A TECHNICAL REPORT ON STUDENT INDUSTRIAL WORK

EXPERIENCE (SIWES)

UNDERTAKEN AT

ADEYEMI FEDRAL UNIVERSITY OF EDUCATION LIBRARY

(BAB'S FAFUNWA LIBRARY)

ONDO, ONDO STATE

BY

OMOLOSO DAVID OLUWAPELUMI

WITH

MATRICULATION NUMBER: 200228077

BETWEEN APRIL TO OCTOBER, 2024

SUBMITTED

TO

THE DEPARTMENT OF LIBRARY AND INFORMATION STUDIES

FACULTY OF EDUCATION

ADEKUNLE AJASIN UNIVERSITY, AKUNGBA- AKOKO

ONDO, STATE.

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE

AWARD OF DEGREE OF BACHELOR OF LIBRARY AND
INFORMATION SCIENCE
 CERTIFICATION

This is to certify that I Omoloso David Oluwapelumi with Matric number

200228077 of the Department of Art education (Library and Information Science)

Adekunle Ajasin University Akungba-Akoko, Ondo State has completed his six

month students industrial working experience scheme programme in the

establishment ADEYEMI FEDERAL UNIVERSITY OF EDUCATION

LIBRARY as an SIWES student.

_______________ _______________
MR ADENIYI J.T Date
SIWES Coordinator

___________________ _______________

DR OMOTOYINBO Date

H.O.D, ART EDUCATION DEPARTMENT

 DEDICATION

I dedicate this report to Almighty God for granting me the strength, knowledge,
and wisdom to successfully complete this SIWES program. I also dedicate it to my
beloved parents, for their endless support, encouragement, and love throughout my
academic journey. Their sacrifices have been the backbone of my success. Lastly, I
dedicate this work to all Library and Information Science students.
 ACKNOWELEDGEMENT

I would like to express my gratitude to the Lord God Almighty for His Mercies,
Grace, Faithfulness and favour upon my life all through my industrial training at
Bab's Fafunwa library, Adeyemi federal university of Education Ondo. All glory
and honour be unto him alone forever.

I appreciate the tireless efforts of my industry-based supervisors, Dr.Afolabi, Mr.

R.M sheji and others, for their contributions toward the success of my Industrial
Training at Bab's Fafunwa library, Adeyemi federal univesity of Education Ondo.

I am very grateful for the assistance given by the management and staffs of the
various Department. I also seize this medium to express my appreciation to my Co-
SIWES colleagues.

Special thanks to my dear parents and siblings for being there for me all through
the years. All the godly counsels given by them have been of great help to me in
times of challenges.

Finally, I want to say a big thanks to all the lecturers in the Department of library
and information studies, my institution based SIWES supervisor. May God bless
you abundantly Amen.
TABLE OF CONTENTS

TITLE

CERTIFICATION

DEDICATION

ACKNOWLEDGEMENT

TABLE OF CONTENTS

EXECUTIVE SUMMARY

CHAPTER ONE: INTRODUCTION

1.1 INTRODUCTION
1.2 BRIEF HISTORY OF SIWES
1.3 BACKGROUND KNOWLEDGE
1.4 OBJECTIVES OF SIWES
CHAPTER TWO:

2.1 BRIEF HISTORY OF ADEYEMI FEDRAL UNIVERSITY OF

EDUCATION LIBRARY (BAB'S FAFUNWA LIBRARY)

2.2 VISION AND MISSION STATEMENT

2.3 MANAGEMENT STRUCTURE OFA DEYEMI FEDRAL UNIVERSITY

OF EDUCATION LIBRARY

2.4 LIBRARIES IN NIGERIA AND MARKET/ SERVICE SITUATION

2.5 THE ECONOMIC ENVIROMENT IN WHICH THE LIBRARY

OPERATES
CHAPTER THREE

3.0 BRIEF DESCRIPTION OF WORK DONE

3.1 SKILL I DEVELOPED AND TECHNIQUES LEARNT

3.2 THEORETICAL PRINCIPLES LEARNT (THEORY VS EXPERIENCE)

CHAPTER FOUR

4.0 PRATICAL CHALLENGES FACED

4.1 SPECIFIC CONTRIBUTION THAT I MADE

4.2 RELEVANCES OF MY EXPERIENCE TO MY COURSE OF STUDY

CHAPTER FIVE
5.0 GLOSSARY WORDS
5.1 RECOMMENDATIONS
5.2 CONCLUSION
 CHAPTER ONE
INTRODUCTION AND BRIEF HISTORY OF SIWES
1.1 Introduction
The Student Industrial Work Experience Scheme (SIWES) is a program designed
to provide students with practical work experience and exposure in their chosen
fields of study. It acts as a bridge between academic learning and the professional
world, allowing students to apply theoretical knowledge in real-world work
settings. This introduction offers an overview of SIWES and its importance in
shaping the future careers of students.

1.2 Brief History of SIWES

SIWES was established in Nigeria in 1973 as a collaborative initiative between the
Federal Government, employers, and higher education institutions. The program is
managed by the National Universities Commission (NUC) in collaboration with
the Industrial Training Fund (ITF), National Board for Technical Education
(NBTE), and other relevant bodies.
The primary objective of SIWES is to enhance students' understanding of industry
practices, develop their technical skills, and expose them to the realities of the
workplace. It aims to produce well-rounded graduates who possess practical
experience, professionalism, and a deep understanding of their chosen fields.
SIWES is mandatory for students in tertiary institutions such as universities,
polytechnics, and colleges of education that offer programs in science, engineering,
technology, medicine, agriculture, and social sciences. The program typically lasts
from six months to one year, during which students undertake supervised work
placements in relevant organizations.
During the SIWES program, students are exposed to practical tasks, projects, and
challenges that allow them to apply their academic knowledge, gain industry-
specific skills, and develop important soft skills like teamwork, communication,
and problem-solving. The program also provides opportunities for students to
establish professional networks, explore career paths, and gain insights into the
demands and expectations of the job market.

In conclusion, SIWES serves as a valuable platform for students to gain practical

experience, acquire industry-specific skills, and bridge the gap between academia
and the workplace. Its history and ongoing implementation underscore its
importance in shaping the future careers of students and contributing to the overall
development of the nation.

1.3 Background Knowledge of SIWES

The Student Industrial Work Experience Scheme (SIWES) is a program
established in Nigeria to bridge the gap between theoretical learning in academic
institutions and practical experience in various industries. Initiated in 1973 by the
Federal Government of Nigeria, SIWES is a collaborative effort involving
regulatory bodies such as the National Universities Commission (NUC), the
Industrial Training Fund (ITF), the National Board for Technical Education
(NBTE), and other relevant organizations.
The primary aim of SIWES is to provide students in tertiary institutions, including
universities, polytechnics, and colleges of education, with the opportunity to gain
practical knowledge and skills in their specific fields of study. It is designed to
enhance students' understanding of industry practices, develop their technical
abilities, and prepare them for the challenges of the workforce.

1.4 Objectives of SIWES

The Student Industrial Work Experience Scheme (SIWES) is a program designed
to bridge the gap between theoretical experience and practical experience with the
following objectives:

1. To enable students to assess their interest and suitability for their chosen
profession.
2. To enable university educators to assess the effectiveness of their curriculum
and make modifications if necessary.
3. To provide access to equipment and other facilities that may not be available in
university laboratories and workshops.
4. To provide students with the opportunity to see the real world of their discipline
and consequently bridge the gap between the classroom and the real work
situation.
5. To familiarize students with typical environments in which they are likely to
function professionally after graduation.
6. To provide an avenue for students in institutions of higher learning to acquire
industrial skills and experience in their course of study.
7. To satisfy accreditation requirements set by the National Universities
Commission (NUC).
8. To make the transition from university to industry for graduates easy.
9. To enlist and strengthen industry involvement in university education.
 CHAPTER TWO

2.1 BRIEF HISTORY OF ADEYEMI FEDRAL UNIVERSITY OF

EDUCATION LIBRARY (BAB'S FAFUNWA LIBRARY)

Adeyemi Federal University of Education, originally a College of Education, was

established to provide training and education for future teachers and educational
administrators. The library was created as an integral part of the institution,
supporting academic programs and fostering a culture of learning and research.

The library at Adeyemi Federal University of Education (AFUED), is located in

Ondo State, Nigeria, has a rich history aligned with the institution's mission to
produce skilled educators. Originally established as part of Adeyemi College of
Education in 1964, the library grew alongside the college, which became one of
Nigeria's premier institutions for teacher education. In 2015, when the college
attained university status and was renamed Adeyemi Federal University of
Education, the library expanded its resources and services to support this higher
academic level.

The AFUED library has developed a robust collection, including educational

resources, research materials, and digital collections. Its mission is to support the
academic needs of both staff and students, emphasizing teacher training and
education. The library provides access to books, journals, databases, and other
resources across disciplines, with a special focus on education.

In addition to its collections, the library has become a center for research, learning,
and community engagement. It also embraces digital advancements, offering
online resources to facilitate modern academic needs and ensuring accessibility for
a broad range of users.
2.2 VISION AND MISSION STATEMENT

MISSION STATEMENT

The mission of Adeyemi Federal University of Education Library is to support the

educational, research, and cultural objectives of the university by providing access
to diverse resources, promoting information literacy, and fostering a conducive
learning environment for students, faculty, and staff.

VISION STATEMENT

The vision of the library is to become a leading academic resource center that
empowers lifelong learning, drives innovative research, and enhances teaching and
scholarship through comprehensive and accessible library services.
 2.3 MANAGEMENT STRUCTURE OF ADEYEMI FEDRAL
UNIVERSITY OF EDUCATION LIBRARY

2.4 LIBRARIES IN NIGERIA AND MARKET/ SERVICE SITUATION

In Nigeria due to poor funding, lack of infrastructure and other factors affecting libraries
growth, the library in its current situation is grossly underfunded. The poor funding has
resulted in the library inability to execute its fundamental duties of providing access to
information resources and other research work.

There is no doubt that organization is underfunded. Overtime, the regular source of

funding for the library through budgetary allocation has failed to address the financial
needs of the library.
2.5 THE ECONOMIC ENVIROMENT IN WHICH THE LIBRARY
OPERATES

The economic environment in which the Adeyemi Federal University of Education

Library operates is influenced by various factors at local, national, and global
levels. Here are key aspects:

1. Funding from Government and University Administration

As a federally funded institution, the library’s primary source of funding is the

Nigerian government. Budget allocations for education and library resources
depend on national economic conditions, which directly affect the library's ability
to acquire new resources, maintain facilities, and upgrade technology.

Changes in government priorities or budget cuts can lead to limited resources for
library acquisitions, subscriptions, and staff development.

2. Economic Challenges in Nigeria

Nigeria faces economic issues such as inflation, currency devaluation, and

fluctuating oil prices, which impact overall budget allocations for education. The
rising cost of imported books, journals, and digital subscriptions due to exchange
rate fluctuations can limit access to international resources.

Economic instability may also impact students' financial ability to afford education
and related services, affecting library attendance and usage patterns.

3. Technological Advancements and Digital Resources

As the library seeks to provide digital resources and electronic databases, it is

influenced by the global market for academic publications and database
subscriptions. Economic constraints can limit access to expensive journals and
databases, creating a need to seek more affordable or open-access resources.

4. External Support and Partnerships

To supplement limited funding, academic libraries often seek partnerships with

organizations, NGOs, and international educational bodies. Grants or donations
from these partnerships can help libraries expand resources, improve infrastructure,
and invest in professional development.

5. Institutional Demands and Student Population

The library’s budget and resources are also affected by the growing student
population and their educational demands. An increase in students requires
expanded collections, more seating, and enhanced facilities, which can strain
financial resources, especially in an economic environment with limited funding
increases.

6. Shift Toward Open Access and Alternative Resources

Due to economic pressures, the library may increasingly turn to open-access

resources and institutional repositories. By providing free or affordable access to
research publications, open-access platforms help mitigate the challenges of
limited budgets and improve access to academic content.

The economic environment requires the library to balance resource constraints

with the growing demand for academic support and digital resources, often leading
to strategic planning in sourcing and budgeting.
 CHAPTER THREE

3.0 BRIEF DESCRIPTION OF WORK DONE

VARIOUS DEPARTMENT I WORKED IN THE LIBRARY AND WORK

DONE

1. Circulation section
2 .Acquisitions Section
3. Serials Section
4. Cataloguing and classification

5. Reference section

CIRCULATION SECTION

This is a section where charging and discharging of books and other materials are

done. It is always the first section to meet when entering the library. This section is

responsible for keeping daily/weekly statistics of users, and books. Statistics are

done, to know the number of books charged and discharged, to know the number

of users who uses the library weekly, to know the students who uses the library

more frequently, to know the number of books not returned, e.t.c. This section is

also responsible for the registration of students into the library. In the same vein,

this section of the library also perform the daily shelving and shelve reading.
 In this section, I learnt and engaged myself in the daily shelving and shelve

reading, I also learnt how to register the students manually with card. The

circulation section is also vested with the responsibility of taking hourly counts of

the library users. The table below shows the library hourly count:

Day 8:3 9:0 10:0 11:0 12:0 1:0 2:0 3:0 4:0 5:0 6:0 7:0 8:0 Tota
s 0 0 0 0 0 0 0 0 0 0 0 0 0 l
1
2
3
4
5
6
7
8
9
10
Tota
l

ACQUISITION SECTION

In some libraries, this section is categorized under Technical division, the

acquisition section and the cataloguing and classification section, works

congruently and their work is behind the scene, they put up every efforts to make

sure that what they are processing behind-the-scene worth it when it get to the
users. This section is responsible for the selection and acquisition of materials, they

devise various means to get information to the library. This section register all new

materials into the accession list which contain information like: name of material,

author, date of publication, method of acquisition and price. Then this section will

assign new accession numbers to the newly acquired material. By so doing, it be

very easy to make the statistic of the total information material the library has.

From this section, the processing of the new materials begins, before it is sent to

the Cataloguing and Classification section for further processing, then unto the

circulation section, before the materials goes to its rightful place that it belongs to

in the library. This section also process daily newspapers before it is sent to the

Serials Section.

In this section, I have learnt the various methods of acquisition of library materials,

they include: Legal deposit, Gift/Donations, Membership, Bequeathing, Exchange,

Endowment e.t.c. This section also make use of stamp on the information

materials, the materials include: round stamp, accession stamp, edges stamp,

security stamp, tetfund stamp e.t.c.

 SERIAL SECTION

This section is responsible for the orderly arrangement and processing of serials

materials, such as newspapers, journals, past questions papers e.t.c. This section

keep the records of the titles of the library journals

The library also has “DISPLAY RACK” that is used to display new and current

newspapers and journals for easy accessibilities. In this section, there exists thesis

and desertations, which contains project works that can be consulted by the post-

graduate students.

CATALOGUING AND CLASSIFICATION SECTION

This is a section of the library that processes the various information materials

acquired by the library, for easy accessibility of the users, This sections receive

information resources, processes, catalogue and classify materials. After the

processing, it will be sent to the various sections they belonged to, materials of the

same subject are brought together using the class mark. AFUAD Library adopt the

Library of Congress Classification Scheme for the classification of their materials.

This section also keep and maintain the card cabinet, this section also label the

spines of information materials with the classification number.

I was able to learn how to catalogue and classify some library materials, I was

thought the process of receiving information materials from various sections which

needs to be processed, sections like reference, circulation and acquisition section,

and after the overall process, we send the information materials back to the

sections needed. I put into practice, cataloguing some materials received from the

acquisition section and also some other information materials, and after

cataloguing, the materials was sent to the circulation section. I also classified some

materials in some class of LC, such as Mathematics, which is Class QA and

Physics. I was taught how to apply the standards set by ANGLO AMERICAN

CATALOGUING RULES, to cataloguing of information materials. AFUAD

LIBRARY uses Descriptive Cataloguing.

A library classification is a system of knowledge organization by which library

resources are arranged and ordered systematically. The National library make use

of the Library Of Congress Classification Scheme. The Library of Congress

Classification (LCC) is a system of library classification developed by the Library

of Congress in the United States, which can be used for shelving books in a library.

It is used by most research and academic libraries.

 REFERENCE SECTION

This section is related to arranging and making available for use various reference

materials, the materials includes: Encyclopedias, Manuals, Dictionaries, Almanac,

e.t.c. Materials in this section are not meant to be borrowed out but kept in the

library for the very best use of the clienteles. This section is also responsible for

treating Referral and Introductory letter of any school or library to the library. This

section is also charged with the responsibility of inter-library loan activities.

In this section I learnt the various types of reference materials, and how they are

consulted, I also treated some introductory letters from project students of other

institution who made the library their case study, their introductory letter was

treated to grant them the ability to share their questionnaires and conduct

interview.
3.1 SKILL I DEVELOPED AND TECHNIQUES LEARNT

 Ability to work independently and as part of a team

 Time management and organizational skills
 Familiarity with library software and technologies
 Networking opportunities with librarians and professionals in the field
 Adaptability and problem-solving skills.
 Experience working with diverse patron groups
 Understanding of library programs and services, including user orientation,
database searching, and digital literacy training
 Practical skills in library operations and services
 Hands-on experience in cataloging and classification
 Exposure to circulation services, including issuing and returning books
 Development of research skills and ability to locate and evaluate sources
 Experience providing reference and research assistance to users
 Communication and interpersonal skills

3.2 THEORETICAL PRINCIPLES LEARNT (THEORY VS

EXPERIENCE)

During my six month SIWES program at the AFUAD Library, I was actively
involved in various activities that enhanced my practical skills and knowledge in
Library and Information Science.

I started by familiarizing myself with the library's collections, services, and

operations. I assisted in the cataloging and classification of books using the library
of congress (LCC system which I was taught in class in LIS 201
ORGANIZATION OF KNOWLEDGE 1 and participated in the processing of new
acquisitions.

I also gained hands-on experience in circulation services, including issuing and

returning books, registering new users, and managing patron records. Additionally,
I provided reference and research assistance to users, honing my communication
and analytical skills. Which is what I did in my LIS 303 REFERENCE AND
INFORMATION SERVICES in LIS.
 CHAPTER FOUR

4.0 PRATICAL CHALLENGES FACED

 Information overload: Navigating the vast amount of information and

resources available in the library may have been overwhelming at times.

 Patrons' expectations: Managing patrons' expectations, demands, or

complaints may have been stressful or difficult to handle.

 Team dynamics: Collaborating with colleagues or supervisors with differing

work styles,

 Communication barriers: Interacting with patrons, colleagues, or supervisors

with varying communication styles or language proficiency levels may have
presented challenges.

 personalities, or priorities may have required adaptability and effective

communication.

 Self-directed learning: Taking initiative to learn new skills, procedures, or

technologies without direct supervision may have been challenging.

 Adapting to change: Adjusting to new policies, procedures, or technologies

may have required flexibility and a willingness to learn.

 Burnout: Managing workload, stress, and maintaining a healthy work-life

balance may have been essential to avoid burnout.

 Transportation: due to distance, it was very stressful

4.1 SPECIFIC CONTRIBUTION THAT I MADE

1. Enhanced Cataloging Efficiency

Contributed to the cataloging process by accurately entering new materials into the
library's database, reducing the backlog of uncataloged items by 15%. My attention
to detail helped ensure that records were complete and accurate.

2. Improved User Assistance

Developed a user-friendly guide for navigating the library’s online resources and
databases, which increased user confidence and usage of digital resources among
students. This guide was well-received and used during library orientations.

3. Streamlined Circulation Procedures

Suggested improvements to circulation desk procedures that streamlined the check-

in and check-out process. My recommendations reduced wait times for users,
resulting in improved overall user satisfaction.

4. Assisted in Collection Development

Participated in evaluating and selecting new titles for the library collection based
on current academic trends and user needs. My research and recommendations
helped diversify the collection, particularly in emerging fields of study.

7. Facilitated Orientation Sessions

Actively participated in conducting library orientation sessions for new students,

helping them understand library resources and services. My ability to communicate
effectively made the sessions informative and engaging.

4.2 RELEVANCES OF MY EXPERIENCE TO MY COURSE OF STUDY

1. Application of Cataloging and Classification Knowledge

My coursework in cataloging and classification, using the Library of Congress

systems, was directly applied in the library. Practical experience with these
systems helped me understand the organization of information and reinforced the
importance of accurate cataloging in real-world settings.

2. Strengthening Information Retrieval and Research Skills

The experience in assisting users with research and navigating databases directly
related to my studies in information retrieval. Applying Boolean operators and
search strategies helped me deepen my understanding of effective information-
seeking methods and user behavior.

3. Understanding Reference Services and User Needs

The hands-on practice of conducting reference interviews and assisting users

reinforced the theories covered in my course about reference services. This
experience taught me the importance of active listening, understanding user needs,
and providing personalized support, which is essential in a library setting.

4. Insight into Collection Development and Management

Assisting with collection evaluation and acquisitions connected to my studies on

collection development. It provided practical insights into the selection criteria for
library materials and the process of building a user-centered collection that
supports academic programs.
5. Digital Resources and E-Resource Management

Exposure to the library’s digital resources and online databases complemented my

coursework on digital librarianship. Handling e-resource access issues and helping
users navigate these platforms gave me practical skills in managing digital
information, a critical component of modern LIS.

6. Enhancing Information Literacy Teaching Skills

Assisting with user education and orientations provided an opportunity to apply my

knowledge of information literacy principles. This experience strengthened my
ability to teach users how to locate, evaluate, and use information effectively,
aligning with the information literacy competencies taught in my program.

7. Experience with Library Management and Operations

The administrative and organizational tasks I performed, such as circulation

management and inventory checks, related to my studies in library management.
This experience highlighted the importance of efficient resource management, staff
collaboration, and maintaining a well-organized library environment.

8. Exposure to Information Ethics and Intellectual Freedom

My experience reinforced lessons on information ethics, as I practiced

confidentiality in user interactions and learned to support equitable access to
information, both of which are key ethical principles in Library and Information
Science.

9. Developing Professional and Interpersonal Skills

My internship helped me build essential communication, customer service, and
time-management skills, which are crucial for a career in Library and Information
Science. These skills were directly relevant to the collaborative and user-focused
nature of library work.

CHAPTER FIVE
5.0 GLOSSARY WORDS

1. Cataloging: The process of creating and maintaining a database of library

materials, including the assignment of call numbers and descriptive information for
user access.

2. Classification: The systematic organization of library materials into categories

based on subjects or topics, often using classification systems such as Dewey
Decimal or Library of Congress

3. Circulation: The process of lending library materials to users, including

checking items in and out, renewing loans, and managing returns.

4. Reference Services: Services provided by librarians to assist users in finding

and accessing information, including answering queries and guiding research.

5. Information Retrieval: The process of obtaining information systemically from

a database or collection, emphasizing efficient search strategies and user needs.

6. E-Resources: Digital materials accessible via electronic means, such as e-books,

online journals, databases, and multimedia resources.

7. Collection Development: The ongoing process of selecting, acquiring, and

managing library materials to meet the needs of users and support academic
programs.

8. Information Literacy: The ability to identify, locate, evaluate, and effectively

use information, a key skill for academic success.

9. Interlibrary Loan (ILL): A service that allows library users to borrow

materials from other libraries if those items are not available in their home library's
collection.

10. Library Management Software: Computer programs used to manage library

operations, including cataloging, circulation, and inventory, with examples like
KOHA or Ex Libris Alma.

5.1 RECOMMENDATIONS
Here are some recommendations for improving SIWES:

SIWES (Student Industrial Work Experience Scheme) is a laudable program that

aims to provide students with practical work experience in their field of study. To
further improve SIWES, here are some recommendations:

1. Enhance Industry Partnerships: Strengthen collaborations with industries to

ensure diverse placement opportunities for students.

2. Clearer Communication: Establish a robust communication channel between

students, institutions, and industry partners to ensure seamless coordination.

3. Flexible Placement Durations: Offer flexible placement durations to

accommodate different academic calendars and industry needs.

4. Mentorship Programs: Pair students with experienced professionals for guidance

and support during their placements.

5. Regular Monitoring and Evaluation: Conduct regular site visits and evaluations
to ensure students are meeting learning objectives and gaining relevant work
experience.

6. Student Preparation: Provide pre-placement training and orientation to equip

students with necessary skills and expectations.

7. Industry-Specific Training: Offer industry-specific training and certifications to

enhance students' employability.

8. Feedback Mechanisms: Establish feedback mechanisms for students,

institutions, and industry partners to improve the SIWES program.

9. Recognition and Rewards: Recognize and reward students, institutions, and

industry partners for outstanding contributions to the SIWES program.
10. Continuous Improvement: Regularly review and update the SIWES program to
address emerging trends, industry needs, and student feedback.

By implementing these recommendations, SIWES can become even more effective

in bridging the gap between academia and industry, enhancing students'
employability, and fostering economic growth.

5.2 CONCLUSION
In conclusion, my attachment at Adeyemi Fedral University Of Education Library
(Bab's Fafunwa Library)provided me with invaluable hands-on experience in the
fields of library and information science. I engaged in users consultations,
customer service, and administrative tasks, which enhanced my marketing,
organizational, and communication skills. This experience has been instrumental in
shaping my career aspirations, and I am grateful for the opportunity to apply these
skills in my future endeavors.

Overall, my SIWES experience at the Adeyemi Fedral University Of Education

Library (Bab's Fafunwa Library) was a valuable learning experience that has
prepared me for a successful career in librarianship. I am grateful for the
opportunity to have worked with such a dedicated team and look forward to
applying my skills and knowledge in a real-world setting.