life
INTRODUCTION
The library is seen as the nerve centre of all educational institutions and a crucial factor in the educational development of men at all levels. It is associated with all forms of education, formal, informal and non-formal. The library is an institution responsible for the collection, processing and storage of recorded knowledge for the purpose of reading study and consultation. It is a social institution established to provide for information, education, recreation and historical needs of the society and associated with all forms of education; formal, informal and non-formal. The library contributes to education by encouraging reading, expanding learning resources, development of learning skills, developing critical thought, developing values, altitudes and assisting with developmental tasks among others. Owing to its wealth of materials and learning opportunities it offers, the library can be seen to be ideally suited to the task of making education more relevant to current circumstances and more meaningful to students. Dike (2001) identified the different types of libraries available to users to include, academic, special, public, national and school. Adequate provision of information materials, staff, infrastructural facilities, accommodation is essential for school libraries to perform its role effectively. School libraries are established to support the educational curriculum of schools, which could only be achieved through various means such as the provision of relevant library resources, which are relevant with the school curricula, provision of various information services ranging from technical to readers services (Markless and Streafield, 2004). The school library collection should be a balanced one which must include printed and non-printed materials, electronic materials and audio-visuals. The balanced collection should also include materials for leisure purposes such as novels, music, computer games, video cassettes, video laser discs
The library is seen as the nerve centre of all educational institutions and a crucial factor in the educational development of men at all levels. It is associated with all forms of education, formal, informal and non-formal. The library is an institution responsible for the collection, processing and storage of recorded knowledge for the purpose of reading study and consultation. It is a social institution established to provide for information, education, recreation and historical needs of the society and associated with all forms of education; formal, informal and non-formal. The library contributes to education by encouraging reading, expanding learning resources, development of learning skills, developing critical thought, developing values, altitudes and assisting with developmental tasks among others. Owing to its wealth of materials and learning opportunities it offers, the library can be seen to be ideally suited to the task of making education more relevant to current circumstances and more meaningful to students. Dike (2001) identified the different types of libraries available to users to include, academic, special, public, national and school. Adequate provision of information materials, staff, infrastructural facilities, accommodation is essential for school libraries to perform its role effectively. School libraries are established to support the educational curriculum of schools, which could only be achieved through various means such as the provision of relevant library resources, which are relevant with the school curricula, provision of various information services ranging from technical to readers services (Markless and Streafield, 2004). The school library collection should be a balanced one which must include printed and non-printed materials, electronic materials and audio-visuals. The balanced collection should also include materials for leisure purposes such as novels, music, computer games, video cassettes, video laser discs
References: Apeji, E.A. 2009. Developing reading habits and skills in schools. Library Herald, 47 Adediran, S.A. 2003. Oyo government library development policy in primary schools. Symphony of Service: The Oyo SPEB Years. H. Salam and D. Saseyi. Eds. Ibadan: Green Dome Nigeria Ltd., 187-193. Derrajah,G. 1999. Reading interest of secondary school students. In: Gray, S. (Eds.) User approach to information in libraries. New Delhi: ESS Publishers, Dike, V.W Douglas, M. P. (1961) Primary school library and its services. Paris: UNESCO. Federal Republic of Nigeria (2004) National Policy on Education, 4th ed. Lagos: NERDC Press. Fayose, P.O. 1995. School library resource centres for educational excellence. Ibadan:AENL Publishers. Floyd, R. 2001. Reading researchers in search of common ground. Newark, Delwarre: International Reading Association Inc. 23 -38. Kargbo, A. 2010. Promoting reading in schools in Sierra Leone. Retrieved from http://ezinearticles.com Krashan, S Gordon, C. A. (2006). "A study of a three-dimensional action research model for school library 8 programs." School Library Media Research, 5. Available at:http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volu me9/actionresearch.cfm. Gordon, C. A. (2009). “Raising active voices in school libraries: Authentic learning, Information processing and Guided Inquiry.” SCAN. 28 (3). Todd, R. J. (2006). “From information to knowledge: Charting and measuring changes in students ' knowledge of a curriculum topic.” Information Research, 11(4). Available at: http://www.informationr.net/ir/11- 4/paper264.html. Markless, S., & Streatfield, D. 2004. Improve your library: A self-evaluation process for secondary school libraries and learning resources centres. Nottingham: DES publications. Mokatsi, R. 2005. Sharing resources: How library networks can help reach education goals. East African Books Development Association. UNICEF (1999).The state of the world’s children. UNICEF, Geneva. Wells, G. 2000. The meaning makers: Children learning language and using language to learn. London: Hodder & Stoughton.