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dc.contributor.authorAkinde, T. A.-
dc.identifier.otherLibrary Philosophy and Practice (e-journal), pp. 1-24-
dc.description.abstractThis work is an attempt at theoretical modelling. The result of a search for a theoretical framework and a conceptual model to explain lecturers’ use of Educational Support Systems (ESS) for teaching in university-based library schools in Nigeria. The applicability, similarity and relevance of Theory of Reasoned Action (TRA), Theory of Planned Behaviour (TPB) and the Technology Acceptance Model (TAM) were discussed. TAM was found to be the most appropriate framework for the research based on its variables and/or constructs; hence, a research model, an adaptation of TAM was drawn and used to guide the research. Based on the findings of the research, a new model tagged Library Educators’ ESS Use Model (LEEUM) was proposed to further the frontier of knowledge, generally and in Library and Information Science, particularly.en_US
dc.publisherUniversity of Nebraska - Lincolnen_US
dc.subjectTheoretical Modellingen_US
dc.subjectUse of Educational Support Systemsen_US
dc.subjectTheory of Reasoned Actionen_US
dc.subjectTheory of Planned Behaviouren_US
dc.subjectTechnology Acceptance Modelen_US
dc.subjectLibrary Educators’ ESS Use Modelen_US
dc.subjectLibrary Schoolsen_US
dc.subjectLibrary Educatorsen_US
dc.titleTheoretical modelling to explain lecturers’ use of educational support systems for teaching in university based library schools in Nigeria: extending the technology acceptance model (TAM)en_US
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