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This paper reports on a study on delinquent acts in three academic libraries in northern Ghana. A survey method was used for the study and a questionnaire was used to collect data. The study population consisted of staff in the Reader Service Sections of the three libraries. The study found that failure to observe library regulations, keeping overdue materials, eating in the library, littering, reserving seats unjustifiably, and hiding of books for the purpose of monopoly are examples of delinquent acts practiced by library users. According to the participants, the main reasons for delinquent acts are inadequate orientation to users, insufficient copies of books, and indiscipline among library users. The respondents further reported that these actions led to a reduction in library resources and low patronage. To curb deviant behaviors in libraries, the study recommends the adoption of pragmatic approaches including massive orientation for users, imbibing positive library culture that fosters respect, bolstering commitment and cooperation among library users and the staff, increasing library budgets as well as finding more creative ways of acquiring more copies of books, such as using Open Educational Resources (OERs), belonging to consortia and building and/or enhancing existing Institutional Repositories (IR). [ABSTRACT FROM AUTHOR]

Information literacy is an essential skill of the 21st century in pursuing information and knowledge. Incorporating it into the College of Education curriculum should be an integral education component. A survey research approach was used to identify different information literacy skills possessed by 83 Level 200 students in a Ghanaian College of Education. The study's significant findings disclosed that most students are not used to Boolean operators and truncation to retrieve information. It also emerged that students are trained in information literacy skills in research methodology, library instruction, and the use of computers. Challenges faced by the students in learning information literacy skills are overcrowded lecture halls and insufficient learning materials. The study adds to the existing literature on information literacy and indicates the urgency, relevance, and need for all Colleges of Education in Ghana to integrate the course into their curriculum. [ABSTRACT FROM AUTHOR]

This paper presents the outcome of a survey done in two colleges of education in Kumasi, Ghana to determine the reading habits of students. A questionnaire was conveniently administered to the third-year students of Wesley College of Education and St. Louis College of Education all in Kumasi the capital of Ashanti Region of Ghana. One hundred and sixty-two copies of the questionnaire we re administered to the students in the two colleges. The study found that both parents and tutors influence students reading at the samerate, in both colleges students read an average of one book in two months which was not encouraging with the most preferred reading materials being course books followed by textbooks and fiction. Their purpose of reading is to broaden their knowledge, an d to pass examination. They choose busy schedule on campus and too much academic work as the reasons which affect their reading habits. Furthermore, it was revealed that, too much family responsibilities and lack of conducive environment were major constraints that restrict their reading at home. The study recommends the following to enhance reading habits of the students: parents should create healthy surrounding for learning; students should also be motivated to read through the formation of reading clubs and group presentation of assignment. [ABSTRACT FROM AUTHOR]

Introduction: Though e-resources come with a plethora of advantages, there are some hindrances regarding their management, usage, maintenance, and access in terms of space and time. Upon the lockdown of all institutions per restrictions and response to the COVID-19 pandemic, students were all ordered to move to their various homes. Some students are located in remote areas where there is lack of internet connectivity, others from poor financial backgrounds are not using android phones, others never offered or know much about information literacy. However, all these students are expected to participate in online learning using virtual platforms, online library services, and access to e-resources. The study investigated the challenges and obstacles confronting students' access to e-resources in terms of space and time in a resource-limited environment like Ghana. Methodology: The study employed open-data-collection-kits (ODK) and google forms, coupled with statistical tools (Excel 2013 and GraphPad Prism 8) in analysing a purposively y selected 174 students' responses to a survey-based questionnaire. The study used level 400 students from Departments of Social Science Education and Business Studies Education of the Simon Diedong Dombo University of Business and Integrated Development Studies. This is because they offer an information literacy course and will have had the opportunity to use the library resources and are conversant with the techniques of searching library collection. Results: Findings from the study indicated that students need e-resources and virtual libraries to gain access to quality and briskly available information for their academic work. The results also showed that most students do not have the time to search for quality information online. They resort to places like google.com, ask.com, seek.com, and other non-academic sites for quick information. It was also realized that students do not know how to gain free access to internationally free e-resources and are not conversant with virtual libraries and most rely on social media platforms for assistance from non-staff and inexperienced people for support. It also emerged that quite a significant number of students indicated they are not aware of the availability of e-resource or the digital library. Major challenges identified were the following: lack of suitable devices for access, poor internet connectivity for downloading, lack of access to professional support, and poverty as major which lead to their poor usage of e-resources and virtual libraries. Conclusion: Students had no experience in accessing e-resources, techniques involved in accessing them, and their usage. They did not also know the difference between academic and non-academic sources of information. Information literacy should therefore be introduced as a required course for levels 100 and 300. [ABSTRACT FROM AUTHOR]