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Online learning is no longer a story in educational institutions because of its high acceptance. A crucial area of interest in respect to online learning is access and utilization of information resources and services to the learners. In developed economies, various studies exist about information resources and services for online learnings, while for resource constrain settings limited research exist in regard to information resource and services for the learners. Grounded in Vygotsky social development theory, this study investigates the role of information professionals as scaffolders in supporting online learners’ access and use information resources and services to ease learning. This study was framed in interpretative epistemology. A qualitative methodology and case study research design was adopted. Interviews were conducted with 11 online learners located in resource constrained setting in Africa—the National Open University of Nigerian, Kaduna study center. The study used thematic analysis process to identify 111 narratives. The narratives are organized into 5 major categories and further collapsed into three theoretical constructs explaining information professionals as scaffolders to aid access and utilization of information resources and services by the online learners.

Librarians as Scaffolders in Online Learning Environment: Access and Use of Information Resources and Services in Resources Constraint Setting