How does one help children develop literacy where they have limited access to books and libraries? How can one overcome the many obstacles to literacy faced by schoolchildren in Nigeria? These are the issues addressed in this paper. Obstacles such as sociocultural factors, English as a Second Language and as the medium of literacy and instruction, the educational system, and lack of access to books and libraries all combine to keep the literacy rate low--38% in 1991. Four projects conducted by the Department of Library Science at the University of Nigeria are examined as a means of further insight into the nature of the problem and may possibly suggest ways literacy might be promoted, such as: storyhours, library lessons, studies of reading interests, and the study of traditional (stories, play and song) and modern (television) media in the socialization process. These studies have discovered the following: (1) school libraries, where they exist, are the principal source of books for Nigerian schoolchildren, but if the school does not have a library, texts and recreational books are provided by friends and families; (2) schools and libraries played almost no role in children's cultural development, which is primarily nurtured by parental storytelling; (3) there is evidence of inadequacy in the visual education of the children, even given the rich artistic traditions of Nigeria; most primary schools lack electricity, but audio cassettes, videotapes, radio and television are common in society; and (4) children are hungry for books and respond enthusiastically to them. Recommendations for improving literacy include increasing access to books, addressing educational concerns such as second language and ineffective teaching methods, and developing literary mediation activities. (Contains 16 references.) (MAS)