A university's objective is to educate its students using information and communication technologies (ICTs) and teaching techniques that would enable its graduates become flexible and life-long learners that can easily adapt to the changes eminent in the information society. Achieving this aim requires among other factors, the adoption of appropriate teaching model such as the project based learning (PBL) which supports the inculcation of collaborative and lifelong learning skills, technology use skills, knowledge sharing skills and social networking skills into students. Consequently, this study was carried out to evaluate the use of mobile phones by students involved in PBL in three randomly selected private universities in Nigeria. The questionnaire was used as the instrument for data collection from 750 undergraduates students distributed across the three selected private universities in southwestern Nigerian states. This is to say that 250 students were sampled from each of the participating private universities whose population was estimated to be about 2000 students each. Also, the use of stratified sampling technique ensured that only those students that were in their second, third, fourth and fifth year in the sampled universities, who were presumed to have acquired required learning experiences, participated in the study. The result showed that a significant percentage of the students studied had mobile phones and that they used their mobile phones for communication, interactions, getting information, browsing the Internet, and sharing knowledge anytime they were involved in PBL. It was also revealed that mobiles phones can be used to strengthen PBL in higher institutions and can be used to implement information services provided for students in their university. Although private universities in southwestern Nigeria amounts to about 43.9% of private universities in Nigeria, a percentage that makes them a sizable representation of private universities in Nigeria, the fact that the study sampled population was drawn from only three southwestern Nigerian based private universities made generalizing the results of this study as the situation in Nigeria in appropriate. The study however, provides first hand information on the prospects, gains and challenges mobile phones offer as appropriate education technology for implementing PBL in Nigerian universities.

(F= 4.234, p<0.05)

This chapter discusses social networking as a new tool in information management, using Facebook as case study. It explicates how social networking can enhance library outreach and librarians’ collaboration. It presents social networking as new tool in information management that is capable of creating future prospects, opportunities, and hope for library users, and information and library professionals. For the purpose of this work, three groups were created on Facebook. One for library users and two for Librarians: Academic Library Users, African Librarian, and Nigerian Librarians. Social networking sites could be effectively used to disseminate information and promote pleasant professional relationship among librarians and library users. It encourages academic collaboration. With Facebook group, pictures of memorable events could be shared, news could be posted, and meetings, conferences, and workshops could be announced.

This chapter examines the library markers space in academic and public libraries. These spaces are specifically designed to meet the unexpressed needs of library users and to influence them to profitably engage in the library by creating physical or digital objects, which are open for the free use of all library users. Library makers space enables graphic arts, web design, and animation, and assists students in their projects that involve digital images. Nevertheless, factors such as lack of technical skills, inadequate power supply, and lack of trained manpower distort the application of library markers space in academic and public libraries.

This chapter examines the library markers space in academic and public libraries. These spaces are specifically designed to meet the unexpressed needs of library users and to influence them to profitably engage in the library by creating physical or digital objects, which are open for the free use of all library users. Library makers space enables graphic arts, web design, and animation, and assists students in their projects that involve digital images. Nevertheless, factors such as lack of technical skills, inadequate power supply, and lack of trained manpower distort the application of library markers space in academic and public libraries.