use periodicals, possibly due to limited time or resources to access these materials.</p> <p>The least common activities done by working students in the library were the use of library internet, e-resources, and computers, with mean scores of 1.57, 1.57, and 1.51, respectively. These findings suggest that the students prefer to use their own devices for research and study. In summary, the findings presented in Table 2 highlight the low frequency of library patronage by working students and the types of activities they engage in when they visit the library. The results suggest the need for targeted library programs and services that address the specific needs of working students, such as assistance from librarians.</p> <p>Table 3 presents the findings on the hindrances to library patronage among working students. The results indicate that working students face various obstacles that hinder their library use. The most significant hindrances reported by the students were their busy job schedules and limited time spent on the university campus, with mean scores of 2.97. These findings suggest that the students have competing demands on their time, and may struggle to find time to visit the library. The second most common hindrance to library patronage was the students' rationalization that they only come to the campus for lectures, not to use the library, with a mean score of 2.58. This finding could be because of the limited time working class student have to physically visit the library.</p> <p>On the other hand, the results also indicate that the working students disagreed that accessibility of the physical library was a hindrance, with a mean score of 1.92. This suggests that the students find the physical library to be easily accessible, which is a positive finding for the library. Similarly, the students also disagreed that they do not need the library, with a mean score of 1.87. This finding suggests that the students recognize the importance of the library as a resource for their academic success, which is another positive finding for the library.</p> <p>Table 4 presents the findings on the willingness of working students to have library access tailored to their unique characteristics. The results suggest that despite the hindrances faced by working students in accessing library services, the majority of the students are willing to have library access tailored to their unique needs. The findings reveal that 94.4% of the working students are willing to have library access tailored to their unique characteristics. This high percentage suggests that the students recognize the value of library services that cater to their specific needs and are receptive to such services. This finding is significant as it highlights the importance of providing library services that are tailored to the unique needs of working students. This can include extended library hours, online resources, tailored outreach programs, and other initiatives that address the specific challenges faced by working students.</p> <p>Table 5 presents the technological preferences of working students for remote library access. The findings suggest that the most preferred method for remote library access among working students is the selective dissemination of e-books to their email. This method received the highest mean score of 3.38, indicating that it is a preferred method of remote access for the majority of the students. The availability of librarians on a dedicated WhatsApp number to respond to inquiries 24 h a day is also a preferred method of remote access among working students. This method received a mean score of 2.99, indicating that it is a popular option for students who require immediate assistance or support from librarians. Interestingly, the study found that working students are open to the idea of using a chatbot or robot to respond to their library requests. This option received a mean score of 2.68, indicating that many students view this as a welcome idea. However, the use of drones to send requested physical books to students' homes when they are not on campus was not a preferred option among working students. This method received a low mean score, indicating that it is not a popular or feasible option for the majority of the students.</p> <hd id="AN0182907450-17">Discussions</hd> <p>The findings of the current study indicate that the library is not a frequently visited space by working students. This is consistent with the general trend observed in previous studies, which have shown a decline in library patronage among undergraduates (Odu, [<reflink idref="bib27" id="ref34">27</reflink>]). However, among the library activities, users' inquiries from librarians were the most common activity among the working students, although still used rarely. This finding suggests that some working students require assistance from librarians to navigate the library resources and services, and that there is a need to establish a strong student-librarian relationship. The second most frequent patronage by some working students was reading in the library, indicating that the library is primarily used by these few students as a study space. This finding is consistent with the study conducted by Folorunso and Njoku (Folorunso & Njoku, [<reflink idref="bib15" id="ref35">15</reflink>]) which examined the frequency of library use by undergraduates at the University of Ibadan. They found that 60% of the respondents used the library at least twice a week, with daily use of the library to study and read for examinations at 30%.</p> <p>Access to library periodicals and borrowing of library books was less patronize. This suggests that working students are less likely to borrow books or use periodicals, possibly due to limited time or resources to access these materials. This is consistent with the findings of Adenekan and Haliso ([<reflink idref="bib2" id="ref36">2</reflink>]), who found low patronage in terms of borrowing of books. The limited use of these resources may also be due to the availability of alternative resources such as e-books, which may be more convenient for working students. The least common activities done by working students in the library were the use of library internet, e-resources, and computers. This finding suggests that working students prefer to use their own devices for research and study, rather than relying on the library's resources. This is in contrast to the study conducted by Israel and Edesiri ([<reflink idref="bib17" id="ref37">17</reflink>]), which revealed that the majority of undergraduate students use online resources in the library frequently. However, their study focused on regular students, whereas our study focused on working students who may have different needs and preferences.</p> <p>The results of the current study suggest that working students face various obstacles that hinder their library use. The most significant hindrance reported by the working students was their busy job schedules. This finding is consistent with previous studies that have examined library use and services by distance learners in Nigeria (Mabawonku, [<reflink idref="bib23" id="ref38">23</reflink>]). The study found that many of the students attributed their low use of the library to their tight schedules. Similarly, Murumba ([<reflink idref="bib25" id="ref39">25</reflink>]) found that the majority of distance learners were employed, which limited the time they could dedicate to their studies.</p> <p>The next significant hindrance reported by the working students was limited time spent on the university campus, as they only come to the campus for lectures and not to use the library. These findings suggest that the students have competing demands on their time, and may struggle to find time to visit the library. This finding is consistent with other studies that have found that working students have limited contact with academic institutions, and many lack awareness and requisite skills in library use (Adesoye & Amusa, [<reflink idref="bib4" id="ref40">4</reflink>]; Khasseh et al., [<reflink idref="bib19" id="ref41">19</reflink>]). Additionally, many of these students only come to campus on the night they have class (Fidishun, [<reflink idref="bib14" id="ref42">14</reflink>]).</p> <p>Despite the challenges faced by working students in accessing library services, it is noteworthy that the majority of these students are willing to have library access tailored to their unique needs. This finding is consistent with Ikenwe and Adegbilero-Iwari ([<reflink idref="bib16" id="ref43">16</reflink>]) assertion that library user satisfaction is indicated by users' feelings after using information resources and services and their willingness to return to the library when next they need information. Similarly, Mussell and Gordon ([<reflink idref="bib26" id="ref44">26</reflink>]) study at the University of Victoria revealed the need to make librarians and their services more visible, which aligns with the current study's findings.</p> <p>Saibakumo et al. ([<reflink idref="bib36" id="ref45">36</reflink>]) highlight that the people and technology that drive the patterns of patronage of the libraries are the tenets of library use. The current study found that the most preferred method for remote library access among working students is the selective dissemination of e-books to their email. This is consistent with Adamu et al. ([<reflink idref="bib1" id="ref46">1</reflink>]) recommendation to enhance the usage of library resources in Federal University Gashua through selective dissemination of information. Faulk and Crist ([<reflink idref="bib13" id="ref47">13</reflink>]) mixed study also revealed that faculty prefer email as the method of communication between students and the library. Furthermore, the availability of librarians on a dedicated WhatsApp number to respond to inquiries 24 h a day is also a popular method of remote access among working students. This indicates that students require immediate assistance or support from librarians, which is consistent with Faulk and Crist ([<reflink idref="bib13" id="ref48">13</reflink>]) study that showed that both online students and faculty value the availability of librarians 24 h a day. Siddaiah ([<reflink idref="bib38" id="ref49">38</reflink>]) also supports this finding, stating that open-source social networking tools are useful and can increase library users' experiences.</p> <p>Interestingly, the study also found that working students are open to the idea of using chatbots or robots to respond to their library requests, which aligns with Tella and Odunola ([<reflink idref="bib41" id="ref50">41</reflink>]) recommendation to introduce artificial intelligence and robotics into library operations and services to improve patronage. Overall, these findings indicate that working students require tailored library services that meet their unique needs, and libraries need to make their services more visible and accessible to students. The use of technology, such as email and chatbots, can also improve the accessibility of library services to students.</p> <hd id="AN0182907450-18">Conclusion</hd> <p>In conclusion, the study highlights the challenges of library patronage among marginalized working students in Nigeria and investigates potential solutions to these challenges. The findings reveal that the majority of working students have limited time to spend on campus due to their busy job schedules and mainly visit the campus for lectures, which has led to low patronage of the library. However, these students demand library access tailored to their unique needs, with a preference for e-books selectively disseminated to their email, availability of librarians on a dedicated WhatsApp number, and the use of a chatbot or robot to respond to their library requests. The study recommends that library administrators should adopt technology such as email, instant messenger, and chatbots to meet the demands of working students in Nigeria. This will not only improve the accessibility of the library for this group but will also enhance their academic performance and contribute to the overall development of the country.</p> <hd id="AN0182907450-19">Implications of the study</hd> <p>The study has both policy and library practice implications.</p> <hd id="AN0182907450-20">Policy implications</hd> <p>The study has shown that working students have limited time to visit the library due to their busy job schedules. Therefore, the library needs to explore alternative ways to reach out to these students. One of the most preferred methods of library access among working students is the selective dissemination of e-books to their email and WhatsApp contacts. To implement this, the library needs to invest in developing an e-book collection that can be accessed remotely by students. However, this requires a robust technological infrastructure and funding for the acquisition of e-books. The study also found that working students preferred having access to librarians on a dedicated WhatsApp number to respond to inquiries 24 h a day. This implies that the library should invest in developing a digital reference service that is available to students round the clock. This would require the recruitment and training of librarians with digital reference skills and the provision of technological infrastructure to support the service. In addition, the study revealed that using a chatbot or robot to respond to library requests was another preferred method of access to the library among working students. Thus, the library should explore the development of a chatbot or robot that can provide basic library services such as book retrieval and circulation.</p> <hd id="AN0182907450-21">Library practice implications</hd> <p>The study's findings have practical implications for library practices. In Nigeria, libraries typically do not operate 24 h due to financial, security, and personnel concerns. This study shows that implementing a system for librarians to respond to inquiries on a dedicated WhatsApp number can be a practical and efficient solution. Since working students often study at odd hours of the day, being able to ask a librarian a question or receive help from a chatbot or robot will be beneficial. The study's results also highlight the importance of selective dissemination of e-books to working students, who are more likely to use technology to access library resources than to visit the physical library. To make this service feasible for libraries with poor technological infrastructure and limited finance, libraries can explore partnerships with technology companies and telecommunication providers to offer discounted or subsidized access to these services. They can also consider using open access resources and digitizing their collections for wider and more convenient access. Overall, the study underscores the need for libraries to adapt to the changing needs of their users, especially in the digital age. While implementing some of the recommendations may require additional resources, the benefits of providing tailored and convenient access to library services for working students outweigh the cost. By doing so, libraries can better support their users and promote learning and academic success.</p> <hd id="AN0182907450-22">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0182907450-23"> <title> References </title> <blist> <bibl id="bib1" idref="ref46" type="bt">1</bibl> <bibtext> Adamu, M., Agboola, B., & Aduku, B. S. (2019). Analysis of library patronage in Federal University Gashua Library. 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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Library Service Usage, Barriers, and Strategies to Enhance Patronage among Working Students
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  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Adebowale+Jeremy+Adetayo%22">Adebowale Jeremy Adetayo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7869-5613">0000-0001-7869-5613</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elizabeth+Bukunola+Lateef%22">Elizabeth Bukunola Lateef</searchLink><br /><searchLink fieldCode="AR" term="%22Rhoda+Temitope+Oyebola%22">Rhoda Temitope Oyebola</searchLink><br /><searchLink fieldCode="AR" term="%22Folashade+Munirat+Lawal%22">Folashade Munirat Lawal</searchLink>
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  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22New+Review+of+Academic+Librarianship%22"><i>New Review of Academic Librarianship</i></searchLink>. 2025 31(1):48-65.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Services%22">Library Services</searchLink><br /><searchLink fieldCode="DE" term="%22Use+Studies%22">Use Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Users+%28Information%29%22">Users (Information)</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Employment%22">Student Employment</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Books%22">Electronic Books</searchLink><br /><searchLink fieldCode="DE" term="%22Selective+Dissemination+of+Information%22">Selective Dissemination of Information</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Mail%22">Electronic Mail</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22Librarians%22">Librarians</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Telecommunications%22">Telecommunications</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Handheld+Devices%22">Handheld Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Oriented+Programs%22">Computer Oriented Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Synchronous+Communication%22">Synchronous Communication</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/13614533.2024.2381514
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1361-4533<br />1740-7834
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aimed to investigate the challenges faced by working students in patronizing library services in Nigeria and to propose tailored solutions to enhance their patronage. A descriptive survey research design was used to collect data from 110 working undergraduate students, which was then analyzed using descriptive statistics. The findings showed that busy job schedules, limited time on campus, and the fact that they mainly come to the campus for lectures are the primary reasons why working students rarely patronize the library. However, most of them expressed the need for library access tailored to their unique needs, which includes remote or distance approach. The preferred methods for accessing library services among working students include selective dissemination of e-books to their emails and having librarians available on a dedicated WhatsApp number. Additionally, they indicated openness to the idea of using chatbots to respond to their library requests. The study concluded that the use of technology such as email, instant messenger, and chatbots can address the challenges hindering library patronage by working students. Thus, the study recommends that library administrators invest in developing and adopting these technologies to meet the demands of working students in Nigeria.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2025
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  Data: EJ1467357
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      – Type: doi
        Value: 10.1080/13614533.2024.2381514
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 48
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Library Services
        Type: general
      – SubjectFull: Use Studies
        Type: general
      – SubjectFull: Barriers
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      – SubjectFull: Users (Information)
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Student Employment
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      – SubjectFull: Electronic Books
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      – SubjectFull: Selective Dissemination of Information
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      – SubjectFull: Librarians
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Telecommunications
        Type: general
      – SubjectFull: Artificial Intelligence
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      – SubjectFull: Handheld Devices
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      – SubjectFull: Nigeria
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      – TitleFull: Library Service Usage, Barriers, and Strategies to Enhance Patronage among Working Students
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