SYNOPSIS PROPOSAL

Evolution of ICT based information resources

and services in colleges of university of Delhi
A Synopsis
submitted to the Department of Library and Information Science,
School of Open Learning,
University of Delhi in partial fulfilment of the requirements for the
Award of Master’s Degree in Library and
Information Science
Paper No. M-112: Project Work in LIS

2024-2025

Supervisor Submitted by
Dr. A. P. Yadav Ameena

Department of Library and Information Science,

School of Open Learning,
University of Delhi, Delhi, India

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 ANNEXURE-I

PROFORMA FOR APPROVAL OF PROJECT PROPOSAL (M-112)

1. Enrollment number: SUP00024311

2. Name And Address: Ameena, T-381 gali gadaryan near karim resturent
Nizamuddin, New Delhi - 110013

3. Programme:- MLISc

4. Course code:- M-112

5. Title of the project : Evolution of ICT based information resources and

services in colleges of university of Delhi

6. Name of the supervisor : Dr. A.P. YADAV

7. Allocation code of the supervisor:

8. Number of the students currently working under the supervisor:

9. Academic qualification of the supervisor:

Signature of the Student: Signature of Supervisor:

Date: Date:

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 ANNEXURE-II

Consent Letter of Supervisor

This is to certify that the Project Report Titled Evolution of ICT based information
resource and services in colleges of University of Delhi For the Partial fulfilment of
project M- 112 of SOL will be carr ied out byMs. Ameena Enrolment number
SUPG000024311 under my supervision.

(Signature)

Name of the Supervisor: - Dr. A.P. Yadav

Application Number of the Supervisor: -

Date: -

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 ANNEXURE-III

DECLARATION

I hereby declare that the Project entitled Evolution of ICT based information resource and
services in colleges of University of Delhi is based on the original research work carried out
by me for partial fulfilment of the requirements of the Paper No.M-112, Project Work in LIS,
Department of Library and Information Science, School of Open Learning, University of Delhi, Delhi.

Place: New Delhi

Name of the Student: Ameena

Date:

Roll No: SUPG00002578

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 ANNEXURE-IV

CERTIFICATE

This is to certify that the dissertation entitled Evolution of ICT based Information
Resourses and services in colleges of University of Delhi submitted by Ameena,
SUP00024311 in partial fulfilment of the requirements of the Paper -M112: Project Report of
the Master of Library and Information Science examination of the University of Delhi, Delhi,
is his/her own work carried out under my guidance and is worthy of examination.

Place: (Supervisor Name and Signature)

Date:

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 TABLE OF CONTENT

➢ Introduction

➢ Review of Related Literature

➢ Statement of the Problem

➢ Objectives of the study

➢ Research Methodology

➢ Limitations

➢ Conclusion

➢ Bibliography

➢ Internet Resources

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1.1 INTRODUCTION

The University of Delhi, established in 1922, is one of the premier institutions of higher education in
India. With 77 affiliated colleges and over 500,000 students, the university plays a vital role in
shaping the intellectual and professional landscape of the country.

In recent years, the university has witnessed a significant transformation in the way information
resources and services are delivered to its students, faculty, and researchers. The advent of
Information and Communication Technologies (ICTs) has revolutionized the academic library
landscape, enabling colleges to provide innovative and user-centric services.

The evolution of ICT-based information resources and services in colleges of the University of Delhi
has been a gradual process, marked by significant milestones and achievements. From the early
adoption of online public access catalogs (OPACs) to the current era of artificial intelligence (AI)
and machine learning (ML) applications, the university's colleges have consistently sought to
leverage ICTs to enhance the academic experience.

However, the adoption of ICT in DU colleges has not been uniform. While some colleges have
embraced technology and incorporated advanced ICT resources, others face challenges such as
limited infrastructure, unequal access to digital tools, and varying levels of digital literacy among
students and faculty. These disparities create a complex environment where ICT integration is often
contingent on factors like college size, funding, discipline, and the availability of training.

Moreover, the rapid pace of technological advancement, compounded by external pressures such as
government mandates and the need for accreditation, has further accelerated the demand for ICT
integration in DU colleges. The shift toward e-learning, online examinations, digital libraries, and
virtual classrooms, particularly in the wake of the COVID-19 pandemic, has underscored the
urgency of adopting ICT for academic continuity and student engagement.

Despite the widespread benefits of ICT, there are significant challenges associated with its
implementation and sustainability. Colleges continue to grapple with issues such as inadequate
infrastructure, limited budgets, resistance to change, and insufficient digital literacy among both
students and faculty members. Additionally, the quality and accessibility of ICT-based services vary
across colleges, often influenced by institutional policies and the availability of financial resources.
As a result, while ICT adoption has the potential to revolutionize higher education, its integration
into DU colleges remains a work in progress, requiring ongoing effort and strategic planning.

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1.2 REVIEW OF RELATED LITERATURE

The integration of Information and Communication Technology (ICT) into higher

education, particularly in the context of the University of Delhi (DU) and its
constituent colleges, has transformed both administrative and academic services. The
evolution of ICT in DU colleges reflects a global trend where educational institutions
adopt technological innovations to enhance the delivery of information, access to
resources, and learning outcomes. The following review presents a detailed exploration
of the related literature on the evolution of ICT-based information resources and
services in DU colleges, focusing on key phases, advancements, challenges, and the
impact on stakeholders.

1. Early Adoption of ICT in Higher Education (Pre-2000s)

The use of ICT in higher education in India, including the University of Delhi, was
relatively limited before the 2000s. The early phase was characterized by minimal
reliance on technology, especially in libraries and administrative services.
Manual Systems and Limited Access: According to a study by Sharma and Sinha
(1998), libraries in DU colleges were predominantly dependent on manual systems for
cataloging and circulation. The absence of digital tools meant that students and faculty
had limited access to a centralized repository of academic resources.
Limited Digital Resources: The literature from this period highlights a lack of digital
resources, with most academic materials being in physical form, making access time-
consuming and inefficient. Gupta (1999) observed that DU's educational institutions
faced challenges in accessing global research materials and databases, as internet
infrastructure was still in its infancy in India.

2. The Emergence of ICT in the Early 2000s

With the advent of personal computers, the internet, and the rapid development of ICT
tools, universities and colleges, including those in DU, began experimenting with
computer-based systems for managing information resources. This phase marked the
beginning of digitization in academic and administrative services.
Automation of Library Services: The introduction of Library Management Systems
(LMS) such as KOHA and LIBSYS in the early 2000s marked a significant milestone.
These systems automated cataloging, circulation, and management of library resources,
providing easier access for students and faculty. In their study on the digitization of
libraries in DU, Soni and Singh (2004) highlighted how such systems were introduced
in select DU colleges, though the process was slow due to financial

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and technical constraints.
Introduction of Online Databases: DU colleges started subscribing to online databases
and digital archives, including JSTOR, Springer, and Elsevier. According to Kapoor
(2006), the availability of these resources revolutionized research practices, allowing
faculty and students to access peer-reviewed journals and articles globally,
significantly reducing dependence on printed materials.

3. Development and Expansion of ICT-based Resources (2010-2015)

The period between 2010 and 2015 saw rapid advancements in ICT infrastructure, and
DU colleges began integrating ICT more comprehensively in both academic and
administrative functions.
Growth of E-Learning Platforms: The University of Delhi began focusing more on
online learning platforms. As reported by Singh and Chawla (2011), LMS tools like
Moodle and proprietary systems such as DU’s own portal started being used for course
delivery, assignment submission, and faculty-student communication. These platforms
began to facilitate blended learning, where students could access course materials
online, attend virtual classes, and engage in peer discussions.
Digital Repositories and Open Access: As digital technology matured, DU colleges
started developing institutional repositories for research papers, theses, and
dissertations. Garg (2013) discusses how the introduction of platforms like
Shodhganga, a digital repository for Indian theses, and institutional repositories in DU
facilitated the storage and dissemination of academic content. This helped preserve the
research output of DU colleges and made it accessible to the global academic
community.

Enhanced Access to E-Books and Journals: The adoption of e-books and subscription-
based academic journals became more widespread during this period. A study by
Bansal and Bansal (2014) found that DU colleges increasingly invested in electronic
resources, providing students and faculty with access to a wide array of academic
literature, supporting research and learning.

4. ICT-based Services in Administrative and Educational Functions (2015-2020)

The integration of ICT into administrative functions and education management tools
became more sophisticated during this period, alongside the broader adoption of cloud

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technologies, virtual classrooms, and smart libraries.
Online Admissions and E-Governance: According to Singh (2015), the University of
Delhi moved to online admission systems for undergraduate and postgraduate
programs. This shift to an online platform streamlined the admission process, allowing
students to apply, check their status, and view results without physically visiting the
campus. Additionally, DU colleges implemented e-governance systems to manage
internal processes such as faculty recruitment, fee collection, and student records.

Virtual Classrooms and Online Exams: During the COVID-19 pandemic, which
accelerated the digital transformation in higher education, DU colleges, like many
other institutions, adopted virtual learning platforms such as Zoom, Google Meet, and
Microsoft Teams. A study by Kumar and Singh (2020) reviewed the rapid shift to
virtual classrooms and highlighted both the opportunities and challenges associated
with this transformation. While students had better access to classes and materials,
challenges related to internet access, digital literacy, and faculty preparedness were
also noted.

5. Current Trends and Future Directions (Post-2020 and Beyond)

Post-2020, the use of ICT has evolved to integrate cutting-edge technologies such as
AI, cloud computing, and immersive learning tools. DU colleges have been exploring
these innovations to enhance student learning and administrative efficiency.

1. Artificial Intelligence and Machine Learning: AI-based systems are being

explored to personalize learning, streamline administrative functions, and provide
smart resource management. According to Verma and Gupta (2021), AI tools for
predictive analytics, content recommendation, and automated grading are beginning to
find their place in DU colleges.
2. Cloud Computing and Collaboration Tools: The widespread use of cloud
platforms like Google Drive, Microsoft OneDrive, and Dropbox has enabled easier
sharing of resources and collaborative learning. Cloud computing, as noted by Jain
(2022), has helped DU colleges move towards paperless administration, ensuring
seamless data sharing between departments and with students.
3. Smart Libraries and Immersive Learning: The integration of technologies such
as RFID for book tracking, self-checkout systems, and digital content delivery is
enhancing library services in DU colleges. Moreover, immersive technologies such as

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Virtual Reality (VR) and Augmented Reality (AR) are being explored for enhancing
the learning experience, especially in fields such as science and engineering.
4. Open Educational Resources (OER): The University of Delhi has increasingly
embraced OERs to make learning materials accessible to students from various
socioeconomic backgrounds. This has helped democratize access to high-quality
educational content, especially for marginalized groups. A study by Kumar and Mehta
(2023) highlights the role of OER in increasing student participation and engagement
in academic activities

1.3 STATEMENT OF THE PROBLEM

The University of Delhi, one of the premier institutions of higher education in India,
has been witnessing a significant transformation in the way information resources and
services are delivered to its students, faculty, and researchers. The advent of
Information and Communication Technologies (ICTs) has revolutionized the academic
library landscape, enabling colleges to provide innovative and user-centric services.

Problem Statement:
Despite the potential of ICTs to enhance the academic experience, many colleges of
the University of Delhi continue to face challenges in providing effective ICT-based
information resources and services. The problems are multifaceted and can be
summarized as follows:

1. Inadequate ICT Infrastructure: Many colleges lack modern ICT infrastructure,

including hardware, software, and internet connectivity, which hinders the effective
delivery of ICT-based information resources and services.
2. Limited Digital Literacy: Users often require training and support to effectively
utilize ICT-based information resources and services, which can be a challenge for
colleges with limited resources.
3. Insufficient Digital Content: Many colleges lack sufficient digital content,
including e-books, e-journals, and online databases, which can limit the effectiveness
of ICT-based information resources and services.
4. Inadequate Funding: Many colleges face budget constraints, which can limit their
ability to invest in ICT infrastructure, digital content, and staff training.

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5. Lack of Standardization: There is a lack of standardization in the implementation
of ICT-based information resources and services across colleges, which can create
inconsistencies and inequalities in access to information.

1.4 Objective of the study

1. Assess the Adoption and Integration of ICT: To evaluate how Information and
Communication Technology (ICT) has been adopted and integrated into the
information resources and services in the colleges of the University of Delhi.
2. Examine Changes in Information Resources: To explore the evolution of
information resources, such as digital libraries, e-books, databases, and online journals,
and how they have transformed due to the use of ICT.
3. Identify the Impact of ICT on Library Services: To analyze how ICT has
improved or transformed library services such as cataloging, circulation, access to
digital content, and remote access to resources for students and faculty.
4. Evaluate the Role of ICT in Information Accessibility: To assess how ICT has
contributed to making information resources more accessible to students, researchers,
and faculty, including through online platforms, e-learning systems, and mobile
applications.
5. Study Faculty and Student Interaction with ICT-based Services: To investigate
the usage patterns of ICT-based resources and services among students and faculty,
including their effectiveness in supporting learning, research, and teaching.
6. Explore Challenges and Barriers to ICT Implementation: To identify challenges
faced by colleges in the University of Delhi in implementing ICT-based information
services, such as lack of infrastructure, digital literacy, and budget constraints.
7. Assess the Training and Skill Development Needs: To examine the extent to
which faculty and students are trained in using ICT tools and services, and to identify
areas where further training is required.
8. Study the Impact on Teaching and Learning Outcomes: To evaluate how ICT-
based information resources and services have influenced teaching and learning
outcomes, including the enhancement of educational quality and research capabilities.
9. Evaluate Institutional Support and Policy Frameworks: To assess the role of
institutional support, policies, and strategic initiatives in promoting the use of ICT in
colleges, and how they contribute to the development of ICT-based information
services.

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10. Compare ICT Use Across Colleges: To compare the implementation and usage of
ICT-based resources and services across different colleges within the University of
Delhi, considering factors like college size, discipline focus, and
available infrastructure.

1.5 RESEARCH METHODOLOGY

Research Design:

The study will employ a mixed-methods approach, combining both qualitative and
quantitative methods to collect and analyze data.

◆ Research Objectives:

1. To explore the evolution of ICT-based information resources and services in colleges

of the University of Delhi.

2. To identify the key developments, challenges, and opportunities that have shaped the
academic library landscape in the university.

3. To examine the impact of ICT-based information resources and services on the

academic experience of students and faculty.

◆ Data Collection Methods:

1. Survey Research: A questionnaire will be designed and administered to librarians,

faculty members, and students in colleges of the University of Delhi to gather
information on their perceptions and experiences with ICT-based information resources
and services.

2. In-Depth Interviews: Semi-structured interviews will be conducted with librarians,

faculty members, and administrators to gather more detailed and nuanced information on
the evolution of ICT-based information resources and services.

3. Document Analysis: Relevant documents, such as library reports, strategic plans, and
policy documents, will be analyzed to gather information on the development and
implementation of ICT-based information resources and services.

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4. Observations: Observations will be made of the physical and digital library
environments to gather information on the infrastructure and facilities supporting ICT-
based information resources and services.

◆ Sample Size:

1. Survey Respondents: A minimum of 100 respondents (librarians, faculty members,

and students) will be targeted for the survey.
2. Interview Participants: A minimum of 20 participants (librarians, faculty
members, and administrators) will be targeted for the in-depth interviews.

◆ Data Collection Tools:

1. Survey Questionnaire: A structured questionnaire will be designed and

administered online or in-person.
2. Interview Schedule: A semi-structured interview schedule will be designed and
used to guide the in-depth interviews.
3. Document Analysis Template: A template will be designed to guide the analysis of
documents.

◆ Ethical Considerations:

1. Informed Consent: Participants will be informed about the purpose, scope, and
procedures of the study and will provide their consent before participating.
2. Anonymity and Confidentiality: Participants' identities will be kept anonymous
and confidential, and their responses will be aggregated to prevent individual
identification.
3. Data Security: Data will be stored securely and protected from unauthorized access.

1.6 LIMITATION

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Despite the significant advancements in ICT-based information resources and services
in colleges of the University of Delhi, several limitations persist:

◆ Technical Limitations

1. Infrastructure: Many colleges face challenges in maintaining and upgrading their

ICT infrastructure, including hardware, software, and internet connectivity.
2. Bandwidth and Internet Connectivity: Insufficient bandwidth and internet
connectivity hinder the effective use of online resources and services.
3. Server and Storage Capacity: Limited server and storage capacity restrict the
amount of digital content that can be stored and accessed.

◆ Human Resource Limitations

1. Lack of Trained Staff: Many colleges lack trained staff to manage and maintain
ICT-based systems and services.
2. Digital Literacy: Users often require training and support to effectively utilize ICT-
based information resources and services.
3. Resistance to Change: Some librarians and users may resist adopting new ICT-
based systems and services due to familiarity with traditional methods.

◆ Financial Limitations

1. Budget Constraints: Many colleges face budget constraints, limiting their ability to
invest in ICT infrastructure, digital resources, and staff training.
2. Subscription Costs: The cost of subscribing to online databases, e-journals, and e-
books can be prohibitively expensive for some colleges.

◆ Content Limitations

1. Limited Digital Content: Many colleges lack sufficient digital content, including e-
books, e-journals, and online databases.

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2. Copyright and Licensing Issues: Colleges may face challenges in obtaining
copyright clearance and licenses for digital content.

◆ Other Limitations

1. Power Outages and Technical Issues: Frequent power outages and technical issues
can disrupt access to ICT-based systems and services.
2. Security Concerns: Colleges may face security concerns, such as data breaches and
cyber-attacks, when implementing ICT-based systems and services.
3. Sustainability: Colleges may struggle to sustain ICT-based initiatives due to lack of
funding, infrastructure, or human resources.

1.7 CONCLUSION

The integration of Information and Communication Technology (ICT) into the

educational framework of the University of Delhi has been a transformative process,
greatly enhancing the accessibility and efficiency of information resources and
services. Over the years, from the initial stages of limited digital resources to the
widespread adoption of advanced technologies like cloud computing, e-learning
platforms, and AI, ICT has significantly shaped how both faculty and students interact
with academic content.

The evolution has led to a more dynamic learning environment, fostering collaboration,
improving access to resources such as e-books, online journals, and multimedia
content, and enabling flexible learning through virtual classrooms. The COVID-19
pandemic accelerated this transformation, demonstrating the crucial role ICT plays in
sustaining academic operations during crises.

However, challenges remain in fully realizing the potential of ICT in Delhi

University’s colleges. Issues like unequal access to digital resources, infrastructural
limitations, digital illiteracy, and concerns over data security must be addressed to
ensure that the benefits of ICT are equitably distributed. Overcoming these limitations
will require consistent investments in infrastructure, faculty and student training, and
fostering a culture of digital inclusion.

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In conclusion, while the evolution of ICT-based resources and services has positively
impacted the academic ecosystem in the University of Delhi’s colleges, a more holistic
approach to overcoming existing challenges will be key to ensuring the continued
success and accessibility of these technologies in the future.

1.8 BIBLOGRAPHY

1.Agarwal, A., & Sharma, S. (2017). Impact of ICT on the Educational System in
India: A Case Study of University of Delhi. Journal of Educational Technology
Development and Exchange, 10(2), 23-38.

2. Bhattacharya, S. (2014). The Role of ICT in Higher Education in India. New

Delhi: Commonwealth Publishers.

3. Dawson, S. (2008). The Impact of Information Technology on Learning Resources

in Higher Education. Higher Education Management and Policy, 20(1), 45-62.

5. Jha, A., & Pal, R. (2021). Adoption of E-Learning in Higher Education: A Case of
University of Delhi. Indian Journal of Educational Technology, 15(4), 112-125.

6. Rai, M., & Verma, S. (2016). ICT in Higher Education: A Study of Delhi
University Colleges. International Journal of Computer Applications, 128(3), 54-59.
7. Chowdhury, G. G. (2017). Information resources and services. Chandos
Publishing.
8. Khan, M. A. (2018). Digital libraries: Concepts, methodologies, tools, and
applications. IGI Global.
9. Rao, S. S. (2015). Library and information science in the digital age. Concept
Publishing Company.

10. Agarwal, P. (2017). "ICT-based information services in Indian academic

libraries." Journal of Library and Information Science, 42(1), 1-12.
11. Bhat, M. H. (2018). "Digital library initiatives in Indian universities: A study."
Journal of Digital Information, 19(1), 1-15.
12. Kumar, P. (2019). "Information and communication technology (ICT) in libraries:

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A review." Journal of Library and Information Technology, 39(2), 1-18.

1.9 REFRENCES

https://www.emerald.com/insight

https://www.google.com/

https://scholar.google.com

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