Training and Skill Requirements of Librarians for Implementing Resource Description and Access (RDA) in Public University Libraries in Southeast Nigeria

This study examined the training and skill requirements of librarians for the implementation of Resource Description and Access (RDA) in public university libraries in South-East Nigeria. The study adopted a correlational research design and involved a population of 297 librarians from eight public university libraries. A proportionate stratified random sampling technique was used to select 154 academic and non-academic librarians. Data were collected using a researcher-developed questionnaire based on a 4-point rating scale, along with an unstructured interview. The questionnaire was validated and pretested for reliability using the Cronbach's Alpha formula, yielding a reliability coefficient of 0.91. A 93% response rate was achieved, with 143 validly completed questionnaires and unstructured interview responses obtained from five Heads of Processing Units (Cataloguing and Classification). The questionnaire data were analyzed using descriptive statistics, including frequency counts, mean scores, standard deviations, and Pearson Product-Moment Correlation (PPMC). A single null hypothesis was tested using simple linear regression at the 0.05 level of significance. Interview responses were qualitatively transcribed to support the results of the quantitative analysis. The study revealed that librarians require training across all areas of the RDA standards, including the migration from AACR2 to RDA and the implementation of RDA data element guidelines. It also indicated that librarians need a foundational understanding of the RDA structure and rules, metadata development skills for working with metadata tools and standards such as Dublin Core and MODS, as well as database management skills for safeguarding sensitive bibliographic records— all essential for the effective implementation of RDA. The study showed that there was no significant implementation of RDA by the librarians. They remained largely at the planning stage, considering retrospective data changes required for the transition from AACR to RDA, deciding whether or not to adopt RDA, and addressing budgetary issues related to the shift. A high level of unpreparedness was observed in key areas of RDA implementation, such as the acquisition of RDA toolkits and the installation of RDA-related software. The study further revealed that poor funding of public university libraries, lack of access to modern technologies such as RDA toolkits, and the lackadaisical attitude of some librarians toward innovative services were the major factors contributing to the inadequate training and skill development necessary for RDA implementation in university libraries. It is concluded that librarians’ training has a weak but statistically significant positive relationship with the skill requirements for the implementation of RDA in public university libraries in South-East Nigeria. The study recommended that the management of public universities should provide adequate funding to the university libraries for the acquisition of essential resources such as RDA toolkits and reliable internet connectivity. Furthermore, the management of public university libraries, in collaboration with library associations, and other professional bodies, should prioritize the training and retraining of librarians. This can be achieved by encouraging participation in conferences, seminars, workshops, and webinars on RDA to help librarians learn about and become familiar with RDA guidelines, standards, policies, and related components.