Pre-Service Teachers And School Libraries: Learning Experiences And Attitudes In Nigeria And England

Olugboji, Olufunnke Abidemi (2026) Pre-Service Teachers And School Libraries: Learning Experiences And Attitudes In Nigeria And England. Doctoral thesis, University of East Anglia.

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Abstract

This thesis investigates the Information Literacy development of pre-service teachers and the role of academic and school libraries within Initial Teacher Education, using a comparative case study of one university in Nigeria (Uni A) and one university in England (Uni B). The study was motivated by the growing importance of Information Literacy in contemporary education, where teachers are increasingly expected to locate, evaluate, interpret, and apply information critically in both university study and professional classroom practice. Despite this expectation, Information Literacy is often unevenly embedded within teacher education programmes, particularly across differing national and institutional contexts. One of the research questions is “What are the library use learning experiences of pre-service teachers during teacher training in Nigeria and England?” A mixed-methods comparative case study design was adopted. Quantitative data were collected through questionnaires administered to pre-service teachers and librarians, while qualitative data were generated through semi-structured interviews with pre-service teachers, librarians, course coordinators, and placement tutors. Data were analysed using descriptive statistics and thematic analysis, enabling both within-case and cross-case interpretation. The findings reveal that participants in both contexts recognised the educational value of libraries and the importance of Information Literacy for academic success and professional learning. However, significant contextual differences emerged. In the Nigeria case, positive attitudes towards libraries coexisted with constraints such as limited time, restricted access, inconsistent orientation, and uneven resource provision. In the England case, stronger institutional infrastructure, structured orientation, wider access to digital and print resources, and clearer academic support systems created more favourable conditions for Information Literacy development. Across both cases, the study found that availability of resources alone did not guarantee meaningful engagement; students’ learning experiences were shaped by curriculum integration, staff support, usability of services, and opportunities to apply inquiry skills during school placements. The thesis contributes to knowledge by extending understanding of Information Literacy within Initial Teacher Education through a cross-national lens and by proposing a context-sensitive conceptualisation of how access, engagement, pedagogy, and professional practice interact. It recommends that Information Literacy be explicitly embedded in teacher education curricula, supported through stronger librarian–academic collaboration, and recognised more clearly in teacher education policy and professional standards.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	16 Jul 2026 08:18
Last Modified:	16 Jul 2026 08:18
URI:	https://ueaeprints.uea.ac.uk/id/eprint/103869
DOI:

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