




































 

 

49 | P a g e  

 

 

ESCET  
Journal of Educational Research and Policy Studies (ESCJERPS) Vol. 1, No. 2 
ISSN: Print 2811-2717                                                                            https://journal.escetjerps.com 

 
 
 
 

 

AUDIO-VISUAL RESOURCES AVAILABILITY AND USE FOR LIBRARY 

SERVICES IN ENUGU STATE COLLEGE OF EDUCATION (TECHNICAL), 

ENUGU STATE, NIGERIA. 

 
Chukwu, Ebele Georgina 

Department of library and information Science 

Enugu State College of Education Technical, Enugu State. 

UGWUANYI, SOPURU STEPHENIE 

Department of library and information Science. 

 

Bashir Abdlrasheed Dauda 

Nigerian Air Force Institute of Technology, Faculty of Social and Management Science, 

department of business Administration 

 
Abstract 

This study surveyed the audio-visual resources availability and their use for library services in 

Enugu State college of education(Technical), Enugu State. A total of 50 respondents, comprising 

male and female librarians, lecturers and students, were selected from Enugu State College of 

Education (Technical), Enugu State, Nigeria, using Random Sample technique. Data were 

collected through face to face questionnaire. Findings revealed that students had no access to 

AV resources, no adequate time for training while respondents were of the opinion that AVR has 

a significant effect on teaching and learning. Findings also revealed that the major obstacle 

faced in Enugu State College Education Technical, Enugu State (ESCET), lack of subject 

specialist as well as few numbers of professional staff, monitoring, irregular supply of electricity 

and lack of adequate funding to purchase the audio visual materials, some recommendations are 

proper audio visual management should be practiced to guide the acquisition and selection, 

employ more skilled personals, improve electric power  supply and provision of Adequate fund 

by the Government. 

 

 Keywords:  Audio, Visual, Multimedia, Resources, Library, Teaching 

 

INTRODUCTION  

The terms non-print, non-book and 

audiovisual materials /resources are 

used interchangeably in librarianship. In 

lines with this statement Nathan (2010) 

stated that audiovisual materials are 

usually described as “non-print 

documents”, in the sense also been 

called “non-book” or “special formats” 

and sometimes require equipment to use. 

It is for this reason that audiovisual 

materials are sometimes classified into 

two groups – “projected materials” and 

non- projected materials”. Audiovisual 

materials include sound recordings, film 

and video, graphic materials, three 

dimensional objects, maps, and 

microforms etc. An ever-increasing 

amount of information – covering 

educational and recreational interests as 

well as information needs – is being 

produced in a wide range of audiovisual 

and electronic formats (CDs & DVD). 

 



 

 

50 | P a g e  

 

 

Audio-Visual Resources availability and Use for Library Services in Enugu State College of Education 

(Technical), Enugu State, Nigeria. 

Chukwu, Ebele Georgina; Bashir Abdlrasheed Dauda 

 

Access to these materials should be as 

open and as free as access to print-based 

materials. Audiovisual media are part of 

our cultural heritage, carrying a huge 

amount of information that needs to be 

preserved for future use. The rich variety 

of media expressions in society should 

be reflected in the services offered to 

users by the libraries. (Ekaette, 2004). 

 

 Swank  (2011)  defines  a  library  as  an  

institution  that manages  the  intellectual  

products  that  individual  can  gain 

access  readily.  Iyanda and Salawu  

(2006),  on  the  other hand,  see  library  

as  a  building,  an  instructional  and  

self-development  centre,  which  

operates  as  an  integral  part  of the  

entire  school  environment.   

 

Popoola and Haliso (2009) define library  

information  resources  as  those  

information bearing  materials.  That is 

in both printed and electronic formats, 

such as textbooks, journals, indexes,  

abstracts, newspapers  and  magazines,  

reports, CD-ROM databases, internet/E-

mail, video tapes/cassettes, diskettes  

magnetic  disk,  computers,  micro  

forms e.t.c.  These information materials 

are the raw materials that libraries 

acquire, catalogue, stock, and make 

available  to their  patrons,  as  well  as  

use  to  provide  various  other services. 

 

The rich variety of media expressions  in  

society  should  be  reflected  in  the 

services  offered  to  users  by  the  

libraries.  Students and teachers can also 

watch live streaming and recorded TV 

programs online by  use  of  eTV.  Users 

can access the library collection(s) 

during opening hours. 

 

 Librarians, as information providers, 

should be concerned with the provision 

of information in the  formats most  

suited  to  the  differing  needs  of  

various  types  of user,  each  of  which  

must  be  clearly  differentiated.   

 

A library exists to serve  its  community  

and  consequently the  needs  of  all  

members  of  that  community  must  be 

accommodated,  the  old  and  the  young,  

the  able  and  the disabled,  the  gifted  

and  the  backward  members  of  the 

society.  In developing countries the  

provision  of audiovisual  materials  and  

their  associated  equipment might  be  

regarded  as  of  greater  importance  than  

the printed  word  because  the  level  of  

literacy  is  such  that  oral and  visual  

expressions  are  essential  for  the  

purposes  of communication. The need 

for still images, films and sound on the 

more traditional non-electronic  

audiovisual carriers still exists alongside  

the  growing  possibilities  of  the  

Internet. 

 

The gains in audio-visual resources in 

the teaching/learning processes must be 

consolidated.  The advent of computer 

assisted instruction (CAI) and 

educational games has further  

emphasized  the primary  function  of  

audio/visual  resources,  which  is  to 

improve the efficiency and  

effectiveness of the teaching  and  

learning process.    Education, according   

to Adebiyi (2005),  is  "the  process of  



 

 

51 | P a g e  

 

 

ESCET  
Journal of Educational Research and Policy Studies (ESCJERPS) Vol. 1, No. 2 
ISSN: Print 2811-2717                                                                            https://journal.escetjerps.com 

 
 
 
 

 

training  and  learning  to  improve  

knowledge  and develop  skills.  Every 

nation needs to develop its human and  

natural  resources  for  the  full  benefit  

of  its  citizens.  The value of audiovisual  

materials  was  perhaps  clearly  stated  

by  the  International Federation of 

Library Associations and institutions 

(2003)   cited in Nathan (2010) asserted 

that: In no circumstances should 

audiovisual (AV) materials be regarded 

as additional luxury materials but rather 

they  should  be  considered  as necessary 

components in a fully integrated library 

service. This cannot be attained without 

functional education,  for the  knowledge  

and  skills  require  to  do  this  would  be 

realized  through  effective  teaching,  

learning,  and  training backed  up  with  

sound  information  through  audio-

visual resources.  

 

Educational research indicates that  

students  remember only  ten  percent  of  

what  they   read,  twenty  percent  of 

what  they  hear,  but then  fifty  percent  

of  what  they  see  and hear.  Nwaboku 

(2000) sees audio-visual resources  as  a 

means  of  making  messages  or  topics  

clearer  to  the learner  and  improving  

the  effectiveness  of  the  learning 

process.  

 

However, a teacher’s success  in  getting  

the  learners  to  a  desired  level  hinges  

largely  on  his  ability  to communicate  

his  intentions  and  the  extent  to  which 

learners  are  more involved  during the  

period and after the period of  

instruction.  He also added  that  just  as  

the teacher  uses  a  number  of  devices  

to  enhance  the efficiency  and  expertise  

of  his  lectures  in  terms  of producing  

the  desired  effects  on  the  learners,  so  

would learners  in  turn  use  a  number  

of  devices  (such  as  ears and  eyes)  in  

order  to successfully  and maximally  

achieve  the  objectives  of  the  teacher's 

messages.   

  

The  library  also provides  facilities  for  

students  to  watch  video  and  DVDs, 

listen  to  sound  recording  and  view  

microfiches and microfilms. 

 

Multimedia and computer based  

information  have contributed  to  a  great  

explosion  of  audiovisual  materials in  

libraries.  Almost  every  library  user  or  

visitor  is a potential user  of  audiovisual  

and  multimedia  materials  as well  as  

of  print.  Libraries are  in  a  hybrid  

situation,  as  they have  to  deal  with  all  

sorts  of  material,  including  print, 

audiovisual, electronic (including 

Internet) and multimedia. These items  

are not only for  the education,  

enjoyment,  and  entertainment  of  the 

tertiary  institutions  library  but  also  

serve  as  a  place  for students  to  do  

independent work,  use  computers,  

audiovisual  resources;  to  host  special  

events  and  book  clubs; research,  

teaching and  for  learning. The  

importance  of audio-visual  resources  

in  the  educational  process  is  quite 

evident  (Iyamu  and  Aduwa,  2004).    

 

Availability of Audio-Visual in 

Libraries 

The audio-visual resources have their 

unique  roles  to play  in  teaching  and  



 

 

52 | P a g e  

 

 

Audio-Visual Resources availability and Use for Library Services in Enugu State College of Education 

(Technical), Enugu State, Nigeria. 

Chukwu, Ebele Georgina; Bashir Abdlrasheed Dauda 

 

learning  situation  and  so  must  be 

made  readily  available  and  accessible  

especially  at  the resource  centers  like  

library.  Chambers English dictionary 

defined the words  `available'  in  this  

research  work'  to mean  the  state  of  

being  physically  present,  within  easy 

reach  of  users.  It also refers to  

information  resources  that are  within  

the  reach  of  users  for  their  use,  while 

accessibility  refers  to  resources  being  

effectively  and independently  reached  

and  utilized.  The distinction between  

these two terms availability and  

accessibility  is that  the  former  refers  

to  the  provision  of  the  resources and  

the  other  the  ability  of  access  to  get  

to  them. Instructional resources  for  the  

classroom  are  available  in a variety  of  

sources.   In  line  with  the  provision  of  

education  services  as outlined  in  the  

National  Policy  on  Education,  the  

federal and  State  government  have  

established several educational  

audiovisual centres. They are 

responsible for the provision/ 

procurement and distribution of  

educational media  to  schools  said  

(Adewoyin,  2007).  For example, the 

curriculum development centre, Enugu 

produces maps and graphs  for  schools  

in  its  graphic  arts  section and  builds  

learning  aids  and  games  from  wood  

in  its woodwork  division.  The centre 

also has  a  good  number of  overhead  

and  sound  projectors  as  well  as  a  

stock  of sound  films  which  are  loaned  

generally  to  schools  (Idowu and  

Mabawonku,  1999). Fawole (2004)  

pointed  out  that many  states  and  local  

government  in  the  country  have 

benefited from the National  Educational  

Technology Centre training 

programmes. The centre also     produces     

educational (Radio    and   Television) 

programmes for schools and colleges.  

Some of these programmes are for the  

environment  of classroom  lesson  with  

the  assistance  of  the  teachers, while  

some  are  self-instructional  in  nature.  

Some foreign bodies and organizations  

have  also  played  important roles  in  the  

provision  of  educational  resources  in  

schools. The British council provided 

many of education services in the  

country.  Two of its  contributions  in  the  

areas  of education  resources  are  in  the  

provision  of  children's resources  

libraries  and  the  free  loan  of  hundreds  

of sound  films  on  a  variety  of  school  

subjects,  the  major users  of  these films  

are secondary  schools. The United 

Nations Education Scientific and  

Cultural Organization  (UNESCO),  the  

united  state  agency  of international  

(USAID) United Development  

Programme (UNDP),  among  others,  

have  immensely  contributed  in diverse  

ways  in  the  provision  of  instructional  

resources  in Nigeria.  While some have 

helped to  set  up  micro teaching  and  

language  laboratories  in  some  

institutions  of higher  learning,  others  

have  helped  some  states  to  setup 

resources  centers.    

 

Statement of the Problem  

The proliferation of audiovisual 

materials has presented another problem 

on academic performances of users in 

Enugu State College of Education 

Technical. 



 

 

53 | P a g e  

 

 

ESCET  
Journal of Educational Research and Policy Studies (ESCJERPS) Vol. 1, No. 2 
ISSN: Print 2811-2717                                                                            https://journal.escetjerps.com 

 
 
 
 

 

Audio visual materials are acquired to 

supplement printed materials already 

possess in academic Library in order to 

have wide range of information for 

users. 

 

Purpose of the Study  

This  study  was  designed  to  assess  the  

availability  and use  of  audio-visual  

resources  in Enugu State College of 

Education Technical (ESCET). In 

specific terms, the study examined,  

The availability of audio - visual  

resources  in  Enugu State  college of  

education technical. 

Ways by which these resources are  

made  accessible to  staff  and students. 

The problems militating against the  

availability  and use of  these resources. 

And the  possible  ways  by  which  the  

hindrances  can be alleviated.  

 

Significance of the Study 

 It  is  hoped  that  the  findings  of  this  

study  will  go  a  long way  to  reveal  

the  actual  state  of  audio-visual  

resources  in the Enugu State college of 

education technical..  The result could  

serve as  an  eye  opener  to  both  the  

government and nongovernmental  

organization  that  can  be  involved  in 

solving problems that may  be  identified 

militating against the  effective  and  

efficient  utilization  of  the resources. 

Furthermore, the educational 

technologists,  libraries  and resources  

centers  would  be  sensitized  to  the  

need  to engage  in  improvisation  and  

production  of  these resources  for  the  

colleges  they  are  situated.  Finally, it 

may indicate the scope for further 

studies in the area.  

 

Research Questions 

This research is guided by four research  

questions,  which are  based  on  the  

purpose  of  the  study.  They are as 

follows.  

 

What are the audio -  visual resources 

available in the colleges of  education?  

In what ways are these resources made 

accessible to staff and students?  

 

What are the likely factors hindering  the  

effective  use of  audio-visual  resources  

in teacher education institutions  

sampled?  

 

What are the ways by which the  

hindrances  can  be alleviated? 

 

Research Design  

Descriptive research design was used.  

The information gathered was used to 

find  out  the  availability  and  use  of  

Audio  -  visual resources  in  the  

institutions  under  study,  the  response  

to  the questionnaire  were  rated  as  

follows:  strongly  Agree  (S.A),  Agree  

(A) Disagree (D) and Strongly Disagree 

(SD).  

 

Population and sample techniques 

Random sample technique was used.  

The total  population  for  this study  was  

50  . This  was  made  up  of  male  and  

female  college librarians,  lecturers  and  

students.   

 

 



 

 

54 | P a g e  

 

 

Audio-Visual Resources availability and Use for Library Services in Enugu State College of Education 

(Technical), Enugu State, Nigeria. 

Chukwu, Ebele Georgina; Bashir Abdlrasheed Dauda 

 

Instrumentation for Data Collection  

The researcher made use of 

questionnaires to draw out facts on the 

audio-visual availability. Method of data 

analysis Simple frequencies and 

percentages  were  used.  The results of 

each  of  the  four  research  questions  

are  also  indicated.  Four major research 

questions (RQ) were  drawn:  research  

question  one  (RQ1) was  for  the  

college  librarians.  Research questions 

Two (RQ2,  RQ3, RQ4 )  were  for  the  

lecturers/Teachers.  

  

 

Discussion 

Research question one: (RQ1)  

The  research  question  one  contains  ten  general questions  for the  librarians  (Table 

1) 

No Content  SA A SD D 

1 Audio – visual resources is adequate for teaching 

process in my school 

8 2 3 2 

2 The audio-visual resources are made accessible to both 

staff and students. 

9 3 2 1 

3 Introduction of audio-visual resources has significantly 

affected the teaching and learning process  

8 3 3 1 

4 Poor funding and negative attitude has greatly hinders 

the regular use of audio-visual resources in my school  

11 3 1 0 

5 I’m responsible for audio-visual sources acquisition in 

my school  

2 7 4 2 

6 Organization of the AV resources is effective enough 

for easy retrieval  

6 4 2 3 

7 The seating capacity of this unit is adequately enough 

for students  

7 5 2 1 

8 Library staff participated in workshop, seminar on 

audio-visual resources regularly. 

9 4 1 1 

9 Time allocation for training and usage of these 

resources is adequate  

7 3 3 2 

10 My library has a separate audio-visual resources unit 6 4 2 3 

 

 

 

 

 

 



 

 

55 | P a g e  

 

 

ESCET  
Journal of Educational Research and Policy Studies (ESCJERPS) Vol. 1, No. 2 
ISSN: Print 2811-2717                                                                            https://journal.escetjerps.com 

 
 
 
 

 

(Table 2) Research Question 2 (RQ2)  

Responses of students to some questions, 

No Content  SA A SD D 

1 Some visual materials such as (video camera, chart, 

picture, photograph, video, TV) as always by my 

lectures. 

6 4 3 2 

2 Some of my lectures usually use audio equipment such 

as Radio Tape recorder smart board, computers, CDs 

to lecture.  

7 3 2 3 

3 Graphic materials like models, sculpture, lettering 

aids, plastics triangle cutting tools are constantly used 

by lecturers.  

7 3 2 3 

4 Majority of my lecturers make use of computer with 

internet facility when lecturing. 

5 4 4 3 

5 The following facilities graphic studio, laboratory, 

computer room, storage room, photographic dark 

rooms are available in my college 

8 3 2 2 

 

(Table 3) Research Question 3 (RQ3)  

Factors hindering the effective use of audio-visual resources in teacher education 

institutions, 

No Content  SA A SD D 

1 There is inadequate funding of Audio-visual resources.  7 3 3 2 

2 Lack of monitoring bodies within and outside school to 

monitor the use of Audio-visual resources.  

8 4 2 1 

3 Most of the lecturers do not possess the required skill to 

use Audio-visual resources. 

9 2 3 1 

4 Educational planners give little attention to the used of 

Audio-Visual resources. 

8 3 2 2 

5 Irregular supply of electricity to operate modern A-V 

resources.  

9 3 1 1 

 

  



 

 

56 | P a g e  

 

 

Audio-Visual Resources availability and Use for Library Services in Enugu State College of Education 

(Technical), Enugu State, Nigeria. 

Chukwu, Ebele Georgina; Bashir Abdlrasheed Dauda 

 

(Table 4) Research Question 4 (RQ4)  

Mean Analysis on the ways by which the hindrances can be alleviated 

No Content  SA A SD D 

1 Adequate funding be made available through 

government, NGOs and private individual. 

9 4 1 1 

2 The use of A-V be strictly monitored by monitoring 

bodies. 

6 4 2 3 

3 On the Job training, seminars, workshop and 

conferences he organize and sponsored.  

7 5 2 1 

4 More attention be given to the use of A-V resources by 

the educational planners.  

7 3 2 3 

5 Adequate and regular power supply be made available 

for constant use and preservation of these resources. 

8 2 3 2 

 

Conclusion 

Research question one (1) was a general 

question directed to the heads of 

resource center/ Librarians. Findings 

show that all the librarians were not 

given opportunity to acquire Audio -

visual Resources directly. Research   

also    showed   that   the   college of 

education sample  lack  A-V  seating  

capacity for students. This study  

indicated  that  the   Institutions  had  

little time for training  and usage  of  

Audio  -visual  Resources. The Librarian 

claimed to  have  a  separate  place  for  

Audio visual Resources  in  their  library. 

This may be due  to  better funding.  

 

Research Question two  (RQ2)  is  on  the  

uses  of  A-V Resources  in  Schools.  

The questions were  for  the teachers.  

All  the  lectures  from  ESCET   agreed 

that  the  use  of  A-V  Resources  is  

necessary to enhance academic  

performance of  students. Research 

Question three (RQ3)  is  on  perception  

of  the use  of  A-V.  Resources do not 

have any significant relationship with  

teaching/learning  process  of  learners. 

Research Question Four (RQ4) is  on  

provision  of  A-V Resources  to  be  

included in Teacher Education 

Curriculum  for  Teachers. Research 

Question five (RQ  is  on  hindrances  to  

the use  of  AVR  in  ESCET  for  the 

lectures.  While the research findings  

also  showed  that education  planners  

do  not  give  enough  attention  to  the 

use  of  AV  resources.  Irregular supply 

of electricity to operate modern AV  

resources  is  a  great  hindrance  in  all 

the three institutions. Research Question 

Six (RQ4)  revealed  that  Audio Visual  

Resources  were  not  adequately  used  

in  ESCET  

 

Recommendations and Conclusion.  

The usefulness of media depends on 

what  the  library provides  and  on  the  

part  of  the  teachers,  what  he  makes 

out  of  them  (Nwalo,  2000).  This 

demands  that  the  Audiovisual  librarian  



 

 

57 | P a g e  

 

 

ESCET  
Journal of Educational Research and Policy Studies (ESCJERPS) Vol. 1, No. 2 
ISSN: Print 2811-2717                                                                            https://journal.escetjerps.com 

 
 
 
 

 

and  the  teacher  must  have  the  basic 

knowledge  and  skill  necessary  to  

make  the  fullest  use  of the  materials.  

The provision of  the  right  type  of  the  

media and  the  intelligent  handling  of  

them  during  the  lesson  is essential  

before they can contribute  meaningfully  

to teaching and the learning process. 

 

 Librarians should be  aware  of  the  

potential of audiovisual  and  multimedia  

formats  as  resource materials and  

include  them  in their  collections 

because they contain textbooks,    

journals, indexes, abstracts,  newspapers  

and magazines,  reports,  CD-ROM  

databases, internet/E-mail, video 

tapes/cassettes, diskettes magnetic  disk, 

computers,  micro  forms  e.t.c.   

 

Audiovisual or non- print materials play 

a vital role in the preservation of cultural 

heritage, but they are very often 

neglected.  Librarians or information 

providers should be concerned with the 

provision of information in the formats 

most suited to the differing needs of 

various types of user, each of which 

must be clearly differentiated. 

Therefore, the study discussed issues on  

the uses  and availability  of audiovisual  

resources but some  students are  still 

lack behind and some management of 

institutions are not helping matter when 

it comes to creation of audiovisual unit 

or section. In lines with  the findings  the 

following recommendations  were made 

to both institutions and others in Nigeria. 

 

 1.  The management of Enugu State 

College of Education Technical, 

Enugu State (ESCET), should 

try to put the audiovisual unit in 

good shape quickly for students 

benefit. 

 2. ESCET Management should try 

to makes space for audiovisual 

section in the main library. So 

that every student will makes use 

of audiovisual resources 

effectively. 

 3.  Students should be trained and 

retrained for how to use 

audiovisual resources for 

academic purposes 

 4.   Employment of more skilled 

personals   for effective and 

efficient management 

5.  Proper audio visual management 

should be practiced to guide the 

acquisition and selection. 

6.  Improve electric power supply  

7  Provision of Adequate fund by 

the Government. 

 

 

Reference 

Adebiyi S.O (2005).  Library and  

Information Services for  

Educational  Development  in  

Nigeria  in  Reflection  on  the  

Nigeria  Education System:  A  

College  Provost’s  Perspective,  

Abeokuta.  P.40. 

Adewoyin J.A (2007). Relative 

effectiveness of programmed   

instruction zone indeed tapped  

presentation on student     

burning  outcome  in senior  

secondary  history.  A PhD thesis  

of  philosophy  in  Educational 



 

 

58 | P a g e  

 

 

Audio-Visual Resources availability and Use for Library Services in Enugu State College of Education 

(Technical), Enugu State, Nigeria. 

Chukwu, Ebele Georgina; Bashir Abdlrasheed Dauda 

 

Technology  of  the  University  

of  Lagos  State.  P.6.  

Alokun T.N.A (2004).  The Use of 

Library:  A Textbook for Students 

Kin Tertiary Institution, Nudex 

International.  pp.69- 74. Fawole 

M.O (2004).  An Assessment of  

the  Needs  of Educational 

Resources  Centre  in  Nigeria.  A 

PhD thesis in the Department  of 

Curriculum Studies and 

Educational Technology, 

Faculty of Education,  University  

of  Ilorin,  Ilorin  Kwara  State,  

Nigeria.      

Idowu A.O, (2016). Information 

technology facilities Iyamu O.S 

(2004).  Assessment of  the  Use  

of  Educational Technology   

Social  Studies  Teachers  in  

Secondary Schools        in 

Western  Nigeria.  P.5. 

Iyanda D.F (2006).  Library education 

for higher institutions Nwaboku 

N.C (2000). Preparation, 

Utilisation and Integration of 

Educational Media in the  

Curriculum,  Published  by  the     

National  Open University  of  

Nigeria  (NOUN)  

Nwalo K.N (2000).  Collaboration in  the  

provision  and  utilization  of  IT 

facilities  for  library  and 

information  science   education  

in  Nigeria.  In: Information 

Technology in library and  

information  science  education 

in  Nigeria.  pp.32-41. 

Okolie V (2009). Strengthening 

Information provision in  

Nigerian University Libraries 

through Information Technologies   

the Electronic Library.  

23(3):311-318.  

Swank R.C (2011).  The Educational 

Function of University   

Library. The   National Commission for  

Colleges of  Education  (NCCE)  

(1989). Established by Decree  

(now  Act)  13  of  17th  January,  

1989  (Amended Act  12  of  

1993). 

http://www.ideals.illinois.edu/bi

testream/handle/2142/5455/libra

rytren.  

 

 

 

 

http://www.ideals.illinois.edu/bitestream/handle/2142/5455/librarytren
http://www.ideals.illinois.edu/bitestream/handle/2142/5455/librarytren
http://www.ideals.illinois.edu/bitestream/handle/2142/5455/librarytren

