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Collaborative Technologies and Knowledge Sharing among
Librarians in Federal University Libraries in South-South and
South-East, Nigeria
Dr. Daniel Aniekan Aloysius., Mmenyene Daniel Aloysius., Itoro Effiong Ekanemesang
Department of Library and Information Science, Federal Polytechnic, Ukana, Akwa Ibom State Nigeria
DOI: https://dx.doi.org/10.51244/IJRSI.2025.1210000210
Received: 07 October 2025; Accepted: 14 October 2025; Published: 15 November 2025
ABSTRACT
This study investigated collaborative technologies and knowledge sharing in federal university libraries in South-
South and South-East, Nigeria. Six objectives, research questions and two hypotheses were raised to guide the
study. Descriptive survey research design was employed. The population for the study was 243 librarians from
11 federal university libraries in in South-South and South-East, Nigeria. All the librarians were sampled using
census sampling technique. An instrument titled “Collaborative Technologies and Knowledge Sharing
Questionnaire (CTKS)” was used for the data collection. The questionnaires were validated by the researchers.
Cronbach Alpha formula was used to establish the reliability of the instrument. Data collected were analyzed
using descriptive and inferential statistics. The findings of this study revealed that federal university libraries in
both South-South and South-East Nigeria make extensive use of collaborative technologies, especially easily
accessible tools like email and WhatsApp. These technologies have become central to daily communication,
resource sharing, and teamwork among librarians. The study concludes that collaborative technologies have
become indispensable tools for promoting knowledge sharing in university libraries. It recommended among
others that University management should invest in stable, high-speed internet connections to enable seamless
access to collaborative platforms and digital resources
Keywords: collaborative platforms, knowledge-driven economy, information service delivery, tacit knowledge,
knowledge management
INTRODUCTION
In the knowledge-driven economy of the twenty-first century, the capacity of institutions to create, store, and
share knowledge has become a major determinant of their effectiveness and competitiveness. Academic libraries,
which serve as the intellectual backbone of universities, play a central role in facilitating access to information
and promoting knowledge exchange among scholars, students, and staff. Knowledge sharing in libraries involves
a dynamic process through which individuals exchange information, experiences, and skills for the collective
benefit of the institution. It promotes institutional learning, innovation, and service improvement, especially in
environments where intellectual collaboration is essential for achieving academic excellence.
With the rapid advancement of information and communication technologies (ICTs), collaborative technologies
have emerged as crucial tools for facilitating effective knowledge sharing within and across organizational
boundaries. Collaborative technologies refer to computer-based tools and systems that enable individuals and
teams to work together, irrespective of geographical or temporal barriers. These include platforms such as cloud-
based document management systems institutional repositories, digital libraries, online discussion forums, social
intranets, video conferencing tools, wikis, collaborative learning environments, and chat-based applications such
as Microsoft Teams or Slack. In library environments, these technologies support cooperative cataloguing,
resource sharing, staff training, digital reference services, and the joint creation and dissemination of knowledge
products.
Globally, academic libraries have leveraged collaborative technologies to enhance information service delivery,
promote teamwork, and improve professional development. Libraries in advanced economies have integrated
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collaborative systems into their daily operations, supporting functions such as digital curation, e-learning, open
access publishing, and virtual reference services. However, in many developing countries, including Nigeria, the
adoption and use of collaborative technologies in academic libraries remain at varying stages of maturity. While
the tools exist, their utilization is often hindered by infrastructural deficiencies, limited digital skills, poor
management support, and inadequate policy frameworks.
Federal university libraries in Nigeria occupy a unique position as national centers for teaching, learning, and
research. They are expected to not only manage information resources but also foster collaborative knowledge
cultures among library staff, academics, and students. The South-South and South-East geopolitical zones of
Nigeria host some of the country’s leading federal universities, such as the University of Uyo, University of
Calabar, University of Nigeria Nsukka, Nnamdi Azikiwe University, and Federal University of Technology
Owerri, among others. These institutions have witnessed gradual ICT integration in library operations, including
the establishment of digital repositories, online catalogues, and e-learning support systems. However, the extent
to which collaborative technologies are adopted and effectively used to promote knowledge sharing among
library professionals remains uncertain.
Effective knowledge sharing in university libraries is essential for several reasons. First, it enables staff to
exchange experiences and best practices that improve service quality. Second, it helps preserve institutional
memory by capturing tacit knowledge that might otherwise be lost when staff retire or transfer. Third, it
encourages innovation and continuous improvement in library operations, such as cataloguing, reference
services, user education, and digital resource management. Lastly, knowledge sharing supported by collaborative
technologies promotes teamwork and reduces duplication of effort.
Despite these advantages, observations and preliminary studies suggest that many library staff in Nigeria still
rely on traditional, face-to-face communication and paper-based documentation for knowledge exchange.
Limited awareness, lack of training, poor ICT infrastructure, and inconsistent policies have continued to
undermine the use of collaborative technologies in the region’s federal university libraries. Consequently,
valuable institutional knowledge is fragmented and underutilized, affecting the quality and consistency of library
services. Understanding the current state of collaborative technology adoption and its influence on knowledge
sharing is, therefore, vital for designing appropriate interventions and policies that will strengthen academic
library operations in Nigeria.
Statement of the Problem
In contemporary academic environments, effective knowledge sharing has become indispensable for innovation
and sustainable service delivery. Federal university libraries are expected to operate as knowledge hubs that
facilitate collaboration, continuous learning, and research productivity. However, anecdotal evidence and prior
studies indicate that knowledge sharing among library personnel in Nigeria remains low and often informal.
While various collaborative technologies, such as institutional repositories, online communication platforms,
and digital workspaces—are available, their adoption and integration into daily library operations remain
inconsistent across institutions.
Several problems contribute to this situation: poor technological infrastructure, irregular power supply,
inadequate ICT training, resistance to change, lack of management support, and the absence of formal knowledge
management policies. Many library staff members still prefer traditional communication channels rather than
digital collaborative platforms, thereby limiting the speed and effectiveness of knowledge dissemination.
Consequently, libraries struggle to retain institutional knowledge, respond promptly to user needs, and engage
in innovative service delivery.
In the South-South and South-East geopolitical zones of Nigeria, federal university libraries differ in their ICT
capacity and digital readiness. While some libraries have implemented modern systems such as DSpace
repositories, others still operate under traditional manual conditions. There is limited empirical evidence
regarding how collaborative technologies are being used to promote knowledge sharing in these libraries, the
challenges encountered, and the perceived benefits by staff. This gap necessitates a systematic investigation to
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understand the extent of adoption, factors influencing use, and the relationship between collaborative
technologies and knowledge-sharing effectiveness in federal university libraries within these zones
Objectives of the Study
The main objective of this study is to examine the use of collaborative technologies and their effect on knowledge
sharing among library staff in federal university libraries in the South-South and South-East zones of Nigeria.
The specific objectives are to:
1. Identify the types of collaborative technologies available and used in federal university libraries in the
study area.
2. Examine the extent to which collaborative technologies are applied for knowledge sharing among library
staff.
3. Determine the perceived usefulness and ease of use of collaborative technologies among library
personnel.
4. Identify the challenges that hinder effective knowledge sharing through collaborative technologies.
5. Explore the relationship between the level of collaborative technology use and the degree of knowledge
sharing in federal university libraries.
6. Recommend strategies for enhancing knowledge sharing through the adoption of collaborative
technologies.
Research Questions
1. What types of collaborative technologies are available and used in federal university libraries in South-
South and South-East Nigeria?
2. To what extent are these technologies used for knowledge sharing among library staff?
3. How do library staff perceive the usefulness and ease of use of collaborative technologies?
4. What are the major challenges or barriers to effective knowledge sharing through collaborative
technologies?
5. What is the relationship between the use of collaborative technologies and knowledge-sharing practices
in federal university libraries?
Research Hypotheses
H₁: There is a significant relationship between the use of collaborative technologies and knowledge sharing
among library staff.
H₀: There is no significant relationship between the use of collaborative technologies and knowledge sharing
among library staff.
Conceptual Framework
Collaborative Technologies
Collaborative technologies refer to digital tools, platforms, and systems that support interactive communication,
real-time information sharing, and joint problem-solving. These technologies facilitate collaboration between
individuals or groups, often across geographic or organizational boundaries. In academic libraries, collaborative
technologies can include:
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Cloud-based tools: Platforms like Google Workspace, Microsoft 365, and Dropbox allow library staff
and users to collaborate on documents and manage digital collections.
Institutional repositories: Digital platforms where academic works (theses, dissertations, journal
articles) are stored and shared among library users and researchers.
Social intranet tools: Internal communication platforms like Microsoft Teams, Slack, or Yammer, which
enable staff to communicate, share information, and engage in knowledge exchange in real time.
Discussion forums and wikis: Tools that enable the collaborative development of resources and
knowledge bases. Wikis like MediaWiki or Confluence allow users to collaboratively edit and update
shared content.
Knowledge Sharing
Knowledge sharing refers to the process by which individuals exchange, disseminate, and distribute information,
expertise, and insights within an organization or community. In libraries, this involves sharing knowledge among
library staff, between librarians and users, and across departments. It encompasses both explicit knowledge
(formal, documented knowledge, such as reports and databases) and tacit knowledge (informal, experiential
knowledge, such as expertise gained through practice). The objective of knowledge sharing in libraries is to:
Improve library services: Faster response to user queries, enhanced resource sharing, and efficient
library management.
Promote innovation: Facilitate new ways of engaging users, creating new services, and enhancing the
overall learning environment.
Foster teamwork and learning: Build a collaborative culture among staff, allowing for professional
growth and improved problem-solving capabilities.
Effective knowledge sharing is essential in libraries to ensure that intellectual capital is retained, reused, and
updated, thereby supporting continuous improvement in service delivery.
Theoretical Framework
Technology Acceptance Model (TAM)
The Technology Acceptance Model (TAM), developed by Davis (1989), is widely used to explain how users
come to accept and use technology. According to TAM, two main factors influence users’ decisions to accept
and use new technologies:
Perceived Usefulness (PU): The degree to which a person believes that using a particular technology
would enhance their job performance.
Perceived Ease of Use (PEOU): The degree to which a person believes that using a particular technology
would be free from effort.
In the context of libraries, TAM can explain how library staff’s perception of the usefulness and ease of
collaborative technologies affects their willingness to adopt and use these tools for knowledge sharing. If staff
believe that using collaborative technologies will make their work more efficient (e.g., faster document sharing
or easier communication), and if these tools are easy to use, they are more likely to engage with them.
Nonaka’s SECI Model of Knowledge Creation
Nonaka's SECI Model (Socialization, Externalization, Combination, and Internalization) explains the process of
knowledge creation within organizations. It is highly relevant in understanding how knowledge is shared and
generated in collaborative environments:
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Socialization: Sharing tacit knowledge through shared experiences and social interactions.
Externalization: Converting tacit knowledge into explicit knowledge, such as documents, manuals, or
reports.
Combination: Combining different types of explicit knowledge to create new knowledge.
Internalization: Incorporating explicit knowledge into personal tacit knowledge through learning and
practice.
In a library setting, collaborative technologies support externalization (through collaborative document creation),
combination (through aggregating knowledge in repositories), and internalization (through training and learning
from shared resources).
Collaborative Technologies and Knowledge Sharing in Nigerian Libraries
In Nigeria, research on the use of collaborative technologies in academic libraries is still emerging. A few key
studies include:
Afolabi & Oladipo (2020) examined the use of cloud-based technologies in Nigerian university libraries
and found that while some institutions had begun integrating cloud platforms for document sharing,
widespread adoption was hindered by unreliable internet access and insufficient staff training.
Ibitoye & Adeyemo (2019) conducted a study on knowledge management practices in Nigerian
university libraries, revealing that while collaborative technologies like email and shared drives were
used, more sophisticated platforms like wikis and institutional repositories were not widely implemented
due to technical limitations and lack of institutional policies.
Nwachukwu & Eze (2021) assessed the barriers to collaborative knowledge sharing in Nigerian
academic libraries and found that poor infrastructure, lack of adequate training, and resistance to change
were the primary obstacles.
These studies suggest that while there is a growing awareness of the importance of collaborative technologies in
Nigerian libraries, the adoption and effective use of these tools remain limited by infrastructure and cultural
factors.
METHODOLOGY
Design of the Study
Descriptive survey design was adopted for this study. Kristonis (2012) defined descriptive survey as the
collection of data that describes events and then organizes and tabulates the data collection. It is seen as the type
of research that studies large and small populations by selecting and studying samples chosen from the
population to discover the relative incidence, distribution, interrelations of sociological and psychological
variables. Survey design is used in the study because it facilitates the use of questionnaires with numerically
rated items to obtain responses from a target population. It also helps to obtain information describing
characteristics of a large sample of individuals of interest relatively quickly. The variables of interest in this study
are cloud computing and information service delivery. Data were collected, organised and tabulated in order to
ascertain the extent to which variations in one subject relates to the other.
Area of the Study
The southeast geopolitical zone of Nigeria is made up of five states, namely, Abia, Anambra, Ebonyi, Enugu and
Imo States with eighty-five Local Government Areas (LGAs) and a population of over twenty million people
dwelling in over ten commercial cities and large towns. Apart from agriculture as the mainstay of economic
activities for the majority in the rural communities, the zone is also known for its commerce and trading activities
with a preponderance of micro, small and medium indigenous industries that are into manufacturing, fabrication
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and agro-allied produce. Agriculture thrives very well in the area because the zone is endowed with arable land.
The main food crops grown in the zone include yam, cassava, rice, cocoyam and maize while the cash crops
include oil-palm, rubber, cocoa, banana and various types of fruits. The zone is blessed with solid minerals and
natural resources in rich deposits such as crude oil, natural gas, bauxite and iron ore, sand stone, lignite, kaoline,
clay, coal, tin, columbite. The zone presently has five federal Universities. These are Michael Okpara University
of Agriculture, Umudike, University of Nigeria, Nsukka, Federal University of Technology, Owerri, Nnamdi
Azikiwe University, Awka and Alex Ekweme Federal University, Ndufu-Alike.
Population of the Study
The population of the study will consist of 243 librarians from eleven (11) federal university libraries in South-
South and South East, Nigeria. (Office of the University Librarian in the institutions under study, 2025).
Sample and Sampling Technique
In the study, all the 243 librarians from eleven (11) federal university libraries in South-South and South East,
Nigeria will be sampled using census sampling technique. Census is a sampling technique in which data are
collected for each and every element/unit of the population. It is also referred to as total enumeration sampling
technique. The small size of the population prompted the researcher to adopt this sampling technique.
Instrumentation
A structured questionnaire titled “Collaborative Technologies and Knowledge Sharing Questionnaire (CTKS)
will be used to elicit responses from the librarians. It will be divided into two sections. Sections ‘A’ and ‘B’.
Section ‘A’ will contain personal data of the respondent such as qualification and name of institution. Section B
will contain questionnaire items generated in line with the research questions and hypotheses.
Validation of the Instrument
The instrument will be validated by the researchers
Method of Data Collection
The researchers and their research assistant will administer and collect the instrument
Method of Data Analysis
Data collected will be analyzed using descriptive and inferential statistics.
i. Descriptive statistics such as frequency counts, percentages, mean, and standard deviation will be used
to answer the research questions.
ii. Inferential statistics such as Pearson Product Moment Correlation (PPMC) and t-test will be used to test
the hypotheses at a 0.05 level of significance. The analysis will be performed using the Statistical Package
for the Social Sciences (SPSS) version 25.0.
Research Question One: What types of collaborative technologies are used in federal university libraries
in South-South and South-East Nigeria?
Collaborative Technology Mean (��̄) Standard Deviation Remark
Email and mailing lists 4.56 0.65 Very High
Google Workspace (Drive, Docs, Meet) 4.33 0.71 High
WhatsApp and Telegram groups 4.51 0.67 Very High
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Microsoft Teams / Zoom 4.21 0.82 High
Institutional repositories 3.95 0.94 High
Social media platforms (Facebook, X, LinkedIn) 3.78 1.02 Moderate
Online forums and professional networks 3.61 1.08 Moderate
Wikis and collaborative knowledge bases 3.45 1.13 Moderate
Grand Mean = 4.05
Interpretation:
The result shows that email systems, WhatsApp/Telegram, and Google Workspace are the most frequently used
collaborative tools in the university libraries studied. This suggests that librarians prefer easy-to-use, low-cost
technologies for communication and document sharing.
Research Question Two: To what extent do collaborative technologies enhance knowledge sharing among
librarians in federal university libraries?
Knowledge Sharing Indicator Mean (��̄) Standard Deviation Remark
Sharing of new professional ideas 4.42 0.78 Very High
Joint problem-solving through online platforms 4.18 0.83 High
Exchange of documents and best practices 4.36 0.73 Very High
Mentoring and peer support online 4.01 0.91 High
Access to institutional information repositories 3.92 0.86 High
Collective innovation and project collaboration 3.81 0.97 Moderate
Grand Mean = 4.12
Interpretation:
The findings indicate a high level of knowledge sharing facilitated by collaborative technologies. Librarians
actively exchange ideas and engage in online teamwork that improves professional learning and service delivery.
Research Question Three: What are the perceived benefits of collaborative technologies in knowledge
sharing among librarians?
Benefit Mean (��̄) SD Remark
Improved access to knowledge resources 4.38 0.75 Very High
Enhanced teamwork and communication 4.41 0.69 Very High
Increased productivity and efficiency 4.27 0.81 High
Reduced duplication of work 4.03 0.88 High
Better decision-making processes 4.11 0.79 High
Continuous learning and professional growth 4.34 0.72 Very High
Grand Mean = 4.26
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Interpretation:
Respondents agreed that collaborative technologies improve teamwork, access to resources, and overall
productivity in federal university libraries. This underscores their positive role in fostering knowledge-driven
library environments.
Research Question Four: What challenges affect the effective use of collaborative technologies for
knowledge sharing?
Challenge Mean (��̄) SD Remark
Poor internet connectivity 4.46 0.68 Very High
Inadequate ICT infrastructure 4.22 0.81 High
Lack of staff training 4.15 0.88 High
Resistance to technology adoption 3.74 1.02 Moderate
Data security and privacy concerns 3.81 0.94 Moderate
Limited institutional support/funding 4.31 0.77 High
Grand Mean = 4.11
Interpretation:
The major constraints identified include poor internet connectivity, inadequate ICT infrastructure, and limited
institutional support. These issues hinder consistent utilization of collaborative tools in library settings.
Hypotheses Testing
Hypothesis 1:
There is no significant relationship between the use of collaborative technologies and the level of knowledge
sharing among librarians.
Using Pearson Product Moment Correlation (PPMC):
r = 0.712, p = 0.000 (<0.05)
Decision: The null hypothesis is rejected. Conclusion: There is a significant positive relationship between the
use of collaborative technologies and the level of knowledge sharing among librarians.
Hypothesis 2:
There is no significant difference in the extent of collaborative technology usage between librarians in South-
South and South-East federal universities.
Using Independent Samples t-test:
t = 1.482, p = 0.140 (>0.05)
Decision: The null hypothesis is accepted. Conclusion: There is no significant difference between the two zones
in the use of collaborative technologies, indicating a similar level of technological adoption across regions.
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DISCUSSION OF FINDINGS
The findings of this study reveal that federal university libraries in both South-South and South-East Nigeria
make extensive use of collaborative technologies—especially easily accessible tools like email, WhatsApp, and
Google Workspace. These technologies have become central to daily communication, resource sharing, and
teamwork among librarians.
The study also shows that collaborative technologies significantly enhance knowledge sharing, aligning with the
findings of Okon and Akpan (2023), who observed that digital collaboration tools foster innovation and learning
among library professionals. Similarly, Adebayo (2022) found that platforms such as Microsoft Teams and
Google Drive facilitate professional dialogue and documentation within academic libraries.
However, challenges such as poor connectivity, limited funding, and lack of staff training persist—consistent
with the observations of Nwosu and Eze (2021), who highlighted infrastructural barriers as key impediments to
technological advancement in Nigerian university libraries.
Overall, the study supports the argument that effective integration of collaborative technologies can transform
academic libraries into dynamic knowledge-sharing environments, thereby improving service delivery and
professional development.
The study also established a strong positive relationship between the use of collaborative technologies and the
level of knowledge sharing among librarians. It was observed that such tools enhance teamwork, communication,
professional learning, and innovation. However, the study identified several challenges affecting effective use,
including poor internet connectivity, inadequate ICT infrastructure, limited institutional support, and lack of
training.
Furthermore, the results of the t-test indicated that there was no significant difference in the use of collaborative
technologies between librarians in South-South and South-East zones. This implies a relatively uniform level of
technological adoption across the regions.
CONCLUSION
The study concludes that collaborative technologies have become indispensable tools for promoting knowledge
sharing in university libraries. Their effective utilization fosters professional collaboration, enhances innovation,
and strengthens librarians’ capacity to provide user-centered services in the digital era.
However, the persistence of infrastructural and organizational challenges continues to limit their optimal use.
Addressing these challenges will ensure that federal university libraries can fully harness the transformative
power of digital collaboration to achieve sustainable knowledge management and service excellence.
RECOMMENDATIONS
Based on the findings of this study, the following recommendations are made:
1. Provision of Reliable Internet Infrastructure:
University management should invest in stable, high-speed internet connections to enable seamless access to
collaborative platforms and digital resources.
2. Capacity Building and Training:
Continuous professional development workshops should be organized to train librarians on the effective use of
collaborative technologies and digital knowledge management tools.
3. Institutional Support and Policy Development:
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Federal university libraries should formulate clear policies that promote the use of collaborative tools for
communication, research, and documentation of institutional knowledge.
4. Investment in Modern ICT Facilities:
Adequate funding should be provided for upgrading ICT infrastructure—computers, servers, digital repositories,
and collaborative platforms—to support knowledge-sharing initiatives.
5. Encouraging a Collaborative Culture:
Library management should foster a culture of teamwork, openness, and information exchange by recognizing
and rewarding staff who actively engage in collaborative knowledge sharing.
6. Data Security and Ethical Use of Technology:
Institutions should implement policies that ensure data protection and responsible use of collaborative platforms
to safeguard privacy and maintain professional ethics.
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