Certificate

I feel great pleasure in certifying that the thesis entitled “IMPACT OF IT

ON INFORMATION SEEKING BEHAVIOUR OF USERS IN INSTITUTION
OF EDUCATION IN RAJASTHAN” by Reena Anand under my guidance. She
has completed the following requirements as per Ph.D regulations of the University.
(a) Course work as per the university rules.
(b) Residential requirements of the university (200 days)
(c) Regularly submitted annual progress report.
(d) Presented his work in the departmental committee.
(e) Published/accepted minimum of one research paper in a referred research
journal,

I recommend the submission of thesis.

Date:
Dr. Umesh Kumar Agarwal
Research Supervisor
 Abstract

Information-seeking behaviour depends, to a great extent, on the mental

make-up of a researcher - the extent of his/her painstaking ability for details,
correctness, analytical ability, grit and above all, the love and care with which one
conducted. This behaviour is revealed from one's work and help to give a clue to a
library keeper as to what all kinds of information is important for a seeker, and from
such a study a pattern is determined and the pool of information can be built up
accordingly, to the benefit of both the seeker and provider.

However, it has originated from the recognition of some needs of the users,
who makes demand upon on formal system such as libraries and
information centers, or some other person in order to satisfy his/her information
need. Thus, information-seeking behavior essentially refers to locate discrete
knowledge elements but it is changing with the applications of information and
communication technologies in the library services. Hence, it has become essential
to study information-seeking behaviour of the library users in the digital
environment.

The present study “Impact of IT on Information Seeking Behaviour of Users in

Institution of Education in Rajasthan” is such an attempt to study user behaviour of
faculty members and students for their information seeking in changing environment
of information technology. The study has been conducted in the following
12 education institutions of Jaipur, Banasthali and Udaipur (Rajashtan):
• Biyani Girls B.Ed College, Jaipur
• Department of Education, Jaipur National University, Jaipur
• Department of Education, Rajasthan University, Jaipur
• ICG Institute of Education, Research & Development, Jaipur
• Lokmanya Tilak T T College, Udaipur
• Mahatma Jyoti Rao Phoole Women's B. Ed. College, Jaipur
• S S G Pareek P G College Of Education, Jaipur
• S.S. Jain Subodh Mahila Shikshak Prashikshan Mahavidyalaya, Jaipur
• Sanjay Teacher's Training College, Jaipur
• Shiksha Mandir, Bansthali University
• Sri Balaji Teachers Training College, Jaipur
• Vidya Bhawan Teacher's College, Udaipur

The whole work comprises six chapters:

The First chapter is the Introduction which discusses the information,
information needs and information seeking. Further the chapter is elaborated for
information-seeking behaviour where different models of information seeking
behavior are also discussed.

The Second chapter presents a review of literature just covering the studies
from 1990 and onwards for different aspects of information-seeking and studying
the user behaviour. More than 60 studies are covered in this chapter.

Research methodology adopted to study the present problem is discussed in

third chapter. Questionnaire method is used to collect the data from librarians and
the users respectively. The data collected from the librarians are used to present the
state of art of the colleges studied and data collected from the users are used to study
their information seeking behaviour from different angles. Further, the objectives of
the study and hypotheses framed to study the problem and scope of the study, are
also described in this chapter.

The Fourth chapter of the thesis is about the “Teacher Education Institutions
and Present Status of its Library Resources”. A brief introduction of the teacher
education is presented first, and then details about teacher education in Rajasthan are
given. Further, the state of the art of the colleges is presented based on the
information received from the librarians and also from their respective
websites. Information about the library collection, their timings, services and library
staff etc. are also given in this chapter. The details on various aspects of the libraries
are presented and discussed through 12 tables.

Chapter fifth is about the data tabulation and analysis pertains to the
user‟s behaviour study. This chapter is supplemented with 77 tables and 76 charts
which cover various types of the information related to the users comprising of the
faculty members and the students of teacher education.

Discussion and Conclusion about the work carried out to study the users‟
information seeking behaviour is made in chapter sixth. Objectives of the study and
hypotheses are verified and tested in this chapter. Some suggestions and
recommendations are also made about the future prospects.

The thesis is supplemented with the bibliography and two appendices on the
questionnaire used to collect the data from librarians and to collect the data from
users of teacher education institutes.
 Candidate’s Declaration

I hereby, certify that the work, which is being presented in the thesis, entitled
“IMPACT OF IT ON INFORMATION SEEKING BEHAVIOUR OF USERS
IN INSTITUTION OF EDUCATION IN RAJASTHAN” in partial fulfillment of
the requirement for the award of the Degree of Doctor of Philosophy, carried under
the supervision of Dr. Umesh Kumar Agarwal and submitted to the University of
Kota, Kota represents my ideas in my own words and where others ideas or words
have been included. I have adequately cited and referenced the original sources. The
work presented in this thesis has not been submitted elsewhere for the award of any
other degree or diploma from any Institutions. I also declare that I have adhered to
all principles of academic honesty and integrity and have not misrepresented or
fabricated or falsified any idea/data/fact/source in my submission. I understand that
any violation of the above will cause for disciplinary action by the University and
can also evoke penal action from the sources which have thus not been properly
cited or from whom proper permission has not been taken when needed.

Ms. Reena Anand

Date:

This is to certify that the above statement made by Reena Anand

Registration No. RS/1503/13 is correct to the best of my knowledge.

Date:

Dr. Umesh Kumar Agarwal

Research Supervisor
 Acknowledgement

I am thankful to the Almighty for the unseen but powerful inspiration He

gave me in my research work which could not have been possible without his grace
that empowered me throughout the tenure of my research work and something I
could feel as an impelling force.

It gives me immense pleasure in acknowledging and expressing gratefulness

to my Supervisor Dr. Umesh Kumar Agarwal Retd. Deputy Librarian, Mohan Lal
Sukhadia University, Udaipur, for his patient and unstinted guidance during the
entire course of my research work that enabled me to finish my work well within the
stipulated time. His guidance, both focused and to the point, his given legitimacy to
the work for which I thank him profusely. Unforgettable has been also SmtPoornima
Agarwal‟s cheerful support which cannot be go unmentioned.

Dr. S.P. Sood‟s (Retd. Prof. from Rajasthan University) kind blessings are
evident in my work who, with his profound experience and knowledge of library and
information science, guided and showed me light wherever I got stuck in darkened
confusion. And in the extension and clarity of language and presentation, Dr.
Bhaskar Banerjee (Professor, English dept) has been a stalwart with his acute and
fine knowledge of the English language, at the IIS University. I shall be ever
grateful to him for his shining glory and profundity he bestowed on me and my
work.

Dr. Ravindra Chaddha (Ex-Additional Secretary, Parliament of India, LSS)

needs my especial mention as he is a personified cornucopia of library knowledge,
who always cheerily distributed whatever and whenever I asked for. His
contribution to my work has been immensely impactful.

My most grateful thanks I extend to Prof. P.K. Dashora, Vice-Chancellor,

Kota University, for permitting me to work on the subject. He treats research
scholars in a way that makes them all feel at-home in a quiet peaceful atmosphere.
The fine library staff at the Kota University are all, the recipients of my gratitude
and indebtedness especially so, to Dr M.L Gupta (Librarian) and Dr. Anna Kaushik
(Dy. Librarian). Dr. Payal Joshi (Senior Technical Assistant) who, with her friendly
and helpful attitude has, I must admit, played a yeoman‟s role in the completion of
my thesis. So also similar feelings I preserve for the Asst Librarian, Ms. Jyoti Jadon
and Dr. Rohit Nandwana (Senior Technical Assistant) all my heartfelt gratitude.

My collective as also said individual thanks are due to the Rajasthan

University library members Dr Poonam Kaushik (HOD, Department of Rajasthan
University, Jaipur), Dr. M.R. Rawatani ( Retd. Associate Prof.), Dr. Dalbir Singh
(Retd. Associate Prof.) and Dr PK Gupta (Retd. Dy. Librarian) for their invaluable
contribution.

Then to our very own father-figure, head of the IIS University, Dr Ashok
Gupta (Vice Chancellor) and Dr Rakhi Gupta (Rector) with their benevolent
omnipotent presence. Dr. Sonal Jain (Librarian), Ms Laxmi Advani (Asst,
Librarian), my colleagues and the entire library staff whose support and help, I can
never forget.

Dr. Hemlata Thakur, Librarian, Jaipur National University, Jaipur has helped
me throughout and my sincerest thanks are due to her.

During my research work, I have had to visit many colleges; all of them I
acknowledge for the support which they so willingly advanced.

And, last but not the least I am indebted to my parents, my brother Dr Kapil
Kumar Anand (Asst Professor, Subodh College, Jaipur), my younger sister Chetna
who constantly took care, participated and bore me with her tender care. Often
when, I felt run down or dispirited at any juncture of my „tedious‟ journey, soothing
words of encouragement would always rejuvenate my spirits and confidence. All the
names I have mentioned or have inadvertently missed to acknowledge, I dedicate my
efforts to them as the architects of this endeavour.

REENA ANAND
 Contents of The Thesis
S. No. Description Page No.
CH. 1 INTRODUCTION 1-25
1.1 Information 2
1.2 Types of Information 4
1.3 Information Needs 5
1.4 Information Seeking 7
1.5 Information Seeking Behaviour 8
1.6 Models of Information Seeking Behaviour 10
1.6.1 Girja Kumar‟s Model of Information Seeking 10
Behaviour
1.6.2 Wilson Models of Information Seeking Behaviour 11
1.6.3 Dervin‟s Model 14
1.6.4 Ellis‟ Model of Information Seeking Behaviour 15
1.6.5 Taylor Model of Information Seeking Behaviour 17
1.6.6 Kuhlthau‟s Model of Information Seeking Behaviour 18
1.6.7 Kirkelas‟s Model of Information Seeking Behaviour 20
1.7 Information Seeking Behaviour in Digital Era 21
References 23

CH. 2 REVIEW OF LITERATURE 26-49

2.1 Introduction 26
2.2 Previous Studies 26
2.3 Recent Studies 42
References 44

CH. 3 RESEARCH METHODOLOGY 50-57

3.1 Research Overview 50
3.2 Objective of the Study 50
3.3 Research Hypotheses 51
3.4 Scope of the Study 51
3.5 Sampling Design 52
3.6 Universe of the Study 53
3.7 Source of Data Collection 56
3.8 Sample Size of the Study 56
Reference 57

CH. 4 TEACHER EDUCATION AND STATE OF ART OF 58-99

INSTITUTES SELECTED FOR STUDY
4.1 Brief History of the Indian Teacher Education 59
4.1.1 Ancient Period 59
4.1.2 Muslim Period 60
4.1.3 British Period 60
4.2 Teacher Education in Independent India 61
4.3 Development of Teacher Education in Rajasthan 64
4.3.1 Elementary Teacher Education 64
4.3.2 Secondary Teacher Education 64
4.3.3 Distance Education Programme 65
4.4 Institutes of Advanced Study in Education & Colleges of 65
Teacher Education
4.5 Institutes Selected for Studies 66
4.5.1 Biyani Girls B.Ed College, Jaipur 66
4.5.2 Department of Education, Jaipur National 68
University, Jaipur
4.5.3 Department of Education, Rajasthan University, 69
Jaipur
4.5.4 ICG Institute of Education, Research & 70
Development, Jaipur
4.5.5 Lokmanya Tilak T T College, Udaipur 71
4.5.6 Mahatma Jyoti Rao Phoole Women's B. Ed. 72
College, Jaipur
4.5.7 S S G Pareek P G College of Education, Jaipur 73
4.5.8 S.S. Jain Subodh Mahila Shikshak Prashikshan 74
Mahavidyalaya, Jaipur
4.5.9 Sanjay Teacher's Training College, Jaipur 75
4.5.10 Shiksha Mandir, Bansthali Vidyapeeth, Tonk 76
4.5.11 Sri Balaji Teachers Training College, Jaipur 77
4.5.12 Vidya Bhawan Teacher's College, Udaipur 78
4.6 Details of Institute‟s Library selected for Study 79
4.6.1 Details of Library Staff 79
4.6.2 Library Opening Time 81
 4.6.3 Number of Users Registered for Teacher Education / 82
Library Members
4.6.4 Collection of Printed Materials in Library 83
4.6.5 Collection of Non-Printed Materials in Library 83
4.6.6 Services being Provided by the Library 83
4.6.7 Status of Automation 89
4.6.8 Status of Information Technology (IT) Infrastructure 89
4.6.9 Status of Internet and E-Consortium 90
4.6.10 Status or User Orientation Programme 93
4.5.11 Objectives of ICT Application 93
4.5.12 Steps taken for ICT Implementation 97
Reference 99

CH. 5 DATA TABULATION AND ANALYSIS 100-182

5.1 Demographic Profile 100
5.2. Library Visit Details 101
5.3. Time Spent on Information Gathering Activities 102
5.4. Purposes of Visiting the Library 112
5.5 What type of Materials You Seek in Your Library 121
5.6 Rating of Services 128
5.7 What language You Feel Comfortable in Seeking Information 135
5.8 Problem Faced in Using Library 138
5.9 Type of Information Technology You Use in Library 145
5.10 Frequency of Using Computers for Seeking Information 153
5.11 Frequency of Using Internet for Seeking Information 159
5.12 Problems in Using the IT Resources 165
5.13 Impact of Information Technology on Users 175

CH.6 CONCLUSION AND SUGGESTIONS 183-189

SUMMERY 190-199
BIBLIOGRAPHY 200-203
APPENDICES
A. Questionnaire
B. Published Research Paper
 List of Table
S. No. Description Pg. No.
3.1 Sampling Plan 53
3.2 Description of Users of Library as Respondents 54
3.3 Description of Staff of Library as Respondents 55
4.1 Teacher Education Agencies 62
4.2 (A) Details of Library Staff: Librarian 79
4.2 (B) Details of Other Staff 80
4.3 Library Opening Time 81
4.4 Number of Users Registered for Teacher Education / Library
Members 82
4.5 Collection of Printed Materials in Library 84
4.6 Collection of Non-Printed Materials in Library 85
4.7 Services being provided by the Library 86
4.8 Status of Automation 87
4.9 Status of Information Technology (IT) Infrastructure 90
4.10 Status of Internet and E-Consortium 91
4.11 Status or User Orientation Programme 92
4.12 Objectives of ICT Application 94
4.13 Steps Taken for ICT Implementation 96
5.1 Demographic Profile 100
5.2 Frequency of Library Visit 101
5.3 Searching Journals and Magazines 103
5.4 Searching Books 104
5.5 Searching Theses / Dissertation 105
5.6 Browsing E- Journals on Internet 106
5.7 Searching Online Data 107
5.8 Searching for Related Website 108
5.9 E-mail Alert & Correspondence 109
5.10 Accessing E-books 110
5.11 Photocopying 111
5.12 Scanning & Printing 112
5.13 To Prepare for Examination 113
5.14 Visit for Issue/Return from the Library 114
5.15 Visit of the Library for Reading 115
5.16 Visit for Accomplishing Assignments 116
S. No. Description Pg. No.
5.17 Visit for Career Development 117
5.18 Visit for Computer Use 118
5.19 Visit for Preparing Notes 119
5.20 Visit for Colleting Reading Materials 120
5.21 Visit for Consulting Text Books 121
5.22 Visit for Consulting Reference Books 122
5.23 Visit for General Books 123
5.24 Visit of the Library for Magazines/ Journals 124
5.25 Visit of the Library for Newspapers 125
5.26 Visit of the Library for Dissertations / Theses 126
5.27 Visit for Other Uses 127
5.28 Rating of Circulation Service 128
5.29 Rating of Reference Services 129
5.30 Rating of Photocopy Services 130
5.31 Use of OPAC 131
5.32 Co-Operation from Library Staff 132
5.33 Opinion About CAS 133
5.34 Opinion About SDI 134
5.35 Current Update Through E-Mails 135
5.36 Use of English Language 136
5.37 Use of Hindi Language 137
5.38 Availability of Reading Materials 138
5.39 Vastness of the Information 139
5.40 Lack of Time 140
5.41 Library Staff Unsupportive 141
5.42 Lack of Knowledge 142
5.43 Language Problem 143
5.44 Usage of OPAC in the Library 144
5.45 Use Computer 145
5.46 Internet 146
5.47 Use of Online Databases 147
5.48 Access of E-Journals in Library 148
5.49 Access of CD-ROMs 149
5.50 Printing Facility in the Library 150
5.51 Availability of Photocopy Services 151
S. No. Description Pg. No.
5.52 Availability of Scanning 152
5.53 For Study 153
5.54 For Research 154
5.55 Search Internet 155
5.56 For Academic Assignments 156
5.57 To Prepare Presentations 157
5.58 For Entertainment 158
5.59 Internet for Research Project 159
5.60 Internet for Downloading Programmes 160
5.61 Internet for Communication 161
5.62 Internet for Accessing E-Journals 162
5.63 Internet for Professional Development 163
5.64 Internet for Entertainment 164
5.65 Slow Access Speed 165
5.66 Problems in Finding Relevant Information Over Internet 166
5.67 Overload of Information 167
5.68 Lack of Awareness About Electronic Resources and Services 168
5.69 Long Time to View/Download Information 169
5.70 Lack of Training in Using Automated Services 170
5.71 Limited Number of Computers 171
5.72 Shortage of Trained Library Staff 172
5.73 Lack of IT Resources 173
5.74 Problem Facing Usages of Technology Tools 174
5.75 Enable Easier and Wider Access to Electronic Resources 175
5.76 Quality of Library Services 176
5.77 Direct Access of the Services and Resources 177
5.78 Access to New Range of Services 178
5.79 Help in Locating Material Through On-Line Catalogues 179
5.80 Flexible and Comprehensive Retrieval of Information 180
5.81 Up-to-Date Information for Academic Growth 181
5.82 Enormous Time and Effort 182
 List of Figure

S. No. Description Pg. No.

1.1 Wilson First Model of Information Seeking Behaviour 12

1.2 Wilson Second Model of Information Seeking Behaviour 12

1.3 Wilson‟s Third Model of Information Behaviour 13

1.4 Dervin‟s Sense-Making Triangle (1983) 14

1.5 Dervin‟s Sense Making Model (1996) 14

1.6 Ellis‟s Model of Information Seeking 15

1.7 Taylor Model of Information Seeking 18

1.8 Kuhlthau‟s Model of Information Seeking Behaviour 19

1.9 Kirkelas‟s Model of Information Seeking Behaviour 20

 List of Pictures
S. No. Description Pg. No.

4.1 Biyani Girls B.Ed College, Jaipur 67

4.2 Library, Biyani Girls B.Ed College, Jaipur 67
4.3 Department of Education, Jaipur National University, Jaipur 68
4.4 Library , Department of Education, Jaipur National University,
Jaipur 68
4.5 Department of Education, Rajasthan University, Jaipur 69
4.6 Library, Department of Education, Rajasthan University, Jaipur 70
4.7 ICG Institute of Educational Research and Development, Jaipur 70
4.8 Library, ICG Institute of Educational Research and Development,
Jaipur 71
4.9 Lokmanya Tilak Teachers Education College-Rajasthan
Vidyapeeth, Udaipur 71
4.10 Library , Lokmanya Tilak Teachers Education College-Rajasthan
Vidyapeeth, Udaipur 72
4.11 Mahatma Jyoti Rao Phoole Women's B. Ed. College, Jaipur 72
4.12 Library, Mahatma Jyoti Rao Phoole Women's B. Ed. College 73
4.13 S S G Pareek P G College of Education, Jaipur 73
4.14 Library, S S G Pareek P G College of Education, Jaipur 73
4.15 S.S. Jain SubodhMahilaShikshakPrashikshanMahavidyalaya 74
4.16 Library, S.S. Jain Subodh Mahila Shikshak Prashikshan
Mahavidyalaya 74
4.17 Sanjay Teacher's Training College 75
4.18 Library, Sanjay Teacher's Training College 75
4.19 Shiksha Mandir, Bansthali University 76
4.20 Library, ShikshaMandir, Bansthali University 76
4.21 Sri Balaji Teachers Training College 77
4.22 Library, Sri Balaji Teachers Training College 77
4.23 Vidya Bhawan B.Ed College, Udaipur 78
4.24 Library, Vidya Bhawan B.Ed College, Udaipur 78
 Chapter 1
Introduction
 CHAPTER 1
INTRODUCTION

Libraries have existed in the world since the time immortal. But the earlier
libraries were not like the present libraries; rather they were treated as mere
storehouse of information. Now days, they are treated as not only the producer of the
information but also the disseminator of information to the right users at right time
at a right place. However, due to information explosion it is now very difficult for
any library to hold all the information available even in a specified subject area.

Ahmad and Dar (2017) state that the challenges of information explosion,
rising costs of publications, shift of publishing trends from print to digital or
electronic, use of internet resources, increase in research activities, changing needs
and increased expectations of users from the libraries in terms of services have to be
faced by librarians. They have to perform the tasks of collection of qualitative
information resources which may fulfill the desire of library users and also provide
better services from the available resources of library. Today‟s the libraries are also
making use of free resources available over the internet. Thought, the practices
followed in the libraries in digital era are changing but both the users and library
professionals are facing the challenges posed due to e-resources and its effective use.

Thus, a paradigm shift has emerged from stand-alone libraries to library and
information networks development for accessing information using internet and the
ICT that supports end-users in getting seamless access to anyone available at any
place. The present trends in libraries are based on electronic information usage and
internet-based services, use of e-resources, databases, development of network based
environment consortium and economical ways in getting information resources etc.
which along with s are the main factors in shifting the traditional practices in
libraries. But multimedia and the internet have made the profession of library and
information science more challenging. Inspite of that today‟s libraries are slowly-
slowly shifting towards automated, digital and virtual libraries and providing
information to the needers.
Introduction 2

Our lives are based on information where rapid changes in every field have
made the information a key resource for survival in this age of information
explosion for us. Every moment of our life depends on information, without which,
it would be difficult to exist in the present information oriented society. This process
does not stop anywhere as technical, economical, commercial and cultural fields
changes are occurring almost every moment. Further, ever-growing competition
among nations in the field of trade, education, technology etc. leads to the
acquirement of information and knowledge and with the revolution in information
and communication technologies, flow of information is tremendously increased.

The access to information has also become rapid and cheap which the people
can get to know a lot of everything without going anywhere. Now they can enter in
libraries, information centers, documentation centres or an organization in cyber
environment and may use their resources without entering into their walls. Thus, the
physical movement of people in this age has decreased while the movement of
information has increased. There are so many electronic channels and sources
available by which speedy and rapid communication of information has become
possible.

But whatever the kind of a library may be – traditional or digital but one
thing is common and that is libraries are meant for providing information residing in
different kinds of the documents to their users. The ultimate motto of every library is
to provide right information to the right person at the right time.

1.1 Information
The term information has been derived from two Latin words 'Forma' and
'Formation' and both have more or less the same meaning of giving shape to
something and forming a pattern. Information is a concept, an idea, a statement, a
fact, news etc., but at the same time and without which no human activity is
possible. Each and every action of an individual being is linked with information –
most of the individuals gain this by means of observation, experience and
experiments.
Introduction 3

Information is the knowledge or quest in human brain, abstract or concrete -

love, fear or book, pen. For example, when an individual begins to think, a variety of
images and emotions flash through his mind. But where information is concerned,
there are the have and have not. It is a well known fact by now that information is
vital to every individual and there is no area in life of a person where information is
not required. Thus, information is of utmost importance and is indispensable.

Information is mankind‟s most valuable resource, which has played and

continues to play a vital role in building human civilization and society because it is
one of the major resources of a country and therefore, it must be ensured that it is
exploited, mobilized, organized and utilized for the betterment of people.
Information is very crucial in any decision making process.

Information is variously defined by different scientists time to time as given

below:
 “Information is a name for the content of what is exchanged with the outer
world as we adjust to it, and make our adjustment felt upon it. The process of
receiving and of using information is the process of our adjusting to the
contingencies of the outer environment and of our living effectively within
that environment” (Wiener, 1956).
 Information according to Hayes (1969) is the “result of data, usually
formalized in processing”.
 Information is the "data that has been processed into a form that is
meaningful to the recipient and is of real perceived value in current or
prospective decision'' (Davis, 1974).
 It is the “news, facets, statistics, reports, legislation, tax code, judicial
decisions, resolutions and the like” (Bell, 1979).
 Information is the essential need of the human being. Information is a
concept, an idea, a statement, a fact, a news etc. and the ability to grasp
things and establish relationship between item of information in
understanding or intelligence. Information constitutes knowledge and
knowledge is power, which is very much essential for the well being of man
and his society (Vashistha, 1981).
Introduction 4

McCreadie and Rice (1999 a, b) have reviewed the concepts of information

over the clast fifty years and presented a summary of the concepts as given below.

● Information as a Representation of Knowledge: Information is a stored

knowledge which traditionally was stored in books, but increasingly
electronic media are becoming the media for storing the same.
● Information as Data in the Environment: Information is obtainable from a
range of environmental stimuli and phenomena of any activity or even
emotion, those that are moving, not all of which are intended to „convey‟ a
message, but which can be informative when appropriately interpreted.
● Information as Part of the Communication Process: Information that can
be conveyed or carried to another set of people meaningfully is what matters,
not the figures or data. But timing and social factors play a significant role in
the processing and interpretation of information from the people mind.
● Information as a Resource or Commodity: Information is transmitted as
the message from sender to receiver, where the receiver interprets the
message as intended by the sender. But there may be added value as the
information is disseminated or exchanged.

1.2 Types of Information

The information can be classified in various ways. However, Shera (1972)
has divied the information into following six categories:
 Conceptual Information: Here the relation can be linked with ideas,
theories and hypotheses, which exist among the variables of a study in
question.
 Empirical Information: That needs information related to data and
experience of research proven by facts or arguments, those which may be
drawn from oneself or communication from others.
 Procedural Information: That deals with procedures, methodology and
other factual data as information derived from attitudes which are scientific.
Such type of the information has to have investigative reports, which are
obtained, manipulated and tested.
Introduction 5

 Stimulatory Information: Stimulatory information mimics and is similar to

environmental realities.
 Policy Information: This information is focused on the decision making,
stressing on the procedures.
 Directive Information: Such information is classified as those which are
used for coordination and for enabling effective group activity.

1.3 Information Needs

Information needs and users have become the central focus of attention to
serve the readers better. Wilson (1981) says that “it has become necessary to keep up
it on the rails of relevance to its user group through a careful initial planning and
constant monitoring of need and demand”. Thus, information need of the users is of
central concern to providers of information service but the ultimate aim of any
information -retrieval system is to supply and deliver the information, which can
precisely match the information requests or requirements.

Information need is to satisfy a requirement that arises in the mind of a

person who wishes to satisfy a particular object. It is a factual situation
interconnected with to feed the need with „inseparable‟ and categorized information
to make it functional. Information needs is related to:
 Subject or theme approach, where it is seen that information which is needed
pertains to the subject or theme. It presupposes that any and all information
about the requested subject will somehow satisfy the information need;
 Other approach is situational approach which is rather different. If user wants
information on a certain subject then it is ascertained - what can be done to
fulfill or satiate this need? What does the user wants and at which level of
detail and abstraction etc. It specifies the intrinsic characteristic of
information, whatever the subject may be.

Thus, there exists an inextricably interwoven between information and need.

Information originates and is generated because there exist a need and interest but
the information need is something different that comes into existence when a person
recognizes something wrong in his or her state of knowledge and wishes to resolve
Introduction 6

the anomaly; or when there is insufficient knowledge to cope with voids, uncertainty
or conflict in knowledge area. It is consonant with the „objective information‟. Such
„information needs‟ of users have to be satisfied. The need for information with
specific content is an objective demand of the user. If an individual is in need of
specific information for realizing specific tasks, then the need for information is an
objective information need i.e. qualitatively, and quantitatively determined
information needed by an individual for solving an objectively assigned task.

Line (1974) has defined information needs as: “what an individual ought to
have, for his work, his research, his edification, his recreation, etc. In the case of a
research, a needed item of information is one that would further his research. There
may be an implied value judgment in the way the term is used; however, a need may
or may not be identified as a want”.

While according to Soper (1990) information need is “that need which

library services or materials are intended to satisfy”.

Dervin (cited in Verma and Rawat, 2017) “an information need is an

impediment preventing an individual from moving forward in cognitive time and
space”. For example, a person is faced with a gap that must be brought by asking
question creating ideas and for obtaining resources such gaps do not occur in the
abstract but arise out of a particular critical event and situation.

Chen and Hernon (1982) opined that “an information need is more than a
question asked of an information provider. It occurs whenever people find
themselves in situations that require some form of knowledge for resolution”.

These definitions are concentrating on the need of people who are engage in
the specific studies. It also commented on the specific requirements of the people. It
shows that people need information and they search it through several modes.

But there are other related terms, like want, requirement and the demand
though they are differ in context. Line (1974) discusses them as under:
Introduction 7

 Need: It is something one ought to have. For the completion of his work,
research etc. a potential demand.
 Want: It is the individual‟s requirement - what he/she would like to have,
whether or not the want is actually translated in to a demand on the library. It
is just like a need that has a potential demand.
 Requirement: Those needs or requirements without which the objective
would remain unattained. It can mean what is needed, what or what is
demanded, and can therefore be usefully employed to cover all three
categories. Many studies of needs have in fact been studies of requirements.
 Demand: What is requested from the users for an item of information
believed to be wanted when satisfied.

However, above terms reflect the critical lack of exclusivity and it is noted
that these terms have been often used interchangeably but without an attempt to have
a clear distinction in the meaning. Infact, there is often confusion due to imprecise
use of the above terms in context to user needs.

Therefore, Wilson (1977) has measured the information need on the basis of
the following questions:
 Does this person or group need information in a study of any social role?
 Does he know he needs information influencing problem recognition ability.
 What kind of information he/she needs (Influencing factor - level of
performance of role, nature of specific problem environment).

However, it is very difficult to answer above questions, as they imply that the
people who need information may not have defined the need. Further, the
information need may be expressed or unexpressed.

1.4 Information Seeking

Information is sought through various means and ways, which reflects the
human aspect of the individual searcher. The channels of information involve
activities of two types; active and passive. For example, active information seeking
Introduction 8

includes face to face communication, survey papers, and the passive reception of
information includes gathering information from TV, advertisement, newspapers etc.

However, the sources of information can be many, but it depend mainly on

the temperament of the seeker as to how and to what preparation he ascribes to while
gathering and garnering information which reveals individualist pattern. The need
for information is one of the cognitive needs of humankind.

Thus, as Wiberley and Jones (1989) mentions “information seeking is a basic

activity for all scholars. It is the aspect of scholarly work of most interest to
academic librarians because academic libraries strive to develop collections,
services, and organizational structures that will facilitate it”. However, information
need causes information-seeking behaviour and these concepts complement one
another.

1.5 Information Seeking Behaviour

Ayres and McKinnie (1916) study on library survey is considered as the first
trace of study in the information seeking direction. Later, the study of McDiarmid‟s
(1940) „Library survey‟ referred to various kinds of surveys. These library surveys
were focusing on how people used libraries to satisfy their needs. However, in India,
the user studies were highlighted by Ranganathan (1970) through his “Annotation
on „User's Survey‟". Later, many studies in this direction were carried out by
different scientists, like that of Panwar and Vyas (1976) on the libraries of the two
women colleges affiliated to the University of Delhi under name “User‟s Survey of
the Women College Libraries”.

The concept of information seeking behaviour has emerged as the studies

based on users because the user studies cover users‟ characters, needs, and
dependency and satisfaction level by nature. User studies according to Wilson
(1994) covers a wide range of research areas in Information Science and which can
be expanded to include parts of Computer Science, Communication Studies and
other fields. Its associated terms are information seeking behaviour and information
needs.
Introduction 9

Information seeking behaviour is a pattern information learning which may

turn out to be far more important in the long run than specific pieces of knowledge.
The seeking of information involves processes; any set of actions individual talks to
express one‟s need for information and seeks satisfaction in obtaining and
disseminating through a behavioral way individual to him. But the manifestation of
the behaviour pattern may depend also on ones temperament, whether scholar,
service oriented, organizational, academic pursuits etc.

Information seeking behavior or ISB originates from the recognition of some

needs of the users, who makes demand upon on formal system such as libraries and
information centres, or some other person in order to satisfy his information need.
Information seeking behavior essentially refers to locate discrete knowledge
elements. Singh and Satija (2006) mention that “it is concerned with the interactive
utilization of the three basic resources namely, people, information and system.
Further in order, to satisfy the information needs, the user actively undergoes to the
information seeking process. [However], the attempt of the user in obtaining the
needed information results from the recognition of some needs, perceived by the
user”.

Information seeking behaviour is a process in which users engage themselves

to change their state of knowledge and this process may inherently be interactive as
information seekers direct attention, accept and adapt to stimuli, reflect on progress,
and evaluate the efficiency of continuing. For example, an individual who seeks
information - he might know that in all probability the information will not come to
him on its own, therefore he has go to about seeking it. But the strategies a user
resorts to in order to satisfy the need for information, is the focus of study in
information seeking behaviour.

But the present era is the era of information and revolutionary knowledge
where printed documents are not widely used by the information seekers ratherwith
the advent of the modern information age, traditional system of learning and
information seeking behaviour has been changed tremendously. Today‟s information
Introduction 10

is available as electronic resources and also on the web – all these have affected the
information seeking behaviour.

1.6. Models of Information Seeking Behaviour

Various information seeking behaviour models are formulated by different
scientists and the researchers to find the correlation between the information system
and users. These models are often diagrammatic representations of a flowchart of
how a document move through to address that issue in particular, that attempts to
describe information seeking activity, the various stages involved in their
relationships to go through stages in line with their seeking. It is up to the researcher
which of the available models will be best suited for his/her purpose.

The following are some selected theoretical models which will be of

immense help for libraries – most of these sharing some fundamental concepts of
information-seeking behaviour. Most models are so designed as to tell which ISB
gets triggered by being aware of an information need, knowledge gap, or a problem.
These triggers takes the user onto a set of actions, in a quest for the right information
which will satisfy an information need and bridge the knowledge gap, or solve the
information problem.

1.6.1 Girja Kumar’s Model of Information Seeking Behaviour

Girja Kumar (1990) emphasizes in his information seeking behaviour model
the following three aspects.
 Who requires information of any kind and for what purposes?
 The way to find information, those that have been evaluated and used.
 How these can be identified for the sake of satisfying a need.

But the key factor is the satisfaction of the user seeking information on the
basis of convenient and direct access to the information system, so that it stands firm
upon their being examined. He has mentioned the following processes necessarily
take place in information seeking behaviour.

 Identifying Objective - The goal should be focused, clearly spelt and

cogent.
Introduction 11

 Defining Needs - What objective the study will serve and satisfy.
 Accessing Information System- After defining the need of information,
how the user accesses the information system/model to acquire his/her
information.
 Establishing Sources of Information - Establishing the source of
information where required information is available.
 Information Acquisition - After learning the sources of information, the
user should be able to cite them in an orderly/convincing fashion.
 Use of Information -: After seeking the information the user uses it.
 Satisfaction/ Dissatisfaction - If the acquired information is useful then the
user is satisfied. If information is not useful then user is dissatisfied.

But information seeking process he says, is cyclical in nature. The various

steps in the process have a relation to the other, and acting and reacting upon each
other form a sequential order, as well as in interacting with the information seeking
behaviour in general, simultaneously.

Here, the user requires information to fulfill his aims and objectives. To
satisfy these needs, the user adopts many ways and methods to search information
sources, and as shown in third and forth steps, users try accessing information
sources on the regulars/irregular basis, the pattern being indeterminable, he
accumulates these sources with predetermined aims. Lastly, his needs are fulfilled
and he feels satisfied or dissatisfied according the aims.

1.6.2 Wilson Models of Information Seeking Behaviour

Wilson (1981, 1997 and 1999) has put forth a series of models of
information seeking. Wilson's first model outlined the factors leading to information
seeking, and the barriers inhibiting action. This model clearly identifies that
information-seeking behaviour arising as a consequence of a need perceived by an
information user, who, in order to satisfy that need, makes demands upon formal or
informal information sources or services, which result in success or failure to find
relevant information. If successful, the individual then makes use of the information
Introduction 12

found and may either fully or partially satisfy the perceived need - or, indeed, fail to
satisfy the need and have to reiterate the search process.

Figure 1.1: Wilson First Model of Information Seeking Behaviour

Wilson‟s first model was based on an understanding of human information

seeking behaviours that are best understood as three interwoven frameworks: the
user, the information system, and the information resource. But his second model is
based upon two main propositions: first that information need is not a primary need,
but a secondary that arises out of needs of a more basic kind; and second, that in the
process, is likely to discover information to satisfy a need, the enquirer will meet
with various kinds of obstructions to take one away from the objective or goal.

Figure 1.2: Wilson Second Model of Information Seeking Behaviour

Introduction 13

According to Wilson – “the basic needs can be defined as physiological,

cognitive or affective. The context of any one of these needs may be the person him-
or herself, or the role demands of the person‟s works or life, or the environments
(political, economic, technological, etc.) within which that life or work takes place.
He then suggests that the barriers which impede the search for information will arise
out of the same set of contexts.”

Wilson (1997) revised his earlier model after drawing upon research from a
variety of field other than information science, including decision making,
psychology, innovation, health communication and consumer research.

Figure 1.3: Wilson’s Third Model of Information Behaviour

Wilson‟s third model is derived from his two models which incorporates
several new elements that helped to demonstrate the stages experienced by the
'person in context', or searcher, when looking for information. He says – there is “an
intermediate stage between the acknowledgement of a need and the initiation of
action, a redefining of the barriers he proposed in his second model as "intervening
variables” to show that factors can be supportive or preventative, a feedback loop,
and an "activating mechanism" stage. Here, „activating mechanisms' identify
relevant impetus that prompt a decision to seek information, and integrate
behavioural theories such as 'stress/coping theory', 'risk/reward theory' and 'social
learning theory'‟.
Introduction 14

1.6.3 Dervin’s Model

Dervin (1992) has given two models as discussed below:

(i) Dervin’s Sense Making Model of 1983

Dervin‟s sense making model is a set of assumption, a theoretical
perspective, a methodological approach, a collection of research methods and
practices. This model is designed in a form of a triangle to cope with information
perceived and contains three constituent elements- (i) a situation in time - a space
which defines the information problems arise, (ii) a gap - which identified the
difference between the contextual situation and desired situation; (iii) outcome - the
consequences of the sense making process.

Figure 1.4: Dervin’s Sense-Making Triangle (1983)

(ii) Dervin’s Sense Making Model of 1996

Later he revised his model and included a fourth state that is - a bridge which
is a mean of closing the gap between situation and outcome. Rest three steps were
the same.

Figure 1.5: Dervin’s Sense Making Model (1996)

Introduction 15

Thus, the use of bridge metaphor is more preferable to present the model as
shown in Figure 1.5.

1.6.4 Ellis’ Model of Information Seeking Behaviour

Ellis‟s information seeking behaviour model of social scientists include the
following six generic features: starting, chaining, browsing, differentiating,
monitoring and extracting. Ellis (1993) reveals in the information seeking behaviour
model these homogeneous features are used by the users in information retrieval
system to design hypothesis to seeking information.

Various stages of the model are explained below:

1. Starting - Comprising of activities of the research cycle, characteristic of the
initial search, such as identifying references which could serve as staring
points. Consulting literature reviews, online catalogues, and indexes and
abstracts often initiate starting activities.

Figure 1.6: Ellis’s Model of Information Seeking

2. Chaining –Here, a chain of citations or other forms of referential connection

between materials or sources identified during “starting” activities are
followed. Chaining can be backward or forward; in backward chaining, the
tasks place when reference from an initial sources are followed but in its
Introduction 16

reverse direction, while forward chaining identifies and follows up on other

sources that refer to an original source.

3. Browsing – Information in areas of potential interest are looked up in a

casual manner. Browsing does not only include the scanning of published
journals and tables of contents, but also of references and abstracts of
printouts from retrospective literature searches.

4. Differentiating – It is the known difference between the sources as a way of

filtering the amount of information is obtained.

5. Monitoring – It is concerned with the keeping abreast with the recent

developments in an area by regularly following particular sources. The core
journals, newspapers, conferences, magazines, books and catalogues may be
cited as the example of monitoring.

6. Extracting – Activities associated with going through a particular sources

and selectively identifying relevant material from those sources. Sets of
journals, series of monographs, collections of indexes, abstracts or
bibliographies and computer databases may be cited as the examples.

7. Verifying- It is concerned with the checking of accuracy of the information.

8. Ending- It is the tying up of loose ends through a final search.

Here, it is seen that Ellis used her model for physical and chemical scientists.
Using certain measures, she finds this model could be used for other scientists to test
the validity his information seeking behaviour.

According to this model, “information seeking behaviour arises as a

consequence of a need perceived by an information user, who, in order to satisfy that
need, makes demands upon formal or informal information sources or services,
which result in success or failure to find relevant information. If successful, the
Introduction 17

individual then makes use of the information either fully or partially satisfy the
perceived need- or, indeed, fail to satisfy the need and have to reiterate the search
process. It also shows that information seeking behaviour may involve other people
through information exchange and that information perceived as useful may be
passed to other people, as well as being used by the person himself.”

1.6.5 Taylor Model of Information Seeking Behaviour

Taylor (1968) model focuses over the activities occurring before the actual
direct interaction with information, with three decision points in which the actor
decides what to do next. However, the main purpose of model is based on the
interviews with special librarians on his own experience and was to help the
librarians to structure reference interviews.

Later, Taylor presented information seeking behaviour model which was the
product of information use environment elements. This model has following
elements:
 The people operate in an environment: - People who are working in the
environment.
 The kinds and structure of the problem: - Types and construction of the
problems to solve it and seek the needed information.
 The constraints and opportunities of a typical environment: What
opportunities and restrictions appear in information seeking behaviour?
 What constitutes a solution or resolution of problem and what makes
information useful and valuable in their contexts: Information is useful or
not. If the useful then use it or it is not useful then ignore it.
Introduction 18

Figure 1.7: Taylor Model of Information Seeking

Thus, based on the above elements the model of information behaviour

moving around the environment, the problems are solved in the environment
premises.

1.6.6 Kuhlthau’s Model of Information Seeking Behaviour

Kuhlthau (1993) says that information seeking is a critical process of
garnering knowledge, which is based on range of sequential steps. Every stage
creates new logical chain through the appropriate process to next action. Kuhlthau‟s
model focus on the search process, the acts associated with finding information,
rather than how to use, synthesize and evaluate the information.

There exist six stages in information seeking process from the perspective of
the user in a sequence in Kuhlthau‟s model. These stages are: initiation, selection,
exploration, formulation, collection and presentation. This model incorporates
feelings, thoughts and action to each of the six stages.
Introduction 19

Figure 1.8: Kuhlthau’s Model of Information Seeking Behaviour

1. Initiations: The stage when a researcher first recognizes that the needed
information is complete to complete an assignment or solve a problem and
where the user identifies and perceives information need in a given
environment.
2. Selection: The pursuance after identifying and selecting a general topic to be
investigated, and what approach is to be applied.
3. Exploration: The information on a topic of general interest are investigated
at this stage in order to expand one‟s personal understanding as well as to
provide a focus for the topic. This stage involves gathering information
which is general information, not those that are specific or especially
pertinent.
4. Formulation: User now forms a focused perspective on the topic from the
pre-focus exploration stage on the basic of the information found. Thus, a
clear focus enables the user to move to the next stage. The information
search can be more focused and directed to investigate information on
general topic as the students‟ understanding of the topic grows.
5. Collection: User can now interact with information system at this stage, for
example, the librarians, experts, friends, etc., effectively and efficiently.
Introduction 20

Here, the information specifically related to the defined focused topic is

gleaned and garnered.
6. Presentation:- User has to prepare a written document upon completion of
the search. The search closure may be done on the ongoing course of action
because all the necessary information has been obtained.

It is seen that researchers collect the information in the search process

through various steps. But the fifth step is the maximum effective and efficient step,
where information searcher is mutually associated with information retrieval system
to information collection. This model is helpful to user in examining the mutual
relationship with information system.

1.6.7 Kirkelas’s Model of Information Seeking Behaviour

Krikelas model (1983) is one of the early models that are applied widely.
This model contains approximately thirteen components. It is a general model that is
applicable to all spheres of life. In this model, the twin actions namely information
gathering and information giving are given at the top priority.

Figure 1.9: Kirkelas’s Model of Information Seeking Behaviour

Introduction 21

The information gathering process is carried out based on the needs required
at a later date which are kindled by an event or the surroundings or happening of the
person who seeks information. The model shows that the gathered information is
directed to memory or personal files.

Another action termed „information giving‟ is carried out based on the

immediate needs for which the information seeker desired to select preference i.e.
internal or external source of preference. When the internal source leads to memory
and personal files, the external source makes it to direct (interpersonal) contact and
recorded material (literature). But one appealing aspect of the Krikelas‟s model is its
simplicity.

1.7 Information Seeking Behaviour in Digital Era

Information seeking behaviour has been studied since the 1950s, where early
studies concentrated primarily on researchers and scientists (Furi and Balog, 2016).
But the digital environment has brought new ways and practices of information
seeking behaviour. Now, digital information environment has attracted the users the
world over and there are abundant material to be utilized. The mode and the process
being user friendly and properly delineated and categorized will in all their future
possibility, become the technology of the ongoing generation spreading to the next
generation.

Now, people use the web as information to support their research activities
and to meet day today information needs. The mode of information seeking on the
web depends on the nature of information needs, information seeking tactics, and the
purpose of information use. Thus, the behavioural patterns of information seeking
are guided by the availability of web – based information resources and successful
operation of search engines. Users find it quite interesting and useful to browse the
web than to search the library documents. Hence, it can be concluded that the web –
based information search has influenced the users since it is congenial in a digital
environment.
Introduction 22

Now, Generation Z learner as Digital Natives and Generation Alpha

Information seekers terms are used for information seeking in digital era (Mukh,
2017). Chitkara and Natarajan (2015) says that “Generation Z are a little nebulous
than the other generations, with a variety of opinions for the actual start date. Some
people claimed that this generation started around 1996, but others claim it started
back to the middle 80s”. Generation Z has amazing potential with so many
advantages that past generations did not have as this generation mostly stays in
touch with each other through social networking; for example, the facebook,
linkedin, twitter and quicker etc.

While, Alpha generation is expected to be more “tech savvy, educated and

materialistic than the previous generations. Generation Z is followed by digitally
superior and well informed generation Alpha. Generation Alpha being considered as
Google kids want to adopt the technology faster and need information in more
effective and efficient way, according to their day to day needs”. Therefore,
information seeking behaviour is also changing with the technology but the
fundamentals are same.
Introduction 23

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Chitkara, N. and Natarajan, V. (2015). Assessing Scholastic Areas of Assessment for
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Ellis, D. (1993). Modeling the information-seeking patterns of academic researchers:
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Furi, I. and Balog, K.P. (2016). Information seeking behaviour in the digital
environment. Information Science vs. Non-Information Science Students.
Knjižnica, 60(1): 61–82.
Introduction 24

Girja Kumar, G. (1990). Defining the concept of information needs. in J.C Binwal
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Hayes, (1969). Information. In: Data, information, knowledge and wisdom.
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Kuhlthau, C.C. (1993). A principle of uncertainty for information seeking. Journal
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Line, M.B. (1974). Draft Definitions: Information and library needs, want, demand
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McDiarmid, E.W. (1940). The library survey: problems and methods. American
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Introduction 25

Taylor, Robert S. (1968). Question-Negotiation and information seeking in libraries.

College & Research Libraries, 29 (3): 178-194.
Vashistha, C.P. (1981). AGRIS. Lucknow Librarian, 13(2): 71-80.
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 Chapter 2
Review of Literature
 CHATPER 2
REVIEW OF LITERATURE

2.1 Introduction
The review of literature plays a very important role in the research process.
Since effective research is based upon past knowledge, this step helps to eliminate
the duplication of what has been done, and provides useful hypotheses and helpful
suggestions for significant investigation.

It suggests a method and a technique of dealing with a problematic situation,

which may provide avenues of approach to the solution of similar difficulties to a
scholar. It can also provide the investigator with new ideas and approaches, which
may not have occurred. It assists the researcher in evaluating own research efforts by
comparing them with the important studies related to his research.

A brief review of earlier studies carried out by different authors related to the
information needs and information seeking behaviour is presented below:

2.2 Previous Studies

Wilson (1981) has reviewed the work on information seeking behaviour and
information need in a number of disciplines, other than information science. The aim
of his work is to identify models and methods which may be applied to information
science.

Brember and Legate (1982) have conducted a survey in UK for the pattern
of library services available to National Health Services (NHS) staff. The study was
conducted using both questionnaire and interview techniques and it reveals that
“keeping update was primary reason to see information followed by writing papers,
research and problem solving”. However, clinical problem was a significant reason
for seeking information by clinical staff while teaching was ranked first by clinical
staff. But the purpose of using a library was primarily to have adequate access to
current and back issues of journals. However, most of the staff never or rarely
Review of Literature 27

sought advice or guidance from library staff. Further, some critical comments are
centered on libraries stock, journal- binding policy, photocopying services, etc.

Karisiddappa, Sangam and Maheswarappa (1989) in their study on the

“Information Use Pattern of Indian Historians” note that books and monographs
were the most frequently use information sources (74.38%) followed by periodical
articles, discussion with colleagues, library catalogue. Majority of the respondents
have pointed out that they had no difficulty in locating information. However,
overall observation on the situation emphasized the need for intensive user education
programmes in the library and information centres for optimum utilization of the
resources and services.

Saraf, Binwal and Mishra (1990) in their study entitled “Information

Seeking Behavior of Research Scholars in North Eastern India: Case Study of
Northern Eastern Hill University and Manipur University” have observed that the
concept of co-partnership between the users and library staff in information search
was still not duly recognized. Periodicals and books were two major sources being
used by researchers to obtain information. The finding of the study further revealed
that there was heavy dependence by the research scholars on a small proportion of
the literature available to them. The best sources of accessibility to the information
were undoubtedly indexing and abstracting journals and bibliographies. But the lack
of use of these retrieval tools suggests that library users need instructions as how to
search information.

Das and Basak (1991) made an attempt to delineate the scope of various
trends related to information seeking behaviour and discuss its various aspects. The
authors also point out the change in the trend of researches in the field.

Sethi (1991) in a study on the information seeking behaviour of social

scientists in Indian perspectives reveals that different categories of social scientists
displayed semi-balance in their approach towards what information they seek. But
they do not tend to differ in respect to „how they seek their information in their
choice of channels and source of information‟.
Review of Literature 28

Kuhlthau (1993) has proposed a principle of uncertainity by six corollaries

when he observed the results of a series of studies conducted on the user‟s
perspective of the information search process. He has explained the constructive
process of information seeking and its use by bringing affective considerations to
what has usually been regarded as a cognitive process.

Abifarin (1994) has examined in selected Nigerian Universities, the

information seeking behaviour of agricultural students that reveals that students
make less use of the library than expected as only over 58.5% of respondents
indicated that after attending formal lectures, they first turn to their lecturers for
further information rather than to library. He corroborates the general findings that
the library shelves are disorganized as users have a little idea about the systematic
library usage. It means library orientation programme focused on information
gathering should be organized where they are conducted and intensified where they
already are conducted.

Sasikala (1994) has studied the library use behaviour of 436 managers from
20 industrial organizations in Andhra Pradesh of India. The managers were grouped
in 3 levels: Senior (30), Middle (138) and Junior (268). The survey shows that
managers occasionally visit libraries rather they get satisfied from other sources.
They mostly need data type information and descriptive information on specific
topics and they collect information for keeping themselves abreast of current
knowledge, solving immediate practical problems. Managers also need additional
information relating to job. But there were some differences in searching and using
behaviour among the three groups of managers.

Hammond and Mitchell (1997) have conducted a survey on the information

seeking behaviour of practitioners in accounting, architecture, psychology and
recreation/tourism to improve the information skills instruction programmes for
students. It is seen that fewer than half of the survey respondents had discipline-
specific library instruction. But the practitioners identified the need for information
on a low use of electronic resources. Further, the data collected support the necessity
of information skills for those entering the professionals. Instruction should be
Review of Literature 29

information centered rather than library centered and continuing education for
professional‟s information is needed.

Devi, Akoi and Lahiri (1997) in their study entitled “Information Seeking
Behavior of the Agricultural Scientists in Manipur” reveals that most of the
scientists responding to the questionnaire, seek agricultural information for records,
experiments and paper writing. However, their basic area of their research concerned
is related with different aspects of agriculture, but the larger sections of the scientists
responded were found to use the libraries, ICAR Units and Department of
Agriculture. Most of them consider seminars/ conferences as the better medium for
dissemination of their research results.

Kanungo (1997) investigates the information seeking behaviour of women

researchers in the disciplines of history and political science in the University of
Delhi (DU) and Jawaharlal Nehru University (JNU). The study has been conducted
in the form of a „user survey‟ using questionnaire and interview methods and a
comparative analysis method is adopted by the researcher in finding, accessing and
acquiring information.

Reddy and Karisiddappa (1997) have conducted a survey on information

seeking behaviour on 160 medical scientists on the use of formal and informal
channels of communication, which showed that journals are the preferred formal
source on information for preparing course/teaching materials. However, the books
are used more for providing consultation and offering therapeutic/ diagnostic
services. The time spent in borrowing / reading literature for various purposes has
also been studied.

Fidzani (1998) has conducted a study on the needs and seeking behaviour of
graduate students in Library and Information Centre of University of Botswana by
using questionnaire method for data collection. The findings of the study reveal that
most of the graduate students lack basic skills on how to use the library services and
resources. However, the study discovered that graduates do not have adequate
Review of Literature 30

training in the use of the library and some of the students are not aware at all of the
services the library can offer them.

Prasad and Tripathi (1998) have conducted a study on the Physical and
Social Scientists to ascertain their information seeking behaviour. They also
enumerated the sources of information used by the scientists. It is seen that the
primary journals were used by both groups of scientists, but there was a difference in
the usage of abstracting and indexing periodicals.

Coles (1999) has examined the preference of using electronic sources,

especially the CD-ROMs in public libraries. He discusses the reasons for use and
non-use of CD-ROMs and looks at the types of CD-ROM databases used both in the
library and in general. He is of the opinion that that at some of the problems inherent
in studying end – users in public libraries find the difficulty in obtaining reliable
data.

Dresang (1999) has pointed out that the environment for youth has changed
dramatically in the digital age, but the paradigm for studying their information
seeking behaviour has not. He proposes not only more research in the field, but also
the adoption of a new research paradigm which involves studying youth in serious
yet informal information seeking situations. The new paradigm presents two
opportunities - a closer collaboration with youth themselves as partners in
constructing research (rather than as objects of it); and a fresh look at how children
and teenagers define success in their searches.

Fabritius (1999) has discussed the methodological triangulation employed

in the process of data gathering for a study where the information seeking behaviour
of journalists is investigated. The purpose of this study was to examine the role of
digital information technology, to what extent the information sought is put, and
how well or badly the digital systems support journalistic work. He also describes
various types of the ways in which the method varied and developed in the course of
the fieldwork, and how the interaction between the research setting and methods
applied took place.
Review of Literature 31

Shanmugam (1999) has studied the information seeking behaviour of the

trainee teachers of the two Teacher Training Colleges of Malaysia. This study brings
to light that trainee teachers‟ information was influenced greatly by the course
requirements centered on their course. It is also revealed that there is a general lack
of interest in reading books and newspapers. However, the computers were used
largely for typing rather than for handling information.

Srinivasaragavan (1999), in his doctoral thesis entitled “Information Needs

and Information Seeking Behaviour Pattern of Scientists in Biological Sciences in
Academic Universities of Tamil Nadu” revealed that biological scientists differ
significantly in their information seeking based on factors of sex, age, marital status,
professional experience, designation and in participation of the professional
activities with regard to different universities. It is also revealed that information
needs of academic, current scientific, factual information did not differ, whereas
research and development, product information differed significantly among the
respondents.

Wilson (1999) has presented the outlines of the models of information

seeking and other aspects of information behaviour, showing the relationship
between communication and information behaviour in general with information
seeking, searching and searching and information retrieval systems. He suggests an
alternative of those models which address similar issues that can be related by
envisaging a „nesting‟ of models. He says that the related ways and that the models
are complementary rather than conflicting. Finally, an alternative, problem-solving
model provides a basis for related the models in appropriate research strategies.

Alemna and Skouby (2000) have carried out an investigation for the
information needs and information seeking behaviour of Members of Parliament in
Ghana‟s Legislature. They conclude that a better understanding of this question is
fundamental to the achievements of their job objectives.

Fescemyer (2000) has described bibliographic instruction programme to

help undergraduate students in World Regional Geography that locate current and
Review of Literature 32

historical resources to create answers for the midterm examination. Student papers
were analyzed by citation analysis to determine what types of resources are used to
gather the information to create answers. It is seen that the students use a wide
variety of sources in print and electronic formats to gather information – the fall
semester students are seen to cite print sources 62 percent as compared with citations
from electronic sources at 36 percent and lecture notes at 2 percent. However, the
spring semester students cite print source 51 percent as compared to electronic
sources at 47 percent and lecture notes at 2 percent.

Mahapatra and Panda (2001) have provided an insight into various

behavioural patterns of working journalists (WJs) in seeking and searching the
information. The study analyses the data received from 226 WJs representing the
leading news dailies of the state describe the pattern of their searching and locating
information sources and services, mode of communication and strategy employed in
seeking needed information, their priority on information sources, and the
constraints encountered by them in locating information.

Tripathi and Prasad (2001) have dealt with the information seeking
behaviour of scientists in physical and social sciences. The study highlights various
sources and methods followed by the scientists to locate required information. It also
discusses various types of information and bibliographical sources used by the
scientists for seeking information.

Cooper (2002) has studied a second-grade library class “engaged in an

information-seeking situation” by conducting individual and group study sessions,
as well as the class discussion which were videotaped. The students were observed
to be using both print and electronic resources. However, their information- seeking
tasks were tied to classroom curriculum and both quantitative and qualitative
methods were employed.

Large and Beheshti (2002) have presented the results of an empirical study
for gender differences in collaborative web searching, which was conducted in a
grade-six classroom of a Canadian Elementary School. The searches undertaken by
Review of Literature 33

16 same-sex groups of two or three students for information to support a class

assignment were recorded on videotapes. Search sessions analysis reveals that the
boys spent less time on individual pages than the groups of girls and in general were
more active while on-line. Overall, the study demonstrates academic, affective and
behaviour differences between the grade-six boys and girls working in same- sex
groups on a Web- based class project.

Padmamma, Vijaykumar and Vasudevan (2002) have conducted a survey

on information seeking behaviour of 84 scientists of Vishweshwaraiah Iron & Steel
Limited (VISL), Bhadravathi (Karnataka) which reveals that roughly one-third of
the scientists visit information centre to satisfy the information needs of research
activity. However, about 31% scientists opined that education of the dependents is
one of the factors which hinder their information seeking behaviour.

Singh, Satija and Singh (2002) have conducted a survey to study the
information behaviour of the farmers of Punjab. The study reveals that more than
60% of its population still lives in rural areas. There are 12,780 villages in Punjab
and the farmers are progressive and since 1960, they have adopted the new
technology relating to agriculture, comparatively earlier and faster than their
counterparts in other states.

Vijaykumar and Pradeep (2002) have surveyed the reading habits of the
library users of college of teachers‟ education from National College of Teacher
Education, Shimoga (Karnataka). The major objectives of the study was to identify
the time spent on reading, frequency of reading, place chosen for reading and so on.
They have identified that majority of the respondents prefer their own house (93.3%)
and (87%) read for gaining knowledge and also large population (46.65%) of the
study read more than three hours in their house.

Attfield, Blandfor and Dowellet (2003) have studied the information

seeking behaviour as embedded in wider tasks, namely in problem solving and in the
design and writing of professional papers. This article considers how writing can be
understood in order to account for embedded information seeking. The authors have
Review of Literature 34

treated the writing as if it were a design activity and explored parallels between the
psychology of design and information seeking. Interestingly, significant parallels
can be found in the ideas from the psychology of design offer explanations. Later,
authors developed a design-oriented representation of writing tasks as a means of
providing an account of phenomena such as information seeking uncertainty and
focus refinement.

Swarna (2004) conducted a study for information resources and services by

surveying the users of B.Ed. College Libraries in Andhra Pradesh. The main aim of
the study was to know the opinion of students and teachers on library collection,
services, opening hours, facilities, rules and regulations, reading facility and
organization of documents etc.

Chinnasamy (2005) in his doctoral thesis entitled, “Information Seeking

Behavior of Scholars in Biological and Social Sciences in Madurai Kamaraj
University: A Comparative Study” notes that social science scholars use more
conventional print sources, while the biological sciences scholars use more of the e-
resources for their research, again social science scholars visited the library daily,
whereas biological sciences scholar did not show much interest, since they spent
much of their time in the laboratory. It is also found that biological sciences scholars
were using other library facilities to a greater extent than the social science scholars.

George et al (2006) have explored the information behaviour of the students

by conducting interviews with one hundred graduate students representing all
disciplines and departments from Carnegie Mellon University. The study notes that
the graduate students often begin with a meeting with professors who provide
direction, recommend and provide resources. However, other students help to shape
graduate students‟ research activities. It is also noted that internet plays a major role
but students are continuing using print resources. But the convenience, lack of
sophistication in finding and using recourses, and courses requirements are the
factors which affect the information seeking behaviour of them.
Review of Literature 35

Kari (2006) has conducted a study where the focus was on the internet
searching that what it has to do with personal development of an individual‟s skills
and qualities. It is noted that there are four major types of relationship between the
Internet and self–development, which include - the Internet in the context of
development; development in the context of the Internet; development affecting
Internet use, and the Internet use affecting development. Besides, there were also
some informational phenomena which exhibited regression and the converse of
development.

Adebayo (2007) study on the library services standards that have been
implemented in Colleges of Education in Nigeria reveals that the libraries are
rendering basic services as recommended by National Commissions for Colleges of
Education but are not providing indexing and abstracting services.

Pratap (2007) in his study that is conducted for 18 colleges of education in 3

districts of Punjab, found that collection size of the libraries is varied considerably
where older colleges had comparatively large collections. However, the majority of
the libraries were being kept open for 6 to 7 hours a day. He also suggested for the
conduction of user education programme and stressed over the need to increase the
range and depth of collection and services.

Tilwani and Kumar (2007) have conducted a pilot study on the information
use pattern of social scientists from web based information resources which revealed
many interesting facts about the major study to be conducted on the basis of this.
This study keeps the investigator in choosing the sample size, understanding the
questions in the questionnaire and general perspectives in using the web based
information resources.

Adekanmbi and Boadi (2008) have conducted a study on the “Problems of

Developing Library Collections in the Colleges of Education Libraries in Botswana”
by using questionnaire method supplemented by interviews with the senior
librarians, deputy principals and the board of the affiliated institutions, to ascertain
the availability and use of collection development policies in the college of
Review of Literature 36

education libraries. It is noted that majority of the libraries did not have collection
development policies and also there is lack of constant training for librarians.
Further, inadequate staff and lack of support from administration and unavailability
of collection development policies were noted as the major problems. It is also
observed that majority of the libraries did not involve their users in formulation of
policies and did not implement these policies for collection development.

Bhatti (2009) has studied the information needs and information-seeking

behaviour of faculty members of Islamia University of Bahawalpur using a survey
for fifteen departments, namely Urdu, Political Science, History, English,
Economics, Education, Islamic, Chemistry etc. The study deals with what types of
information materials are required by the faculty members and what information
facility provisions are available in the libraries. This study incorporated issues
regarding users' knowledge tools, preferences for sources, purposes for using the
library, informal channels of acquiring information, language preference, current
journals, satisfaction levels, and the problems. It is noted that 17% of teachers use
the main library and 17 % their subject library services but 56 % teachers are
dissatisfied with the provision of books related to their fields as they find them
inadequate for meeting their educational and research needs. 40% teachers think that
the current periodicals provide them the required information to some extent and
32% want more journals for supplementing their research programmes. It is also
noted that the demand for more databases and internet facilities, is also increasing as
40% of teachers find the current provision is inadequate.

Rani and Jeevan (2009) have studied the information seeking habits and
behaviour of teachers and students in schools, to identify the information sources
used by teachers and the students and to ascertain the problem faced in using the
school library. The study focuses on how teacher and students utilize various
resources available in the library for enabling the teaching learning process. It is
noted that the books are used more than other type of information resources – both
by teacher and the students. However, the journals are preferred formal source of
information while preparing course/ teaching material.
Review of Literature 37

Jamali and David (2010) have studied the differences and similarities
between different research areas within physics and astronomy with regard to two
aspects of information-seeking behavior, including methods used for keeping up-to-
date and the methods used for identifying articles. It is revealed in the study that the
amount of reading is influenced by the type of activities academics conduct,
meaning those who spend more time on teaching read fewer papers and those who
spend more time doing research and read more papers.

Raza, Fatima and Upadhyay (2010) have studied the information seeking
behaviour of researchers in Central Drug Research Institute (CDRI), Lucknow. It is
seen that the services being provided by the library of the institute are worthy
services to a researcher and they prove to be helpful for other also. However, the
information-seeking behaviour differs from one discipline to another and from one
institution or library to another.

Singh (2011) has conducted a study for B.Ed. students studying in Punjab
using questionnaire method to know their opinions about the resources and services,
frequencies of visit to libraries, purpose of visiting, type of documents used,
awareness about library services, use of resources and services and satisfaction with
resources and services etc.

Pareek and Rana (2013) in their research entitled „Study of Information

Seeking Behaviour and Library Use Pattern of Researchers in the Banasthali
Vidyapeeth‟ suggested that there is a need to conduct advanced training for the
researchers for making use of their library system. It also emphasized over the
library sources to be included in research curriculum and in the orientation
programmes which are to be conducted periodically. It also suggests that in library
handling of technology, computers, network should be developed and access of e-
resources should be available at hostels through local network. Also a need is felt to
concentrate on proper book shelving and preservation and inter-library loan through
document delivery services.
Review of Literature 38

Kumar and Tholkappian (2013) have conducted a study for the library
users in Women‟s Educational Institutions which reveals that 56.94% of the
information seekers visit the library once a week, followed by 21.53% who visit
every day. Further, majority of respondents (86.11%) obtained educational resources
from the college library followed by 73.61% collected materials from their teachers.
Majority of the respondents also use the library for updating knowledge (59.03%),
while 54.17% use library for writing assignments. It is also seen that various
academic institutions (75.00%) were very positive on the adequacy of the
information and 74.31% responded optimistically for the sufficiency of comfortable
library furniture, good ventilation and lighting.

Sudha (2013) has studied the information seeking behaviour of Ph.D.

scholars at Gandhigram Rural University. It is noted that research scholars tend to
show a strong interest in searching on-line journals, e-mail daily and their use level
is considerably higher than books. Further, all Ph. D. scholars were seen fully aware,
well versed with the modern information technologies use in the library as 85% of
them used computer and its facilities frequently and 60% use internet and
photocopying facilities frequently. 65% of the respondents were seen regularly to
visit the library but a few respondents spent over 30 hours per week in a library and
most of the scholars were spending less than 5 hours per week in library for their
research work. Further, more than 50% of the respondents were getting assistance
from the library staff for their information needs. However, most of the scholars
were satisfied with the present library services but the study concludes with some
recommendations on how the rural university academics can be encouraged to make
use of available library resources for their benefit.

Das and Acharya (2014) have studied the information needs, information
seeking behaviour and the use of electronic resources by research scholars and
faculties in the University and Research Libraries of Odisha. They found that
understanding the actual needs of information users and taking steps to satisfy them
is the first step towards effective service provision. This can best be achieved
through formal in–depth studies. Librarians could redesign strategies intended to
improve the provision of library services especially towards information skills
Review of Literature 39

development and information resource awareness. But more professional and skilled
staffs should be recruited to handle day to day problems of the library and to provide
efficient and smooth library services to the users. Further, the Internet facility should
be improved along with increase in computer terminals so that more users can access
the e-resources effectively.

Selvaraj and Rathinasabapathy (2014) have studied the electronic

information use patterns of faculty members and the students of 16 self-financing
engineering colleges in Tiruvallur District (Tamil Nadu). The findings of the study
throw light on the important data and insight into the current state of practices of
faculty members and their understanding about information use pattern. It is
revealed in the study that 102 (25.76%) faculty members visited the library daily
while 178 members (44.95%) visited weekly thrice. Further, 108 faculty members
(27.27%) visited the library for the purpose of borrowing books, followed by 84
(21.21%) visited library for reference.

Moly (2014) in his article entitled „Information Need and Information

Seeking Behaviour of Information Science Students in Haramaya University,
Ethiopia‟ explained that more than half of the students visit library every day whose
main purpose is for writing assignments/research and study. Students mainly use
reference services from the library and for which they depend on reference sources.
Majority of students feel that there is a need for training for the efficient access and
use of library materials. Information science students also mentioned that the
number of books and journals available in their field of study are not sufficient.
Thus, university library should acquire more resources as well as the library should
provide sufficient space for students to refer and study within the library.

Hasrah (2015) has studied the information needs and seeking behaviour of
law students studying in Aberystywith University and Sultan Sharif Ali University.
This study suggests that out of them 85.48% from Aberystwyth and 100% from
UNISSA seek information mainly for assignments. It is also noted that that most
participants (51.91%) heavily rely on textbooks.
Review of Literature 40

Abraham, Tamizhchelvan and Sornam (2015) have studied the

information needs and seeking behaviour of engineering college faculty,
Tiruchirappalli. The study suggests that the user studies necessity be conducted
periodically by the library professionals to know the expectations of the users.
Besides, latest technologies are to be updated regularly based on the findings of the
survey.

Kadli and Hanchinal (2015) in their study on the information seeking

behaviour of law students in two law colleges of Mumbai have identified the
student‟s high dependency rate on books along with other online and offline legal
databases. E-mail was seen the most popular internet application used by the
students and they always become aware about free online databases through friends,
teachers, library staff, library website, library blog, brochure etc.

Chinnasamy (2016) has studied the need and information seeking behaviour
of Engineering College students in Madurai using pre-tested questionnaires. The
study reveals that 55.33% respondents are using the library for preparing for the
examination, 38% respondents are using the print copy and 81.33% respondents are
using the pen-drive. Further, he adds that the libraries have always welcomed new
changes for enhancing their client‟s satisfaction levels; thus, this is right time that
traditional libraries change their approach with the available digital resources in
making information users more efficiently competent.

Das and Jadab (2016) have studied the information seeking behaviour of
law students in University of Dhaka by assessing the factors affecting the students‟
use of digital information resources, the problems they faced for seeking electronic
legal information, using stratified random sample survey for collecting the
quantitative data through questionnaire. The results of the study show that students
with higher preference for information seeking were found to use the electronic legal
information sources than print. Major e-resources used by them and the influential
factors of use were also identified in this study. This study has also identified some
crucial problems and suggestions for the development of electronic legal
information sources and services. However, majority of the students buttressed the
Review of Literature 41

need for training programme on information literacy, online searching etc. for
improving the information skill and meta-cognitive strategies.

Hamid et al (2016) have conducted a study on the role of social media in

information-seeking by international students. They have studied 71 articles from
various well-known sources after an intensive systematic literature review process of
searching, filtering and enforcing the inclusion and exclusion criteria for concluding
the study. It is noted in the study that this research identifies the information needs
of the international students and categorizes them by the roles played by the social
media in fulfilling their information needs.

Kehinde et al (2016) have studied the information seeking behaviour of the

master students and the faculty of communication and information sciences at
University of Ilorin, Kwara State using questionnaire method. The results of the
study show that major information needs of master‟s students is for academic
purpose and their primary purpose of seeking for information is for their reading
activities. They also acknowledged that fellow students use internet as their first
point of call whenever needs for information arises. However, the respondents are
satisfied with the information sources consulted when seeking for information even
as they majorly use the credibility of the author to evaluate the information sources
consulted but their major problem in their seeking process is the incompleteness of
the materials.

Khan and Alam (2016) have conducted a study for 110 users of the Energy
Resource Institute (TERI) on the library use. Their findings include- the percentage
of daily users of the library was high and majority of the research scholars (44.11)
use periodicals and postgraduates (76.19) use for references. Further, the users were
also aware of the Internet and reprography services provided by the library.
However, they felt the quality of library collection helped them to collect accurate
and precise information.

Laltlanmawii and Verma (2016) have studied the information seeking

behaviour of faculties and research scholars of the School of Physical Sciences,
Review of Literature 42

Mizoram University, Aizawl. It is found that in teaching and research represented

the root of information search behaviour; therefore, university teachers are placed at
a higher podium than the teachers of other educational institutions. As the role of
faculty members and research scholars is very crucial in the universities, university
teachers are expected to teach post-graduate students and guide the research scholars
to contribute for enhancing the horizon of their own subject disciplines. Thus, their
reading interests, current awareness, subject knowledge have direct bearing on their
teaching, learning and research activities and they are expected to be well reader and
constantly up-to-date in their fields of specialization, even then heir reading
interests, sources of information, information and communication channels, types of
information they needs etc. can vary even among the same community and group
and time.

2.3 Recent Studies

El-Maamiry (2017) has conducted a study on the use of electronic resources
by the students of College of Business Administration (CBA) and College of
Information Technology (CIT) of University of Dubai. He says – considering the
tremendous technology development in university education and teaching
worldwide, it is expected that future students‟ information seeking behaviour will
change tremendously as every level of their study will be online. Information
literacy skills will be the key focus from pre-university onwards. It is concluded that
though the country is heading towards smart learning, but students will no longer
struggle with using software applications as will easily navigate electronic resources
interfaces and fully utilize digital tools and none will struggle with basic electronic
resources functionality.

Sarala (2017) has conducted a study on the information seeking behaviour

of students with special reference to Engineering Colleges in Vellore. It is concluded
that information seeking behavior is mainly deals with the way people search for
information, identify and utilize information. It is a process by which individuals are
seeking, identifying, selecting, evaluating and analyzing information in order to
change their state of knowledge. The present study mainly focuses on the frequency
of library visits, purposes of Information seeking, searching tools, various factors
Review of Literature 43

influencing the information seeking behaviour and the problems faced by them
during the process of information seeking.

Thus, it is seen from the review of literature that a plenty of work has been
done in the field of information needs and seeking behaviour but almost no work has
been carried out to study the same in teachers‟ education colleges in the Rajasthan
state. Hence, the present problem is chosen for conducting research for the PhD
degree.
Review of Literature 44

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 Chapter 3
Research Methodology
 CHAPTER 3
RESEARCH METHODOLOGY

3.1 Research Overview

Research is a verdict solution to a problem subsequently over and done with
study and exploration of the situational aspects. It is congregation information
required to answer a question, and thereby assist in solving a problem.

It is a systematic approach that concerns with the generalization and the

formulation of a theory. Hence, enunciating the problem, formulating a hypothesis,
collecting the facts or data, analyzing the facts and reaching at certain conclusions
either in the form of solutions towards the concerned problem or in certain
generalizations for some theoretical formulation, consist the research.

It involves “significantly redefining problems, framing hypothesis or advised

solutions; accumulating, organizing and appraising data; making inference and
reaching conclusion; and at last prudently testing the conclusion to determine
whether they fit the formatting hypothesis” (Woody, 1927).

Redman and Mory (1933) have defined research is a systematized effort to

gain new knowledge”. However, it is “a scientific inquiry aimed at learning new
facts, testing ideas, etc.” (Degu and Yigzaw, 2006).

3.2 Objective of the Study

The proposed study is an attempt to assess the informational needs of the
teachers and the students of different education institutions in Rajasthan. This study,
while pointing out the problems, endeavours to find out their solutions helping in
information seeking by the respondents in new networked environment of
information era. Other objectives of the study are:
 To ascertain the frequency of users of visiting libraries and services mostly
used.
Research Methodology 51

 To find out the awareness and use of library resources.

 To identify the purpose of their information seeking and examine their
information seeking behaviour.
 To analyze the type of information technology (IT) resources currently used
by the users.
 To evaluate the collection of information sources in the library of education
institutions.
 To explore the extent of use of ICT based services and their impact on their
study and research work.
 To study the various problem faced by users while seeking and using the
information.

3.3 Research Hypotheses

The study has proposed to test the following research hypotheses:
H01: Users are not aware with the available information services and facilities of
the libraries.
H02: Information seeking behaviours of users are different in nature according to
their information needs.
H03: There are no proper information systems for providing fast, efficient
information services to fulfill users‟ requirement in the libraries of education
institutions.
H04: Majority of the users face problems while seeking information from their
respective libraries.
H05: Most of the users are satisfied with the services related to information
technology in the libraries.

3.4 Scope of the Study

It is observed that the education sector occupies an important place in the
lives of human beings, organization and entire economy, so its study becomes
important. The present problem is an effort to study “Impact of IT on Information
Research Methodology 52

Seeking Behaviour of users in Institution of Education in Rajasthan”. The study is

conducted in following 12 education institutions of Rajasthan:
 Biyani Girls B.Ed College, Jaipur
 Department of Education, Jaipur National University, Jaipur
 Department of Education, University of Rajasthan, Jaipur
 ICG Institute of Educational Research & Development, Jaipur
 Lokmanya Tilak T T College, Udaipur
 Mahatma Jyoti Rao Phoole Women's B. Ed. College, Jaipur
 S S G Pareek P G College of Education, Jaipur
 S.S. Jain Subodh Mahila Shikshak Prashikshan Mahavidyalaya, Jaipur
 Sanjay Teacher's Training College, Jaipur
 Shiksha Mandir, Bansthali Vidhyapeeth, Tonk
 Sri Balaji Teachers Training College, Jaipur
 Vidya Bhawan Teacher's College, Udaipur

Thus, the present study will be limited to only above institutions imparting
education in teacher education field and no other institute will be considered in the
study.

3.5 Sampling Design

It is not possible to study all the institutes exist in Rajasthan and further it
will be too expensive to collect the data by taking into consideration the entire
population. Therefore, smaller samples of a unit sample are chosen to represent the
relevant attributes of whole of the units. Thus, the present study is taking a note of
this categorization for selected 12 education institutions of Rajasthan only as listed
above.

Sampling methods are used to select a sample from the population because
they are essential for removing biasness in the selection process. Basically, two
types of sampling methods exist - probability and non-probability method. But the
sample to be studied for the present study has been selected through probability
Research Methodology 53

sampling method from 12 education institutions of the Rajasthan using by cluster

sampling technique followed by lottery method is divided as below:

3.6 Universe of the Study

A sampling plan is detailed outline in table 3.1 which clearly illustrates that
the universe of the study will be the users and librarians of 12 education institutions
of the Rajasthan state.

Table 3.1: Sampling Plan

1 Sampling Method Multi-stage or Cluster Sampling Method

2 Sample size 442 users and 12 librarians will be selected from selected
12 Education Institutions

3 Area of Study Jaipur, Udaipur & Banasthali ( Tonk)

The criteria of sampling plan are shown in table 3.2 and 3.3. It is very clear
that 660 questionnaires were distributed in 12 colleges in 55-55 quantities and 442
of them were received back from the users which constitute to 66% of the total
sample. Further, 01 questionnaire each was distributed in 12 colleges/institutes and
all of them were received back that constitute to 100% to the sample of study. For all
practical purposes including data analysis a round off number of 442 respondents
will be considered.
Research Methodology 54

Table 3.2: Description of Users of Library as Respondents

S. Name of Institutions Questionnaire Questionnaire Percentage of

No. Distributed Received the
Questionnaire
Received
1 Biyani Girls B.Ed 55 36
College
2 Department of 55 42
Education, Jaipur
National University,
Jaipur
3 Department of 55 30
Education, Rajasthan
University, Jaipur
4 ICG Institute of 55 50
Educational Research &
Development, Jaipur
5 Lokmanya Tilak T T 55 31
College, Udaipur
6 Mahatma Jyoti Rao 55 33
Phoole Women's B. Ed.
College, Jaipur
7 S S G Pareek P G 55 35
College of Education, 66 %
Jaipur
8 S.S. Jain Subodh 55 33
Mahila Shikshak
Prashikshan
Mahavidyalaya, Jaipur
9 Sanjay Teacher's 55 34
Training College, Jaipur
10 Shiksha Mandir, 55 52
Bansthali
Vidyapeeth,Tonk
11 Sri Balaji Teachers 55 34
Training College, Jaipur
12 Vidya Bhawan 55 32
Teacher's College,
Udaipur
Total 660 442
Research Methodology 55

Table 3.3: Description of Staff of Library as Respondents

S. Name of Institutions Questionnaire Questionnaire Percentage of

No. Distributed Received the
Questionnaire
Received

1 Biyani Girls B.Ed College 1 1

2 Department of Education, 1 1
Jaipur National University,
Jaipur

3 Department of Education, 1 1
Rajasthan University,
Jaipur

4 International Institute of 1 1
Education, Research and
Development

5 Lokmanya Tilak T T 1 1
College

6 Mahatma Jyoti Rao Phoole 1 1

Women's B. Ed. College

7 S S G Pareek P G College 1 1
100%
Of Education

8 S.S. Jain Subodh Mahila 1 1

Shikshak Prashikshan
Mahavidyalaya

9 Sanjay Teacher's Training 1 1

College

10 Shiksha Mandir, Bansthali 1 1

Vidyapeeth, Tonk

11 Sri Balaji Teachers 1 1

Training College

12 Vidya Bhawan Teacher's 1 1

College

Total 12 12
Research Methodology 56

3.7 Source of Data Collection

Data collection is the method of collecting and evaluating the information or
variables of interest, in an established systematic manner that enables one to answer
stated research question, test hypothesis and evaluate outcomes. For the present
study, data are collected from 12 education institutions by distributing approx 55-55
questionnaires in each institution. So, 660 questionnaires were distributed in all 12
institutes but only 442 questionnaires were received back. Thus, the present study is
based on the actual received 442 questionnaires.

3.8 Sample Size of the Study

Table 3.2 depicts that sample size taken into study for different institutes.

In the present study primary data are collected with the help of structured
questionnaire based on standard techniques. All the questionnaires were filled by the
users and the librarians of the selected 12 education institutes of the Jaipur, Udaipur
and Bansthali. Thus, total 454 samples were collected comprising of 442 from users
and 12 from the librarians of selected institutes.

However, secondary data are collected from the allied literature consisting of
the books, journals, newspapers, magazines, articles and the research paper. Further,
Internet also played an important and crucial role in collection of the relevant data
for the present study.

Thus, the data collected will be tabulated and presented in the respective
tables and further puts on analysis to get the results, using the percentage analysis
and depict the analysis in the form of charts.
Research Methodology 57

REFERENCES
Degu, G. and Yigzaw, T. (2006). Research methodology. lectures notes for health
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Woody, C. (1927). The values of educational research to the classroom teacher. The
Journal of Educational Research 16 (3): 172-178.
 Chapter 4
Teacher Education and State
of Art of Institutes Selected
for Study
 CHAPTER 4
TEACHER EDUCATION INSTITUTIONS AND
PRESENT STATUS OF ITS LIBRARY RESOURCES

“Guru Brahma, Guru Vishnu, Guru Devo Maheshvaraha

Guru Sakshat Par Brahma Tasmai Shri Gurve Namaha”

It means that Guru, the teacher, is like unto Lord Brahma, Vishnu, and
Mahesh. Guru is the visible supreme divinity incarnate; therefore I kneel before that
Guru in salutation.

Thus, the seat of „Guru‟ who imparts teaches and impart education has been
the seat of supreme divinity since the ancient times, when „Guru-Shishya
Parampara‟ (Teacher-student tradition) was prevalent at that time. The society and
the state used to take care of the Guru, the Gurukul and universities where students
lived to take and complete their education.

But as said by Rabindra Nath Tagore “a teacher can never truly teach unless
he is still learning himself. A lamp can never light another lamp unless it continues
to burn its own flame as” (Ray, 2007).

American Commission on Teacher Education also highlighted the

importance of education by saying that “the quality of a nation depends upon the
quality of its citizens. The quality of its citizens depends not exclusively but in
critical measure- upon quality of their education. The quality of their education
depends, more than another single factor, upon the quality of their teachers”
(Mohanty, 2003).

Thus, a good teacher is teacher who learns lifelong and tries to impart the
same to his succeedors, i.e., students. Therefore, the teacher education also occupies
a important place in education sector.
Teacher Education Institutions and Present Status of its Library Resources 59

Dictionary of Education defines Teacher Education as “All formal and

informal activities and experiences that help to qualify to a person to assume the
responsibility as a member of the educational profession or to discharge his
responsibility most effectively” (Good, 1945).

Teacher education‟ programme is responsible for equipping the teachers with

competence and abilities so that they may guide the destiny of the society and nation
through proper handling of future citizens. Since the status of teachers and
conditions of teacher education have a direct bearing on the quality of education,
efforts should be made /are being made for improving its quality.

4.1 Brief History of Indian Teacher Education

The system of Teacher Education in India is just like the flowing rivers that
have been strengthened by several springs and rivulets of the time since its
beginning. Teaching education has undergone through various ups and downs during
the course of its history. However, for the convenience, teaching education system
can be divided into: Ancient period, Muslim period, British period and after
independence period. A brief discussion is made on each period (Bhattacharjee,
2015) below.

4.1.1 Ancient period (7000 BC to 2500 BC) was the period of outstanding wealth
of knowledge where the knowledge was available in the religious scriptures, the
Vedas and the Upanishads, on all the facets of learning, be they religious,
philosophical, literary, astrological, cosmogonal, mathematical calculations,
economics, law or social sciences. During ancient period, in the Hindu community
based on castes, it was the Brahmins among the three other classes, Kshatriyas,
Vaishyas and Shudras, who was qualified to teach all other community including its
own. The other communities, through giving guru dakshina, looked after their
financial needs. A guru was thus, a fountain of knowledge and wisdom, and also on
embodiment of gyan with exceptional devotion practicing himself and was thus, the
most recovered of all. The teachings were in the form of both Shruti (heard
knowledge) and Smriti (memorized knowledge).
Teacher Education Institutions and Present Status of its Library Resources 60

4.1.2 Muslim period is said to be existed between 16th to 19th centuries but it
was diluted with the invasion of Britishers during 17th century. Though, education is
advocated as duty in Holy Koran that held in high esteem, but education in the
Muslim community was not so widespread. However, Muslim rulers founded
Maktabs (school), colleges (Madrassahs) and libraries. Those who taught at Maktabs
were mostly Moulvis but in Madrassahs scholarly persons were employed and they
taught mainly from their holy scriptures, Quran. As such there was no provision for
formal teacher training. It was there teachers who selected bright students to carry
on with their jobs of teaching preparing future teachers. It was sort of disciple
succession. Thus, the Muslim formal education is limited to their scriptural teaching.

4.1.3 British period was the reign of the British Raj where formal education
system got introduced in India, and Britishers established schools, colleges and
teacher training modules, but then again, these learned classes they produced were
done with a view to their own means, as clerical staffs to look after their affairs of
the state. They founded the teacher training institute at Serampur near Calcutta
which lasted from 1858-1947 a period of nearly a century. In line with the Bell-
Lancaster system, a Monitorial system was formed as a basis of teacher training in
Madras by Dr. Andrew Bell. Thus, normal schools founded in 1826 for preparing
teacher for district school later went on to developed on Presidency College in
Calcutta and in Bombay the Elphinstone institute.

Later, the Wood's Despatch, which is popularly known as Magna Charta of

English Education in India, was released on 19 July 1854. Lord Stanley, Secretary of
State for India, greatly emphasized on teacher training during 1859. Later,
Government of India Resolution on Education Policy (1904) and Government of
India Resolution on Education Policy came (1913). Sadler Commission during
1917-1919 also suggested that post graduate department be opened in the university
studies. This was then further given a fillip by other Commissions and by the year
1947, there were 41 teacher training colleges in India.
Teacher Education Institutions and Present Status of its Library Resources 61

4.2 Teacher Education in Independent India

India got independence in 1947 and the first prime minister of independent
India Jawahar Lal Nehru was a towering figure and a visionary. Dr. Rajendra
Prasad, the first President, the architect of India and other stalwarts of the country -
all had left their indelible marks to make India what it is today. They all have their
utmost efforts to upgrade the existing system of teacher education as it was received
from Britishers.

University Education Commission in 1948 gone through the existing courses

in teacher training programme and suggested for flexible and adaptable to local
circumstances courses for the teachers. Thus, the commission recommended that the
courses should be remodeled, suitable schools to be used for practical training and
more time to be given to school practice.

Later, Secondary Education Commission during 1952-53 suggested for the

reforming of secondary education and recommended that during the training at least
they be trained in two subjects and stressed over the point that the practical training
should not consist only of practice in teaching, observation, demonstration and
criticism of lessons, but should include such subjects as construction and
administration of scholastic tests, organization of supervised study and students‟
societies by conducting library periods and maintenance of cumulative records.

Kothari Commission during 1964-66 also favoured for a sound programme

in professional education for the teachers for qualitative improvement in education
at all levels of teacher education to meet out the requirements of the national system
of education.

National Policy of Education (NPE) in 1986 also recommended that teacher

education is a continuous process and its pre-service and in-service components are
inseparable.

Recently, National Curriculum Framework for Teacher Education (NCFTE)

in 2010 stressed over the education and training of a prospective teacher which will
be effective to the extent that it has been delivered by teacher educators who are
Teacher Education Institutions and Present Status of its Library Resources 62

competent and professionally equipped for the job. National Council for Teacher
Education (NCTE) took up a number of initiatives during the last decade to improve
the quality of teacher education program. Besides, the NAAC (National Assessment
and Accreditation Council) also joined the hands with NCTE to foster quality
assurance and the sustenance.

Further, RTE – the Right of Children to Free and Compulsory Education

Act, 2009, that has become operational from 1st April, 2010 also has implications
for teacher education in the country. Besides, Teacher Eligibility Test (TET) for
Teachers and Principal Eligibility Test (PET) are conducted at both level at state and
at central level to foster the quality of school education. UGC also conducts National
Eligibility Test (NET) at national level and State Level Eligibility Test (SLET/SET)
at state level for the teachers in higher education.

Table 4.1 briefly depicts the details of various agencies working for
improvement of the teacher education system in India.

Table 4.1: Teacher Education Agencies

S. No. Name of Agency Functions

1. UNESCO It was founded in the year 1945. It states that

Everyone has the right to education. Convention
against Discrimination in Education adopted in 1960.

2. University Grants The setting up of the UGC was initiated in the year
Commission 1953 and granted the status of an autonomous body in
(UGC) 1956, with the objective of providing healthy support
to education system as a whole, deciding on locations
(towns or cities) depending on requirement, and also
to ensure proper functioning of institutions – central
schools, colleges or universities, through further
nurturing these institutions, both in terms of
educational and financial, deciding of and provision
for state support as a means of their growth. Inclusive
in this aspect was also the recommendations of the
UGC to both the state and central governments
towards effective and meaningful functioning of
quality education and to ensure that these goals are
not thwarted for want of adequate finances.
Teacher Education Institutions and Present Status of its Library Resources 63

3. National Council NCERT, national council of edification and research

of Educational training was set up in 1961 in cites like Ajmer,
Research & Mysore, Bhubaneswar and Bhopal with headquarters
Training at Delhi, with the goal of identifying and providing
(NCERT) fillip to the students who were talented enough and
had an inclination by temperament on research
activities. As for their encouragement, the NCERT
would arrange for high quality material for research
and, where necessary, support them through
scholarship. Moreover, the ambit of their functioning
included teachers in service, those who retired and
with their experience and understanding of the
problems, to suggest to the NCERT body, to provide
them with solutions.

4. National Council NCTE is a statutory body of Government of India that

For Teacher was set up under the National Council for Teacher
Education (NCTE) Education Act, 1993 in 1995. It sees fo the standards,
procedures and processes in the Indian education
system. But it is facing difficulties in ensuring the
maintenance of the standards of teacher education
inspite of its successful functioning in terms of
educational field.

5. Indian Council of ICCSR as autonomous body was established in 1969

Social Sciences to promote research in the field of social sciences at
Research (ICSSR) New Delhi. It also started National Social Science
Documentation Centre (NASSDOC) which provide
library and information support services.

6. National Institute NIEPA was established in the year 1962 as UNESCO

of Education Asian Centre for Educational Planners,
Planning and Administrators and Supervisors which later became
Administration the Asian Institute of Educational Planning and
(NIEPA) Administration in 1965 and again, inn 1973, it was
renamed as National Staff College for Educational
Planners and Administrators and again in 1979
rechristened as National Institute of Educational
Planning and Administration (NIEPA). However, it
has been upgraded up to the level of university in the
year 2006.

7. Institutes of IASEs run teacher educator programmes both pre-

Advanced Studies service (M.Ed.) and in-service (DIET and CTE
in Education faculty). Now, there are 29 institutes of advanced
(IASEs) studies in the country.
Teacher Education Institutions and Present Status of its Library Resources 64

Thus, it is seen that various efforts have been made since the time immortal
for quality education and for producing quality teachers who could impart best
education and prepare a good citizens for the nation.

4.3 Development of Teacher Education in Rajasthan

Rajasthan has derived its name from “Rajah” “Sthana”, which literally means
home of Kings. Rajasthan, as a state has great beauty and diversity. Just stretching
from the Thar deserts in the west to its southern plains, its topography too is variedly
diverse. It comprise of three regions, namely the Aravali hills range, the Great
Indian Thar desert and the Eastern part of the state. Rajasthani is the major language
of the state but four important dialects being Marwari in the West, Jaipuri in the
East, Malwi in South-east and Mewai in North-east are also there. However, Hindi is
widely spoken and it is rapidly replacing Rajasthani language.

There are two levels of teacher education available in the state: the
elementary level and secondary level. Besides that, distance education and Institutes
of Advanced Study in Education & Colleges of Teacher Education are also
imparting teacher education. Paliwal, Sarupria and Dave (2008) have studied and
described the state of art of teacher education in Rajasthan as given below:

4.3.1 Elementary Teacher Education

Basic School Teaching Certificate (BSTC) conducted by DIETs and STC
schools under the Department of Elementary School Education are two bodies which
conduct two year teacher education courses in Rajasthan state at elementary level.

4.3.2 Secondary Teacher Education

B. Ed. ,B. P. Ed., B.Sc B.Ed. and B.A. B.Ed. courses which are offered by
the colleges affiliated either to the state universities or by the approved private
universities on approval of NCTE are the secondary teacher education programmes
in the state. B.Ed. admissions are made after Pre Teacher Examination Test (PTET)
under the directions of the state government.

However, Rajasthan State Department of Secondary Education decides on

the selection of secondary teachers, the B.Ed. affiliated colleges and by the central
apex bodies like the UGC and the NCTE.
Teacher Education Institutions and Present Status of its Library Resources 65

4.3.3 Distance Education Programme

Vardhman Mahaveer Open University, Kota conducts B.Ed course and M.A
Education in distance mode. IGNOU also conducts B.Ed. programme through its
Study Centres established at various places in the state. IGNOU has recently started
M.A in Education Programme.

4.4 Institutes of Advanced Study in Education & Colleges of Teacher

Education
MHRD has upgraded 4 colleges of the state to IASEs and 8 colleges to CTEs
as part of qualitative improvement in teacher education programme under NPE
1986. Out of the four IASEs, two were government IASEs and the remaining two
were non-government IASEs till 2004.

(Source: http://plan.rajasthan.gov.in/content/dam/industries/images/rajasthan-map.gif)
Figure 4.1: Map of Rajasthan
Teacher Education Institutions and Present Status of its Library Resources 66

The state government changed the status of two privately managed IASEs to
CTEs. Therefore, there are two IASEs and ten CTEs in the state at present. In
addition to pre-service programme, these IASEs and CTEs also conduct theme-
based and content -based in-service programmes for secondary school teachers,
headmasters, principals etc. with the financial support under the IASEs, CTEs
scheme of the MHRD.

4.5 Institutes Selected for Study

It is clear from the figure 4.1 that out of total districts of Rajasthan state only
03 districts namely, Jaipur, Tonk and Udaipur were taken into the study. Of the
sample study, 09 institutes belong to Jaipur district, 01 to Tonk and 02 are from
Udaipur districts.

The names of the institutes/colleges selected for in-depth study to ascertain

the information seeking behaviour of education students and the teachers are listed
below.
 Biyani Girls B.Ed College, Jaipur
 Department of Education, Jaipur National University, Jaipur
 Department of Education, University of Rajasthan, Jaipur
 ICG Institute of Education, Research & Development, Jaipur
 Lokmanya Tilak T T College, Udaipur
 Mahatma Jyoti Rao Phoole Women's B. Ed. College, Jaipur
 S S G Pareek P G College Of Education, Jaipur
 S.S. Jain Subodh Mahila Shikshak Prashikshan Mahavidyalaya, Jaipur
 Sanjay Teacher's Training College, Jaipur
 Shiksha Mandir, Bansthali Vidyapeeth, Tonk
 Sri Balaji Teachers Training College, Jaipur
 Vidya Bhawan Teacher's College, Udaipur

A brief detail of each college/institute is given below:

4.5.1 Biyani Girls B.Ed College, Jaipur
Biyani Girls B.Ed. College was established in the year 2006 by Biyani
Shikshan Samiti that is formed by young, dynamic and result oriented team of
Teacher Education Institutions and Present Status of its Library Resources 67

highly qualified educationists. The mission of the college is to keep pace with the
futuristic growing civilised world through women empowerment and the aim to
transform the hidden unlimited potentialities of girls into creativity, empowerment
and prosperity of the nation with humanity.

Picture 4.1: Biyani Girls B.Ed College

College is providing all facilities which are essential for their betterment to make the
pupil teachers all rounder.

Picture 4.2: Library, Biyani Girls B.Ed College

Teacher Education Institutions and Present Status of its Library Resources 68

4.5.2 Department of Education, Jaipur National University, Jaipur

The School of Education of Jaipur was created in the year 2005 by Jaipur
National University. Now the School of Education is transferred to its new campus
at picturesque and pollution- free sight with architecturally well designed and well
laid out in Jaipur National University campus.

Picture 4.3: Department of Education, Jaipur National University

Picture 4.4: Library, Department of Education, Jaipur National University

The school has spacious classrooms, innovative and functional laboratories

along with facilities like seminar & conference halls, auditorium, computer lab with
Teacher Education Institutions and Present Status of its Library Resources 69

latest computer network, with broadband internet connectivity, fully digitalized

central library, reading rooms, stacked with latest books and the journals.

It offers Bachelor of Arts (B.A.), Diploma Programme in Yoga, Basic

School Teachers Certificate Course (BSTC), B.Ed., Diploma in Early Childhood
Care in Education, Integrated B.A-B.Ed, Integrated B.Sc.-B.Ed, Diploma in
Environment Education and Sustainable Development and M.Ed. along with
Diploma in Guidance and Counseling, and M.Phil. in Education. Ph.D. in Education
is also there.

4.5.3 Department of Education, University of Rajasthan, Jaipur

Rajasthan University is a public state university and it is one of the oldest
universities in the Indian state Rajasthan that is located in the city Jaipur. It was set
up on 8 January 1947 as the University of Rajputana and was given its current name
in the year 1956.

Picture 4.5: Department of Education, University of Rajasthan

The Department of Education, University of Rajasthan is one of the

prestigious institutes for education located at Jaipur that was established in 2000. It
is offering many facilities for students‟ overall growth like library, laboratory, hostel
facility, T.V room etc.
Teacher Education Institutions and Present Status of its Library Resources 70

Picture 4.6: Library, Department of Education, Rajasthan University

4.5.4 ICG Institute of Educational Research and Development, Jaipur

ICG Institute of Educational Research and Development is established in
2006 the auspicious of Indian Council for International Amity to produce quality
teacher in the field of school education. ICG Institute of Educational Research &
Development, Jaipur is affiliated with University of Rajasthan Jaipur and approved
by National Council of Teacher Education, New Delhi. The College has obtained
NOC from the Govt. of Rajasthan to initiate its teacher education programe.

Presently college is offering full time regular 2 years B.Ed and 2 years M.Ed
programme only for girls‟ candidates.

Picture 4.7: ICG Institute of Educational Research and Development

Teacher Education Institutions and Present Status of its Library Resources 71

Picture 4.8: Library, ICG Institute of Educational Research and Development

4.5.5 Lokmanya Tilak Teachers Education College-Rajasthan Vidyapeeth,

Udaipur
Lokmanya Tilak College of Teacher Education is a college of Janardan Rai
Nagar Rajasthan Vidyapeeth (Deemed University), Udaipur that was established as
one of the premier institutions of the region in August 1966 with an objective to
prepare teachers who could impart quality education in schools. It has attained the
status of College of Teacher Education (CTE) for which special grants is received by
the college for improving teaching, research and extension.

Picture 4.9: Lokmanya Tilak Teachers Education College-Rajasthan

Vidyapeeth
Teacher Education Institutions and Present Status of its Library Resources 72

Picture 4.10: Library, Lokmanya Tilak Teachers Education College-Rajasthan

Vidyapeeth

B.Ed., B.Ed. (Bal Vikas Integrated Course) and M.Ed. and also the Post
Graduate Diploma in Guidance and Counseling are conducted by the college.

4.5.6 Mahatma Jyoti Rao Phoole Women's B. Ed. College, Jaipur

Mahatma Jyoti Rao Phoole Shikshan Sansthan is an independent society
registered under the Rajasthan Society Registration Act of 1958. The society
purposes to promote quality education, development of mind, strong character and
will power to young students.

Picture 4.11: Mahatma Jyoti Rao Phoole Women's B. Ed. College

Teacher Education Institutions and Present Status of its Library Resources 73

Picture 4.12: Picture Mahatma Jyoti Rao Phoole Women's B. Ed. College

4.5.7 SSG Pareek P G College of Education, Jaipur

SSG Pareek college was established as primary school in the year 1906 and
later it was upgraded to Degree College on July 1955 and in 1993, the college
became a Post Graduate College.

Picture 4.13: SSG Pareek P G College of Education

Picture 4.14: Library, SSG Pareek P G College of Education

The college offers two years B.S.T.C/N.T.T. programme, 2 year full time
B.Ed and 2 year M.Ed programme.
Teacher Education Institutions and Present Status of its Library Resources 74

4.5.8 S.S. Jain Subodh Mahila Shikshak Prashikshan Mahavidyalaya, Jaipur

S.S. Jain Subodh Shiksha Samiti plays a major role in Rajasthan in the field
of education. The institution was started in Jaipur in 1918 with just a registration of
two girls but in 1925 it became primary school in 1934 upgraded to middle school,
in 1944 as high school and in 1954 as inter college and in 1960 as degree college. It
was gained the status of Post graduate college in 1993 and women‟s college in 1999
was established.

Picture 4.15: S.S. Jain Subodh Mahila Shikshak Prashikshan Mahavidyalaya

Picture 4.16: Library, S.S. Jain Subodh Mahila Shikshak Prashikshan

Mahavidyalaya
Teacher Education Institutions and Present Status of its Library Resources 75

On 31st Aug. 2005 a “Women‟s College” named “S.S. Jain Subodh Mahila
T.T. College” was started with hostel facility which is an incredible effort of the
institution towards women‟s education. This educational institution is making all the
efforts to attain heights in the field of educational research and technology at
national and international level.

4.5.9 Sanjay Teacher's Training College, Jaipur

Sanjay Teacher's Training College is established by Sanjay Shiksha Samiti
(SSS) that is an educational society registered under Rajasthan Society Registration
Act 1958.

Picture 4.17: Sanjay Teacher's Training College

Picture 4.18: Library, Sanjay Teacher's Training College

Sanjay Teacher's Training College is working for the development and

promotion of Education among the masses of India. SSS is run by well qualified and
experienced professionals. Sanjay Teacher's Training College is effectively running
B.Ed, Shiksha Shastri and M.Ed.
Teacher Education Institutions and Present Status of its Library Resources 76

4.5.10 Shiksha Mandir, Bansthali Vidyapeeth, Tonk

Banasthali Vidyapeeth Education department was established in the year
1962, and was affiliated to the Rajasthan University as the first residential teacher
education for women. In 1983, the Vidyapeeth gained recognition as a Deemed
University, the Department of Education and along with this Department of Physical
Education was also brought as the Faculty of Education.

Picture 4.19: Shiksha Mandir, Bansthali Vidhyapeeth

Picture 4.20: Library, Shiksha Mandir, Bansthali Vidhyapeeth

Teacher Education Institutions and Present Status of its Library Resources 77

The department of the university is recognized as one of the progressive

teacher education institutes in the country and its teaching programs involves not
only practicing new ideas and concepts but also acquiring skills to act on those
concepts to generate personal understanding and articulate the same. It offers
Bachelor of Education (B.Ed.), Master of Education (M.Ed.), Doctor of Philosophy
in Education (Ph.D.).

4.5.11 Sri Balaji Teachers Training College, Jaipur

Sri Balaji Teachers Training College, Jaipur (Rajasthan) is a recognized
institute of education in the Rajashtan state but it is for women only. It was
established in the year 2005.

It offers B.Ed and M.Ed courses.

Picture 4.21: Sri Balaji Teachers Training College

Picture 4.22: Library, Sri Balaji Teachers Training College

Teacher Education Institutions and Present Status of its Library Resources 78

4.5.12 Vidya Bhawan B.Ed College, Udaipur

Vidya Bhawan G.S. Teachers college Udaipur founded in 1942 by an
eminent educationist Dr. Mohan Sinha Mehta, one of the pioneers in the field of
progressive education in India. It is one of the best institutes of Vidya Bhawan
Society, an association registered under the Mewar Societies Registration Act No.
VII of 1941. It offers B.Ed, M.Ed, and Ph.D courses in the field of education.

Picture 4.23: Vidya Bhawan B.Ed College

Picture 4.24: Library, Vidya Bhawan B.Ed College

Now, the comparative discussion is made on the staff and the services being
provided by the institutes/colleges surveyed for teacher education.
Teacher Education Institutions and Present Status of its Library Resources 79

4.6 Details of Institute’s Library Selected for Study

4.6.1 Details of Library Staff
Table 4.2(A) shows the details of library staff. Its a part detailed out the
information about the librarians and their qualifications along with working
experiences. It is very clear that out of 12 institutes studied, two librarians are Ph.D
holders, namely of Banasthali Vidyapeeth, and Department of Education, Jaipur
National University, Jaipur. Most of the others are having M.Lib.I.Sc. Degree and
one is with NET and B.Ed.

Table 4.2 (A): Details of Library Staff: Librarian

S. Name of the Institutes Librarian Librarians Total
No. Name Qualifications Working
Experience
1. Biyani Girls B.Ed College Anjana M.Lib 6 Years
Rathore
2. Department of Education, Ram Ray M.Lib (Senior 10 Years
Rajasthan University, Sharma Technical Assistant)
Jaipur
3. ICG Institute of Nikita M.Lib 3.5 Years
Educational Research and Sharma
Development, Jaipur
4. Jaipur National University, Dr. Hema M.Lib, PhD 6 –Years
Jaipur Thakur

5. Lokmanya Tilak T T Mr. Balwant M.A. (History), 36 Years

College, Udaipur M.Lib
6. Mahatma Jyoti Rao Phoole Prem Kanver M.Lib 10 Years
Women's B. Ed. College
7. S S G Pareek P G College Savita Pareek M.Lib 22 Years
Of Education
8. S.S. Jain Subodh Mahila Mrs. Manoj M.Lib 8 Years
Shikshak Prashikshan Rathore
Mahavidyalaya
9. Sanjay Teacher's Training G.L.Sharma M.Lib 20 Yeas
College
10. Shiksha Mandir, Bansthali Dr. Laxmi M.Lib, PhD 33 years
Vidyapeeth
11. Sri Balaji Teachers Govind M.Lib 11 Years
Training College Sharma
12. Vidya Bhawan Teacher's Narendar M.A( Hindi & 11 years
College, Udaipur Prajapat History), SET in
Hindi, B.Ed, M.Lib
Teacher Education Institutions and Present Status of its Library Resources 80

Its B part details out the information regarding other staff working in the
institutes of education. But sorry to say that only Banasthali Vidyapeeth is having
subordinate staff. No other institute is having neither supporting staff or fourth class
staff to assist in routine work of the libraries.
Table 4.2 (B): Details of Other Staff
S. Name of the Deputy / Assistant Professional Staff Non-Professional/
No. Institutes Librarians Fourth Class Staff
Post Post Post Post Post Post
Sanctioned Vacant Sanctioned Vacant Sanctioned Vacant
1. Biyani Girls B.Ed 01 - - - - -
College
2. Department of 01 - - - - -
Education, Jaipur
National
University, Jaipur
3. Department of - 01 (STA) - - -
Education,
Rajasthan
University, Jaipur
4. ICG Institute of 01 - - - - -
Educational
Research and
Development,
Jaipur
5. Lokmanya Tilak 01 - - - - -
T T College,
Udaipur
6. Mahatma Jyoti 01 - - - - -
Rao Phoole
Women's B. Ed.
College
7. S S G Pareek P G 01 - - - - -
College Of
Education
8. S.S. Jain Subodh 01 - - - - -
Mahila Shikshak
Prashikshan
Mahavidyalaya
9. Sanjay Teacher's 01 - - - - -
Training College
10. Shiksha Mandir, 01 - 01(LA) - - -
Bansthali
Vidyapeeth
11. Sri Balaji 01 - - - - -
Teachers Training
College
12. Vidya Bhawan 01 - - - - -
Teacher's College,
Udaipur
Teacher Education Institutions and Present Status of its Library Resources 81

4.6.2 Library Opening Time

Table 4.3 shows the library timings. It is very well seen that except that
Vidya Bhawan Teacher's College, Udaipur, no other institute open during holidays
or the Sundays. While, the libraries should be remained open during holidays and
the Sundays, especially during examination time.

Table 4.3: Library Opening Time

S. Name of the Institutes Library Hours during Library Hours during
No. Working Days Holidays/Sundays
Opening Closing Opening Closing
Time Time Time Time
1. Biyani Girls B.Ed College 9:00 A.M 4:00 P.M - -
2. Department of Education, 8 A.M 6.P.M No No
Jaipur National University,
Jaipur
3. Department of Education, 11:00 A.M 4:00 P.M - -
Rajasthan University, Jaipur
4. ICG Institute of Educational 8:30 A.M 2:30 P.M - -
Research and Development,
Jaipur
5. Lokmanya Tilak T T College, 10:30 A.M 4:30 P.M - -
Udaipur
6. Mahatma Jyoti Rao Phoole 9:00 A.M 4:00 P.M - -
Women's B. Ed. College
7. S S G Pareek P G College Of 11:00 AM 5:00 PM - -
Education
8. S.S. Jain Subodh Mahila 9:00 A.M 4:00 P.M - -
Shikshak Prashikshan
Mahavidyalaya
9. Sanjay Teacher's Training 9:00 A.M 3:30 P.M - -
College
10. Shiksha Mandir, Bansthali 9:00 A.M 4:00 P.M Sunday -
Vidyapeeth working day
and Tuesday
off
11. Sri Balaji Teachers Training 8:30 A.M 4:30 P.M - -
College
12. Vidya Bhawan Teacher's 9:00 A.M 5:00P.M 10:00 A.M 3:00
College, Udaipur P.M

Further, all the libraries remain open during office or class timings of the
institutes, their timings need to be extended so that students could avail the library
facility after their classes are off.
Teacher Education Institutions and Present Status of its Library Resources 82

4.6.3 Number of Users Registered for Teacher Education / Library Members

How many users including the teachers and students are registered in each
institute are listed in table 4.4 It is seen that maximum number of registered users
300 is in Lokmanya Tilak T T College, Udaipur followed by 465 in Vidya Bhawan
Teacher's College, Udaipur and 340 in S S G Pareek P G College of Education.
However, least number of users is 50 in Department of Education, Rajasthan
University, Jaipur.

Table 4.4: Number of Users Registered for Teacher Education / Library

Members
S. Name of the Institutes Total Number Number of Percentage of
No. of Users in Registered Users Users in
Institutes in Library Library
1. Biyani Girls B.Ed College 240 220 91.66%
2. Department of Education, 300 280 93%
Jaipur National University,
Jaipur
3. Department of Education, 50 35 70%
Rajasthan University,
Jaipur
4. ICG Institute of 280 270 96.42%
Educational Research and
Development, Jaipur
5. Lokmanya Tilak T T 300 280 93.33%
College, Udaipur
6. Mahatma Jyoti Rao Phoole 280 240 85.71%
Women's B. Ed. College
7. S S G Pareek P G College 340 300 88.23%
Of Education
8. S.S. Jain Subodh Mahila 300 260 86.66%
Shikshak Prashikshan
Mahavidyalaya
9. Sanjay Teacher's Training 235 225 95%
College
10. Shiksha Mandir, Bansthali 250 250 100%
Vidyapeeth
11. Sri Balaji Teachers 240 220 91.66%
Training College
12. Vidya Bhawan Teacher's 465 420 90.32%
College, Udaipur
Teacher Education Institutions and Present Status of its Library Resources 83

4.6.4 Collection of Printed Materials in Library

The collection details of the institutes surveyed is presented in table 4.5 that
depicts that maximum number of books (40,276) is in Biyani Girls B.Ed College
and minimum number (3005) of them is in University of Rajasthan, Jaipur.

Further, it is also seen that all institutions are also subscribing education
related journals and they also got them bound after their volumes are completed.

4.6.5 Collection of Non-Printed Materials in Library

Table 4.6 gives the details of non-print materials in the libraries surveyed. It
is seen that e-journals are being subscribed by only two institutions, namely
Department of Education, Jaipur National Univeirsty, Jaipur (Rajasthan),
Department of Education, University of Rajasthan, Jaipur and the S S G Pareek P G
College of Education and Vidya Bhawan Teacher's College, Udaipur. Further,
University of Rajasthan is also subscribing e-books and also the Vidya Bhawan
Teacher's College, Udaipur subscribes the e-books.

However, some institutes are also subscribing CD-ROMs for information

retrieval. It may be seen that there are 150 CDs in Department of Education, Jaipur
National University; 10 CDs in Lokmanya Tilak T T College, Udaipur, and 110 CDs
in Vidya Bhawan Teacher's College, Udaipur. Besides, them some institutes are also
providing access to few e-books to their users.

4.6.6 Services being provided by the Library

Table 4.7 shows the details various services being provided by different
libraries. Issue-return and photocopy services are being provided in all the libraries
surveyed. As far as other services are concerned, overnight issue – return facility is
being given to their users in Bansthali University, Department of Education, Jaipur
National University, Jaipur and Vidya Bhawan Teacher's College, Udaipur.
Teacher Education Institutions and Present Status of its Library Resources 84

Table 4.5: Collection of Printed Materials in Library

S. Name of the Institutes No. of No. of Journals/ No. of Bound Volume of No. of No. of Any other
No. Books Magazine Journals/ Magazine Dissertations Encyclopedia
1. Biyani Girls B.Ed College, Jaipur 40276 50 50 250 25 -
2. Department of Education, Jaipur 18500 40 1200 M.Lib- 379 10
National University, Jaipur Phd- 29
3. Department of Education, University of 3005 19 - - 6 6 (Survey
Rajasthan Jaipur report)
4. ICG Institute of Educational Research 8906 25 100 150 15 5 (Survey
and Development, Jaipur report)
5. Lokmanya Tilak T T College, Udaipur 21,800 37 547 864 45 04 (Survey
Report)
6. Mahatma Jyoti Rao Phoole Women's B. 8990 12 - 300 10
Ed. College, Jaipur
7. S S G Pareek P G College Of Education, 14500 25 100 240 40 vol.
Jaipur
8. S.S. Jain Subodh Mahila Shikshak 8750 45 - 300 39 volume
Prashikshan Mahavidyalaya, Jaipur
9. Sanjay Teacher's Training College, 10500 51 115 220 11 volume 22 (Survey
Jaipur report)
10. Shiksha Mandir, Bansthali Vidyapeeth, 20000 40 200 M.Lib-600 40 10 (Survey
Tonk Ph.D-120 report)

11. Sri Balaji Teachers Training College, 8091 26 300 200 07

Jaipur
12. Vidya Bhawan Teacher's College, 36,346 61 2500 M.Lib-110 05 -
Udaipur Ph.D-246
Teacher Education Institutions and Present Status of its Library Resources 85

Table 4.6: Collection of Non-Printed Materials in Library

S. Name of the Institutes No. of E- No. of E- No. of E- No. of No. of other E-Study
No. Books Journals Databases CD Material
1. Biyani Girls B.Ed College, Jaipur - - - - -
2. Department of Education, Jaipur National No 190 06 150
University, Jaipur
3. Department of Education, University of Rajasthan Through Through UGC E-shodh Sindhu
Jaipur N –List Infornet N-LIST
services JCCC
4. ICG Institute of Educational Research and - - - - DELNET
Development, Jaipur
5. Lokmanya Tilak T T College, Udaipur 427 - - 10 -
6. Mahatma Jyoti Rao Phoole Women's B. Ed. - - - - -
College, Jaipur
7. S S G Pareek P G College Of Education, Jaipur - 532 through - - -
DELNET
8. S.S. Jain Subodh Mahila Shikshak Prashikshan - - - - -
Mahavidyalaya, Jaipur
9. Sanjay Teacher's Training College, Jaipur - -- - - -
10. Shiksha Mandir, Bansthali Vidyapeeth, Tonk
11. Sri Balaji Teachers Training College, Jaipur
12. Vidya Bhawan Teacher's College, Udaipur 202 10 - 110
Teacher Education Institutions and Present Status of its Library Resources 86

Table 4.7: Services being provided by the Library

S. Name of the Institutes Issue- Overnight Photocopy Current Selective Dissemination Online Access
No. Return of Issue Service Awareness of Information Service of E-Resources
the Books Return Service
1. Biyani Girls B.Ed College, Jaipur Yes - Yes - - -
2. Department of Education, Jaipur Yes Yes Yes Yes Yes Yes
National University, Jaipur
3. Department of Education, Yes - Yes Yes - Yes
University of Rajasthan Jaipur
4. ICG Institute of Educational Yes - Yes Yes Yes Yes
Research and Development, Jaipur
5. Lokmanya Tilak T T College, Yes - Yes Yes Yes -
Udaipur
6. Mahatma Jyoti Rao Phoole Yes - Yes Yes - -
Women's B. Ed. College, Jaipur
7. S S G Pareek P G College Of Yes - - - - Yes
Education, Jaipur
8. S.S. Jain Subodh Mahila Shikshak Yes - Yes - - -
Prashikshan Mahavidyalaya,
Jaipur
9. Sanjay Teacher's Training College, Yes - Yes - - -
Jaipur
10. Shiksha Mandir, Bansthali Yes Yes Yes Yes Yes Yes
Vidyapeeth, Tonk
11. Sri Balaji Teachers Training Yes - Yes - - -
College, Jaipur
12. Vidya Bhawan Teacher's College, Yes Yes Yes Yes Yes Yes
Udaipur
Teacher Education Institutions and Present Status of its Library Resources 87

Table 4.8: Status of Automation

S. Name of the Institutes Library If yes, which Library If not, is the If not, is the If not, mention
No. Automation software is Automation library budget library staff not other problems
Completed being used not completed insufficient (pl. sufficient (pl.
(pl. mention (pl. mention tick) tick)
‘yes’ or ‘no’) ‘yes’ or ‘no’)

1. Biyani Girls B.Ed College, No

Jaipur
2. Department of Education, Yes KOHA - - -
Jaipur National University,
Jaipur
3. Department of Education, No - - - Lack of Staff -
University of Rajasthan
Jaipur
4. ICG Institute of Yes Alice - - -
Educational Research and
Development, Jaipur
5. Lokmanya Tilak T T Under Foxpro No - Yes
College, Udaipur Process due to lack of
staff

6. Mahatma Jyoti Rao Phoole Yes IFW - - - -

Women's B. Ed. College,
Jaipur
7. S S G Pareek P G College No - - - - -
Of Education, Jaipur
Teacher Education Institutions and Present Status of its Library Resources 88

8. S.S. Jain Subodh Mahila Yes Library - - -

Shikshak Prashikshan Manager
Mahavidyalaya, Jaipur
9. Sanjay Teacher's Training Under ERP No - - Due to
College, Jaipur Process Technical
Problem

10. Shiksha Mandir, Bansthali Yes Libsys - - -

Vidyapeeth, Tonk
11. Sri Balaji Teachers Yes Vidya Library - - - -
Training College, Jaipur Management
Software

12. Vidya Bhawan Teacher's Under Soul No - Yes

College, Udaipur Process due to lack of
staff

Current awareness service is provided by 07 institutes and selective dissemination of information service by 05 institutes. Further,
online access of e-resources is being provided by 06 institutes, namely Bansthali University; ICG Institute of Educational Research &
Development, Jaipur, Jaipur National University, Jaipur; Rajasthan University, Jaipur; S S G Pareek P G College of Education and Vidya
Bhawan Teacher's College, Udaipur.
Teacher Education Institutions and Present Status of its Library Resources 89

4.6.7 Status of Automation

Table 4.8 depicts the status of library automation. It can be seen that out of
12 institutes surveyed, 07 are having library automation software but in 03
institutions, namely, in Lokmanya Tilak T T College, Udaipur, Sanjay Teacher's
Training College and Vidya Bhawan Teacher's College, Udaipur, the process is
under progress. However, 02 of them, namely Rajasthan University, Jaipur; S S G
Pareek P G College of Education did not provide any information on this point.

Further, out of 09 institutes, where library automation is there, they are using
different software, for example, there is LibSys in Bansthali University; KOHA in
Department of Education, Jaipur National University, Jaipur; Library Manager in
S.S. Jain Subodh Mahila Shikshak Prashikshan Mahavidyalaya. Lokmanya Tilak T
T College, Udaipur is creating databases using FoxPro. While, SOUL is being used
in Vidya Bhawan Teacher's College, Udaipur. But in most of the institutes are
lagging behind in completion of automation due to lack of staff in the library, for
example Lokmanya Tilak T T College, Udaipur; Rajasthan University, Jaipur and
Vidya Bhawan Teacher's College, Udaipur etc.

4.6.8 Status of Information Technology (IT) Infrastructure

Table 4.9 is about the information technology infrastructure of different
institutes undertaken for study. It is seen that maximum computer nodes are
provided by Department of Education, Jaipur National University, Jaipur followed
by 15-15 each in Bansthali University; ICG Institute of Educational Research &
Development, Jaipur and Vidya Bhawan Teacher's College, Udaipur. Further in
Rajasthan University, the computers are provided in central library only. But all the
computers are linked with each other using LAN/WAN technology.
Teacher Education Institutions and Present Status of its Library Resources 90

Table 4.9: Status of Information Technology (IT) Infrastructure

S. Name of the No. of the No. of the No. of the LAN/WAN is
No. Institutes Server client Printers in there or not?
computers in Library Pl. mention
Library ‘yes’ or ‘no’
only
1. Biyani Girls B.Ed 01 06 01 Yes
College
2. Department of 01 100 05 Yes
Education, Jaipur
National University,
Jaipur
3. Department of 01 In Central 01 Yes
Education, Rajasthan library only
University, Jaipur
4. ICG Institute of 01 15 01 Yes
Educational Research
and Development,
Jaipur
5. Lokmanya Tilak T T 01 20 04 Yes
College, Udaipur
6. Mahatma Jyoti Rao 01 05 01 Yes
Phoole Women's B. Ed.
College
7. S S G Pareek P G 01 06 01 Yes
College Of Education
8. S.S. Jain Subodh 01 01 01 Yes
Mahila Shikshak
Prashikshan
Mahavidyalaya
9. Sanjay Teacher's 01 05 01 No
Training College
10. Shiksha Mandir, 01 15 01 Yes
Bansthali Vidyapeeth
11. Sri Balaji Teachers 01 12 01 Yes
Training College
12. Vidya Bhawan 01 15 01 Yes
Teacher's College,
Udaipur

4.9.9 Status of Internet and E-Consortium

Today is the era of digital library where anyone can access e-resources either
free or subscribed one. Thus, status of internet and e-consortium was also assessed.
Teacher Education Institutions and Present Status of its Library Resources 91

Table 4.10: Status of Internet and E-Consortium

S. Name of the Institutes Is Internet If yes, what is Is Your If yes, please mention the name of
No. available in the speed of Library a consortium
Library? Pl. Internet – member of
mention ‘yes’ mentions Dial Library
or ‘no’ only Up or Leased Consortia
Line of Wifi
1. Biyani Girls B.Ed College Yes Wi-Fi Yes DELNET
2. Department of Education, Jaipur Yes Wi-Fi Yes DELNET
National University, Jaipur
3. Department of Education, Rajasthan Yes Wi-Fi Yes UGC-
University, Jaipur Infonet Digital Library Consortium
4. ICG Institute of Educational Research Yes Wi-Fi Yes DELNET
and Development, Jaipur
5. Lokmanya Tilak T T College, Udaipur Yes Wi-Fi - -
6. Mahatma Jyoti Rao Phoole Women's Yes Wi-Fi Yes DELNET
B. Ed. College
7. S S G Pareek P G College Of Yes Wi-Fi Yes DELNET
Education
8. S.S. Jain Subodh Mahila Shikshak Yes Wi-Fi - -
Prashikshan Mahavidyalaya
9. Sanjay Teacher's Training College - - - INFLIBNET
10. Shiksha Mandir, Bansthali Vidyapeeth Yes Wi-Fi Yes UGC-INFONET Consortia
INFLIBNET Document --Delivery
Centre under JCCC Service DELNET
11. Sri Balaji Teachers Training College Yes Wi-Fi Yes DELNET
12. Vidya Bhawan Teacher's College, Yes Wi-Fi - -
Udaipur
Teacher Education Institutions and Present Status of its Library Resources 92

Table 4.11: Status or User Orientation Programme

S. Name of the Institutes Is your If yes, If not, what Other Is Library staff sent to If no, what
No. Library whether are the comment, have the training are the
organizes Users are hurdles in if any programme on IT so that reasons for
User satisfied or organizing he could provide update not sending
Orientation not? them, please information to the users in training
Programme mention (‘Yes’ or ‘no’) programme
1. Biyani Girls B.Ed College Yes Yes - - Yes -
2. Department of Education, Jaipur Yes Yes - - Yes -
National University, Jaipur
3. Department of Education,
Rajasthan University, Jaipur
4. ICG Institute of Educational Yes Yes - - Yes -
Research and Development, Jaipur
5. Lokmanya Tilak T T College, Yes Yes - - Yes -
Udaipur
6. Mahatma Jyoti Rao Phoole - -
Women's B. Ed. College
7. S S G Pareek P G College Of - -
Education
8. S.S. Jain Subodh Mahila Shikshak Yes -
Prashikshan Mahavidyalaya
9. Sanjay Teacher's Training College Yes Yes - - Yes -
10. Shiksha Mandir, Bansthali Yes Yes - - Yes -
Vidyapeeth
11. Sri Balaji Teachers Training Yes Yes - - Yes -
College
12. Vidya Bhawan Teacher's College, Yes Yes - - Yes -
Udaipur
Teacher Education Institutions and Present Status of its Library Resources 93

Table 4.10 shows that all the institutes have internet facility and wifi is being
used to provided to link all the computers. Further, it is clear that all the institutes
other than Lokmanya Tilak T T College, Udaipur; S.S. Jain Subodh Mahila
Shikshak Prashikshan Mahavidyalaya; Sanjay Teacher's Training College and Vidya
Bhawan Teacher's College, Udaipur, all other institutes are the members of e-
consortium.

However, maximum memberships are taken by the institutes for DELNET

but Department of Education, Rajasthan University is getting the access of them
through UGC- Infonet Digital Library Consortium.

4.6.10 Status or User Orientation Programme

User orientation programmes are necessary to make aware the new users
about library premises and the services being provided by a particular library to its
uses.

Table 4.11 depicts that all institutes arrange user orientation programmes for
their users. It is noteworthy to mention that maximum users are also satisfied with
such types of programmes. Namely, the users of Bansthali University; Biyani Girls
B.Ed College; ICG Institute of Educational Research & Development, Jaipur;
Department of Education, Jaipur National University, Jaipur; Lokmanya Tilak T T
College, Udaipur; Sanjay Teacher's Training College; Sri Balaji Teachers Training
College and Vidya Bhawan Teacher's College, Udaipur are satisfied with the
arrangement of such programmes.

4.6.11 Objectives of ICT Application

Librarians of the colleges/ institutes undertaken for study were also asked
their opinions on the objectives of ICT applications in their libraries on 8 points as
shown in table 4.12
Teacher Education Institutions and Present Status of its Library Resources 94

Table 4.12: Objectives of ICT Application

S. Name of the To To keep To To To To improve To participate To reduce

No. Institutions improve the improve introduce modernize co-operation and utilize routing and
access to users up the quality new the library and resource national and time
collection to date of existing services activities sharing international consuming
in their services among library networks clerical work
fields library

1 Biyani Girls B.Ed Yes Yes Yes Yes Yes Yes Yes
College

2 Department of Yes Yes Yes Yes Yes Yes Yes Yes

Education, Jaipur
National
University, Jaipur

3 Department of Yes Yes Yes - Yes - Yes Yes

Education,
Rajasthan
University, Jaipur

4 ICG Institute of Yes Yes Yes Yes Yes Yes Yes Yes
Educational
Research and
Development,
Jaipur

5 Lokmanya Tilak T Yes Yes Yes Yes Yes - Yes Yes

T College, Udaipur
Teacher Education Institutions and Present Status of its Library Resources 95

6 Mahatma Jyoti Yes Yes Yes - Yes Yes - Yes

Rao Phoole
Women's B. Ed.
College

7 S S G Pareek P G Yes Yes Yes - Yes Yes Yes

College Of
Education

8 S.S. Jain Subodh Yes Yes Yes Yes - Yes Yes Yes
Mahila Shikshak
Prashikshan
Mahavidyalaya

9 Sanjay Teacher's Yes Yes Yes - Yes - - Yes

Training College

10 Shiksha Mandir, Yes Yes Yes Yes Yes Yes Yes Yes
Bansthali
Vidyapeeth

11 Sri Balaji Teachers Yes Yes Yes Yes Yes Yes Yes Yes
Training College

12 Vidya Bhawan Yes Yes Yes Yes Yes Yes Yes Yes
Teacher's College,
Udaipur
Teacher Education Institutions and Present Status of its Library Resources 96

Table 4.13: Steps Taken for ICT Implementation

S.N. Name of the Institutions Sending staff Organizing Visits to Consultation Training
for training onsite staff automated with professional programmes
training libraries librarians
1 Biyani Girls B.Ed College Yes - Yes - Yes
2 Department of Education, Jaipur Yes Yes - - Yes
National University, Jaipur
3 Department of Education, Yes Yes Yes Yes
Rajasthan University, Jaipur
4 ICG Institute of Educational Yes Yes Yes Yes
Research and Development, Jaipur
5 Lokmanya Tilak T T College, Yes - Yes Yes
Udaipur
6 Mahatma Jyoti Rao Phoole - Yes Yes Yes
Women's B. Ed. College
7 S S G Pareek P G College Of Yes Yes Yes Yes
Education
8 S.S. Jain Subodh Mahila Shikshak Yes Yes Yes Yes Yes
Prashikshan Mahavidyalaya
9 Sanjay Teacher's Training College Yes Yes Yes Yes Yes
10 Shiksha Mandir, Bansthali Yes - Yes Yes
Vidyapeeth
11 Sri Balaji Teachers Training Yes - Yes Yes Yes
College
12 Vidya Bhawan Teacher's College, Yes Yes Yes Yes Yes
Udaipur
Teacher Education Institutions and Present Status of its Library Resources 97

These points were the followings:

 To improve access to collection
 To keep the users up to date in their fields
 To improve the quality of existing services
 To introduce new services
 To modernize the library activities
 To improve co-operation and resource sharing among library
 To participate and utilize national and international library networks
 To provide more current and comprehensive
 To reduce routing and time consuming clerical work

It is very clear from the table that on the first three points and last point, all
librarians were positive. However, on fourth point, no response came from
Department of Education, Rajasthan University, Jaipur; Mahatma Jyoti Rao Phoole
Women's B. Ed. College and S S G Pareek P G College of Education and Sanjay
Teacher's Training College. On next fifth point, no response was received from S.S.
Jain Subodh Mahila Shikshak Prashikshan Mahavidyalaya. Further, Department of
Education, Rajasthan University, Jaipur, Lokmanya Tilak T T College, Udaipur,
Sanjay Teacher's Training College did not reply on sixth point and Mahatma Jyoti
Rao Phoole Women's B. Ed. College and Sanjay Teacher's Training College did not
reply on seventh point.

Thus, majority of the librarians were very positive about the ICT objectives
to be achieved through their implementation in libraries.

4.6.12 Steps taken for ICT Implementation

Lastly, the librarian were also asked – how they will implement ICT in their
library on following points.
 Sending staff for training
 Organizing onsite staff training
 Visits to automated libraries
 Study literature on IT
 Consultation with professional librarians
Teacher Education Institutions and Present Status of its Library Resources 98

 Training programmes
 Any other, please specify

The analysis of the data made in table 4.13 shows that almost all the
librarians replied positively on each and every step on which they were asked to give
their opinion. It means keeping above points in view, the ICT can be implemented in
libraries for the better services.
Teacher Education Institutions and Present Status of its Library Resources 99

REFERENCES
Bhattacharjee, J. (2015). Progress of teacher education in India– a discussion from
past to present. International Journal of Humanities & Social Science
Studies, 2 (1): 213-222.
Good, Carter V. (1945). Dictionary of Education. McGraw-Hill Book Company,
New York.
Mohanty, J. (2003). Teacher education. Deep and Deep Publications Pvt. Ltd., New
Delhi.
Paliwal, A.K., Sarupria, S. and Dave, D. (2008). Teacher education in Rajasthan.
Journal of All India Association for Educational Research, 20 (1-2): 94-98.
Available at: http://www.aiaer.net/ejournal/vol20108/20.htm.
Ray, M.K. (2007). The english writings of Rabindranath Tagore. Volume 5. Atlantic
Publishers and Distributors, New Delhi.
http://www.jnujaipur.ac.in/school-about/18/18/about/5
http://subodhttcollege.com/ss_library/
http://www.punjabcolleges.com/RJ/Education/Udaipur/Tilak-TT-12738/
http://www.vbgstc.org/
http://www.ssgpareekpgcollegeofeducation.com/
http://www.sttcindia.org/
http://www.banasthali.org/banasthali/wcms/en/home/
http://www.sbet.in/
http://www.biyanicolleges.org/faculty/biyani-girls-b-ed-college/
http://www.iisjaipur.org/IIERD/IIERD.html
https://www.uniraj.ac.in/
 Chapter 5
Data Tabulation
and Analysis
 CHAPTER 5
DATA TABULATION AND ANALYSIS

Introduction
In this chapter the data collected from the B.Ed, M.Ed, Ph.D students and
Faculty members of Education Institutions in Jaipur, Udaipur and Bansthali are
presented and analyzed by using appropriate statistical tools comprising of simply
percentage and chart presentation.

5.1 Demographic Profile

Demographic profile of the sample taken is presented in table 5.1. The table
depicts the detailed information about the age group, gender and category of the
respondents composing of the students and faculty members. It is noted that 68.6%
respondents are of 20-30 years age, followed by 38.8% respondents who are 30-40
years old, 0.5% are 40-50 year old and 0.2% are 50 years or above in age.

Table: 5.1: Demographic Profile

Parameters Category Frequency Percentage

Age 20-30 303 68.6
30-40 136 30.8
40-50 2 0.5
50 above 1 0.2
Total 442 100.0
Gender Male 40 9.0
Female 402 91.0
Total 442 100.0
Category B.Ed Student 234 52.49
M.Ed Student 173 39.1
M.Phil/ Ph.D 20 4.52
Faculty Members 15 3.4
Total 442 100.0
Data Tabulation and Analysis 101

It is also seen that 9% respondents are males and 91% are females. Further,
it is seen that 52.49% respondents are B.Ed. students, 39.1% respondents are M.Ed.
students, 4.5% respondents were M.Phil/Ph.D students and 3.4% respondents are
the faculty members.

5.2 Library Visit Details

Table 5.2 shows that there are different categories of users who visit library
at various occasions.

Table 5.2: Frequency of Library Visit

Frequency of Library Visit Frequency Percent

Daily 158 35.7

2-3 Times a week 180 40.7

Once in a week 91 20.6

1-2 Times in a month 8 1.8

Rarely 5 1.1

Total 442 100.0

45.0 40.7
40.0 35.7
35.0
30.0
25.0 20.6
20.0
15.0
10.0
5.0 1.8 1.1
0.0
Daily 2-3 Times a Once in a 1-2 Times in Rarely
week week a month

Chart 5.1: Frequency of Library Visits

Data Tabulation and Analysis 102

It is seen that 35.7% of the respondents used to visit library daily, followed
by 40.7% respondents who visit 2-3 times a week, 20.6% respondents who used to
visit the library once in a week. Further, 1.8% respondents are there who visit the
library 1-2 times in a month, while 1.1% of them visit the library rarely.

5.3 Time spent on Information Gathering Activities

It is noted that users come into the library for different activities, for example
searching journals and magazines, or for searching books or sometimes to have the
photocopies of the reading material from the library.

Thus, they spent time for different kinds of activities in the library. Their
results are presented in table 5.3 to 5.12.

5.3.1 Searching Journals and Magazines

It is clear from table 5.3 that most of the time spent by users in searching
journals and the magazines is one hour that is 55% followed by the use by 2-5 hours
by 32.8% of the users. However, there are a few users comprising of 7 % only who
use the library for more than 10 hours per week.
Data Tabulation and Analysis 103

Table 5.3: Searching Journals and Magazines

Per week hours Frequency Percent

Up to one hour 243 55.0

2-5 hours 145 32.8

6-7 hours 41 9.3

8-10 hours 10 2.3

More than 10 3 .7

Total 442 100.0

60 55

50

40
32.8
30

20
9.3
10
2.3 0.7
0
Up to one hour 2-5 hours 6-7 hours 8-10 hours More than 10

Chart 5.2: Searching Journal and Magazine

5.3.2 Searching Books

Further, users also spent their time in searching books in the library. It is
clear from table 5.4 that 35.5% of the users spent one hour in searching the books,
followed by 49.5% users who spent 2-5 hours in library for searching their desired
books.

There are also 13.1% users who spent 8-10 hours in library but a few
comprising of 1.1% only spent more than10 hours in the library.
Data Tabulation and Analysis 104

Table 5.4: Searching Books

Per week hours Frequency Percent

Up to one hour 157 35.5

2-5 hours 219 49.5

6-7 hours 58 13.1

8-10 hours 3 .7

More than 10 5 1.1

Total 442 100.0

60
49.5
50

40 35.5

30

20
13.1
10
0.7 1.1
0
Up to one hour 2-5 hours 6-7 hours 8-10 hours More than 10

Chart 5.3: Searching Books

5.3.3 Searching Theses / Dissertation

Table 5.5 depicts that 53.4% users spent one hour in searching theses /
dissertation etc. form the library. It is followed by 28.1% of the users who spent 2-5
hours and 14.9% users who spent 6-7 hours in the library in searching theses etc.
Data Tabulation and Analysis 105

Table 5.5: Searching Theses / Dissertation

Per week hours Frequency Percent

Up to one hour 236 53.4
2-5 hours 124 28.1
6-7 hours 66 14.9
8-10 hours 7 1.6
More than 10 9 2.0
Total 442 100

60
53.4
50

40

30 28.1

20
14.9

10
1.6 2
0
Up to one hour 2-5 hours 6-7 hours 8-10 hours More than 10

Chart 5.4: Searching Thesis / Dissertation

There are also 1.6% users who spent 8-10 hours in library. A few users are
also there who spent more than 10 hours in the library for searching theses etc. in the
library.

5.3.4 Browsing E- Journals on Internet

Table 5.6 depicts the time spent in browsing e-journals on the internet in the
library.

It is very clear from the analysis of the data that 52% of the users spent one
hour in the library for browsing e-journals. It is followed by the time spent 2-5 hours
by 33.5% of the users.
Data Tabulation and Analysis 106

Table 5.6: Browsing E- Journals on Internet

Per week hours Frequency Percent
Up to one hour 230 52.0
2-5 hours 148 33.5
6-7 hours 43 10.1
8-10 hours 15 3.4
More than 10 6 1.4
Total 442 100

Further, 3.4% users spent 8-10 hours and 1.4% users more than 10 hours in
library for browsing internet for e-journals.

60
52
50

40
33.5
30

20
10.1
10
3.4
1.4
0
Up to one hour 2-5 hours 6-7 hours 8-10 hours More than 10

Chart 5.5: Browsing E-Journal on Internet

5.3.5 Searching Online Data

Users also spent their time in searching online data in the library. Table 5.7
shows that 56.3% users search on the internet about one hour followed by 31.9% of
the users who spent their time 2-5 hours in searching online data in the library.

It is followed by the 6-7 hours spent on searching online data in the library
by 6.3% of the users. However, there are 4.1% users who spent 8-10 hours in
searching the online data in the library. But a few users comprising of 1.4% spent
more than 10 hours in the library for the same.
Data Tabulation and Analysis 107

Table 5.7: Searching Online Data

Per week hours Frequency Percent

Up to one hour 249 56.3

2-5 hours 141 31.9

6-7 hours 28 6.3

8-10 hours 18 4.1

More than 10 6 1.4

Total 442 100.0

60 56.3

50

40
31.9
30

20

10 6.3
4.1
1.4
0
Up to one hour 2-5 hours 6-7 hours 8-10 hours More than 10

Chart 5.6: Searching Online Data

5.3.6 Searching for Related Website

Table 5.8 details out the time spent in searching websites in the library for
relevant information. It is seen that 57.5% users spent one hour, followed by 29.9%
users who spent 2-5 hours in the library for website browsing.
Data Tabulation and Analysis 108

Table 5.8 Searching for Related Website

Per week hours Frequency Percent

Up to one hour 254 57.5

2-5 hours 132 29.9

6-7 hours 31 7.0

8-10 hours 20 4.5

More than 10 5 1.1

Total 442 100

Further, 7% users spent 6-7 hours in library for web browsing followed by
4.5% users who used to spend 8-10 hours in the library for this work. However, a
few (1.1%) users also spent more than 10 hours in the library for website searching.

70

60 57.5

50

40
29.9
30

20

10 7
4.5
1.1
0
Up to one hour 2-5 hours 6-7 hours 8-10 hours More than 10

Chart 5.7: Searching for Related Websites

Data Tabulation and Analysis 109

5.3.7 E-mail Alert & Correspondence

Table 5.9 is related to the analysis of the data pertaining to time spent in e-
mail and correspondence in the library. It is seen that 62.7% of the users come to the
library daily for accessing e-mail etc. followed by 28.3% of the users who access 2-3
times in a week in the library. Further, 2% users come to the library 1-2 times in a
month for accessing e-mails etc. They are followed by 1.1% of the users who rarely
come and access emails etc. in the library.

Table 5.9: E-mail Alert & Correspondence

Per week hours Frequency Percent

Daily 277 62.7

2-3 Times a week 125 28.3

Once in a week 26 5.9

1-2 Times in a month 9 2.0

Rarely 5 1.1

Total 442 100.0

70
62.7
60

50

40
28.3
30

20

10 5.9
2 1.1
0
Daily 2-3 Times a Once in a week 1-2 Times in a Rarely
week month

Chart 5.8: E-mail Alert & Correspondence

Data Tabulation and Analysis 110

5.3.8 Accessing E-books

Users also come in the library for accessing e-books. Table 5.10 depicts their
frequency of using library for accessing e-books etc. in the library. It is very clear
from the analysis of the data presented in table that 53.6% of the users access e-
books etc. daily, followed by 147 (33.3%) users who access them once a week.

However, there are also 7% of the users who never use or come to the library
for accessing e-books.

Table 5.10: Accessing E-Books

Per week hours Frequency Percent

Daily 237 53.6

2-3 Times a week 147 33.3

Once in a week 39 8.8

1-2 Times in a month 16 3.6

Rarely 3 .7

Total 442 100.0

60
53.6
50

40
33.3
30

20
8.8
10
3.6
0.7
0
Daily 2-3 Times a Once in a week 1-2 Times in a Rarely
week month

Chart 5.9: Searching Online Data

Data Tabulation and Analysis 111

5.3.9 For Photocopying

Photocopying is also one of the important services given by the library today
to its users. Table 5.11 pertains to the use of library by the users who come for
photocopying purpose only.

It may be seen that 284 users comprising of 64.3% to the total sample come
for Photostat facility in the library. They are followed by 26% users who take
photocopy from the library 2-3 times in a week. Further, there are also 14 users who
come 1-2 time in a month and 1.1% users rarely get photocopy from the library.

Table 5.11: Photocopying

Per week hours Frequency Percent

Daily 284 64.3

2-3 Times a week 115 26.0

Once in a week 24 5.4

1-2 Times in a month 14 3.2

Rarely 5 1.1

Total 442 100.0

70 64.3
60

50

40

30 26

20

10 5.4
3.2 1.1
0
Daily 2-3 Times a Once in a week 1-2 Times in a Rarely
week month

Chart 5.10: Photocopying

Data Tabulation and Analysis 112

5.3.10 For Scanning & Printing

Scanning and print out for the downloaded files are also given by the library.
Table 5.12 depicts that 287 (64.9%) users come in the library about one hour in a
week for scanning and printing purposes. Further, there are 84 (19%) users who
come to library 2-5 hours per week for this work. But there are also some users (11)
only who spent more than 10 hours per week in the library for scanning and printing.

Table 5.12: Scanning & Printing

Per week hours Frequency Percent

Up to one hour 287 64.9
2-5 hours 84 19.0
6-7 hours 26 5.9
8-10 hours 34 7.7
More than 10 11 2.5
Total 442 100.0

70 64.9

60

50

40

30
19
20

10 5.9 7.7
2.5
0
Up to one hour 2-5 hours 6-7 hours 8-10 hours More than 10

Chart 5.11: Scanning & Printing

5.4 Purposes of Visiting the Library

Further, the respondents were asked to clarify their purpose of visiting the
library. Various purposes of visiting the library are shown in table 5.13 to 5.20.
Data Tabulation and Analysis 113

5.4.1 To prepare for Examination

Table 5.13 and chart 5.12 clearly depicts the details of the purposes of the
respondents for visiting the library for the preparation of their exams.

It is seen from the analysis that 17% respondents come to the library daily
for the preparation of their exams, followed by 27.6% of the respondents who come
weekly for the preparation of their exams. Further, 31.4% of the respondents visit
the library sometimes for the preparation of their exams.

However, 12.7% of the respondents rarely visit the library for the
preparation of their exams, but 11.3% of them never visit the library for the
preparation of their exams.

Table 5.13: To Prepare for Examination

To prepare for Examination Frequency Percent
Never 50 11.3
Rarely 56 12.7
Sometime 139 31.4
Weekly 122 27.6
Daily 75 17.0
Total 442 100.0

35.0 31.4

30.0 27.6

25.0

20.0 17.0

15.0 12.7
11.3
10.0

5.0

0.0
Never Rarely Sometime weekly Daily

Chart 5.12: Preparation of Examination

Data Tabulation and Analysis 114

5.4.2 Visit for Issue/Return from the library

Table 5.14 shows the analysis of the respondents who come to the library for
issue/return the library material. The results drawn from the analysis show that 17%
respondent‟s daily visit the library for issue/return of the library material, followed
by 38.5% of the respondents who come weekly for issue/return of the library
material.

Table 5.14: Visit for Issue/Return from the Library

Visit for Issue/Return from the Library Frequency Percent
Never 6 1.4
Rarely 63 14.3
Sometime 128 29.0
weekly 170 38.5
Daily 75 17.0
Total 442 100.0

Further, 29% respondents come sometimes to visit the library for issue
/return of the library material, 14.3% respondents rarely visit the library for issue
/return of the library material and 1.4% respondents never use the library for issue
/return of the library material. Chart 5.13 also clarify the situation very well.

38.5
40.0
35.0
29.0
30.0
25.0
20.0 17.0
14.3
15.0
10.0
5.0 1.4
0.0
Never Rarely Sometime weekly Daily

Chart 5.13: Visit Issue/Return from the Library

Data Tabulation and Analysis 115

5.4.3 Visit of the Library for Reading

Table 5.15 shows the results of the respondents who visit the library for
reading purpose. The results drawn from the analysis depicts that 23.3% of the
respondents visit daily the library for reading purpose, followed by 31.2%
respondents who weekly visit the library for reading purpose, 28.7%respondents
sometimes visit the library for reading purpose, and 12.2% respondents who rarely
visit the library for reading purpose.

But there 4.5% respondents who never visit the library for reading purpose.

Table 5.15: Visit of the Library for Reading

Visit of the Library for Reading Frequency Percent

Never 20 4.5

Rarely 54 12.2

Sometime 127 28.7

weekly 138 31.2

Daily 103 23.3

Total 442 100.0

35.0 31.2
28.7
30.0
23.3
25.0

20.0

15.0 12.2

10.0
4.5
5.0

0.0
Never Rarely Sometime weekly Daily

Chart 5.14: Visit of the Library for Reading

Data Tabulation and Analysis 116

5.4.4: Visit for Accomplishing Assignments

Table 5.16 shows that most of the respondents visit the library to complete
their assignments. The results drawn from the analysis show that 14.3% of the
respondents daily visit the library to complete their assignments, 35.5% respondents
weekly visit the library to complete their assignments, and 31.9% respondents
sometimes visit the library to complete their assignments. Further, 12.4% of the
respondents rarely visit the library to complete their assignments but a small percent
of the (5.9%) respondents never visit the library to complete their assignments.

Table 5.16: Visit for Accomplishing Assignments

Visit for accomplishing Assignments Frequency Percent

Never 26 5.9

Rarely 55 12.4

Sometime 141 31.9

Weekly 157 35.5

Daily 63 14.3

Total 442 100.0

40.0 35.5
35.0 31.9

30.0

25.0

20.0
14.3
15.0 12.4

10.0 5.9
5.0

0.0
Never Rarely Sometime weekly Daily

Chart 5.15: Visit for Accomplishing Assignments

Data Tabulation and Analysis 117

5.4.5 Visit for Career Development

Table 5.17 and chart 5.16 apprehends the respondents visit to the library for
career development. The results drawn from the analysis show that 15.8% of the
respondents visit daily the library for career development, 31.9% respondents visit
weekly the library for career development, and 32.1% respondents visit sometimes
the library for career development. Further, 17.6% of them rarely visit the library
for career development but 2.5% respondents never visit the library for career
development.

Table 5.17: Visit for Career Development

Visit for Career Development Frequency Percent

Never 11 2.5

Rarely 78 17.6

Sometime 142 32.1

weekly 141 31.9

Daily 70 15.8

Total 442 100.0

35.0 32.1 31.9

30.0

25.0

20.0 17.6
15.8
15.0

10.0

5.0 2.5

0.0
Never Rarely Sometime weekly Daily

Chart 5.16: Visit for Career Development

Data Tabulation and Analysis 118

5.4.6 Visit for Computer Use

Table 5.18 depicts the analysis of the library users visit for computer use. It
is seen that the majority of the respondents visit library for using the computers.

The analysis of the data shows that 17.2% respondents visit the library daily
for using computers, followed by 25.6% of the respondents who visit weekly the
library for using computers, and 29% respondents who visit the library sometimes
for using computers. Further, 17.4% of the respondents visit the library rarely for
using computer and a small percentage of them (10.9%) never visits the library for
using computer.

Table 5.18: Visit for Computer use

Visit for Computer use Frequency Percent
Never 48 10.9
Rarely 77 17.4
Sometime 128 29.0
weekly 113 25.6
Daily 76 17.2
Total 442 100.0

29.0
30.0
25.6
25.0

20.0 17.4 17.2

15.0
10.9
10.0

5.0

0.0
Never Rarely Sometime weekly Daily

Chart 5.17: Visit for Computer Use

Data Tabulation and Analysis 119

5.4.7 Visit for Preparing Notes

Table 5.19 and chart 5.18 both show that the respondents visit the library
for preparing notes. The analysis of the data collected shows that 13.8% respondents
visit the library daily for preparing their notes, followed by 25.1% respondents who
visit the library weekly for preparing notes, and 41% respondents who visit
sometimes for preparing notes.

Table 5.19: Visit for Preparing Notes

Visit for preparing Notes Frequency Percent
Never 16 3.6
Rarely 73 16.5
Sometime 181 41.0
Weekly 111 25.1
Daily 61 13.8
Total 442 100.0

45.0 41.0
40.0
35.0
30.0 25.1
25.0
20.0 16.5
13.8
15.0
10.0
3.6
5.0
0.0
Never Rarely Sometime weekly Daily

Chart 5.18: Visit for Preparing Notes

However, there are 16.5% respondents who rarely visit the library for
preparing notes and 3.6% respondents never visit the library for preparing notes.

5.4.8 Visit for collecting Reading Material

Table 5.20 addresses the purpose of their visiting the library is to collect
reading material for research work. The results drawn from the analysis depicts that
Data Tabulation and Analysis 120

12.7% respondents visit the library to collect reading material for research work,
followed by 22.2% respondents who weekly visit the library to collect reading
material for research work.

However, there are 36.7% of the respondents who visit the library
sometimes to collect the reading material for research work.

Table 5.20: Visit for Colleting Reading Materials

Visit for Colleting Reading Materials Frequency Percent

Never 36 8.1
Rarely 90 20.4
Sometime 162 36.7
Weekly 98 22.2
Daily 56 12.7
Total 442 100.0

Further, 20.4% respondents rarely visit the library to collect reading material
for research work and 8.1%respondents never visit the library to collect reading
material for research work. These details are also depicted very well and clearly
through chart 5.19.

40.0 36.7

35.0
30.0
25.0 22.2
20.4
20.0
12.7
15.0
8.1
10.0
5.0
0.0
Never Rarely Sometime weekly Daily

Chart 5.19: Visit for Collecting Reading Materials

Data Tabulation and Analysis 121

5.5 What Material You Find Useful in Your Information Seeking

Further, the respondents were asked that what material you find useful in
your information seeking shown in table 5.21 to 5.27.

5.5.1 Visit for Consulting Text Books

Table 5.21 shows that trend of the respondents for using or visiting the
libraries for consultation of the textbook. It is observed from the analysis of the data
presented that that 22.2% respondents visit library for consulting the text books in
the library, followed by the 36% respondents who come and use text books in the
library weekly, and 31.7% respondents use them sometimes.

Table 5.21: Visit for Consulting Text Books

Visit for consulting Text Books Frequency Percent
Never 9 2.0
Rarely 36 8.1
Sometime 140 31.7
Weekly 159 36.0
Daily 98 22.2
Total 442 100.0

Further, 8.1% of the respondents rarely visit the library to consult the text
books in the library. But there is a small percentage of the users consisting of 2%
who never come to the library and use text books in the library. Chart 5.20 also
depicts the trend more clearly.

40.0 36.0
35.0 31.7
30.0
25.0 22.2

20.0
15.0
8.1
10.0
5.0 2.0

0.0
Never Rarely Sometime weekly Daily

Chart 5.20: Visit for Consulting Text Books

Data Tabulation and Analysis 122

5.5.2 Visit for Consulting Reference Books

Table 5.22 clearly shows that trends of the respondents in visiting libraries
for consulting reference books. It is seen that 11.8% respondents visit the libraries
daily to consult the reference books that is followed by 32.6% respondents use who
come and use the library weekly for reference books.

34.8% of the respondents come sometimes and consult the reference books
in the library. Further, 18.8% of the respondents rarely come to the libraries and
consult the reference books but 2% of them never visit the library and consult the
reference books. Chart 5.21 also clearly depicts the situation very well.

Table 5.22: Visit for Consulting Reference Books

Visit for consulting Reference Books Frequency Percent

Never 9 2.0
Rarely 83 18.8
Sometime 154 34.8
Weekly 144 32.6
Daily 52 11.8
Total 442 100.0

34.8
35.0 32.6

30.0

25.0
18.8
20.0

15.0 11.8

10.0

5.0 2.0

0.0
Never Rarely Sometime weekly Daily

Chart 5.21: Visit for Consulting Reference Books

Data Tabulation and Analysis 123

5.5.3 Visit for General Books

Table 5.23 shows that trends of the respondents for visiting the libraries and
using the general books. It can be seen that 11.8% of the respondents come daily
and use general books in the library, followed by 32.6% of the respondents who
come weekly and use general books in the library. Further, 34.8% of them come
sometimes and use general books. 18.8% of the respondents rarely come to the
library and use or consult general books in the library.

However a very small percentage of the respondents (2%) never come to the
library and use general books.

Table 5.23: Visit for General Books

Visit for General Books Frequency Percent

Never 10 2.3
Rarely 101 22.9
Sometime 183 41.4
weekly 96 21.7
Daily 52 11.8
Total 442 100.0

45.0 41.4
40.0
35.0
30.0
22.9 21.7
25.0
20.0
15.0 11.8

10.0
5.0 2.3

0.0
Never Rarely Sometime weekly Daily

Chart 5.22: Visit for General Books

Data Tabulation and Analysis 124

5.5.4 Visit of the Library for Magazines/ Journals

Table 5.24 shows the views of respondents who come to the library and
consult the magazine/journals in the library. The results of the analysis of the data
collected shows that 15.2% respondents come daily and use magazine/journals in
the library. It is followed by 33% of the respondents who visit the library weekly
and consult the magazines/journals in the library, followed by 34.4% of the
respondents who come sometimes and consult the magazines/journals in the library.

Table 5.24: Visit of the Library for Magazines/ Journals

Visit of the Library for Magazines/ Journals Frequency Percent

Never 13 2.9
Rarely 64 14.5
Sometime 152 34.4
Weekly 146 33.0
Daily 67 15.2
Total 442 100.0

34.4
33.0
35.0

30.0

25.0

20.0
14.5 15.2
15.0

10.0
2.9
5.0

0.0
Never Rarely Sometime weekly Daily

Chart 5.23: Visit of the Library for Magazines/ Journals

Further, 14.5% of the respondents come rarely in the library and consult
magazines/journals in the library but 2.9% of them never come and consult the
magazines/journals in the library.
Data Tabulation and Analysis 125

5.5.5 Visit of the Library for Newspapers

There are also the users who come into the libraries for reading newspapers.
Table 5.25 clearly shows that 45.7% of the respondents come daily and read
newspapers in the library that is followed by the reading of the newspapers by 18.1
% of the respondents who come to the library weekly in the library.

Table 5.25: Visit of the Library for Newspapers

Visit of the Library for Newspapers Frequency Percent

Never 16 3.6
Rarely 57 12.9
Sometime 87 19.7
Weekly 80 18.1
Daily 202 45.7
Total 442 100.0

Further, 19.7% of them come sometimes and read newspapers in the library.
However, 12.9% of the respondents come rarely and read newspapers but there are
3.6% of the respondents who never come and read the newspapers in the library.

50.0 45.7
45.0
40.0
35.0
30.0
25.0 19.7
18.1
20.0
12.9
15.0
10.0
3.6
5.0
0.0
Never Rarely Sometime weekly Daily

Chart 5.24: Visit of the Library for Newspapers

Data Tabulation and Analysis 126

5.5.6 Visit of the Library for Dissertations / Theses

Table 5.26 shows that trends of the respondents in visiting the libraries for
consulting dissertations and the theses.

Table 5.26: Visit of the Library for Dissertations / Theses

Visit of the Library for Dissertations / Theses Frequency Percent
Never 73 16.5
Rarely 65 14.7
Sometime 138 31.2
weekly 110 24.9
Daily 54 12.2
Total 442 100.0

The results of the data analysis show that 12.2% of the respondents come
daily in the libraries and use or consult the dissertation/theses in the library. They are
followed by 24.9% of the respondents who come weekly and consult the
dissertations/theses in the library. 31.2% of the respondents come sometimes and
consult the dissertation/theses in the library which is followed by 14.7% of the
respondents who rarely visit the library and consult dissertation/theses in the library.
However, a small percentage of the users (16.5%) never come and consult the
dissertation/theses in the library.

35.0 31.2
30.0
24.9
25.0

20.0 16.5
14.7
15.0 12.2

10.0

5.0

0.0
Never Rarely Sometime weekly Daily

Chart 5.25: Visit of the Library for Dissertations / Theses

Data Tabulation and Analysis 127

5.5.7 Visit for Other Uses

Table 5.27 further shows the details of respondents who visit the libraries on
different occasions for other purposes. It is very clear from the analysis of the data
that 4.5% of the respondents come to the library daily for using different purposes
that is followed by 15.2% of the respondents who come weekly in search of other
materials. 20.6% respondents come sometimes in seeking and searching other
materials from the library, and 23.3% respondents come rarely for other materials in
the library.

However, 36% of the respondents never come to the library. Chart 5.26 also
depicts the scenario completely.

Table 5.27: Visit for Other Uses

Visit for other Uses Frequency Percent
Never 159 36.0
Rarely 103 23.3
Sometime 91 20.6
weekly 67 15.2
Daily 20 4.5
Total 442 100.0

40.0 36.0
35.0
30.0
23.3
25.0 20.6
20.0 15.2
15.0
10.0
4.5
5.0
0.0
Never Rarely Sometime weekly Daily

Chart 5.26: Visit for Other Uses

Data Tabulation and Analysis 128

5.6 Rating of Services

It is seen that library provides different kinds of services to their users, for
example the circulation service for issuing and return of book from the library, or
provide reference services etc. Table 5.28 to 2.30 provides rating of different
services provided to their users.

5.6.1 Circulation Services

Table 5.28 shows the level of satisfaction of the users consisting of the
students and faculty members.

Table 5.28: Rating of Circulation Service

Rating of Circulation Service Frequency Percent
Less Satisfactory 13 2.9
Satisfactory 105 23.8
Good 158 35.7
Very Good 118 26.7
Excellent 48 10.9
Total 442 100.0

40.0 35.7
35.0
30.0 26.7
23.8
25.0
20.0
15.0 10.9
10.0
2.9
5.0
0.0
Less Satisfactory Good Very Good Excellent
Satisfactory

Chart 5.27: Rating of Circulation Service

It is clear from the data analysis presented in the table that 10.9% of the
respondents rated this service as excellent, followed by 26.7% respondents who said
it as very good. 35.7% respondents said this service in the library is good and
Data Tabulation and Analysis 129

23.8% of them have rated them as satisfactory. But 2.9% of the users rated this
service as less satisfactory.

5.6.2 Rating of Reference Services

Table 5.29 shows the level of satisfaction from reference services rated by
the users. The results drawn from the analysis show that 6.1% of the respondents
said reference services in the library is excellent, 15.6% of them said reference
services very good. Further, 39.4% of the respondents have rated reference services
as good, followed by 37.6% respondents who said reference services are
satisfactory.

Table 5.29: Rating of Reference Services

Rating of Reference Services Frequency Percent
Less Satisfactory 6 1.4
Satisfactory 166 37.6
Good 174 39.4
Very Good 69 15.6
Excellent 27 6.1
Total 442 100.0

But 1.4% respondents said that reference services in the library are less
satisfactory. Chart 5.28 also depicts the trend of rating the reference services of
different libraries.

39.4
37.6
40.0
35.0
30.0
25.0
20.0 15.6
15.0
10.0 6.1
5.0 1.4
0.0
Less Satisfactory Good Very Good Excellent
Satisfactory

Chart 5.28: Rating of Reference Services

Data Tabulation and Analysis 130

5.6.3 Rating of Photocopy Services

Table 5.30 is all about the satisfaction level from the photocopy services
being provided by different libraries under study. It is shown that the level of
satisfaction about photocopy services in the library has been rated as excellent by
7.5% respondents, but is very good as rated by 19% of the respondents. 26.7%
respondents said that photocopy services in the library is good.

Table 5.30: Rating of Photocopy Services

Rating of Photocopy Services Frequency Percent

Less Satisfactory 20 4.5
Satisfactory 187 42.3
Good 118 26.7
Very Good 84 19.0
Excellent 33 7.5
Total 442 100.0

Further, 42.3% respondents are of the opinion that photocopy services in the
library is satisfactory and 4.5%respondents said photocopy services in the library is
less satisfactory.

42.3
45.0
40.0
35.0
30.0 26.7
25.0
19.0
20.0
15.0
7.5
10.0 4.5
5.0
0.0
Less Satisfactory Good Very Good Excellent
Satisfactory

Chart 5.29: Rating of Photocopy Services

Data Tabulation and Analysis 131

5.6.4 Use of OPAC

Table 5.31 shows the level of satisfaction on the use of OPAC facility being
provided by respective libraries under survey. The results drawn from the analysis
shows that 8.6% respondents use OPAC facility in the library is excellent, that is
followed by 17.6% respondents who said that OPAC facility in the library is very
good.

Table 5.31: Use of OPAC

Use of OPAC Frequency Percent
Less Satisfactory 76 17.2
Satisfactory 143 32.4
Good 107 24.2
Very Good 78 17.6
Excellent 38 8.6
Total 442 100.0

Further, 24.2% respondents are of the opinion that OPAC facility in the
library is good, and 32.4%respondents said OPAC facility is satisfactory. But
17.2% of the respondents were found to be less satisfied with the OPAC facility.
Chart 5.30 also depicts the scenario more clearly.

35.0 32.4

30.0
24.2
25.0

20.0 17.2 17.6

15.0
8.6
10.0

5.0

0.0
Less Satisfactory Good Very Good Excellent
Satisfactory

Chart 5.30: Use of OPAC

Data Tabulation and Analysis 132

5.6.5 Co-Operation from Library Staff

Cooperation is the most important factor for user satisfaction. If the staff in
the library is co-operative then the users will be highly satisfied but if staff is not
cooperative then users will either be less satisfied or not satisfied.

Table 5.32: Co-Operation from Library Staff

Co-operation from Library Staff Frequency Percent

Less Satisfactory 27 6.1
Satisfactory 54 12.2
Good 139 31.4
Very Good 142 32.1
Excellent 80 18.1
Total 442 100.0

35.0 31.4 32.1

30.0

25.0
18.1
20.0

15.0 12.2

10.0 6.1
5.0

0.0
Less Satisfactory Good Very Good Excellent
Satisfactory

Chart 5.31: Co-operation from Library Staff

Table 5.32 shows that 18.1% respondents have rated library staff as
excellent cooperative that is followed by 32.1% respondents who rated them as very
good. Further, 31.4% respondents rated them as good and 12.2% as satisfactory
only. But 6.1% respondents said that the library staff is less cooperative in nature.
Data Tabulation and Analysis 133

5.6.6 Opinion about CAS

CAS or current awareness services are provided to the users to make them
update on the current topics. Thus, they along with SDI form as the important
services.

Table 5.33: Opinion about CAS

Opinion about CAS Frequency Percent

Less Satisfactory 150 33.9
Satisfactory 136 30.8
Good 82 18.6
Very Good 57 12.9
Excellent 17 3.8
Total 442 100.0

33.9
35.0 30.8
30.0

25.0
18.6
20.0
12.9
15.0

10.0
3.8
5.0

0.0
Less Satisfactory Good Very Good Excellent
Satisfactory

Chart 5.32: Opinion about CAS

Table 5.33 shows that 3.8% of the respondents said that CAS services in the
library are excellent which are further rated as very good by 12.9% respondents.
However 18.6% of the respondents said that CAS services in the library are good
and 30.8% of them rated as satisfactory only. But there are 33.9% of the
respondents who are of the opinion that CAS services are less satisfactory.
Data Tabulation and Analysis 134

5.6.7 Opinion about SDI

SDI is the selective dissemination of the information that is provided on
demand to the users, especially who needs in-depth information on any topic.

Table 5.34: Opinion about SDI

Opinion about SDI Frequency Percent

Less Satisfactory 177 40.0
Satisfactory 137 31.0
Good 62 14.0
Very Good 49 11.1
Excellent 17 3.8
Total 442 100.0

45.0 40.0
40.0
35.0 31.0
30.0
25.0
20.0
14.0
15.0 11.1
10.0
3.8
5.0
0.0
Less Satisfactory Good Very Good Excellent
Satisfactory

Chart 5.33: Opinion about SDI

Table 5.34 shows that 3.8% of the respondents said that SDI services in the
library are excellent that is followed by 11.1% respondents who said as very good
but 14% of the respondents have rated that only good.

Further, 31% of the respondents have said that SDI services are only
satisfactory and 40% respondents have rated them as less satisfactory.
Data Tabulation and Analysis 135

5.6.8 Current Update through E-Mails

Sometimes, the libraries also update their users on various topics through
emails. Thus, the data were also collected on this aspect and they are presented in
Table 5.35. It is seen from the table that 4.3% respondents have rated on this point
as excellent that is followed by the answers of 32.1% respondents who have rated
this very good.

Table 5.35: Current Update through E-Mails

Current Update through E-Mails Frequency Percent
Less Satisfactory 197 44.6
Satisfactory 125 28.3
Good 51 11.5
Very Good 50 11.3
Excellent 19 4.3
Total 442 100.0

31.4% respondents have rated this service as good but 12.2% of them are of
the opinion that this service is satisfactory only. However, 6.1%respondents rated
this as less satisfactory.

44.6
45.0
40.0
35.0 28.3
30.0
25.0
20.0
15.0 11.5 11.3
10.0 4.3
5.0
0.0
Less Satisfactory Good Very Good Excellent
Satisfactory

Chart 5.34: Current Update through e-mail

5.7 What Language you Feel Comfortable in Seeking Information

Further, the respondents were asked that what Language you feel
comfortable in seeking information shown in table 5.36 to 5.37
Data Tabulation and Analysis 136

5.7.1 Use of English Language

English is the most widely used language worldwide, but on various
occasions the users are not found much aquatinted with the use of this language.

Table 5.36: Use of English Language

Use of English Language Frequency Percent

Poor 49 11.1
Satisfactory 150 33.9
Good 171 38.7
Very Good 57 12.9
Excellent 15 3.4
Total 442 100.0

Table 5.36 shows that the users face many problems many problems in
accessing or finding information from the library. The results drawn from the
analysis shows that 3.4% of the respondents have rated this language excellent,
12.9% respondents rated very good and 38.7% of them as good.

But 33.9% of the respondents found this language as satisfactory and 11.1%
respondents as poor language for them. Chart 5.35 also depicts the scene very well.

38.7
40.0
33.9
35.0
30.0
25.0
20.0
12.9
15.0 11.1
10.0
3.4
5.0
0.0
Poor Satisfactory Good Very Good Excellent

Chart 5.35: Use of English Language

Data Tabulation and Analysis 137

5.7.2 Use of Hindi Language

Hindi language seems to be easy language because it is the mother language
also. But sometimes, users also face many problems in finding information from the
library in this language.

Table 5.37 shows that 32.4% respondents have rated this langue as excellent
that is followed by 37.8% responses of the users as very good. Further, 20.8%
respondents have rated it as good and 8.6% respondents as satisfactory. But there
are also some users (0.5%) who have rated this as poor language in finding
information from the library.

Table 5.37: Use of Hindi Language

Use of Hindi Language Frequency Percent

Poor 2 .5
Satisfactory 38 8.6
Good 92 20.8
Very Good 167 37.8
Excellent 143 32.4
Total 442 100.0

37.8
40.0
35.0 32.4

30.0
25.0 20.8
20.0
15.0
8.6
10.0
5.0 .5
.0
Poor Satisfactory Good Very Good Excellent

Chart 5.36: Use of Hindi Language

Data Tabulation and Analysis 138

5.8 Problem Faced in Using Library

5.8.1 Availability of Reading Materials
Table 5.38 depicts the analysis of the data regarding the availability of
reading materials in the library. It can be seen that 27.4% of the respondents were
strongly disagree, 26.9% respondents were disagree, and 26% respondents were
neutral as far the as the availability of the reading material in the libraries is
concerned. While, 17.2% of the respondents are agree and 2.5% respondents were
strongly agree on the availability of the reading materials in the libraries.

Table 5.38: Availability of Reading Materials

Availability of Reading Materials Frequency Percent

Strongly Disagree 121 27.4
Disagree 119 26.9
Neutral 115 26.0
Agree 76 17.2
Strongly Agree 11 2.5
Total 442 100.0

30.0 27.4 26.9 26.0

25.0

20.0 17.2

15.0

10.0

5.0 2.5

0.0
Strongly Disagree Neutral Agree Strongly
Disagree Agree

Chart 5.37: Availability of Reading Materials

Data Tabulation and Analysis 139

5.8.2 Vastness of the Information

Table 5.39 depicts the nature of the information in the libraries. It may be
seen that 16.3% respondents were strongly disagree, 24.7% respondents were
disagree, and 25.8% of them were neutral on the vastness of the information
available in the libraries. However, 20.8% respondents were „agree‟ and 12.4%
respondents were „strongly agree‟ on the vastness of the information in the libraries.

Table 5.39: Vastness of the Information

Vastness of the Information Frequency Percent

Strongly Disagree 72 16.3

Disagree 109 24.7

Neutral 114 25.8

Agree 92 20.8

Strongly Agree 55 12.4

Total 442 100.0

30.0
25.8
24.7
25.0
20.8
20.0
16.3

15.0 12.4

10.0

5.0

0.0
Strongly Disagree Neutral Agree Strongly
Disagree Agree

Chart 5.38: Vastness of the Information

Data Tabulation and Analysis 140

5.8.3 Lack of Time

Table 5.40 shows that the respondents face the problem of lack of time in the
library, means that the library timings are too short that the users cannot sit properly
for the long times in the library. The analysis of the data collected for the study
depicts that users have diverse opinions. It is seen that 9.2% of the respondents were
strongly disagree, 23.1% respondents were disagree, and 27.1% respondents were
neutral on this point. Further, 23.3% respondents were „agree‟ and 7.2%
respondents were „strongly agree‟ that there is always lack of time in the library.

Table 5.40: Lack of Time

Lack of Time Frequency Percent

Strongly Disagree 85 19.2

Disagree 102 23.1

Neutral 120 27.1

Agree 103 23.3

Strongly Agree 32 7.2

Total 442 100.0

30.0 27.1

23.1 23.3
25.0
19.2
20.0

15.0

10.0 7.2

5.0

0.0
Strongly Disagree Neutral Agree Strongly
Disagree Agree

Chart 5.39: Lack of Time

Data Tabulation and Analysis 141

5.8.4 Library Staff Unsupportive

Table 5.41 shows that the staff of the library is unsupportive. Results shows
that 51.4%respondents were strongly disagree, 26.5% respondents were disagree,
11.5%respondentswere neutral while 7.9%respondentswere agree and 2.7%
respondents were strongly agree with the same.

Table 5.41: Library Staff Unsupportive

Library Staff Unsupportive Frequency Percent

Strongly Disagree 227 51.4

Disagree 117 26.5

Neutral 51 11.5

Agree 35 7.9

Strongly Agree 12 2.7

Total 442 100.0

60.0
51.4
50.0

40.0

26.5
30.0

20.0
11.5
7.9
10.0 2.7

0.0
Strongly Disagree Neutral Agree Strongly
Disagree Agree

Chart 5.40: Library Staff Unsupportive

Data Tabulation and Analysis 142

5.8.5 Lack of Knowledge

Table 5.42 shows that the major problem in the library is lack of Knowledge
Results shows that 33.3% respondents were strongly disagree, 22.2% respondents
were disagree, 22.6% respondents were neutral while 16.5% respondents were
agree and 5.4% respondents were strongly agree with the same.

Table 5.42: Lack of Knowledge

Lack of Knowledge Frequency Percent

Strongly Disagree 147 33.3

Disagree 98 22.2

Neutral 100 22.6

Agree 73 16.5

Strongly Agree 24 5.4

Total 442 100.0

33.3
35.0

30.0

25.0 22.2 22.6

20.0 16.5

15.0

10.0
5.4
5.0

0.0
Strongly Disagree Neutral Agree Strongly
Disagree Agree

Chart 5.41: Lack of Knowledge

Data Tabulation and Analysis 143

5.8.6 Language Problem

Table 5.43 shows that the users facing language problem in the library.
Results shows that 27.4%respondents were strongly disagree, 21.7% respondents
were disagree, 18.1%respondentswere neutral while 20.1%respondentswere agree
and 12.7% respondents were strongly agree with the same.

Table 5.43: Language Problem

Language Problem Frequency Percent

Strongly Disagree 121 27.4

Disagree 96 21.7

Neutral 80 18.1

Agree 89 20.1

Strongly Agree 56 12.7

Total 442 100.0

30.0 27.4

25.0 21.7
20.1
20.0 18.1

15.0 12.7

10.0

5.0

0.0
Strongly Disagree Neutral Agree Strongly
Disagree Agree

Chart 5.42: Language Problem

Data Tabulation and Analysis 144

5.8.7 Usage of OPAC in the Library

Table 5.44 shows that the users facing problem regarding the usage of
OPAC in the library. Results shows that 27.4%respondents were strongly disagree,
18.6% respondents were disagree, 17.6%respondentswere neutral while
19.7%respondentswere agree and 16.7% respondents were strongly agree with the
same.

Table 5.44: Usage of OPAC in the Library

Usage of OPAC in the library Frequency Percent

Strongly Disagree 121 27.4

Disagree 82 18.6

Neutral 78 17.6

Agree 87 19.7

Strongly Agree 74 16.7

Total 442 100.0

30.0 27.4

25.0
19.7
18.6 17.6
20.0 16.7

15.0

10.0

5.0

0.0
Strongly Disagree Neutral Agree Strongly
Disagree Agree

Chart 5.43: Usage of OPAC in the Library

Data Tabulation and Analysis 145

5.9 Type of Information Technology

5.9.1 Use Computer
Table 5.45 it has been observed that the users use computer in the library.
Results drawn from the analysis that 31.9%respondents use computers daily in the
library, 29.6% respondents use computers weekly in the library, 29.4%respondents
use computers sometimes in the library,7.9%respondents use computer rarely in the
library and 16.5%respondents never use computers in the library.

Table 5.45: Use Computer

Use Computer Frequency Percent

Never 5 1.1

Rarely 35 7.9

Sometimes 130 29.4

Weekly 131 29.6

Daily 141 31.9

Total 442 100.0

35.0 31.9
29.4 29.6
30.0

25.0

20.0

15.0

10.0 7.9

5.0 1.1
0.0
Never Rarely Sometimes Weekly Daily

Chart 5.44: Use Computer

Data Tabulation and Analysis 146

5.9.2 Internet
Table 5.46 it has been observed that the users use Internet in the library.
Results drawn from the analysis that they mostly use internet in the library
39.6%respondents use computers daily in the library, 32.1% respondents use
computers weekly in the library, 21.3%respondents use computers sometimes in the
library,4.8%respondents use computer rarely in the library and 2.2%respondents
never use computers in the library.

Table 5.46: Internet

Internet Frequency Percent

Never 10 2.2

Rarely 21 4.8

Sometimes 94 21.3

Weekly 142 32.1

Daily 175 39.6

Total 442 100.0

39.6
40.0

35.0 32.1

30.0

25.0 21.3
20.0

15.0

10.0
4.8
5.0 2.2

0.0
Never Rarely Sometimes Weekly Daily

Chart 5.45: Internet

Data Tabulation and Analysis 147

5.9.3 Use of Online Databases

Online resources form an important part in the collection of any library.
Thus, a question was asked from the users about the uses of online databases they
are using in their respective libraries. Table 5.47 shows that 14.5% respondents use
online databases „daily‟ in the library, 19.7% respondents use online databases
„weekly‟ in the library and 43.2% of them use online databases „sometimes‟ in the
library. Further, 17% of the respondents use online databases „rarely‟ but 5.7%
respondents are also there who never used online databases in the library.

Table 5.47: Use of Online Databases

Use of Online Databases Frequency Percent

Never 25 5.7

Rarely 75 17.0

Sometimes 191 43.2

Weekly 87 19.7

Daily 64 14.5

Total 442 100.0

43.2
45.0
40.0
35.0
30.0
25.0
19.7
20.0 17.0
14.5
15.0
10.0 5.7
5.0
0.0
Never Rarely Sometimes Weekly Daily

Chart 5.46: Use of Online Databases

Data Tabulation and Analysis 148

5.9.4 Access of E-Journals in Library

Table 5.48 depicts the trends of accessing e-journals in the library. The
analysis of the data presented in table shows that 7.7% of the respondents use e-
journals „daily‟ in the library, 26.7% respondents use e-journals „weekly‟ in the
library and 32.1% respondents use e-journals „sometimes‟ in the library. Further,
24% of the respondents use e-journals „rarely‟ in the library but a small percentage
of the respondents (9.5%) is also there who never accesses the e-journals in library.

Table 5.48: Access of E-Journals in Library

Access of E-Journals in Library Frequency Percent

Never 42 9.5

Rarely 106 24.0

Sometimes 142 32.1

Weekly 118 26.7

Daily 34 7.7

Total 442 100.0

35.0 32.1

30.0 26.7
24.0
25.0

20.0

15.0
9.5
10.0 7.7

5.0

0.0
Never Rarely Sometimes Weekly Daily

Chart 5.47: Access of E-Journals in Library

Data Tabulation and Analysis 149

5.9.5 Access of CD-ROMs

Further, the libraries of the institutes covered in the study are also providing
access of CD-ROM databases to their users. Table 5.49 shows that 6.5% of the
respondents use CD-ROM databases „daily‟ in the library, followed by 13.1% of the
respondents who use CD-ROM databases „weekly‟ and 18.8% respondents who use
CD-ROM databases „sometimes‟ in the library. Further, 21% respondents use CD-
ROM databases „rarely‟ in the library but 40.5% respondents never use CD-ROM
databases in the library.

Table 5.49: Access of CD-ROMs

Access of CD-ROMs Frequency Percent

Never 179 40.5

Rarely 93 21.0

Sometimes 83 18.8

Weekly 58 13.1

Daily 29 6.5

Total 442 100.0

45.0 40.5
40.0
35.0
30.0
25.0 21.0
18.8
20.0
13.1
15.0
10.0 6.5
5.0
0.0
Never Rarely Sometimes Weekly Daily

Chart 5.48: Access of CD-ROMs

Data Tabulation and Analysis 150

5.9.6 Printing Facility in the Library

Table 5.50 shows the details of printing facility being provided by the
libraries to their usres. It can seen that 7.2% of the respondents use printers „daily‟
in the library, 15.6% respondents use printer „weekly‟ in the library and 22.6%
respondents use printer „sometimes‟ in the library. But 32.1% of the respondents use
printer „rarely‟ and 22.4% respondents never used the printers in the library.

Table 5.50: Printing Facility in the Library

Printing Facility in the Library Frequency Percent

Never 99 22.4

Rarely 142 32.1

Sometimes 100 22.6

Weekly 69 15.6

Daily 32 7.2

Total 442 100.0

35.0 32.1

30.0

25.0 22.4 22.6

20.0
15.6
15.0

10.0 7.2

5.0

0.0
Never Rarely Sometimes Weekly Daily

Chart 5.49: Printing Facility in the Library

Data Tabulation and Analysis 151

5.9.7 Availability of Photocopy Services

The libraries of various institutes are also providing photocopy services to
their users. Thus, respondents also opined about this point. Table 5.51 depicts that
13.3% of the respondents use photocopy service „daily‟ in the library, followed by
the use by 17.6% respondents who use photocopy „weekly‟ and 38.2% of the
respondents use photocopy „sometimes‟. Further, 25.1% of them use photocopy
services „rarely‟ in the library but 5.7% of the respondents never used the facility of
photocopy services in the library.

Table 5.51: Availability of Photocopy Services

Availability of Photocopy Services Frequency Percent

Never 25 5.7

Rarely 111 25.1

Sometimes 169 38.2

Weekly 78 17.6

Daily 59 13.3

Total 442 100.0

38.2
40.0

35.0

30.0
25.1
25.0

20.0 17.6
13.3
15.0

10.0 5.7
5.0

0.0
Never Rarely Sometimes Weekly Daily

Chart 5.50: Availability of Photocopy Services

Data Tabulation and Analysis 152

5.9.8 Availability of Scanning

Table 5.52 details about the scanning facilities being provided by the
respective libraries to their users. It may be seen that 8.1% respondents use scanner
machine „daily‟ in the library, 10.4% respondents use scanner machine „weekly‟ and
23.1% of the respondents use scanning facility „sometimes‟ in the library. 21% of
the respondents use scanning „rarely‟ but there are also some respondents (37.3%)
who never avail the scanning facility in the library.

Table 5.52: Availability of Scanning

Availability of Scanning Frequency Percent

Never 165 37.3

Rarely 93 21.0

Sometimes 102 23.1

Weekly 46 10.4

Daily 36 8.1

Total 442 100.0

40.0 37.3

35.0

30.0
23.1
25.0 21.0
20.0

15.0
10.4
8.1
10.0

5.0

0.0
Never Rarely Sometimes Weekly Daily

Chart 5.51: Availability of Scanning

Data Tabulation and Analysis 153

5.10 Frequency of using Computers for Seeking Information

5.10.1 For Study
Table 5.53 tells us about the frequency of using computer for study in the
library. Conclusions drawn from the analysis that 31.4% respondents daily use
computer for study in the library, 32.1% respondents weekly use computer for study
in the library, 25.6% respondents use computer for study sometimes in the
library,7% respondents use computer for study rarely in the library and 3.8%
respondents never use computer for study in the library.

Table 5.53: For Study

For Study Frequency Percent

Never 17 3.8

Rarely 31 7.0

Sometimes 113 25.6

Weekly 142 32.1

Daily 139 31.4

Total 442 100.0

35.0 32.1 31.4

30.0
25.6
25.0

20.0

15.0

10.0 7.0
3.8
5.0

0.0
Never Rarely Sometimes Weekly Daily

Chart 5.52: For Study

Data Tabulation and Analysis 154

5.10.2 For Research

Table 5.54 tells us about the frequency of using computer for research work
in the library. Conclusions drawn from the analysis that 19.9%respondents daily use
computer for research work in the library, 18.1% respondents weekly use computer
for research work in the library, 31.4%respondents use computer for research work
sometimes in the library,18.8%respondents use computer for research work rarely in
the library and 11.8%respondents never use computer for research work in the
library.

Table 5.54: For Research

For Research Frequency Percent

Never 52 11.8

Rarely 83 18.8

Sometimes 139 31.4

-Weekly 80 18.1

Daily 88 19.9

Total 442 100.0

35.0 31.4

30.0

25.0
19.9
18.8 18.1
20.0

15.0 11.8

10.0

5.0

0.0
Never Rarely Sometimes Weekly Daily

Chart 5.53: For Research

Data Tabulation and Analysis 155

5.10.3 Search Internet

Table 5.55 tells us about the frequency of using computer to search the
internet in the library. Conclusions drawn from the analysis that 25.8%respondents
daily use computer to search the internet in the library, 24.7% respondents weekly
use computer to search the internet in the library, 31%respondents use computer to
search the internet sometimes in the library,15.8%respondents use computer to
search the internet rarely in the library and 2.7%respondents never use computer to
search the internet in the library.

Table 5.55: Search Internet

Search Internet Frequency Percent

Never 12 2.7

Rarely 70 15.8

Sometimes 137 31.0

Weekly 109 24.7

Daily 114 25.8

Total 442 100.0

35.0 31.0
30.0
25.8
24.7
25.0

20.0
15.8
15.0

10.0

5.0 2.7

0.0
Never Rarely Sometimes Weekly Daily

Chart 5.54: Search Internet

Data Tabulation and Analysis 156

5.10.4 For Academic Assignments

Table 5.56 tells us about the frequency of using computer for academic
assignments in the library. Conclusions drawn from the analysis that 15.8%
respondents daily use computer for academic assignments in the library, 27.4%
respondents weekly use computer for academic assignments in the library, 37.6%
respondents use computer for academic assignments in the library, 8.8%
respondents use computer for academic assignments rarely in the library and 10.4%
respondents never use computer for academic assignments in the library.

Table 5.56: For Academic Assignments

For Academic Assignments Frequency Percent

Never 46 10.4

Rarely 39 8.8

Sometimes 166 37.6

Weekly 121 27.4

Daily 70 15.8

Total 442 100.0

40.0 37.6

35.0

30.0 27.4

25.0

20.0 15.8
15.0
10.4
8.8
10.0

5.0

0.0
Never Rarely Sometimes Weekly Daily

Chart 5.55: For Academic Assignments

Data Tabulation and Analysis 157

5.10.5 To Prepare Presentations

Table 5.57 tells us about the frequency of using computer for academic
assignments in the library. Conclusions drawn from the analysis that 13.1%
respondents daily use computer for academic assignments in the library, 22.9%
respondents weekly use computer for academic assignments in the library, 42.8%
respondents use computer for academic assignments in the library, 13.6%
respondents use computer for academic assignments rarely in the library and 7.7%
respondents never use computer for academic assignments in the library.

Table 5.57: To Prepare Presentations

To Prepare Presentations Frequency Percent

Never 34 7.7

Rarely 60 13.6

Sometimes 189 42.8

Weekly 101 22.9

Daily 58 13.1

Total 442 100.0

42.8
45.0
40.0
35.0
30.0
22.9
25.0
20.0
13.6 13.1
15.0
7.7
10.0
5.0
0.0
Never Rarely Sometimes Weekly Daily

Chart 5.56: To Prepare Presentations

Data Tabulation and Analysis 158

5.10.6 For Entertainment

Table 5.58 tells us about the frequency of using computer for entertainment
in the library. Conclusions drawn from the analysis that 13.1% respondents daily
use computer for entertainment in the library, 22.9% respondents weekly use
computer for entertainment assignments in the library, 42.8% respondents use
computer for entertainment in the library, 13.6% respondents use computer for
entertainment rarely in the library and 7.7% respondents never use computer for
entertainment in the library.
Table 5.58: For Entertainment

For Entertainment Frequency Percent

Never 37 8.4

Rarely 109 24.7

Sometimes 119 26.9

Weekly 91 20.6

Daily 86 19.5

Total 442 100.0

30.0 26.9
24.7
25.0
20.6
19.5
20.0

15.0

8.4
10.0

5.0

0.0
Never Rarely Sometimes Weekly Daily

Chart 5.57: For Entertainment

Data Tabulation and Analysis 159

5.11 Frequency of using Internet for Seeking Information

5.11.1 Internet for Research Project
Further, the users also use the computers in library for completing their
research projects. Table 5.59 shows that 13.6% of the respondents use computers
for research project in the library daily that is followed by 24.4% respondents who
use weekly the computer for research projects in the library.

Table 5.59: Internet for Research Project

Internet for Research Project Frequency Percent
Never 59 13.3
Rarely 112 25.3
Sometimes 103 23.3
Weekly 108 24.4
Daily 60 13.6
Total 442 100.0

Further 23.3% respondents use computers for research project in the library
sometimes and 25.3% respondents for research project rarely in the library. But
13.3% respondents are also there who never uses computers for research project in
the library.

30.0
25.3 24.4
23.3
25.0

20.0

13.3 13.6
15.0

10.0

5.0

0.0
Never Rarely Sometimes Weekly Daily

Chart 5.58: Computer for Research Project

Data Tabulation and Analysis 160

5.10.2 Internet for Downloading Programmes

Table 5.60 depicts the frequency of using internet for downloading programs
in the library. It is seen that 10.2% of the respondents use internet daily for
downloading programs in the library, followed by 20.8% respondents who use
weekly internet for downloading programs in the library. Further, 20.1% of the
respondents use internet for downloading programs in the library sometimes, while
23.6% of the respondents use internet for downloading programs „rarely‟ in the
library.

Table 5.60: Internet for Downloading Programmes

Internet for Downloading Programmes Frequency Percent
Never 72 16.3
Rarely 144 32.6
Sometimes 89 20.1
Weekly 92 20.8
Daily 45 10.2
Total 442 100.0

But there are also a small percentage of the respondents (16.3%) who never
used internet for downloading programs in the library.

35.0 32.6

30.0

25.0 20.8
20.1
20.0 16.3

15.0
10.2
10.0

5.0

0.0
Never Rarely Sometimes Weekly Daily

Chart 5.59: Use of Internet in Library

Data Tabulation and Analysis 161

5.11.3 Internet for Communication

Table 5.61 shows the trends of using internet for communication purposes. It
is seen from the analysis of the data that 18.8% respondents use internet daily to
communicate with friends and colleague that is followed by 22.2% of the
respondents who use weekly internet to communicate with friends and colleague.
Further, 25.8% of the respondents use internet „sometimes‟ and 24.2% of the
respondents use internet „rarely‟ to communicate with their friends and colleagues.
But 9.0% respondents never use internet to communicate with friends and
colleagues.

Table 5.61: Internet for Communication

Internet for Communication Frequency Percent

Never 40 9.0
Rarely 107 24.2
Sometimes 114 25.8
Weekly 98 22.2
Daily 83 18.8
Total 442 100.0

30.0
25.8
24.2
25.0 22.2
18.8
20.0

15.0
9.0
10.0

5.0

0.0
Never Rarely Sometimes Weekly Daily

Chart 5.60: Internet for Communication

Data Tabulation and Analysis 162

5.11.4 Internet for Accessing E-Journals

Table 5.62 tells about the frequency of using internet to access e-journals
from the library. It is seen that 13.6% respondents use internet daily to access e-
journals in the library, followed by the use by 27.8% respondents who use weekly
internet to access e-journals in the library. 31.4% of the respondents use internet to
access e-journals in the library „sometimes‟, and 18.8% respondents use internet to
access e-journal „rarely‟ in the library. But 8.4% respondents are also there who
never used internet to access e-journals in the library.

Table 5.62: Internet for Accessing E-Journals

Internet for accessing E-Journals Frequency Percent

Never 37 8.4

Rarely 83 18.8

Sometimes 139 31.4

Weekly 123 27.8

Daily 60 13.6

Total 442 100.0

35.0 31.4

30.0 27.8

25.0
18.8
20.0
13.6
15.0
8.4
10.0

5.0

0.0
Never Rarely Sometimes Weekly Daily

Chart 5.51: Internet for Accessing E-Journals

Data Tabulation and Analysis 163

5.11.5 Internet for Professional Development

Table 5.63 shows the trends of using internet for professional development
in the library. The analysis of the data that is presented in table shows that 13.3%
respondents use internet for professional development daily in the library, 33.7%
respondents use „weekly‟ the internet for professional development in the library and
26.9% respondents use internet for professional development in the library
„sometimes‟. 21.3% respondents use internet „rarely‟ for professional development
in the library but 4.8% respondents never use the internet for professional
development in the library.

Table 5.63: Internet for Professional Development

Internet for Professional Development Frequency Percent

Never 21 4.8
Rarely 94 21.3
Sometimes 119 26.9
Weekly 149 33.7
Daily 59 13.3
Total 442 100.0

33.7
35.0

30.0 26.9

25.0 21.3

20.0
13.3
15.0

10.0
4.8
5.0

0.0
Never Rarely Sometimes Weekly Daily

Chart 5.62: Internet for Professional Development

Data Tabulation and Analysis 164

5.11.6 Internet for Entertainment

Table 5.64 shows the frequency of using internet for entertainment purposes
in the library. It can be seen very well that 24.9% of the respondents daily use the
internet for entertainment in the library, 16.7% respondents use „weekly‟ and 23.1%
of them use internet for entertainment in the library „sometimes‟.

Further, 21.9% respondents use internet for entertainment „rarely‟ in the

library but 13.3% respondents never use internet for entertainment in the library.

Table 5.64.: Internet for Entertainment

Internet for Entertainment Frequency Percent

Never 59 13.3

Rarely 97 21.9

Sometimes 102 23.1

Weekly 74 16.7

Daily 110 24.9

Total 442 100.0

24.9
25 23.1
21.9

20
16.7

15 13.3

10

0
Never Rarely Sometimes Weekly Daily

Chart 5.63: Internet for Entertainment

Data Tabulation and Analysis 165

5.12 Problems Faced in Internet Access

5.12.1 Slow Access Speed
It is seen that most of the users are availing computer access and internet
access in the libraries. But they also face some problems in using internet and
computer access. Table 5.65 show that 14.9% of the respondents are „not at all
satisfied‟, 11.8% respondents are not „satisfied‟ and 27.6% respondents are
„partially satisfied‟ with the internet access in the library. But 35.1% of them are
„satisfied‟ and 10.6% respondents are „highly satisfied‟ with the provision of
internet facility.

Table 5.65: Slow Access Speed

Slow Access Speed Frequency Percent

Not at all satisfied 66 14.9

Not satisfied 52 11.8
Partially satisfied 122 27.6
Satisfied 155 35.1
Highly satisfied 47 10.6
Total 442 100.0

40.0 35.1
35.0
27.6
30.0
25.0
20.0 14.9
15.0 11.8 10.6
10.0
5.0
0.0
Not at all Not satisfied Partially Satisfied Highly
satisfied satisfied satisfied

Chart 5.64: Slow Access Speed

Data Tabulation and Analysis 166

5.12.2 Problems in Finding Relevant Information Over Internet

Table 5.66 shows that users are facing difficulty in getting relevant
information from the IT resources. It is seen that 11.3% of the respondents are „not
at all satisfied‟, 20.1% respondents are „not satisfied‟ and 32.4% of them are
„partially satisfied‟. But 28.3% of the respondent are „satisfied‟ and 7.9%
respondents are „highly satisfied‟ with the same.

Table 5.66: Problems in Finding Relevant Information Over Internet

Problems in finding Relevant Information over Internet Frequency Percent

Not at all satisfied 50 11.3

Not satisfied 89 20.1

Partially satisfied 143 32.4

Satisfied 125 28.3

Highly satisfied 35 7.9

Total 442 100.0

35.0 32.4
28.3
30.0

25.0
20.1
20.0

15.0 11.3

10.0 7.9

5.0

0.0
Not at all Not satisfied Partially Satisfied Highly
satisfied satisfied satisfied

Chart 5.65: Problems in Finding Relevant Information Over Internet

Data Tabulation and Analysis 167

5.12.3 Overload of Information

Overload of the information is another major problem due to which
sometimes users find themselves in very frustrating situation. Table 5.67 observes
that 13.6% respondents are „not at all satisfied‟, 19.9% respondents are „not
satisfied‟ and 31.9% are „partially satisfied‟. Further, 27.1% of them are „satisfied‟
and 7.5% respondents are „highly satisfied‟ with the availability of the information.

Table 5.67: Overload of Information

Overload of Information Frequency Percent

Not at all satisfied 60 13.6

Not satisfied 88 19.9

Partially satisfied 141 31.9

Satisfied 120 27.1

Highly satisfied 33 7.5

Total 442 100.0

35.0 31.9

30.0 27.1

25.0
19.9
20.0
13.6
15.0

10.0 7.5

5.0

0.0
Not at all Not satisfied Partially Satisfied Highly
satisfied satisfied satisfied

Chart 5.66: Overload of Information

Data Tabulation and Analysis 168

5.12.4 Lack of Awareness about Electronic Resources and Services

Table 5.68 depicts the details of the users facing the problem of lack of
awareness about electronic resources and services. It is seen that 10.4% of the
respondents are „not at all satisfied‟ and 26% respondents are „not satisfied‟.
Further, 33.9% of the respondents are „partially satisfied‟ and 22.9% of them are
„satisfied‟. However, 6.8% of the respondents are „highly satisfied‟ with the
availability of the e-resources and services in the library.

Table 5.68: Lack of Awareness About Electronic Resources and Services

Lack of Awareness about Electronic Resources Frequency Percent

and Services

Not at all satisfied 46 10.4

Not satisfied 115 26.0

Partially satisfied 150 33.9

Satisfied 101 22.9

Highly satisfied 30 6.8

Total 442 100.0

33.9
35.0

30.0 26.0
25.0 22.9

20.0

15.0
10.4
10.0 6.8

5.0

0.0
Not at all Not satisfied Partially Satisfied Highly
satisfied satisfied satisfied

Chart 5.67: Lack of Awareness About Electronic Resources and Services

Data Tabulation and Analysis 169

5.12.5 Long Time to View/Download Information

Internet speed is other problem because the file to view or download takes
much time. Table 5.69 shows that 14.5% of the respondents are „not at all satisfied‟
with the speed of the internet, 18.1% respondents are „not satisfied‟ and 26.9% are
„partially satisfied‟.

However, 27.8% respondents are „satisfied‟ and 12.7% respondents are

„highly satisfied‟ with the internet speed.

Table 5.69: Long Time to View/Download Information

Long Time to View/Download Information Frequency Percent

Not at all satisfied 64 14.5

Not satisfied 80 18.1

Partially satisfied 119 26.9

Satisfied 123 27.8

Highly satisfied 56 12.7

Total 442 100.0

30.0 26.9 27.8

25.0

20.0 18.1
14.5
15.0 12.7

10.0

5.0

0.0
Not at all Not satisfied Partially Satisfied Highly
satisfied satisfied satisfied

Chart 5.68: Takes Long Time to View/Download Information

Data Tabulation and Analysis 170

5.12.6 Lack of Training in Using Automated Services

There are also some other problems just like the lack of training in the library
for the users in getting relevant information from various angles. Further, limited
number of computers and shortage of trained library staff are other problems.
Table 5.70 shows the details of lack of training in using automated services.

Table 5.70: Lack of Training in Using Automated Services

Lack of Training in Using Automated Services Frequency Percent

Not at all satisfied 108 24.4
Not satisfied 137 31.0
Partially satisfied 100 22.6
Satisfied 78 17.6
Highly satisfied 19 4.3
Total 442 100.0

35.0 31.0
30.0
24.4
25.0 22.6

20.0 17.6

15.0

10.0
4.3
5.0

0.0
Not at all Not satisfied Partially Satisfied Highly
satisfied satisfied satisfied

Chart 5.59: Lack of Training in Using Automated Services

It is seen that 24.4% of the respondents are „not at all satisfied‟, 31.1%
respondents are „not satisfied‟ and 22.6% of them are „partially satisfied‟ with the
training programmes being arranged for library users. Further, 17.6% of them are
„satisfied‟ but 4.3% respondents are „highly satisfied‟ with the same.
Data Tabulation and Analysis 171

5.12.7 Limited Number of Computers

Table 5.71 shows that 15.6% respondents are „not at all satisfied‟, 16.1%
respondents are „not satisfied‟ and 32.4% of them are „partially satisfied‟ with the
availability of the computers in library.

Table 5.71: Limited Number of Computers

Limited Number of Computers Frequency Percent

Not at all satisfied 69 15.6

Not satisfied 71 16.1

Partially satisfied 143 32.4

Satisfied 121 27.4

Highly satisfied 38 8.6

Total 442 100.0

35.0 32.4

30.0 27.4

25.0

20.0 16.1
15.6
15.0
8.6
10.0

5.0

0.0
Not at all Not satisfied Partially Satisfied Highly
satisfied satisfied satisfied

Chart 5.70: Limited Number of Computers

However, 27.4% respondents are „satisfied‟ and 8.6% respondents are

„highly satisfied‟ respectively with the availability of the computers in library.
Data Tabulation and Analysis 172

5.12.8 Shortage of Trained Library Staff

Table 5.72 shows the problems of trained library staff in the library. It is
seen from the analysis of the data presented in table that 17.6% of the respondents
are „not at all satisfied‟, 17.4% respondents are „not satisfied‟ and 15.2% of them
are „partially satisfied‟ with the availability of trained staff in the library who could
assist them in case of emergency.

However, 33% of the respondent are „satisfied‟ and 16.7% are „highly
satisfied‟ with the availability of the staff in their libraries.

Table 5.72: Shortage of Trained Library Staff

Shortage of Trained Library Staff Frequency Percent

Not at all satisfied 78 17.6

Not satisfied 77 17.4
Partially satisfied 67 15.2
Satisfied 146 33.0
Highly satisfied 74 16.7
Total 442 100.0

33.0
35.0

30.0

25.0

20.0 17.6 17.4 16.7

15.2
15.0

10.0

5.0

0.0
Not at all Not satisfied Partially Satisfied Highly
satisfied satisfied satisfied

Chart 5.71: Shortage of Trained Library Staff

Data Tabulation and Analysis 173

5.12.9 Lack of IT (Information Technology) Resources

It is also observed that most of the users are also facing the problem of
availably of information technology resources other than online access of the
resources. Table 5.73 shows that 24.9% respondents are „not at all satisfied‟, 25.6%
respondents are „not satisfied‟ and 29.9% of them are „partially satisfied‟ with the
available resources. But 17.9% of the respondents are „satisfied‟ and 1.8% of them
are „highly satisfied‟ with the same.

Table 5.73: Lack of IT Resources

Lack of IT Resources Frequency Percent

Not at all satisfied 110 24.9

Not satisfied 113 25.6

Partially satisfied 132 29.9

Satisfied 79 17.9

Highly satisfied 8 1.8

Total 442 100.0

29.9
30.0
24.9 25.6
25.0

20.0 17.9

15.0

10.0

5.0 1.8

0.0
Not at all Not satisfied Partially Satisfied Highly
satisfied satisfied satisfied

Chart 5.62: Lack of IT Resources

Data Tabulation and Analysis 174

5.12.10 Problem Facing Usages of Technology Tools

Table 5.74 it has been observed that the users facing problem regarding
usage of technology tools. Results shows that 19.9%respondents were not at all
satisfied, 14.9% respondents were not satisfied, 26% respondents were partially
satisfied, 31.2% respondents were satisfied and 7.9% respondents were highly
satisfied with the same.

Table 5.74: Problem Facing Usages of Technology Tools

Problem facing usages of technology tools Frequency Percent

Not at all satisfied 88 19.9

Not satisfied 66 14.9

Partially satisfied 115 26.0

Satisfied 138 31.2

Highly satisfied 35 7.9

Total 442 100.0

35.0 31.2
30.0 26.0
25.0
19.9
20.0
14.9
15.0

10.0 7.9

5.0

0.0
Not at all Not satisfied Partially Satisfied Highly
satisfied satisfied satisfied

Chart 5.73: Problem Facing Usages of Technology Tools

Data Tabulation and Analysis 175

5.13 Impact of Information Technology on Users

5.13.1 Enable Easier and Wider Access to Electronic Resources
Table 5.75 shows the views of respondents regarding easier and wider
access to electronic resources but their opinions are diverse and exhibit that 5.7% of
the respondents are „strongly disagree‟, 8.1% respondents are „disagree‟ and 17% of
them are „neutral‟ on the limited availability of the e-resources.

Table 5.75: Enable Easier and Wider Access to Electronic Resources

Enable easier and wider access to electronic resources Frequency Percent

Strongly Disagree 25 5.7

Disagree 36 8.1
Neutral 75 17.0
Agree 206 46.6
Strongly Agree 100 22.6
Total 442 100.0

However, 46.6% respondents are „agree‟ and 22.6% are „strongly agree‟ on
the limited availability of the e-resources.

50.0 46.6
45.0
40.0
35.0
30.0
22.6
25.0
20.0 17.0

15.0
8.1
10.0 5.7
5.0
0.0
Strongly Disagree Neutral Agree Strongly
Disagree Agree

Chart 5.74: Enable Easier and Wider Access to Electronic Resources

Data Tabulation and Analysis 176

5.13.2 Quality of Library Services

Table 5.66 shows the views of respondents regarding improvement on the
quality of library services.

Table 5.76: Quality of Library Services

Quality of Library Services Frequency Percent

Strongly Disagree 25 5.7

Disagree 32 7.2
Neutral 119 26.9
Agree 182 41.2
Strongly Agree 84 19.0
Total 442 100.0

It is seen from the analysis of the data that 5.7% respondents are „strongly
disagree‟, 7.2% respondents are „disagree‟ and 26.9% are „neutral‟ on this point.
While 41.2% respondents are “agree‟ and 19% respondents are „strongly agree‟
with the quality of library services.

45.0 41.2
40.0
35.0
30.0 26.9

25.0
19.0
20.0
15.0
10.0 7.2
5.7
5.0
0.0
Strongly Disagree Neutral Agree Strongly
Disagree Agree

Chart 5.75: Quality of Library Services

Data Tabulation and Analysis 177

5.13.3 Direct Access of the Services and Resources

Table 5.77 shows the views of respondents regarding direct access of the
services and resources. It is seen from the table that 4.8% respondents are „strongly
disagree‟, 11.3% respondents are „disagree‟, and 31.4% of them are „neutral‟ on
this point.

However, 36% of the respondents are „agree‟ and 16.5% are „strongly
agree‟ on this point means that they are satisfied with the access of services and
resources in their respective library.

Table 5.77: Direct Access of the Services and Resources

Direct Access of the Services and Resources Frequency Percent

Strongly Disagree 21 4.8

Disagree 50 11.3
Neutral 139 31.4
Agree 159 36.0
Strongly Agree 73 16.5
Total 442 100.0

40.0 36.0
35.0 31.4

30.0
25.0
20.0 16.5

15.0 11.3
10.0
4.8
5.0
0.0
Strongly Disagree Neutral Agree Strongly
Disagree Agree

Chart 5.66: Direct Access of the Services and Resources

Data Tabulation and Analysis 178

5.13.4 Access to New Range of Services

Table 5.78 shows the views of respondents regarding access to new range of
services which was not possible ever before. It may be seen that 4.3% of the
respondents are „strongly disagree‟, 6.5% are „disagree‟, and 24% of them are
„neutral‟ on the access of new range of services in the library.

However, 44.6% of them are „agree‟ and 20.4% respondents are „strongly
agree‟ on this point means that libraries provide a good range of new range of
services to their users.

Table 5.78: Access to New Range of Services

Access to New Range of Services Frequency Percent

Strongly Disagree 19 4.3

Disagree 30 6.8
Neutral 106 24.0
Agree 197 44.6
Strongly Agree 90 20.4
Total 442 100.0

44.6
45.0
40.0
35.0
30.0
24.0
25.0 20.4
20.0
15.0
10.0 6.8
4.3
5.0
0.0
Strongly Disagree Neutral Agree Strongly
Disagree Agree

Chart 5.77: Access to New Range of Services

Data Tabulation and Analysis 179

5.13.5 Help in locating material through on-line catalogues

Table 5.79 shows that the views of respondents regarding the locating
material through on-line catalogue. Various opinions from diverse respondents
exhibit that 2.7%respondents were strongly disagree, 12% respondents were
disagree, 30.1%respondentswere neutral while 32.1%respondentswere agree and
23.1% respondents were strongly agree with the same.

Table 5.79: Help in Locating Material Through On-Line Catalogues

Help in locating material through on-line catalogues Frequency Percent

Strongly Disagree 12 2.7

Disagree 53 12.0

Neutral 133 30.1

Agree 142 32.1

Strongly Agree 102 23.1

Total 442 100.0

35.0 32.1
30.1
30.0
23.1
25.0

20.0

15.0 12.0

10.0

5.0 2.7

0.0
Strongly Disagree Neutral Agree Strongly
Disagree Agree

Chart 5.78: Help in Locating Material Through On-Line Catalogues

Data Tabulation and Analysis 180

5.13.6 Flexible and Comprehensive Retrieval of Information

Table 5.80 shows the details on the views of respondents regarding more
flexible and comprehensive retrieval of information. It is seen that 5.4% of the
respondents are „strongly disagree‟, 15.6% are „disagree‟, and 22.4% respondents
are „neutral‟. However, 36.2% respondents are „agree‟ and 20.4% respondents are
„strongly agree‟ on the flexible and comprehensive retrieval of information.

Table 5.80: Flexible and Comprehensive Retrieval of Information

Flexible and Comprehensive Retrieval of Information Frequency Percent

Strongly Disagree 24 5.4

Disagree 69 15.6

Neutral 99 22.4

Agree 160 36.2

Strongly Agree 90 20.4

Total 442 100.0

40.0 36.2
35.0
30.0
25.0 22.4
20.4
20.0 15.6
15.0
10.0 5.4
5.0
0.0
Strongly Disagree Neutral Agree Strongly
Disagree Agree

Chart 5.79: Flexible and Comprehensive Retrieval of Information

Data Tabulation and Analysis 181

5.13.7 Up-to-date Information for Academic Growth

Sometimes, up-to-date information is retrieved from the library. It is seen
from the table 5.71 that 4.8% respondents are „strongly disagree‟, 9.7%
respondents are „disagree‟, and 24.9% of them are „neutral‟ on that point. However,
36.2% of the respondents are „agree‟ and 24.4% respondents are „strongly agree‟
with the same means that they are getting up-to-date information from the library.

Table 5.81: Up-to-Date Information for Academic Growth

Up-to-date Information for Academic Growth Frequency Percent

Strongly Disagree 21 4.8

Disagree 43 9.7

Neutral 110 24.9

Agree 160 36.2

Strongly Agree 108 24.4

Total 442 100.0

40.0 36.2
35.0
30.0
24.9 24.4
25.0
20.0
15.0
9.7
10.0
4.8
5.0
0.0
Strongly Disagree Neutral Agree Strongly
Disagree Agree

Chart 5.70: Up-to-Date Information for Academic Growth

Data Tabulation and Analysis 182

5.13.8 Enormous Time and Effort

Lastly, Table 5.82 shows the opinions of the respondents on the IT resources
that have saved the time and efforts of them enormously. But different and diverse
responses came from the respondents. It is seen from the table that 5.4%
respondents are „strongly disagree‟, 9.5% respondents are „disagree‟, and 22.4% are
„neutral‟ on this point.

Table 5.82: Enormous Time and Effort

Enormous Time and Effort Frequency Percent

Strongly Disagree 24 5.4
Disagree 42 9.5
Neutral 99 22.4
Agree 157 35.5
Strongly Agree 120 27.1
Total 442 100.0

40.0 35.5
35.0
30.0 27.1

25.0 22.4

20.0
15.0
9.5
10.0 5.4
5.0
0.0
Strongly Disagree Neutral Agree Strongly
Disagree Agree

Chart 5.81: Enormous Time and Effort

But 35.5% of the respondents are „agree‟ and 27.1% respondents are
„strongly agree‟ on this point means that IT based resources have saved the time and
efforts of the users in their respective libraries.
 Chapter 6
Conclusion and Suggestions
 CHAPTER 6
DISCUSSION AND CONCLUSION

The present study was conducted to ascertain the information seeking

behaviour of the users studying and working in 12 teacher education imparting
institutes of Rajasthan. A total of 442 users from 12 institutes interacted during the
course of study and analysis were presented in the last chapter. Now this is the time
to confirm the objectives and cross verify the hypotheses formed for the study.

6.1 Objective of the study

The main objectives framed for the study are verified point wise as discussed below:
 To ascertain the frequency of users of visiting libraries and services mostly
used.
o Table 5.2 confirms the frequency of the visits made by the users
comprising of the B.Ed., M.Ed., Ph.D / M.Phil students and the
faculty members. This is clear from the table that out of 442 users,
158 users visit the library daily, 180 users 2-3 times a week. Thus,
majority of them (76.4%) visit library more frequently for seeking
relevant information.
o They come for searching books, journals & magazines and browsing
e-resources as depicted mainly through the tables 5.3-5.12 and for
issue-return of the books, consulting reference books and
dissertations etc. as shown in table 5.13 to 5.20.
 To find out the awareness and use of library resources used by the users.
o It is noted that most of the users are aware about the library resources
and services being provided to them by their respective libraries.
 To identify the purpose of their information seeking and examine their
information seeking behaviour.
o Table 5.13 to 5.20 shows that users visit the library for various
purposes. They come in the library not only to avail the issue-return
facility of the library but also for preparing for examination,
completing their assignments, using computers, collecting reading
Discussion and Conclusion 184

material, for consulting reference books and text books and also for
consulting dissertations etc. Thus, they come for different purposes
but the faculty especially comes for updating their knowledge.
 To analyze the type of information technology (IT) resources currently used
by the users.
o It is seen from table 4.9 that all the surveyed institutes have
computers in their library which are attached to the server either
through LAN or Wifi. Maximum number of computers are there in
Department of Education, Jaipur National University, Bansthali
University, ICG Institute of Educational Research & Development,
Jaipur but least number of them is recorded from Mahatma Jyoti Rao
Phoole Women's B. Ed. College and Sanjay Teacher's Training
College and S.S. Jain Subodh Mahila Shikshak Prashikshan
Mahavidyalaya.
o Further, table 4.10 confirms that internet that is an essentially today,
is there in all the educational institutes.
 To evaluate the collection of information sources in the library of education
institutions.
o It is noted during the study that not only the print collection is
sufficient in the institutes surveyed but also the table 4.10 confirms
that all institutes except that of Lokmanya Tilak T T College,
Udaipur, S.S. Jain Subodh Mahila Shikshak Prashikshan
Mahavidyalaya and Vidya Bhawan Teacher's College, Udaipur are
the member of DELNET or UGC – INFONET Digital Library
Consortium. Thus, they are subscribing e-books, e-databases and the
e-journals for their users.
 To explore the extent of use of ICT based services and their impact on their
study and research work.
o As far as ICT based services are concerned, only Internet and access
of e-resources is being provided by most of the institutes to their
users. However, library automation is yet on the move, only
Department of Education, Jaipur National University, Jaipur,
Discussion and Conclusion 185

Bansthali Vidyapeeth University, ICG Institute of Educational

Research & Development, Jaipur has automated its library services
and others are on the way of progress (table 4.8).
 To study the various problem faced by users while seeking and using the
information.
o Table 5.43 shows that the users face English language problem in
finding information from the library. Further, Table 5.66 shows the
Problems in finding Relevant Information over Internet from the
library where it is clear that 26.7% of the users are not satisfied or not
satisfied at all. However, 36.2% of them seem to be satisfied.
o Table 5.67 shows the overload of information and table 5.68 shows
the lack of awareness of users in getting information, where only
29.7% users are aware of how to access information over the internet.
But most of them the problem of downloading where they have to
wait for a long time for it.
o Others problems include, lack of knowledge in using automated
services (table 5.70), limited number of computer nodes (table 5.71)
and shortage of library staff (table 5.72) for helping them and limited
number of e-resources (table 5.73) in education sector.

6.2 Research Hypotheses

Besides, the objectives discussed above, some hypotheses were also framed
for the study. They are cross-verified with the analysis of the data collected from the
users that is presented in chapter 5.

H01: Users are not aware with the available information services and facilities of
the libraries.

Table 5.2 shows that inspite of computers and internet access, library is
visited by most of the users either daily or 2-3 times in a week. It means still users
prefer to use library physically instead of digital format from remote places, i.e.
means from their home or the class room etc. They visit and use the library not only
Discussion and Conclusion 186

for issue-return of the books but also for reading popular magazines, newspapers and
reading reference books in the library.
As far as the technology based services are concerned, most of the users are
aware as table 5.31 shows that out of 442 respondents, except that of 76 users who
are less satisfied, others are satisfied with the OPAC facility of the library which
gives information about the holdings of a particular library on computer screen.
However, as table 5.37 shows some of the users who are from Hindi background
found themselves in problem while seeking information over internet because
information over internet is available in English language. Further, access of e-
journals from library consortium is also time-consuming and needs expertise which
is lacking among the users, especially in students.

Thus, this hypothesis is not correct as most of the users are aware of
information technology and the services being provided to them by their respective
library.

H02: Information seeking behaviours of users are different in nature according to

their information needs.

Yes, information seeking behaviour of users is found different under

different circumstances and the environment. For example, most of the users want
the information in Hindi language (table 5.37) instead of English (table 5.36) while
this language is preferred language over Internet and most of the resources are in
English language.

Further, most of the users use computers for different purposes, table 5.53
shows that some of them use for study purpose, some of them (table 5.54) use in
research, some use them for access of internet (table 5.55) and some for making
their presentation (table 5.57) and some of them for entertainment purpose (table
5.58).

H03: There are no proper information systems for providing fast, efficient
information services to fulfill its users‟ requirement in the libraries of
education institutions.
Discussion and Conclusion 187

This hypothesis is not correct. It is seen from the table 4.10 that all libraries
except that of Lokmanya Tilak T T College, Udaipur; S.S. Jain Subodh Mahila
Shikshak Prashikshan Mahavidyalaya and Vidya Bhawan Teacher's College,
Udaipur are the member of DELNET or UGC – INFONET Digital Library
Consortium. Thus, they are providing information services to their users on different
aspects of education field through library consortium.

H04: Majority of the users face problems while seeking information from their
respective libraries.

Yes, this hypothesis is partially correct. Table 5.36 and table 5.37 shows that
mostly the users want information in Hindi language but the information over
internet and library consortium is available in English language. That is why they
face the problem.

Table 5.66 presents the details of the problem in internet access due to slow
speed, further overload of information (table 5.67) is there on internet as vast
information is available on the internet but the refined information can only be
provided by the library staff which is not available in most of the libraries. Table
5.58 also presents the lack of awareness among the users in accessing e-resources.

Table 4.2(B) shows that out of 12 libraries surveyed, only Banasthali

Vidyapeeth is having additional staff in the library and in rests of the libraries there
is no additional staff given. They are running with the solo librarian, though there
should be more staff, at least one clerk and one gate keeper with library attendant
should be there in any library. Thus, the non-availability of the staff hinders the use
of information technology based services in the library.

Table 5.72 also shows the shortage of trained library staff in most of the
libraries.

H05: Most of the users are satisfied with the services related to information
technology.
Discussion and Conclusion 188

It is seen from different tables presented in chapter 5, most of the users are
satisfied inspite of the problems they faced during their visit to the libraries for
various purposes.

6.3 Recommendation
The following recommendations are being made after the study revealed of
corrective measures to be taken.
 Most of the libraries are running under sole librarian while there should be at
least 05 library staff including library clerk, library attendant and
gatekeeper.
 Satisfaction level of the users of libraries subscribing e-resources was much
higher as compared to the libraries not subscribing sufficient e-resource. It is
recommended that libraries must subscribe more and more r-resources to
meet information needs of their users.
 Most of the libraries are getting access of e-resources under UGC-INFONET
and DELNET. But a few are not the member of any consortium; hence, they
are recommended to have the membership of any consortium or may
subscribe education related e-journals through independent purchase.
 It is also recommended that the colleges/ institutes of teacher education
should have a separate budget to develop ICT infrastructure and to provide
ICT based services to their users, which is in most of the cases is either
absent or not up to the standards.
 Table 4.12 and 4.13 also depict the willingness of the librarians providing
ICT based services not only through ICT implementation but also by sending
their staff for continuous training in such field.
 It is also seen (table 4.3) that libraries of most of the institutes do not open
during Sundays or the holidays except that Vidya Bhawan Teacher's College,
Udaipur. All of them should be open for a long time and also during the
holidays and Sundays.
Discussion and Conclusion 189

6.4 Limitations of the Present Study

The present study was limited to the following institutes of education:
 Biyani Girls B.Ed College, Jaipur
 Department of Education, Department of Education, Jaipur National
University, Jaipur
 Department of Education, Rajasthan University, Jaipur
 ICG Institute of Education, Research & Development, Jaipur
 Lokmanya Tilak T T College, Udaipur
 Mahatma Jyoti Rao Phoole Women's B. Ed. College, Jaipur
 S S G Pareek P G College Of Education, Jaipur
 S.S. Jain Subodh Mahila Shikshak Prashikshan Mahavidyalaya, Jaipur
 Sanjay Teacher's Training College, Jaipur
 Shiksha Mandir, Bansthali Vidyapeeth
 Sri Balaji Teachers Training College, Jaipur
 Vidya Bhawan Teacher's College, Udaipur

No other institute is undertaken for the study. Thus, this study is limited to
only to above institutions.

6.5 Future Prospects of the Study

This study will be useful for improving the library services of the present
institutes and also will present the example to set up new libraries in the field of
education training. But the present study is limited to the institutes exit in Jaipur,
Banasthali and Udaipur; thus, the study further can be elaborated for other institutes
or by taking all the institutes of Rajasthan as whole, of by taking teachers education
institutes of other states, like “Impact of IT on Information Seeking Behaviour of
Users of Institutions of Education of Gujarat State” or “Impact of IT on Information
Seeking Behaviour of Users of Institutions of Education of Jammu & Kashmir” etc.
Summery
 SUMMARY

Libraries which are considered as the backbone of any institution provide not
only the resources to their users for their desired information but also links the
faculty members and the users. Earlier, the libraries were considered merely the
storehouse of the documents but with the cheap and better availability of the
information & communication technology, the libraries are undergoing unexpected
changes. Today‟s, the expectations of users from the libraries in terms of services
have to be faced by librarians.

They have to perform the tasks of collection of qualitative information

resources which fulfill the desire of library users and also provide better services
from the available resources of library. Today‟s the libraries are also making use of
free resources available over the internet. The practices followed in the libraries in
digital era are changing and both users and library professionals are facing the
challenges posed due to e-resources and its effective use.

Thus, a paradigm shift has emerged from stand-alone libraries to library and
information networks development for accessing information using internet and the
ICT that supports end-users in getting seamless access to anyone available at any
place. The present trends in libraries are based on electronic information usage and
internet-based services, use of e-resources, databases, development of network based
environment consortium and economical ways in getting information resources etc.

But whatever the kind of a library may be – traditional or digital but one
thing is common and that is libraries are meant for providing information residing in
different kinds of the documents to their users. The ultimate motto of every library is
to provide right information to the right person at the right time. For that, periodic
assessment of the library services has become essential and the study of information
seeking behaviour of users is one of the best techniques to assess the quality of the
services being provided by the libraries to its users and to improve further the
existing services.
Summary 191

Information Seeking Behaviour

The concept of information seeking behaviour has emerged as the studies
based on users because the user studies cover users‟ characters, needs, and
dependency and satisfaction level by nature. However, it has originated from the
recognition of some needs of the users, who makes demand upon on formal system
such as libraries and information centres, or some other person in order to satisfy his
information need. Information seeking behavior essentially refers to locate discrete
knowledge elements.

Various models of information seeking, such as Wilson Models (1981, 1997

and 1999), Dervin‟s (1992), Ellis (1993) and Taylor (1968) etc. have been given to
study the users behaviour from different angles. However, Girja Kumar (1990)
emphasizes in his information seeking behaviour model the following three aspects.
 Who requires information of any kind and for what purposes?
 The way to find information, those that have been evaluated and used.
 How these can be identified for the sake of satisfying a need.

Present Study
It is seen from the review of literature that various types of the studies have
already been conducted to assess and study the users behaviour but no
comprehensive study was carried out on the information seeking behaviour of users
of institutions of education of Rajasthan State, so the present problem “Impact of IT
on Information Seeking Behaviour of Users in Institution of Education in
Rajasthan” was chose as the PhD topic.

Institutes / Colleges selected for the Study

The study was conducted in following 12 education institutions of Jaipur,
Banasthali and Udaipur (Rajashtan):

 Biyani Girls B.Ed College, Jaipur

 Department of Education, Jaipur National University, Jaipur
 Department of Education, Rajasthan University, Jaipur
 ICG Institute of Education, Research & Development, Jaipur
Summary 192

 Lokmanya Tilak T T College, Udaipur

 Mahatma Jyoti Rao Phoole Women's B. Ed. College, Jaipur
 S S G Pareek P G College Of Education, Jaipur
 S.S. Jain Subodh Mahila Shikshak Prashikshan Mahavidyalaya, Jaipur
 Sanjay Teacher's Training College, Jaipur
 Shiksha Mandir, Bansthali Vidyapeeth
 Sri Balaji Teachers Training College, Jaipur
 Vidya Bhawan Teacher's College, Udaipur

No other institute is undertaken for the study. Thus, this study is limited to
only to above institutions.

Research Methods Used for the Study

Questionnaire method was used to study the present problem. Two types of
the questionnaires (attached as appendices) were prepared – one for collecting
information about the state of art of the colleges studied and other for assessing
user‟s behavious.

Verification of Objectives and Research Hypotheses

Some objectives and hypotheses were framed to study the present problem.
The data collected from users were tabulated and analyzed for assessing users
behaviour as presented in chapter 5. Further, the objectives and hypotheses were
verified as discussed below.

Objective of the Study

The main objectives framed for the study are verified point wise as discussed below:
 To ascertain the frequency of users of visiting libraries and services mostly
used.
o Table 5.2 confirms the frequency of the visits made by the users
comprising of the B.Ed., M.Ed., Ph.D / M.Phil students and the
faculty members. This is clear from the table that out of 442 users,
158 users visit the library daily, 180 users 2-3 times a week. Thus,
Summary 193

majority of them (76.4%) visit library more frequently for seeking

relevant information.
o They come for searching books, journals & magazines and browsing
e-resources as depicted mainly through the tables 5.3-5.12 and for
issue-return of the books, consulting reference books and
dissertations etc. as shown in table 5.13 to 5.20.
 To find out the awareness and use of library resources used by the users.
o It is noted that most of the users are aware about the library resources
and services being provided to them by their respective libraries.
 To identify the purpose of their information seeking and examine their
information seeking behaviour.
o Table 5.13 to 5.20 shows that users visit the library for various
purposes. They come in the library not only to avail the issue-return
facility of the library but also for preparing for examination,
completing their assignments, using computers, collecting reading
material, for consulting reference books and text books and also for
consulting dissertations etc. Thus, they come for different purposes
but the faculty especially comes for updating their knowledge.
 To analyze the type of information technology (IT) resources currently used
by the users.
o It is seen from table 4.9 that all the surveyed institutes have
computers in their library which are attached to the server either
through LAN or Wifi. Maximum number of computers are there in
Department of Education, Jaipur National University, Bansthali
University, ICG Institute of Educational Research & Development,
Jaipur but least number of them is recorded from Mahatma Jyoti Rao
Phoole Women's B. Ed. College and Sanjay Teacher's Training
College and S.S. Jain Subodh Mahila Shikshak Prashikshan
Mahavidyalaya.
o Further, table 4.10 confirms that internet that is an essentially today,
is there in all the educational institutes.
Summary 194

 To evaluate the collection of information sources in the library of education

institutions.
o It is noted during the study that not only the print collection is
sufficient in the institutes surveyed but also the table 4.10 confirms
that all institutes except that of Lokmanya Tilak T T College,
Udaipur, S.S. Jain Subodh Mahila Shikshak Prashikshan
Mahavidyalaya and Vidya Bhawan Teacher's College, Udaipur are
the member of DELNET or UGC – INFONET Digital Library
Consortium. Thus, they are subscribing e-books, e-databases and the
e-journals for their users.
 To explore the extent of use of ICT based services and their impact on their
study and research work.
o As far as ICT based services are concerned, only Internet and access
of e-resources is being provided by most of the institutes to their
users. However, library automation is yet on the move, only
Department of Education, Jaipur National University, Jaipur,
Bansthali Vidyapeeth University, ICG Institute of Educational
Research & Development, Jaipur has automated its library services
and others are on the way of progress (table 4.8).
 To study the various problem faced by users while seeking and using the
information.
o Table 5.43 shows that the users face English language problem in
finding information from the library. Further, Table 5.66 shows the
Problems in finding Relevant Information over Internet from the
library where it is clear that 26.7% of the users are not satisfied or not
satisfied at all. However, 36.2% of them seem to be satisfied.
o Table 5.67 shows the overload of information and table 5.68 shows
the lack of awareness of users in getting information, where only
29.7% users are aware of how to access information over the internet.
But most of them the problem of downloading where they have to
wait for a long time for it.
Summary 195

o Others problems include, lack of knowledge in using automated

services (table 5.70), limited number of computer nodes (table 5.71)
and shortage of library staff (table 5.72) for helping them and limited
number of e-resources (table 5.73) in education sector.
Research Hypotheses
Besides, the objectives discussed above, some hypotheses were also framed
for the study. They are cross-verified with the analysis of the data collected from the
users that is presented in chapter 5.

H01: Users are not aware with the available information services and facilities of
the libraries.

Table 5.2 shows that inspite of computers and internet access, library is
visited by most of the users either daily or 2-3 times in a week. It means still users
prefer to use library physically instead of digital format from remote places, i.e.
means from their home or the class room etc. They visit and use the library not only
for issue-return of the books but also for reading popular magazines, newspapers and
reading reference books in the library.
As far as the technology based services are concerned, most of the users are
aware as table 5.31 shows that out of 442 respondents, except that of 76 users who
are less satisfied, others are satisfied with the OPAC facility of the library which
gives information about the holdings of a particular library on computer screen.
However, as table 5.37 shows some of the users who are from Hindi background
found themselves in problem while seeking information over internet because
information over internet is available in English language. Further, access of e-
journals from library consortium is also time-consuming and needs expertise which
is lacking among the users, especially in students.

Thus, this hypothesis is not correct as most of the users are aware of
information technology and the services being provided to them by their respective
library.
Summary 196

H02: Information seeking behaviours of users are different in nature according to

their information needs.

Yes, information seeking behaviour of users is found different under

different circumstances and the environment. For example, most of the users want
the information in Hindi language (table 5.37) instead of English (table 5.36) while
this language is preferred language over Internet and most of the resources are in
English language.

Further, most of the users use computers for different purposes, table 5.53
shows that some of them use for study purpose, some of them (table 5.54) use in
research, some use them for access of internet (table 5.55) and some for making
their presentation (table 5.57) and some of them for entertainment purpose (table
5.58).

H03: There are no proper information systems for providing fast, efficient
information services to fulfill its users‟ requirement in the libraries of
education institutions.

This hypothesis is not correct. It is seen from the table 4.10 that all libraries
except that of Lokmanya Tilak T T College, Udaipur; S.S. Jain Subodh Mahila
Shikshak Prashikshan Mahavidyalaya and Vidya Bhawan Teacher's College,
Udaipur are the member of DELNET or UGC – INFONET Digital Library
Consortium. Thus, they are providing information services to their users on different
aspects of education field through library consortium.

H04: Majority of the users face problems while seeking information from their
respective libraries.

Yes, this hypothesis is partially correct. Table 5.36 and table 5.37 shows that
mostly the users want information in Hindi language but the information over
internet and library consortium is available in English language. That is why they
face the problem.
Summary 197

Table 5.66 presents the details of the problem in internet access due to slow
speed, further overload of information (table 5.67) is there on internet as vast
information is available on the internet but the refined information can only be
provided by the library staff which is not available in most of the libraries. Table
5.58 also presents the lack of awareness among the users in accessing e-resources.

Table 4.2(B) shows that out of 12 libraries surveyed, only Banasthali

Vidyapeeth is having additional staff in the library and in rests of the libraries there
is no additional staff given. They are running with the solo librarian, though there
should be more staff, at least one clerk and one gate keeper with library attendant
should be there in any library. Thus, the non-availability of the staff hinders the use
of information technology based services in the library.

Table 5.72 also shows the shortage of trained library staff in most of the
libraries.

H05: Most of the users are satisfied with the services related to information
technology.
It is seen from different tables presented in chapter 5, most of the users are
satisfied inspite of the problems they faced during their visit to the libraries for
various purposes.

Recommendation
The following recommendations are being made after the study revealed of
corrective measures to be taken.
 Most of the libraries are running under sole librarian while there should be at
least 05 library staff including library clerk, library attendant and
gatekeeper.
 Satisfaction level of the users of libraries subscribing e-resources was much
higher as compared to the libraries not subscribing sufficient e-resource. It is
recommended that libraries must subscribe more and more r-resources to
meet information needs of their users.
Summary 198

 Most of the libraries are getting access of e-resources under UGC-INFONET

and DELNET. But a few are not the member of any consortium; hence, they
are recommended to have the membership of any consortium or may
subscribe education related e-journals through independent purchase.
 It is also recommended that the colleges/ institutes of teacher education
should have a separate budget to develop ICT infrastructure and to provide
ICT based services to their users, which is in most of the cases is either
absent or not up to the standards.
 Table 4.12 and 4.13 also depict the willingness of the librarians providing
ICT based services not only through ICT implementation but also by sending
their staff for continuous training in such field.
 It is also seen (table 4.3) that libraries of most of the institutes do not open
during Sundays or the holidays except that Vidya Bhawan Teacher's College,
Udaipur. All of them should be open for a long time and also during the
holidays and Sundays.

6.4 Limitations of the Present Study

The present study was limited to the following institutes of education:
 Biyani Girls B.Ed College, Jaipur
 Department of Education, Department of Education, Jaipur National
University, Jaipur
 Department of Education, Rajasthan University, Jaipur
 ICG Institute of Education, Research & Development, Jaipur
 Lokmanya Tilak T T College, Udaipur
 Mahatma Jyoti Rao Phoole Women's B. Ed. College, Jaipur
 S S G Pareek P G College Of Education, Jaipur
 S.S. Jain Subodh Mahila Shikshak Prashikshan Mahavidyalaya, Jaipur
 Sanjay Teacher's Training College, Jaipur
 Shiksha Mandir, Bansthali Vidyapeeth
 Sri Balaji Teachers Training College, Jaipur
 Vidya Bhawan Teacher's College, Udaipur
Summary 199

No other institute is undertaken for the study. Thus, this study is limited to
only to above institutions.

Future Prospects of the Study

This study will be useful for improving the library services of the present
institutes and also will present the example to set up new libraries in the field of
education training. But the present study is limited to the institutes exit in Jaipur,
Banasthali and Udaipur; thus, the study further be elaborated for other institutes or
by taking all the institutes of Rajasthan as whole, of by taking teachers education
institutes of other states, like “Impact of IT on Information Seeking Behaviour of
Users of Institutions of Education of Gujarat State” or “Impact of IT on Information
Seeking Behaviour of Users of Institutions of Education of Jammu & Kashmir” etc.
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Websites Visited
http://www.jnujaipur.ac.in/school-about/18/18/about/5
http://subodhttcollege.com/ss_library/
http://www.punjabcolleges.com/RJ/Education/Udaipur/Tilak-TT-12738/
http://www.vbgstc.org/
http://www.ssgpareekpgcollegeofeducation.com/
http://www.sttcindia.org/
http://www.banasthali.org/banasthali/wcms/en/home/
http://www.sbet.in/
http://www.biyanicolleges.org/faculty/biyani-girls-b-ed-college/
http://www.iisjaipur.org/IIERD/IIERD.html
https://www.uniraj.ac.in/
Appendices
Appendices

Appendix A: Questionnaire

IMPACT OF IT ON INFORMATION SEEKING BEHAVIOUR OF USERS

IN INSTITUTION OF EDUCATION IN RAJASTHAN

Dear Staff Members,

I am pursuing PhD on the topic ‘Impact of IT on Information Seeking
Behaviour of Education Institutions in Rajasthan’ from Kota University, Kota.
You are kindly requested to answer on the questions requested below. I assure you
that all the information provided in the questionnaire will be used for academic
purpose only.

A. General Information
1. Name _______________________________________________________
2. Name of the Institute ____________________________________________
3. Type of the University/College ( please tick)
A Govt. B. Private C. Govt. Added D. Autonomous
4. Qualifications
(A) Under Graduate (B) Graduate (C) Post Graduate (D) M.Phil/Ph.D
5. Designation____________________________________________________
6. Experience____________________________________________________
7. Telephone No. :____________________E- Mail: _____________________

B. Library Users
8. Number of library users (please mention the number).
(i) Faculty Members: _______ (ii) Research Scholars _______
(iii) P.G. Student _______ (iv) U.G. Students ________
Appendices

C. Learning Resources
9. Which forms of reading material are available in your library?
Types of the Reading Material Number
[ please mention the total
number]
Books
Journals / Magazines Current Year
Number of Back Volumes of Journals
Theses and Dissertations
Survey Reports
Encyclopedia
Non Book Material
Audio – Visual materials
CD- ROM database
Online database
Electronic Journal
Microfilms/ Microfiche
Others

10. Resources use by the users

S.No. Resource Never Rarely Sometime Weekly Daily

(1) (2) (3) (4) (5)
1 Books
2 Journals/
Magazine
3 Newspapers
4 Survey report
5 Thesis/Dissertation
6 Back Volumes of
Journals
7 Encyclopedia
8. Old question
papers/Syllabus
Appendices

D. Human Resources
11. What is total strength of Library Staff:-
Professionals : _____________
Semi Professionals :______________
Non Professionals :______________
Others, if any :______________

E. Information Technology
IT Infrastructure
a. Hardware
12. Please mention IT Infrastructure available at present in your library.

S. IT Hardware Yes No If yes, please give the total

No. number
1 Computers
2 Printers
3 Server
4 Scanners
5 Xerox Machine

b. Automation

13. Automation Status

S.No. Particulars Tick One

1 Fully automated

2 Partially automated

3 Manually

4 In Process
Appendices

15. If your library is automated, then please tick the name of software

S. No. Name of Software Tick One

1 Alice

2 Libsys

3 Sanjay

4 Soul

5 CDS/ISIS

6 E-Granthalaya

7 Any other ( Please specify)

F. Networking and Information Services

16. Please provide details about status of the information services being offered
in your library (Please tick the appropriate columns)

S. No. Services Manually Computerized Not

Done Providing
1 Circulation
2 Reference services
3 Current awareness services
4 Selective Dissemination of
Information
5 Photocopy Service
6 Internet Services
7 E-mail

17. Does your library have Internet Connectivity?

Yes No

18. If yes, then please tick mark the appropriate box.

LAN MAN WAN

Appendices

19. Is your library participating in any network?

Yes No

20. If yes, then please tick mark the appropriate box

DELNET MALIBNET

INFLIBNET ERNET

(Others) please specify ________________________________

21. Please mention the objectives of IT application

S. No. Objectives of IT Applications Yes No
1 To improve the access of collection
2 To keep the users up to date in their fields
3 To improve the quality of existing services
4 To introduce new services
5 To modernize various library activities
6 To improve co-operation and resource sharing among
libraries
7 To participate and utilize national and international
library networks
8 To reduce the routine and time consuming clerical
work

22. Steps taken for information technology implementation

S. No. Steps taken for Strongly Disagree Neutral Agree Strongly
information Disagree (2) (3) (4) Agree
technology (1) (5)
implementation
1 Sending staff for
training
2 Organizing onsite staff
training
3 Visits to automated
libraries
4 Consultation with
professional librarians
5 Organizing training
programmes
6 Any other, please
specify
Appendices

23. Please give your suggestion and comments for improving the IT based
information resources and services
____________________________________________________________
____________________________________________________________
____________________________________________________________
Appendices

Appendix B: QUESTIONNAIRE
IMPACT OF IT ON INFORMATION SEEKING BEHAVIOUR OF
USERS IN INSTITUTION OF EDUCATION IN RAJASTHAN

• You are requested to fill up the questionnaire and answer which you seem
relevant.
• Please tick mark in appropriate bracket (s) and also provide the information
where is requested.
• Please tick Mark ( ) and give your views where applicable.

Section 1: Personal Information

1. Name of Institution ______________________________________
Name of Student ______________________________________
Telephone___________________ E-mail __________________________
1.1 Age Group 20-30 31-40
41-50 50 and above
1.2 Gender Male Female

1.3 Category B.Ed Student M .Ed Student

M.Phil/ Ph.D Faculty Members

Section -2 Library Related Information

1. Frequency of visit of the Library (Please tick one)

S. No. Particulars Tick only one
1 Daily
2 2-3 Times a week
3 Once in a week
4 1-2 Times in a month
5 Rarely
Appendices

2. Time Spent on Information Gathering Activities per week

S. Information Gathering Activity Amount of Time Spent Per Week

No. (Hours)
Up to 2-5 6-7 8-10 More
one hours hours hours than
hour 10
1 Searching Journals and Magazines
2 Searching Books
3 Searching Dissertation & Theses
4 Browsing e-Journals on Internet
5 Searching online databases
6 Searching for related websites
7 E –mail alert, correspondence
8 Accessing e-books
9 Photocopying
10 Scanning & printing

3. For what purpose specific do you visit the University Library?

S. Purpose Daily Weekly Sometime Rarely Never

No.
1 To prepare for examination
2 For Issue/Return the library
materials
3 For reading
4 Visit for Accomplishing
Assignment
5 For career development
6 For using computer
7 For preparing notes
8 Visit for collecting Reading
Material
Appendices

4. What Material you find useful in your information seeking

S. No. Reading Material Daily Weekly Sometime Rarely Never

1 Text books
2 Reference Books
3 General Books
4 Magazines/ Journals
5 Newspapers
6 Dissertation/ Theses
7 Other (if any)

5. Please tick your level of satisfaction on present available services in library

S. Library Excellent Very Good Satisfactory Less

No. Services Good Satisfactory
1 Circulation
service
2 Reference
Services
3 Photocopy
Service
4 OPAC
5 Co-operation of
library staff
6 CAS
7 SDI
8 Current updates
through e-mail

6. Level of the Language and problems faced in using library

S.No. Language Level Poor Satisfactory Good Very Good Excellent

(1) (2) (3) (4) (5)

1 English

2 Hindi
Appendices

7. Do you encounter any problems while seeking information?

S. Particulars Strongly Agree Neutral Disagree Strongly

No. Agree Disagree
1 Reading material is
not available
2 Vasteness of the
Information
3 Lack of times
4 Library Staff
unsupportive
5 Lack of knowledge
6 Language problem
7 Usage of OPAC in
Library

Section 3: Information Technology

8. Please specify the type of information technology you use in library

S. Type of IT Never Rarely Sometime Weekly Daily

No. (1) (2) (3) (4) (5)
1. Computer
2. Internet
3. Online databases
4. Access e-Journals
5. CD- ROMs
6. Printer
7. Photocopy machines
8. Scanners
Appendices

9. Frequency of using Computers for seeking information

S. Frequency of Using Never Rarely Sometime Weekly Daily

No. Computer (1) (2) (3) (4) (5)
1 For study
2 For research
3 To search Internet
4 For academic assignments
5 To prepare presentations
6 For entertainment

10 Frequency of using Internet for seeking information (Please tick)

S. Frequency of Using Never Rarely Sometime Weekly Daily

No. Internet (1) (2) (3) (4) (5)
1 For research Project
2 For downloading
Programs
3 Internet for
Communication
4 To access e-journals
5 For professional
development
6 For entertainment

11. What are the biggest problems in using IT resources?

S. Problem Highly Satisfied Partially Not Not at
No. Satisfied Satisfied Satisfied All
Satisfied
1 Slow access speed
2 Problems in finding
Relevant Information
over Internet
3 Overload of
Information on the
Internet
4 Lack of awareness
about electronic
resources and
services
Appendices

S. Problem Highly Satisfied Partially Not Not at

No. Satisfied Satisfied Satisfied All
Satisfied
5 Long Time to
View/Download
Information
6 Lack of training on
using
automated services
7 Limited Number of
Computers
8 Shortage of Trained
Library Staff
9. Lack of IT Resources

10. Problem facing usages

of technology tools

12. Impact of information technology on Users

S. Reasons Strongly Agree Neutral Disagree Strongly
No. Agree Disagree
1 Enable easier and
wider access to
electronic resources
2 Quality of Library
Services
3 Direct Access of the
Services and Resources
4 Access to New Range of
Services
5 Help in locating
material
through on-line
catalogues
6 Flexible and
Comprehensive
Retrieval of Information
7 Provide up-to-date
information
for academic growth
8 Enormous save Time
and Effort
Volume 4 Issue 2 November 2016 - April 2017
 Research Reinforcement
(A P��� R������� I������������ R������� J������)

Contents
S.No. Particulars Page No.

1. A Study of the Impact of Programmed Instruction on the Achievement of

English of Secondary Level Students 1
Dr. Sanjay Kedia
2. Role of Micro Finance in India 6
Dr. Manu Chaudhary, Manoj Kumar and Dr. Renu Chaudhary
3. Development of Hydro Electric Projects and Environmental Issues in
Himachal Pradesh 12
Dr. Kewal Krishan
4. Translating Narratives: Indians Exploring Indianness in Diaspora 20
Dr. Nipun Chaudhary
5. Micro�inance & Poverty Reduction in India 25
Dr. Lalit Kumar Nagora
6. Sexual Harassment of Working Women at Workplace 30
Dr. Vijay Laxmi Sharma
7. Issues before India and Africa with special reference to Indian Ocean 35
Dr. Raj Kumar Bairwa
8. Application of Natural Justice in Administrative Action in India 41
Dr. Rekha
9. Manifestation of Rajasthan Folk Art-Mandana 51
Dr. Amita Raj Goyal and Ms. Alpana Rai
10. The Role of Internet in Promoting Child Pornography 56
Kiran Raj
11. Information: Seeking Behaviour of Research Scholars in ICT Environment 60
Reena Anand and Dr. Umesh Kumar Agarwal
12. Spiritual Intellligence and Gender as Predictors of Happiness and Purpose
in Life in Youth 64
Dr. Megha Arya
13. Financing of Higher Education In India 69
Ravinder Kaur
S.No. Particulars Page No.
14. Human Rights Law for the Marginalized Groups: In and Beyond Borders 74
Purvanshi Singh and Sonal Vyas
15. Irretrievable Breakdown of Marriage: An Emerging Ground of Divorce 82
Mayank Pratap Singh
16. Af�irmative Action and Dr. Ambedkar 86
Dr. Manju Singh and Harish Kumar
17. Concept of Participation 91
Dr. Khamosh Meena

18. ^maVr` bmoH$V§Ì Am¡a _wpŠV~moY H$m H$mì`-g§gma 95

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ISSN 2348-3857

Information: Seeking Behaviour

of Research Scholars in ICT
Environment
Reena Anand
Research Scholar, Kota University, Kota (Rajasthan)
Dr. Umesh Kumar Agarwal
Research Supervisor, Kota University, Kota (Rajasthan)

Abstract
The Information Communication Technology (ICT) has been instrumental in giving rise to many good
impacts on our society and its changing aspects of many widespread bene�its. ICT has become, within a
very short span, one of the basic building blocks of modern society. No knowledge seeking can function
without ICT. Therefore, it is imperative that higher education institutions afford their graduates the
literacy and competencies that their future work environments are likely to demand of them. ICT has
affected almost all areas of libraries. The ICT application tools and techniques are essential for providing
ef�icient and effective library and information services to the user. The paper presents the results of a
survey of the information seeking behaviour of Research scholars in ICT Environment. The purpose of
the survey was to explore the use of information communication technology by the research scholars
for seeking information and to know how to intelligently they use ICT resources. Data gathering tools
used include questionnaires, Interview and observation for collecting the data from research scholars.
These questionnaires were then analysed to reach meaningful conclusions. The �indings of the study also
revealed useful facts about the use of ICT tools and services by the research scholars.
Keywords: Information Communication Technology, Information Seeking Behaviour, e-resources

Introduction The information seeking behavior refers to the

The human brain incessantly demands for way people search for and utilize information.
information as its feed, both concrete and The need could not be directly observed, while
abstract. The word ‘imagination’ comes from how people behaved in seeking information
the word,’ image’. With a variety of images and could be observed and investigated. Information
impressions that �lash across his mind, some behavior as the totally of human behavior in
individually or collectively, makes inroads into his relation to sources and channels of information,
mind; being ambiguous or incomprehensible they including both active and passive information
disturb and propels one to seek for solution and seeking and information use (Wilson, 2000)
answers. The process builds up to make enquires .With the advent of information communication
through available information, and forms the technology in libraries and their massive use
very basic of any research work, scienti�ic or the pattern of information seeking behavior is
philosophical discoveries, and for that matter, any totally changed. When a user comes to library,
�ield of knowledge. The modern advancements his ideas of information sources are very limited.
today make for huge storehouses of information His behavioral approaches also are marginal.
through information Communication Technology While he establishes an interaction with the
(ICT). information intermediary. Similar is the situation

60 Research Reinforcement> Vol. 4, Issue 2 Nov. 2016 - April 2017

 ISSN 2348-3857

in the web –based information seeking. Today Table 2: Location of Internet Use
ICT has given ample opportunity to the users to
Response Respon- Percent-
browse a large number of sources. dents age (%)
Objectives of the Study (N=80)
• To know the frequency of use of ICTs At on Seat 25 31.25%
• To �ind out the level of a expertise of users At home 35 43.75%
regarding the use of ICTs Cyber café 05 6.25%
• To know the favourite search engines used Library 15 18.75%
by researchers Total respondents 80
• To identify the type of problems faced by Table 2 shows that 35% respondents prefer
users while locating desired information in to surf Internet at home, 25% respondents
electronic form mentioned that they surf at on seat, 15%
respondents mentioned the library and 5%
• To determine how ICT has impacted rese-
respondents use internet at cyber café.
arch work
Table 3: Purpose of using Internet
Methodology
Purpose Respon- Percent-
Data gathering tools used include questionnaires, dents age (%)
Interview and observations for collecting (N=80)
the data from research scholars. The study is For the project 18 22.05%
conducted with the help of primary and se-
For the presentation 15 18.75%
condary data. The major sources of data are
primary, where a structured questionnaire is For the knowledge 09 11.25%
designed. The sampling is Purposive. Sample size
is 80 researcher Scholars. For the learning 08 10%
For research work 30 37.05%
Data Analysis
Total respondents 80
The present study was conducted to ascertain Table 3 shows the Purpose of using Internet is
the information seeking behaviour of research for the research work results yielded 37.05%.
scholar in ICTs Environment. The collected data 22.05% researchers using internet for the pro-
are tabulated and analyzed to reach meaningful ject work, 18.75% users using internet for the
conclusions. presentation and followed by the knowledge &
Table 1: Use of ICT Product learning purpose 11.25% & 10% researchers
using internet.
Use of ICT Product Respon- Percent- Table 4: Frequency of Use of Computer &
dents age (%) Internet
(N=80)
Computer 10 12.5% Frequency of Using Respon- Percent-
dents age (%)
Laptop 30 37.05% (N=80)
Internet 35 43.75% Daily 47 58.75%
DVD/CD/Pen Drive 05 6.25% Two to three times in a 18 22.05%
Total respondents 80 week
Table 1 shows that 43.75% research scholar Weekly 11 13.75%
used Internet for their research work. 37.05% Monthly 03 3.75%
researchers used Laptop, 12.05% researchers Occasionally 01 1.25%
used Computer and 6.25% researchers used
Total respondents 80
DVD/CD/Pen Drive for their research work.

Research Reinforcement Vol. 4, Issue 2 Nov. 2016 - April 2017 61

ISSN 2348-3857

Table 4 shows that, 58.75%% researchers used Problems Respon- Percent-

Computer & Internet daily; 22.05% researchers dents age (%)
used two to three times in a week, 13.75% (N=80)
used weekly. A few researchers used it monthly Lack of technical knowl- 10 12.05%
(3.75%) and occasionally (01%). edge
Table 5: Expertise in using ICT Slow speed of the In- 15 18.75%
Expertise Respon- Percent- ternet
dents age (%) Total respondents
(N=80) Table 7 shows that, some problems faced by
Very Expert 30 37.05% the researchers while using ICTs 22.05% users
Expert 25 31.25% mentioned the limited number of computers,
Average user 20 25% 18.75 % users faced problem slow speed of
the internet , lack of training (16.25%), lack of
Poor 05 6.25%
technical knowledge (12.05%), Lack of awareness
Total respondents 80 (11. 25%) Lack of time & lack of software (10%)
The table shows that, 37.05% % researchers are problems faced by researchers while using ICTs.
very expert in using ICTs, while 31.25% users are Table 8: Impact of ICT on Research work
expert; 25% researchers are average use of ICTs
and 6.25% researchers indicated that they are Impact Respon- Percent-
poor user in using ICTs. dents age (%)
Table 6: Preferred Search Engines (N=80)
Access to current infor- 30 37.5%
Search engines Respon- Percent- mation
dents age (%)
Quick access of informa- 25 31.25%
Google 58 72.5% tion
Yahoo 20 25% Expedite research 15 18.75%
Alta vista 01 1.25% process
Bing 01 1.25% Up-to-date information 10 12.05%
Total respondents 80 for academic growth
Table 6 shows that Google.com is the most Total respondents
preferred search engine with 72.05% positive Table 8 shows that, majority of researchers
responses, followed by yahoo with 25%, other (37.50%) access to current information, 31-25%
search engines like Alta vista & Bing used only quick access of information, 18.75 Expedite research
1.25% researchers. process and Up-to-date information for academic
Table 7: Problems faced while using ICT’s growth (12.05%). The research scholars feel that
Problems Respon- Percent- the emergence of ICT has a great impact on all
dents age (%) research work.
(N=80) Conclusion
Lack of awareness 09 11.25% The study investigated the information – see-
Lack of software 08 10% king behaviour of research scholars in ICT’s
Lack of time 07 8.75% Environment. It was found that respondents used
Limited number of 18 22.05% a variety of ICT products and services for their
computers project, assignments, presentations and research
Lack of training 13 16.25% works as it is helpful in �inding information
quickly and also helps the research scholars

62 Research Reinforcement> Vol. 4, Issue 2 Nov. 2016 - April 2017

 ISSN 2348-3857

to access, manage, integrate, create, and Education Library, Madurai Kamaraj University,
communicate information more easily. Tamil Nadu, India Journal of Information Science
and Services,3(1), pp. 10-12.
In the use of ICT, however, the scholars have
to face some dif�iculty, namely due to want 3. Chauhan, B.P. (2004). ICT enabling library and
information services: Winter School on ICT
of technical knowledge and not due to non-
Enabling Library & Information Services. Patiala
awareness. But this problem can be handled
4. Ebijuwa, A.A. (2005). Information and
through training them and equipping them with
Communication Technology in university libraries:
the requirements of ICT resources and services. The Nigeria experience. Journal of Library and
Educational Institutions should arrange and Information Science 7 (1&2), pp. 23-30.
organize training programmes related to ICT. 5. Khan, Javed (2015). Information Technology
In this regard, the library of�icials and keepers- design and applications. New Delhi: Manglam
in-charge must �irst gain their knowledge and Publications.
disseminate them for the seekers. 6. Prasad, H.N. (1998). Information seeking
References behaviour of physical scientists and social
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Research Reinforcement Vol. 4, Issue 2 Nov. 2016 - April 2017 63