CHAPTER II

REVIEW OF LITERATURE

The review of literature is an useful aspect in any research, through which

one can understand the past trends in research output in any particular discipline.

Many scholars, researchers and information scientists have contributed a lot of

research publications on utilization of information technology in library and

information science and library management. Hence, a review of a few studies

deserve due attention for the analysis of the present study.

There have been considerable literature published so-far emphasizing

needs of the information seeking behaviour. Wilson1 has discussed in his study

that information seeking behaviour results from the recognition of some need,

perceived by the user.

Garg and Ashok Kumar2 report that most of the information scientists

collected procedural information for a design or development of the project.

1
Wilson T.D., “On user studies and information needs”, Journal of
Documentation. 37 : 3-15.
2
Garg Kailash Chandra and Ashok Kumar, “Information Gathering habits or R &
D Scientist”, A Survey Annals of Library Science and Documentation, Vol.31,
Numbers 1-2, March – June 1984, pp.63-73.
 33

Periodicals are highly used to the sources of information gathering and the

scientists scan the average number of primary periodicals.

Kawatra3 conducted a study on research scholars of three universities of

Rajasthan to know the views of scholars on the adequacy of library resources, and

services.

Dutt4 has found that detailed requirements of the specific information

services can be identified only after thorough analysis of the user needs and

present the information seeking behaviour of the community, the user surveys for

assessment of user needs may be said to be indispensable for the effective and

efficient utilization of information system and services.

Vital Rao5 has made a study on the information seeking behaviour of

scientists at the National Institute of Nutrition, Hyderabad by questionnaire

method.

3
Kawatra P.S., “Attitudes of research Scholars towards the resources and Services
of three University libraries in Rajasthan (India)”. A study Annals of library science
and documentation, 35 : 1988 : 171 – 177.
4
Dutt Suchitra, Assessment of user needs for effective utilization of information
system.
5
Vital Rao, D., Information Seeking Behaviour of Users – A Case Study of the
Scientific at National Institute of Nutrition, Hyderabad. Lucknow Librarian 19:1987;
5-9.
 34

Herner6 has made a study on 450 medical scientists on the use of formal

and informal channels of communication. Results show that the majority of

medical scientists got the idea of new project through personal contacts and

discussions with their colleagues and the remaining got from their own personal

work.

Jasmer Singh and Harisingh7 to assess the needs and expectations users of

Punjab university library, Chandigarh, undertook a survey. The study was

examined the adequacy of library collection. Satisfaction of user with regard to

lending, reference and bibliographic services.

Ellis8 analyzed the information seeking behaviour among social scientists

then discussed the use of electronic communication through electronic database

and computer based information online search.

Panwar and Vyas9 insist that teachers are the communicators of thought to

then students, their demand increases for reference books and text books for their

6
Herner S., “The information – gathering habits of American medical Scientists”,
in Proceedings of the International Conference Of Scientific Information, National
Academy of Sciences. The Academy, Washington, DC Vol. 1959; 16 – 21.
7
Jasmer Singh and Hari Singh, “Needs and Expectations of Users from a
University Library”, Indian Journal of Information, Library and Society, 6 : 1993;
219-230.
8
Ellis D et al., “A comparison of the information seeking patterns of researchers in
the physical and social sciences”, Journal of Documentation, 49 (4), 1993 356 – 369.
9
Panwar BS and Vyas S. D., “User Survey of the Women College Libraries,”
Herald of Library Science, Vol.15, No.1, Jan 1976, pp.3-34.
 35

own intellectual development and students also engage themselves in research,

therefore, basic reference works of important subjects need special attention and

consideration by library authority, faculty members and library staff.

Deshmukh10 by his study suggests that overall collection of all types of

literature is not completely adequate. Efforts should be made to improve the

collection, emphasis should be given on reports and reference books.

Sethi11 has made a study on information seeking behaviour of social

scientists. Results indicated that they did not differ in respect as to how they seek

their information in their choice of channels and sources of information. The

information seeking behaviour of social scientists in developing and developed

countries tend to be different on account of differences in the social systems.

Infrastructure for collection is the storage utilization of information.

Rolinson12 et al., conducted a study of percentage, whereas the latter

adopted the Chi-square (X2) techniques.

10
Desh Mukh, G.R., “Users survey of soil conservation research institute library”,
Annals of Library Science and Documentation, 1983, 30 (1), pp.31-34.
11
Sethi, A.R., Information seeking behaviour of social scientists : An Indian
perspective, Hindustan Publication Company, Delhi, 1990.
12
Rolinson, H., “Information use pattern of social scientist”, Annals of Library
Science and Documentation, 38, 1995, 32 – 40.
 36

Geetha and Biswas13 reported in their study that the students are our largest

single group of users we keep most of them on our door steps only.

Krishan Kumar 14 has conducted a survey concerning teachers and research

scholars in the department of chemistry, university of Delhi. The important

finding of this survey was quite a large percentage of research scholars do not use

the library as much as they ought to. The majority of the researchers (71 per cent)

feel the need to improve their skills in the use of Science and Technology

literature.

Ford Geoffrey15 conducted a survey on user behaviour in university

libraries, in his analysis of user studies, the important finding of this review of

research in user behaviour is that it has yet to be demonstrated that the use of

libraries has any definite influence on anything else.

13
Geetha Balasubramanian and Biswas, S.C., “Readers and their reading trends in
the British Council Library”, Delhi Annals of Library Science and Documentation
1980, 27 (1-4), 66-77.
14
Krishna Kumar, “Users survey concerning teachers and research scholars in the
Department of Chemistry, University of Delhi”, Annals of library science, December, 1968,
15 (4) : 175-207.
15
Ford, G., “Research in User behaviour in University Libraries”, Journal of
Documentation, March 1973, 29 (1), pp.85–106.
 37

A survey was made by Mallaiah and Badami16 to know the opinions of

research scholars of the services and facilities of Mangalore, University library.

Satyanarayana17 in his findings reports that information is a powerful

instrument in society and it is a large part in improving the quality of life for

individuals. The library should become a source of information for decision

making and socio-economic developments. Each community requires library

services tailored individual needs. The support co-operation of the community is

one of the essential facts to develop the libraries as an effective community for

their information needs.

The study carried out Awogbami18 on the faculty members of twenty four

Nigerian Universities to discover their perceptions of librarians and to determine

the nature and extent of their interaction with the librarians.

Prasad and Tripathi19 carried out a study based on a sample of 26 physical

and social scientists. So, the findings can be generalized. Although the findings

16
Mallaiah. T. Y. and Badami, K. K., “Library and Information Service facilities in
mangalore university library from the research Scholars view : A survey”, Annals of
Library Science and Documentation, 40 : 1993; 155-165.
17
Sathyanarayana M., “Information needs Planning on effective Library, Indian
Journal of Information & Library”, Indian Journal of Information & Library Science,
Vol. 10, No.1 – 2 Jan – June, 1997.
18
Awogbami, P. A., “Teaching faculty members perceptions of Librarians : A
survey”, International Library Movement, 17 : 1995; 45 – 51.
19
Prasad H N and Tripathi Manorama, “Information Seeking behaviour of physical
Scientist and Social Scientists : A Report”, Annals of Library Science and
Documentation, Vol. 45, No. 2 June 1998; 41 – 48.
 38

provide significant insight into the similarity and differences in the information

seeking behaviour of physical and social scientists in India.

Abifarin 20 says that the most of the students do not know how to use the

library catalogue which is the key to holding of each library. Their reason for this

is, that it is time consuming and in the end not useful. The need to organize in

service training for library assistants to equip them with the challenges associated

with their duties in order to be more useful to students.

Sasikala21 has conducted a study to know the information seeking

behaviour of managers working in 20 industrial organizations of Andhra Pradesh,

using a questionnaire. Some differences are found in their information seeking

behaviour among the senior, middle and junior managers.

A survey made by Sudharani and Veeranjaneyulu22 to know the opinion

most of the faculty members stated that they are satisfied with the services and

informations for human development of Sri Padmavathi mahila visvavidyalayam

Tripati (A.P.)

20
Abifarin Abimbola, ‘Information seeking behaviour of Agricultural Students in
Selected Nigerian Universities”, Journal of Library & Information Science, Vol. 19,
No.2, Dec. 1994.
21
Sasikala C., “Information seeking behaviour of managers in industry”, IASLIC
Bulletin, 39 : 1994 : 27-31.
22
Sudharani, D.V. and Veeranjaneyulu, K., “Information use : A survey of the
Faculty members of Sri Padmavathi Mahila Viswavidayalayam SPMVU, Tirupathi A.P.”
Indian Journal of Information & Science, Vol.12, No.3–4, July–Dec. 1999: 219-225.
 39

Reviews on Information Literacy

have provided leadership in promoting information literacy as a profound

educational issue requiring a fundamental paradigm shift in educational programs,

their conduct and outcomes.

24
Elder, K. and Miller, J. state that due to the advent of the Internet, the

amount of information available requires searching with a high level of

information literacy skills. Librarians are in the best position to facilitate the

development of these skills and to instruct clients in the use of search and retrieval

tools as they apply to the World Wide Web.

Higgins, Carla & Face, Mary Jane25 outlines the Information Literacy

Program implemented in 1997 at the Southern Oregon University. The program is

learner-centered, supportive and collaborative.

Kamhi-Stein, Lia & Stein, Alan26 describes a model of library instruction

that draws on the collaborative efforts of teams consisting of content faculty,

23
Bundy, Alan, “Information Literacy: The 21st Century Educational Smartcard”,
AARL, December, 1999, pp.233-250.
24
Elder, K. and Miller, J., “New Technology, Traditional Approaches: Librarians,
Training and the Internet”, AARL, Vol..29, No.1, 1998, pp.34-41.
25
Higgins, Carla & Face, Mary Jane 1998 'Integrating Information Literacy Skills
into the University Colloquium: Innovation at Southern Oregon University', Reference
Services Review, Fall, pp.17-31.
26
Kamhi-Stein, Lia & Stein, Alan 1999 'Teaching Information Competency as a
Third Language: a New Model for Library Instruction', Reference & User Services
Quarterly, vol.38, iss.2, pp.173-179.
 40

reference librarians or subject specialists and English as a second language

teachers.
27
Litten, Anna explained the process one library went through in coping

with changes in the library instruction program. Covers topics such as defining

goals and devising strategies for improving the experiences of members of the

teaching team.

28
Lupton, Mandy argues that in order to facilitate students’ “getting of

wisdom”, librarians who design and deliver information literacy should see

themselves as teachers rather than trainers. It compares the role of the school

teacher-librarian with that of the academic teaching librarian.

Pickering, Thomas and Nancy29 traces the development of information

skills instruction and discusses research practice in the school library media

center.

27
Litten, Anna 2002 ‘We’re All in This Together: Planning and Leading a Retreat
for Teaching Librarians’, Journal of Library Administration, vol.36, iss. 1/2, pp.57-69.
28
Lupton, Mandy 2002 ‘The getting of wisdom: Reflections of a teaching
librarian’, AARL, vol.33, iss.2, pp.75-85.
29
Pickering, Thomas and Nancy, Information Literacy and Information Skills
Instruction, Applying Research to Practice in the School Library Media Center,
Englewood: Libraries Unlimited, 1999.
 41

Spitzer, Kathleen et al.,30 traces the history and development of information

literacy; examines the economic necessity of being information literate, and

explores the research related to the concept.

31
Breivik, Patricia made an in-depth examination of resource-based

learning as an important new paradigm for higher education. This concept shifts

the focus from teaching to learning by requiring students to select their own

learning materials from real-world information resources.

Bruce, Christine 32 examines the varying experience of information literacy

as an alternative to the behavioural model that dominates information literacy

education and research.

Albrecht, Rebecca & Baron, Sara 33 highlight the importance of instruction

and information literacy skills in academic libraries, in relation to market needs,

literacy standards, and graduate preparation for meeting these needs and

standards, both from the perspective of the employer and employee.

30
Spitzer, Kathleen et.al. Information Literacy: Essential Skills for the
Information Age, New York: ERIC Clearinghouse on Information & Technology, 1998.
31
Breivik, Patricia, Student Learning in the Information Age, Phoenix:
American Council on Education/Oryx Press, 1998.
32
Bruce, Christine, The Seven Faces of Information Literacy, Adelaide: Auslib
Press, 1997.
33
Albrecht, Rebecca and Baron, Sara, ‘The Politics of Pedagogy: Expectations and
Reality for Information Literacy in Librarianship’, Journal of Library Administration,
vol.36, iss. 1/2, 2002, pp.71-96.
 42

Bruce, Christine34 analyses the information literacy research territory as it

is represented by the emerging collective consciousness of information literacy

researchers.

Bosseau, Don & Martin, Susan35 discusses the assessment of student

learning: levels of assessing information literacy outcomes; methodologies for

campus wide assessment of information literacy; and information on the most

meaningful assessment models.

Hepworth, Mark36 concerns the inclusion of information literacy and skills

training in the undergraduate curriculum. In general it was found that students had

limited skills in the area of information literacy. Based on these findings

recommendations were proposed to help develop information literacy and skills

and incorporate their delivery in the university curriculum.

34
Bruce, Christine, 'Information Literacy Research: Dimensions of the Emerging
Collective Consciousness', AARL, June, 2000, pp.90-109.
35
Bosseau, Don and Martin, Susan, 'We Are Teaching, But Are They Learning:
Accountability, Productivity, and Assessment', Journal of Academic Librarianship,
vol.25, iss.4, 1999, pp.304-305.
36
Hepworth, Mark, “A Study of Undergraduate Information Literacy and Skills:
the Inclusion of Information Literacy and Skills in the Undergraduate Curriculum”,
1999.
 43

Studies on professional development

Abdal-Haqq37 examines the problems with providing professional

development for teachers and offers a variety of ways to overcome these

obstacles. The inefficiency of inflexible school schedules is cited as a major

barrier, as well as the culture of schools in which a teacher's absence is considered

unfavorably. This paper analysed eleven characteristics of effective professional

development.

Champion, R.38 stresses the importance of developing an evaluation plan

before beginning any new major staff development program. She presents four

phases of work to consider before starting the evaluation:

organizing the process includes forming a steering committee, setting

lines of communication, and agreeing on the primary purpose of the plan;

designing the evaluation includes generating questions and potential data

sources; determining the evaluation approach; and creating a system and a

schedule for collecting, analyzing, and interpreting data;

preparing to report includes determining who needs to know the results

and how you will present them; and

37
Abdal-Haqq, I., Making time for teacher professional development. ERIC
Digest. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education.
(ERIC Document Reproduction Service No. ED400259), 1999.
38
Champion, R., “Taking measure: Map out evaluation goals”, Journal of Staff
Development, 23(4), 2002, 78-79.
 44

creating the work plan includes listing and assigning all tasks, and being

realistic with a timeline.

Champion39 stresses the importance of participant accountability in

assessing the effectiveness of teacher professional development programs. She

offers the following suggestions for making sure a program is accountable for

participant learning: let the participants know up front that their learning progress

will be checked throughout the activity; design the professional learning

experience to ensure participants' learning success; check learning progress early

and often; model what you teach about assessment tools; use the learning data

immediately to improve the program; respect the learners' privacy; check learning

at higher levels; before using any learning assessment tool, work out the bugs;

assess the important constructs and skills; remember to move on to the next

evaluation question.

Corcoran40 stresses the urgency of reforming teacher professional

development. He asserts that state policymakers have traditionally ignored this

subject, expecting local school boards and administrators to develop and

39
Champion, R., “Taking measure: The real measure of a professional development
program's effectiveness lies in what participants learn”, Journal of Staff Development,
24(1), 2003, 75-76 2003.
40
Corcoran, T. B., Helping teachers teach well: Transforming professional
development (CPRE Policy Brief). Philadelphia: Consortium for Policy Research in
Education, 1995.
 45

implement programs to help teachers stay current. This Policy Brief covers the

organization, costs and effects on practice of such programs. It also suggests a

framework for designing and assessing policies and programs.

Garet et al.,41 using a national probability sample of 1,027 mathematics and

science teachers, present the first large-scale empirical comparison of the effects

of different features of professional development on teachers' learning. Their

research shows three basic features of professional development activities that

have identifiable, positive effects on the teachers' increases in knowledge and

skills and changes in classroom practice: focus on content knowledge,

opportunities for active learning, and coherence with other learning activities.

Joyce and Showers42 offer an expanded guide for making a reality their

prediction of staff development as a human resource development system

designed to change the nature of education. They offer practical advice in the

form of case studies, research, and illustrations from their own experiences. They

respond to frequently asked questions from teachers and administrators: How can

we develop the skills needed to implement new curricular and instructional

41
Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K., What makes
professional development effective? Results from a national sample of teachers.
American Educational Research Journal, 38(4), 2001, 915-945.
42
Joyce, B., and Showers, B., Student achievement through staff development
(3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development,
2002.
 46

knowledge? How can we embed the study of student learning into staff

development? How can we adapt learning environments to meet individual needs?

The authors provide direction for all interested in achieving the goal of lasting

student success.

Riggins-Newby 43 suggests incorporating a variety of experiences into the

professional development plans of public schools as they face increasing demands

brought about by societal and economic changes. She offers three professional

development strategies designed for urban school environments: mentorship, peer

coaching, and study groups.

44
Allen, Susan considerable information on how to use special collections

in bibliographic instruction, noting that the appeal of real, original, older materials

may have considerable impact on undergraduates. This paper discusses several

projects of the sort the author has in mind; very useful for someone considering

displays or bibliographic instruction.

43
Riggins-Newby, C. G. November/December. Enhancing professional
development. Principal, 82(2), 8, 2002.
44
Allen, Susan M. "Rare books and the college library: current practices in
marrying undergraduates to special collections. Rare Books & Manuscripts
Librarianship 13:2 1999, p. 110-19.
 47

45
Case, Beau made survey of two major ARL libraries to determine how

effective they were at adding faculty publications to their library. The study made

several suggestions as to why they were ineffective point to means of adding more

faculty publications. One point in particular: academic administration often

generates lists of publications by faculty members, but these are seldom used as a

collection development tool.

Fountain, Kathleen Carlisle46 concludes that formal evaluation guidelines

for Web projects are very helpful in ensuring their proper consideration when

performance reviews roll around. Presents results of a survey of designer

satisfaction and evaluation of the effects of web site projects on professional

promotion and recognition.

Garnsey, Beth 47 report a survey of the types of e-mail reference services

offered, noting that

there was a great variety in the ways libraries handled e-mail

reference services,

45
Case, Beau David. "The acquisition of faculty member publications at their
university libraries." Library Resources & Technical Services 44:2 April 2000, p. 84-91.
46
Fountain, Kathleen Carlisle. "Perceptions of acceptance: evaluating World Wide
Web projects in performance reviews." College & Research Libraries 62:3 May 2001, p.
260-268.
47
Garnsey, Beth A. and Powell, Ronald R ."Electronic mail reference services in
the public library. Reference & User Services Quarterly 39:3 Spring 2000, p. 245-54.
 48

patrons tended to use it as much for research questions as for ready

reference questions,

e-mail reference use was low but grew steadily with time,

patrons loved the ability to ask a question when it occurred to them,

not much later. It is observed that surveying of patrons was difficult

as few libraries were willing to provide addresses to the researchers,

due to confidentiality issues.

Jones, Philip48 analyzes the recent flourishing of team theory in library

management literature, it concludes that it overlooks the question of who is

accountable if the team fails. Jones suggests that the "flattened" library, rather

than being an ideal of democratic self-government, has the tendency to turn into

an autocracy if no one other than the library director is actually responsible for

anything. There is also the question of how group responsibility works in a legal

environment of individual contracts.

49
Kenneday, James discusses the importance of integrating material into

regular course, and building on material presented in earlier years of college

study. It recommends provision of annotated bibliographies covering the major

48
Jones, Philip J. "Individual accountability and individual authority: the missing
links." Library Administration and Management 14:3 Summer 2000, p. 135-145.
49
Kenneday, James R. "Integrated library instruction" in User instruction in
academic libraries: a century of selected readings (Metuchen, NJ: Scarecrow Press,
1986), p. 231-241.
 49

reference sources for the problem(s) the students are studying in their class. It

discusses four levels of instruction: pre-freshmen just in, freshmen writing their

first research paper, juniors beginning their majors, and seniors trying to integrate

everything.

Roberts, Gary 50 discussed the reasons for, and development of, a database-

driven web site basically, a site, which takes a database of resources and

automatically generates subject-specific Hyper Text Machine Language pages

listing appropriate resources. It includes print and web resources. Very useful for

webmasters or libraries contemplating a move to a database-driven web site.

Lindsey, Thomas summarizes the responses to a GOVDOC-L query about

how government documents library staffs were dealing with distance education

courses and courses which required their students to use federal government

information.

Leach et al.,51 Reports on a survey on the extent and interest in continuing

professional development for librarians and information professionals by means

of computer networks, network based course materials and teleconferencing.

50
Roberts, Gary. "Designing a database-driven Web site, or, The evolution of the
InfoIguana." Computers in Libraries 20:9 Oct. 2000 p. 26-32.
51
Leach, K., J. Arundale, and G. Bull. "The use of information networking for
continuing professional development." BLRD Report (British Library. Research and
Development Department), 6229, 1996.
 50

52
Harris, Steve summarizes how new technology offers opportunities and

potential for learning among information professionals. It describes the use of

collaborative learning, electronic mail groups, computer conferences, and

multimedia.

McMahon, Teresa et al.,53 describe a graduate-level seminar involving

professors and students and Indiana University and Michigan State University in a

joint distance-education venture. Discusses background, evaluation goals,

instructional strategies and more.

54
Arkins, M. J describes interactive educational technology and discusses

its use in the classroom. Asserts that research about the effectiveness of

interactive technology ignores links to curriculum goals and educational

objectives.

52
Harris, Steve. "Potential of Information Networks for Library and Information
Science Education." Online & CD-ROM, Vol. 19, no. 1, 13-16, Jan. 1995.

53
McMahon, Teresa et al. "Interactive technology and inter-university team
teaching." Journalism and Mass Communication Educator, Vol. 50, no. 2, p. 62-70,
Summer 1995.
54
Arkins, M. J. "Evaluating interactive technologies for learning." Journal of
Curriculum Studies, Vol. 25, no. 4, p. 333-42, Jul/Aug. 1993.
 51

It could be seen from the above discussion that many studies have

highlighted the importance of information seeking behaviour, information

communication technology and so on. Further, a few studies have narrated the

content and coverage of information literacy. However, these studies have been

mainly done in western countries and some other foreign countries and only a few

studies have been conducted in developing countries like India. This is a major

research gap. In order to fulfill this research gap, the present study is being carried

out. This objective has been satisfied to a great extent.

Edda Tandi Lwoga55 conducted a study on Innovation in Library and

Information Services in supporting Africa’s industrial development. This study

draws from the extensive literature review and various case studies to discuss the

following: economic value of information and knowledge; role of innovative

library and information services for industrial development; Other initiatives that

facilitate access to knowledge and information in Africa; and explores ways on

how best libraries and information centers can be used to foster innovation for

industrial development in Africa. The analysis raises the need for libraries to

change their roles and become active and dynamic knowledge facilitators by

adding value to their services required to manage and convert information into

knowledge. Librarians need to engage with the communities, where the business

55
Edda Tandi Lwoga (2010), “ Innovation in Library and Information Services in
supporting Africa’s industrial development Economic Commission For Africa” Second
Session of The Committee on Development Information Science And Technology
(Codist-Ii), 02 – 05 May 2011.
 52

and industrial communities are both contributors and equal partners in knowledge

construction, in order to play a key role in innovation and industrial development

in Africa. Recommendations are given on how best libraries can respond to the

information and knowledge needs of the business and industrial community, and

foster innovation and industrial development in Africa.

This survey study examined the attitudes of library staff to the use of ICT

in Kenneth Dike Library. The sample for this study includes 101respondents

comprising 21 professional librarians, 32 Para-professionals and 48 non

professional staff of the library. The study developed and utilized Attitudes of

Library Staff to the Use of ICT Scale (ALSUICTS) to elicit information from the

respondents. The Friedman test was carried out and Pearson correlation matrix

where (df = 39, r.obs = 5, at P<0.05) was used in analyzing the data. The findings

showed that generally library staffs in Kenneth Dike Library have a positive

attitude toward the use and implementation of ICT and that knowledge of ICT and

training influence positive attitudes towards ICT. Based on the findings it is

recommended that staff of libraries be trained to allay the fears and anxiety about

the use and application of ICT in their respective libraries”.

As reported by Omotayo56 22 (8.98 per cent), 67 (37.35per cent), 102

(41.63 per cent), 34 (13.88 per cent) and 20 (8.16 per cent) of the total population

56
O.E.L. Eguavoen (2011 ) conducted a study on “ Attitudes Of Library Staff
to The Use Of Ict: The Case Of Kenneth Dike Library, University Of Ibadan, Nigeria.”
,Ozean Journal of Social Sciences 4(1), 2011.
 53

of 245 used electronic journals daily, weekly, monthly, bi-monthly and

occasionally respectively. A majority use e-journals monthly, while 52per cent of

total population in Borrego, et al. stated that they use electronic journals

exclusively or mainly.

Thanuskodi57 identified and tested ten e-journal sources: Highwire Press,

MedBio World, Ingeta, All Health Net, Blackwell Synergy, Medind, Science

Direct, LWW Online, Springer Link, and Health Inter Network India and found

that the respondents preferred the Highwire Press CD-ROM database with a mean

score of 4.15 on a 5 point rating scale.

Aramide, K.A., & Bolarinwa, O.M.58 the second highest preference in terms

of e-resources usage after e-journals is the Web and e-mail with 30 (57.69 per

cent) and 41 (78.84 per cent) among teachers, whereas 23 (76.66 per cent) and 18

(60.00 per cent) among research scholars use them, respectively.

57
Thanuskodi, S. (2010). Use of Internet and electronic resources for medical
science information: A case study. Journal of Communication 1(1): 27-44.
58
Aramide, K.A., & Bolarinwa, O.M. (2010). Availability and use of audiovisual
and electronic resources by Distance Learning Students in Nigerian Universities: A case
study of National Open University of Nigeria (NOUN), Ibadan Study Centre. Library
Philosophy and Practice. Available: http://unllib.unl.edu/ LPP/aramide-bolarinwa.htm.
 54

Omotayo, B.O.59 discovered that search engines are an essential electronic

resource for students of private universities in Ogun State, with 51 (45.95 per

cent) of the total population of 111 using them very frequently.

Academics at Obafemi Awolowo University, Ile-Ife, use electronic

resources mostly for literature search in research and professional growth (Salaam,
60
M.O., & Adegbore, A.M. ). Kumar and Kumar, however, highlighted six reasons

for using electronic information sources. Users in the study use electronic sources

in support of their study (70 per cent) and teaching (59 per cent). One-third of

respondents used the sources for project work. Eight-eight percent of medical

science users accessed electronic information sources for study, followed by

engineering (67 per cent) and management studies (55per cent).

Ansari and Zuberi61 report that about one-third (32per cent) of respondents

use electronic resource for research. About one-quarter (29.4per cent) use it to

prepare lectures and 24.8per cent for gaining subject knowledge.

59
Omotayo, B.O. (2010). Access, use, and attitudes of academics toward
electronic journals: A case study of Obafemi Awolowo University, Ile Ife. Library
Philosophy and Practice. Available: http://unllib.unl.edu/LPP/omotayo.htm.
60
Salaam, M.O., & Adegbore, A.M. (2010). Internet access and use by students of
private universities in Ogun State, Nigeria. Library Philosophy and Practice. Available:
http://unllib.unl.edu/LPP/ salaam-adegbore.htm.
61
Ansari M.N., & Zuberi, B.A., (2010) Use of electronic resources among
academics at the University of Karachi. Library Philosophy and Practice. 2010: 4-5.
Available : http://unlib.unl.edu/LPP/ansari-zuberi.htm.
 55

Muhammad Tayyab Alam Bukhari, Muhammad Maqsood Alam Bukhari,

Najma Ranjha, Khurshid Ahmad, Fouzia Naz.62 The use of library by the students

of Foundation University College of Liberal Arts and Sciences, Rawalpindi. The

importance of library as an institution has been realized. To investigate the present

use of library by the students (b) to analyze the organizational set up of library for

the purpose of effective learning (c) to identify the problems faced by the students

in the use of library and (d) to give recommendations for effective use of library.

The nature of this study was descriptive. The population of this study consisted of

all the MA /M.Sc. level students. One hundred and eighty students of various

programs were selected randomly as sample. A self developed questionnaire

consisting of 10 items was used as instrument for data collection. It was

concluded that the majority of the students hesitated to use the library because of

the problems they faced during its use. Lack of books, lack of organizational set

up and lack of space and other physical facilities were the major factors associated

with the less use of library.

62
Muhammad Tayyab Alam Bukhari, Muhammad Maqsood Alam Bukhari,
Najma Ranjha, Khurshid Ahmad, Fouzia Naz (2011). Use of Library by the Students of
Foundation University College of Liberal Arts and Sciences, Rawalpindi, Information
Development, 5(2), 108-114.
 56

Susanne F. Paterson & Carolyn White Gamtso63 examines how faculty and

librarians’ own approaches to and attitudes toward library tools, as well as their

assumptions about student research practices, can be transformed to help students

view learning as a recursive, creative, and ongoing inquiry. Through a case study

documenting a Freshman Composition library instruction session, the authors

demonstrate how to collaborate to craft an analytical assignment that stresses

knowledge as process. The intent of the session is to transform library instruction

from tool-based demonstrations to investigative, problem-based learning

exercises. The library instruction session moves beyond developing students’

information-gathering expertise by focusing on the development of transferable

knowledge and critical thinking skills.

Weldon.64 Microsoft SharePoint is being used in Government, private,

public and association offices throughout the United States. SharePoint was

created to increase accountability for projects within a team environment. How

could SharePoint help increase accountability in information management? in the

hopes of helping information professionals understand what SharePoint really is

63
Susanne F. Paterson & Carolyn White Gamtso (2012). Guiding students from
consuming information to creating knowledge, Communications in Information Literacy,
Volume 5, Issue 2, 2012.
64
Weldon: Knowledge Sharing Through MS SharePoint, Collaborative
Librarianship 4(1):23-30 (2012)
 57

in the information world and how it can be applied to libraries and other

information management organizations.

Gunn, M. and Miree, C.E.65 discusses the difference among students‟

discipline-specific information literacy (IL) skills by studying first-year and final-

year undergraduate business students. An online IL tutorial was designed and

delivered to both student groups with a two-fold goal. IL skills to test academic

staff’s assumptions that the business students who are about to graduate have

already acquired the requisite IL despite the lack of mandatory business-specific

IL sessions. The first-year and final-year business students are not significantly

different in their performance and that both groups received a significant positive

impact as a result of taking the same IL tutorial online. The study can inform

librarians‟ decisions on how to design online learning targeting students from

different academic levels.

Lahlafi, A. E., Rushton, D. and Stretton, E.66 discusses the development

and impact of an information literacy (IL) collaborative initiative to improve

business students' web searching skills, in order to support their academic work

65
Gunn, M. and Miree, C.E. (2012). Business information literacy teaching at
different academic levels: an exploration of skills and implications for instructional
design, Journal of Information Literacy, 2012. 6(1), pp. 18-34.
66
Lahlafi, A. E., Rushton, D. and Stretton, E. 2012. Active and reflective learning
initiatives to improve web searching skills of business students. Journal of information
literacy, 6(1), pp. 35-49.
 58

and develop the IL skills required by future employers. It considers the use of a

range of interactive learning activities in a lecture setting - not the preferred

setting for information skills - coupled with a web-based research assessment and

student reflection on the development of their web searching skills. Student

feedback and reflective practice is reviewed and ways of further developing

activities to address student feedback and promote further student engagement are

suggested.

Karen Harbo.67 As a development group at a national level we see our role

as facilitating an innovative culture within academic libraries, focusing on users’

needs and the way libraries meet them.

It introduced practical ways for library staff to get to know their users’

needs for services and was based on anthropological methods. There is an

ongoing need for academic libraries to improve their services. One strategy is to

become more aware of the users’ needs. On the one hand we have libraries which

give access to a lot of information, offer courses in information literacy and strive

to be a part of the learning environment. On the other hand we are not always

certain of the needs of our users.

67
Karen Harbo (2012). Getting to Know Library Users’ Needs — Experimental
Ways to User-centred Library Innovation Liber Quarterly 21 (3/4), April 2012, P.367–
385.
 59

In order to discover the shortest route from knowledge via idea to action,

we looked for methods that can be employed by librarians or library information

specialists.

The goal of the study is to give other libraries inspiration for ideas,

concepts and concrete tools to study user behaviour and become more aware of

the user’s needs for service. A presentation of the concept and concrete tools,

discussion of the concept of user logic and library services. A short list of studies

carried out by librarians and discussion of further perspectives.

Umut Al68 to identify the bibliometric characteristics of research

librarianship literature and to visualize relationships in research librarianship by

means of social network analysis. This study can be used by the research

librarianship community to better understand their core literature.

K. S. Sivakumaren, S. Swaminathan69 examines the usage of library

resources and services by LIS research scholars who are pursuing programmes of

M.Phil. and Ph.D., under both full-time and part-time schemes in various

universities/colleges in Tamil Nadu, India. A well-structured questionnaire was

68
Umut Al (2012). Trends in Research Librarianship Literature: A Social
Network Analysis of Articles, Liber Quarterly 21 (3/4), April 2012, P429–444.
69
K. S. Sivakumaren, S. Swaminathan (2012). Usage of Library Resources and
Services among LIS Research Scholars in Tamil Nadu, India, Chinese Librarianship: an
International Electronic Journal, 33. URL: www.iclc.us
 60

designed and distributed among research scholars to collect data relevant to the

study. Of 125 questionnaires distributed, 103 were returned. It is found that the

majority of research scholars have used Internet, electronic journals, online

databases, and e-mail to collect information for their research. It is recommended

that librarians/library staff should create awareness on library resources and

services among research scholars and be trained in utilizing library resources and

services.

Selenecolburn; Laurahaines.70 With the emergence of social networking

and web 2.0 applications, libraries have the means to reach users through

interactive web based tools patrons already use in their personal lives, such as

Facebook and You Tube, to understand the ways that libraries are using You tube

for outreach purposes. Using a methodology adapted from studies in medical

literature, the authors identified and analyzed library promotional videos on You

Tube, both in relation to other works depicting libraries and librarians and as a

unique category of content.

The top five referring Web sites to each video, thus allowing a basic

understanding of the viewership of library promotional videos and their abilities

to reach intended audiences. The interactive features supported by You Tube to

70
Selenecolburn; Laurahaines (2012). Measuring Libraries’ Use of You Tube as
a Promotional Tool : An Exploratory Study and Proposed best practices, Vol.6, No.1,
January 1, 2021 [Page 5-31].
 61

gain insight into the ways viewers were responding to and interacting with videos,

including comments and the ability to mark videos as favorites.

The library professionals comprise a significant portion of viewers for

library promotional videos, creators can increase viewership by the intended

audience if they frequently and strategically feature online video content in Web

sites, local or campus communication vehicles, and social media environments.

The quantitative and qualitative measures developed for this study are offered is

possible metrics for the assessment and evaluation of online library video content,

and for libraries’ use of social media forms. Based on these measures, and

following the review of hundreds of videos with library-based content, a set of

evidence-based best practices for the use of online video as a promotional tool by

libraries.

Laniecemiller’ Miriamblake; Melaniesorby.71 Libraries are becoming more

involved in the complex task of managing the digital assets created by members

of their institutions. Many tools have been created to help librarians understand

and solve the problems associated with this task. The institutions assess their

current readiness and ability to manage digital assets.

71
Laniecemiller’ Miriamblake; Melaniesorby (2012). Evaluation of the Assessing
Institutional Digital Assets (AIDA) Toolkit, Vol.31, No.1, January 1, 2012, [Page 92-99].
 62

Lan Shen.72 Librarian – faculty relations are essential to library collection

development. First of all, the reasons for the customary disconnect between

librarians and faculty in light of their different priorities, visions, expertise, and

status. In an attempt to bridge the librarian-faculty separation, a horizontal

strategy is proposed focusing on financial collaborations between the library and

other academic departments on campus, such as adopting the balanced budget,

fair and rotated resource allocation, and prioritized investment through providing

a General Reserve Fund. A vertical strategy is also proposed defined as an

organizational and professional partnership through three different vertical levels,

namely, the university, unit (department / program), and individual levels. At the

university level, while the collaboration needs to cover the areas of book

selection, evaluation, preservation, weeding, and cancellation, it should also rely

on campus-wise workshops as an effective way of improving collection

development and professional training. At the unit level, in addition to the

department liaison mode, it is advisable to organize specific forums focusing on

the special needs required by different academic programs and departments.

Individual level collaboration is critical to achieving the proposed goals as all

institutional strategies must rely on individual efforts. Librarians should provide

individual, informal, and customized outreach services.

72
Lan Shen (2012). Improving the Effectiveness of Librarian – Faculty
Collaboration, Vol.4, No.1, 2012, [Page 14-22].
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Younghee Noh.73 Concludes that provide an input-output analysis of

electronic resources in academic libraries by verifying evaluation indicators and

applying them to the digital library environment. It measures the performance of

electronic resources in academic libraries.. To measure the efficiency of the

input-output ratio, evaluation indicators were divided into inputs and outputs,

Inputs refer to the e-resource use environment as well as the acquisition of e-

resources such as web DB, e-books, e-journals, and so on. To measure

performance accurately, results / effectiveness must be included. However, this

study focused on quantifiable input and output factors. It is recommended that

future research include user satisfaction and learning effects, to consider the

performance of electronic resources in depth. It contributes to improving the

reliability of library evaluation.

73
Younghee Noh, (2012). A study measuring the performance of electronic
resources in academic libraries, Aslib proceedings Vol.64, pp.134-153.