STUDENTS' UNDERSTANDING OF LIBRARY SIGNAGES: A GROUNDED THEORY STUDY AT FEDERAL COLLEGE OF EDUCATION IN NIGERIA

Abstract

This grounded theory study explored students' understanding of library signages at the Federal College of Education, Zaria. Using qualitative data collection and analysis based on students' experiences and perspectives, the study aimed to generate an understanding of this issue and provide practical insights for enhancing signage effectiveness. The research employed a grounded theory approach to identify emergent themes, elucidate patterns, and construct a theoretical framework that sheds light on the complexities of library signage knowledge among students in Nigerian educational context. The study purposively sampled 30 students for the study, however, saturation occurred after the 10th interview. The study found that the understanding of students on the available library signages in Federal College of Education, Zaria Library includes: i) Wayfinding tools ii) Signs on the door and iii) No knowledge. It was then recommended that the management of the Library should implement educational programmes or orientation sessions for new students to familiarize them with the Library layout and signage system. This could include guided tours, instructional videos, or informational materials highlighting the importance and meaning of different signs. The study concluded that the lack of understanding of library signages could potentially affect the overall user experience of students accessing library resources.