School Libraries and Student Information Literacy: A Study of Model Secondary School, FUT Minna, Niger State, Nigeria

Abstract

This study investigated the role of the school libraries in fostering information literacy skills among students of Model Secondary School, Federal University of Technology (FUT) Minna, Niger State, Nigeria. The study assessed the availability and accessibility of library resources, frequency and purpose of library use, students’ self-rated information literacy levels, and the perceived support provided by the library. A descriptive survey design was adopted, and data were collected from 200 students using a structured questionnaire. Findings revealed that textbooks (89.0%) and fiction/storybooks (80.0%) were the most available and accessible resources, while only 17.5% of respondents reported access to internet/ICT facilities. Library usage was moderate; 32.5% of students used the library 2–3 times a week, while 14.0% reported daily use. The primary reasons for library visits were reading for assignments (55.0%) and personal study (45.0%). Students’ information literacy levels generally ranges from low to moderate. Only 15.0% rated themselves as very good at identifying information needs, 12.5% in searching for information, and 7.5% in referencing sources properly. In terms of library support, 45.0% of students agreed that staff provided research guidance, while a significant majority (82.5%) reported no digital literacy support. The study concludes that while the library moderately supports academic needs through print resources, it falls short in promoting comprehensive information literacy due to inadequate infrastructure, poor digital access, and limited instructional support. It recommends investing in ICT infrastructure, implementing structured information literacy programmes, and training library personnel to deliver effective user education.