ABSTRACT
This
study examined the accessibility and use of electronic resources by
undergraduates students using Ambrose Alli University Ekpoma (AAU) as a case
study. The field survey research design was used in this study. The instrument
used for data collection was questionnaire. The population of this study
consist of all undergraduate students of University of Ambrose Alli University
Ekpoma (AAU). However a sample size of one hundred (100) undergraduate students
in Ambrose Alli University Ekpoma was used. A total of 94 copies of the
questionnaire were retrieved and analyzed with simple table percentage. It was
found that Electronic information resources to undergraduate students are not
accessible for free; that undergraduates get access to electronic resources
through their personal phone; Personal laptop and on cyber café in Ambrose Alli
University; that the purpose of use of electronic resources by undergraduate
students use Internet access in the library to chat with friends;. However,
constant problem of network connection access and interface to the resources
are not user friendly and that the possible ways of improving access to
electronic information resources are improvement and development of modern ICT
facilities and adequate infrastructure to ensure enabling environment for the
use of electronic information resources facilities The study recommended that:
library unit should organize constant orientation and sensitization of students
on the availability and use of all the electronic resources in the library and
Constant training of student should be done in order to improve their
technology literacy level.
CHAPTER
ONE
INTRODUCTION
1.1
Background to the Study
The application of information technology in
creation, storage, retrieval and dissemination of information has provide users
with easy access to information, provision of remote access to information,
provision of up-to-date and unlimited access to information from different
sources. Jenkins (1999) asserts that without access to information, there can
be no exchange, use, collection or management of information.
Nwalo (2012)
assert that, the World Wide Web and the Internet have created a new mode of
universal access whereby information seekers, by mere click of the mouse on the
computer or the button in other electronic devices can have access to a whole
world of information. It is this greatest exponent of information revolution
that is now the main source and means of retrieval in the world. Thus, Internet
search engines are currently the most used means for searching the Web.
However, the main problem is that the indexing techniques that employ often
result in large number of search hits or result, many of which may not be
relevant. In addition, many users are not skilled at searching techniques and
so many find searching on the Web rather daunting. Search engines are different
in speed, size, contents, ranking schemes and searching options. Some require
quotes around phrases and others do not, some supports the use of Boolean
operators in advanced searching. Therefore, it is imperative to know search
engine of your choice in order to search effectively (Moahi, 2002).
The twentieth century was shaped by
sweeping changes in communication technologies. The emergence and use of
information technology is the century’s most significant development affecting
scholarly communication. The application of computers to information processing
has brought several products and services to the scenes. Consequently, the
academic community has undergone tremendous changes during these years,
assuming new dimensions influenced by technology-driven applications. Libraries
have witnessed a great metamorphosis in recent years both in their collection
development and in their service structures. Thus Libraries are using
technology to improve the management of scholarly information to strengthen and
speed access to scholarly information not held locally. Over the last several
years a significant transformation has been noticed in collection development
policies and practices. Print medium is increasingly giving way to the
electronic form of materials (Sharma, 2009). Ani (2008) quoting Tsakonas and
Papatheodorou (2006), states that “the transition from print to electronic
medium apart from resulting in a growth of electronic information, has provided
users with new tools and applications for information seeking and retrieval.
Electronic resources are invaluable research tools that complement the
print-based resources in a traditional library setting.
Commenting on the advantages of
electronic resources, Dadzie (2007) writes that electronic resources are
invaluable research tools that complement the print – based resources in a
traditional library setting. Their advantages, according to her include: access
to information that might be restricted to the user due to geographical
location or finances, access to more current information, and provision of
extensive links to additional resources related contents. This rapid emergence
and development of electronic information technologies therefore makes it
possible to envision radically different ways of organizing the collections and
services the library has traditionally provided. While libraries approach a
crisis point in financing collection development, these new technologies offer
possible ways to mitigate costs and revolutionize ways to access information.
Navjyoyi (2007) also finds that speedy publication and availability on the
desktop are the key advantages that attract research scholars.
In recent time, there has been the
need of EIRs in academic libraries to meet up with the objective of their
parent institution. Electronic information resources are invaluable tools for
study, learning and research Togia and Tsigilis (2009). For any academic
library to thrive in this information age, the library irrespective of the size
of its collection must embrace Information Communication Technology. Online dictionary
of library and information science (2004) defines electronic information
resources as materials consisting of data and/or computer program(s) encoded
for reading and manipulation by a computer, such as a CD-Rom drive or remotely
via network such as the internet by use of a peripheral device directly
connected to the computer. Shim et al (2001) defined Electronic information
resources as those resources that users access electronically via a computing
network from inside the library or remote to the library. Electronic resource
as defined by AACR2, (2002) is any work encoded and made available for access
through the use of a computer which includes electronic data available by:
• Remote access:
(electronic resources) refers to the use of electronic resources via computer
networks.
• Direct access
(fixed media): (electronic resources) refers to the use of electronic resources
via carriers (e.g., discs/disks, cassettes, cartridges) designed to be inserted
into a computerized device or its auxiliary equipment. The access to electronic
information resources in academic libraries and among University students is
rapidly increasing as a result of the massive adoption of information
communication technology. Electronic
Information Resources (EIRs) play vital roles in helping libraries in their
quest to support the teaching and learning process at University level and to
provide quality assistance to its users. As an emerging field, Information
technology has been facilitated by providing electronic and internet resources
for fulfilling the day to day academic and research requirements of the
university students (Manoj Kumar, Gauri, and Bimal, 2011). Information
technology has made a profound impact on availability and accessibility of
electronic information resources and to provide a quick and comprehensive
access to resources by using best possible tools and techniques is the ultimate
aim of every library. The application of computers to information processing
has brought several products and services to librarianship as a profession.
Consequently, library services have undergone tremendous changes during these
years, assuming new dimensions influenced by technology-driven applications.
Libraries therefore have Information and Knowledge Management witnessed a great
transformation in recent years both in their collection development and in
their service structures. Thus Libraries are using technology to improve the
acquisition and management of scholarly information to strengthen and speed
access to scholarly information not held locally. Electronic information
resources are important research tools that complement the print-based
resources in a traditional library setting, EIRs are easily accessible in the
remote areas and solve storage problems and control the flow of information
(MuniraNasreen Ansari and Bushra, 2010). Electronic information resources
provide access to information that might be restricted to the user because of
distance (Sabouri, et al 2010). The emergence of electronic resources has cut
the barrier to valuable information resources which until now were difficult to
access especially by scholars in the developing nations of the world.
Commenting on the advantages of electronic information resources to students,
lecturers and researchers, Dadzie (2005) writes that electronic resources are
invaluable research tools that complement the print–based resources that are
available in a traditional library setting. Their advantages, according to her
include: access to information that might be restricted to the user due to
geographical location or finances, access to more current information, and
provision of extensive links to additional resources related contents, they
contain current information because they updated frequently, they offer
advanced search capabilities, they offer flexibility in the storage of the
results, and they enable access to information without the restrictions of time
and location. This rapid emergence and development of electronic information
technologies therefore makes it possible to envision radically different ways
of organizing the collections and services of the library as traditionally
provided.
Availability, accessibility and use
of electronic information resources are indispensable to the teaching, research
and community services activities of academic staff members in the Nigerian university system.
The continued existence and relevance of academics in any university system
depends on the ability to exploit available information resources either in
print or electronic formats. Academics in Nigerian universities require
information to function effectively (Nwalo, 2000; Chukwu, 2005; Oyedun, 2006;
and Adetimirin, 2007). Information and its use are as old as man. Indeed,
without information there cannot be communication. The technology embrace has
led to the proliferation of electronically available information resources.
Popoola (2008) expressed the view that the quality of teaching, research, and
community service of social scientists in any university system depends on information
sources and services. Popoola (2008) stated further that information
availability, accessibility, and use are essential to the teaching, research,
and service activities of social scientists in the Nigerian university system.
Okiki (2011) stressed that information is the pivot on which the survival of
any society rests. According to him, information remains the major ingredient
in taking decision and also assists in reducing the degree of uncertainty.
Electronic information resources available for use by academic staff includes:
the CD-ROM databases, electronic mails, Online Public Access Catalogues (OPACs)
and Internet facilities. The Internet which is the most prominent of these
sources has made possible, access to electronic books, electronic journals,
various databases and search engines. All these resources constitute the
electronic information resources. Apart from teaching and community services,
academic staff members are expected to publish quality research output,
communicate ideas within the profession, thereby contributing to the available
knowledge base. Recent studies such as those of Popoola, 2007; 2008 and Okiki
2011 have shown that research productivity plays a major role in attaining
success in the academia as it relates to promotion, tenure and salary of the
academic staff. It has also been reported that the quality of research output
by academics in any university system depends largely on quality and quantity
of information resources at their disposal (Popoola, 2008). Thus, non-availability
and usage of electronic information resources by lecturers in tertiary
institution has great adverse effect not only to the lecturers but also to the
educational system as a whole.
The university as an institution is
generally regarded as a custodian of knowledge where students from different
disciplines acquire knowledge and skills for self development. Acquisition of
knowledge is necessary for greater understanding and participation in community
affairs and to prepare one for future contribution to the society. The
university could be regarded as a preparatory ground for creativity and
independent thinking. According to Oketunji (2005), university contributes
towards the solution of problems and to the gathering, analysis and
interpretation of facts. Generally, therefore, the university environment is a
place where transfer of knowledge and information takes place. The achievements
of the goals of the universities depend to a great extent on the level of
services and resources provided by the university library. The university
Library, which is commonly referred to as the nerve centre of the university is
primarily set up for the achievement of the university’s set goals and
objectives by providing information materials and services which satisfies the
information needs of the entire university community. In other words, apart
from the fact that university libraries provide needed information sources and
reading materials, they at the same time promote teaching, learning and
research functions through other various means such as loan services,
interlibrary lending services and selective dissemination of information.
The introduction of Information
Communication Technology (ICT) facilities in the university libraries has
tremendously enhanced information generation, access, storage and
dissemination. Dissemination of timely and up to date information is made
easier with the advent of these technologies which aid the transmission of
electronic information resources. The increased awareness of the importance of
information in human activities has also necessitated the need for provision of
more diversified, easier and upgrading of the services to meet with the growing
information needs of the users.
Electronic information resources,
interchangeably used in this work with “electronic resources” are information
materials in the library that can only be accessed electronically, with the use
of Information and Communication Technology (ICT) facilities. Examples of the
electronic information resources often consulted by students include: Internet,
CD-ROM databases, online databases, Online Public Access Catalogues (OPACs),
electronic journals, electronic books and digitized materials. These resources
are slowly replacing the use of print media as a result of their ability to
provide one with timely and up-to-date information. In contemporary library
practice, information needs of learners and knowledge seekers are met through a
plethora of information sources especially with Electronic Information Resources
(EIRs) dominating as a result of their ability to be accessed even remotely.
University libraries specifically provide these resources to cater for the
academic needs of the university community. Students, as part of the university
community, are allowed unrestricted access to these resources. These resources
give room for current and up-to-date information to be accessed easily, timely
and remotely without compulsory face to face contact with the provider as in
traditional librarianship.
Obviously, the basic aim of
providing electronic information resources by university libraries in Nigeria
is to ensure that students have access to first hand information characterized
by being timely, up to date, easy to access and, even remotely. Electronic
information resources available in a library play a prominent role in
facilitating access to required information by the users in an easy and
expeditious manner. According to Negahban and Talawar (2009) electronic
information resources, in reality have become the backbones of many academic
institutions. They serve as motivating factor to students as they provide them
opportunity to transmit, acquire or download, process and disseminate
information on any subject of interest. They can be used by any user through
online access via networks or authentication methods at any time by comfortably
sitting at home or office. They indeed play significant roles in academic
libraries as they are mostly used for the promotion of academic excellence and
research. Electronic Information Resources open up the possibility of searching
multiple files at one time, a feat accomplished more easily than when using
printed equivalents. Tella, Tella, Ayeni and Omoba (2007) emphasised that
electronic information has many functions and benefits that are capable of
positively influencing the academic performance of both students and
researchers in the university as well as other higher educational institutions.
However, it is imperative that the students should be familiar with the use and
exploitation of the resources for a quicker and more effective usage.
The use of
Electronic Information Resources (EIRs) is necessary for students mainly
because they provide better, faster and easier access to information than
information accessed through print media. Electronic information resources help
to expand access, increase usability and effectiveness and establish new ways
for students to use information to be more productive in their academic
activities. They can be relied upon for timely information which upholds the
quote: right information to the right user at the right time. Furthermore, use
of electronic resources aid the students in keeping abreast with current
developments in their respective subject fields, in contrast with print media
which are not regularly updated.
Though the benefits derived from
using ERs are no longer debatable, some factors such as students’ variables
which in the context of this work include; level of information literacy skill,
attitude towards electronic resources use, computer selfefficacy, gender, and
accessibility could affect the use of electronic information resources.
Undergraduate students are formally engaged in pursuing a course of study in a
university with the aim of obtaining a degree certificate. The use of ERs by
the students can greatly enhance their learning and general academic
performance. Students’ use of ERs also requires that they be information
literate.
Information Literacy means knowledge
of one's information concerns and needs, and the ability to identify, locate,
evaluate, organize and effectively create, use and communicate information to
address issues or problems at hand. It is a prerequisite for participating
effectively in the Information Society. Lau (2006) defined information literacy
as information competencies that involve the capacity to identify when
information is needed, and the competence and skill to locate, evaluate and use
information effectively. He further stated that information competencies are
key factors in lifelong learning. Information literacy skill is a very relevant
skill which enables one to conveniently and effectively navigate the vast
information available as a result of information explosion presently being
experienced. Generally, the information literacyskills programmes that take
place in the university libraries ranges from library orientation to user
education. To be information literate means acquiring the skills required to
intelligently and systematically find, interpret, select, evaluate, organize,
and use information for a specific purpose.
Information literacy, according to
Amalahu, Oluwasina and Laoye (2009) includes library literacy, computer
literacy, search literacy, and critical thinking skill. It is important in the
use of electronic resources because of the proliferation of information
presently experienced as a result of series of research and developmental
activities taking place globally. The complexity of the use of electronic
resources resulting from the need for one to be computer literate and also
possess good searching and evaluation skills may pose a great challenge to
their effective utilization by students if they lack these skills. Information
literacy gives insight into interaction with the world of information. Fostering the development of information
literacy among users enable them to become self-reliant, independent users.
Information literate students become more thoughtful and versatile in seeking
and using information in all formats. Besides, attitudes of individuals towards
a particular medium or channel of delivery and communication of information can
equally affect their use of that medium or channel. Attitude is the way an
individual thinks and feels about somebody or something.
Seth and Parida (2006) cautioned
that availability of information resources and services does not automatically
translate to information accessibility and use. Accessibility refers to
openness, convenience, ease of locating and proximity to information resources.
Access to information is important because except an information source is made
accessible to users, it cannot be used. Jimba and Atinmo (2000) maintain that
accessibility is about being able to use what is available when it is required.
Accessibility of information materials is one of the prerequisites of
information utilization. Resources may be available in the library and even
identified bibliographically as relevant to one’s subject of interest, but the
user may not be able to lay hands on them because of accessibility problems.
Ugah (2008) opined that the more accessible information sources are, the more
likely they are to be used and readers tend to use information sources that
require the least effort to access. Obviously accessibility constraints that
could be experienced in the use of EIR include: inadequate provision of
infrastructure, Internet connection problem, online database subscription
problem, library electronic resources use policy and indifference behaviour of
staff towards assisting users.
1.2 Statement of the
Problem
Electronic information resources
have indeed become more important for the academic community in accessing
up-to-date information at the right time and in the right form. They enable
students to have access to first hand information characterized by being timely,
current, easy to access and, even from remote places and also open up the
possibility of searching multiple files at a time, a feat accomplished more
easily than when using printed equivalents.
From researches and past
literatures, many authors have tried to write about one aspect or another on
the subject of Electronic information resources in academic library in Edo
State. But not much has been carried out
in the area of availability, accessibility and use of Electronic information
resources by undergraduate in Edo State. Although, several studies have dealt
on the benefits of Electronic information resources to students and library
services. Almost nothing has been done on the aspect of accessibility and use
of Electronic information resources by undergraduates students in Ambrose Alli
University Based on this, this study aims to ascertain the availability and
accessibility and use of electronic resources by undergraduates students in
selected private institutions in Edo State.
1.3 Objectives of the
Study
The primary objective of this study
is to examine the accessibility and use of electronic resources by
undergraduates students in Ambrose Alli University Edo State. The specific
objectives are to:
1. Find
out how accessible electronic information resources are to undergraduate
students.
2.
Identify where undergraduates students get access to electronic Resources.
3.
Determine the electronic information resources used by undergraduates students
in Ambrose Alli University
4. To
identify the purpose of use of electronic resources by undergraduates students
in Ambrose Alli University
5. Find
out problems encountered by undergraduates students in Ambrose Alli University
6.
Suggest possible ways of improving access to electronic information
resources.
1.4 Research
Questions
The following
research questions formed the major basis upon which this study was carried
out. They are:
1. How
accessible does electronic information resources to undergraduate students in
Ambrose Alli University?
2. Where
do undergraduate students get access to electronic Resources in Ambrose Alli
University Edo State?
3. What
are electronic information resources used by undergraduates students in Ambrose
Alli University?
4. What
are the purpose of use of electronic resources by undergraduate students in
Ambrose Alli University?
5. What
are the problems encountered by undergraduate students in accessing and using
electronic resources in Ambrose Alli University?
6. What
are the possible ways of improving access to electronic information
resources?
1.5 Scope of the
Study
This research work is
on the accessibility and use of electronic resources by undergraduates students
in Ambrose Alli University Ekpoma. Other forms of tertiary institution will be
excluded in the study. In addition, only undergraduate students will be
respondents for the study.
1.6
Significance of the Study
The findings of this study would be
of benefit to undergraduate students, the library management and librarians in
the universities and other academic libraries librarians working in the
Electronic Resources (ERs) sections of libraries, the university management,
educational planners and administrators, the general public, and researchers.
This study would sensitize
undergraduate students on the need to acquire the relevant skills necessary for
effective use of Electronic Resources. The outcome of this study is expected to
bring about enhanced utilization of the libraries’ Electronic Resources by the
undergraduate students thereby leading to improved academic performances and
research output as well as the ability to favourably compete with counterparts
from the developed parts of the world.
Library management and the librarians
in universities and other academic libraries would find this study very
relevant as it would reveal students’ limitations in using the Electronic
Resources available in the libraries. This would enable library management to
correct the problem areas thereby enhancing students’ use of the resources.
Furthermore, the outcome of this study would present the library management and
librarians with practical information on the relationship that exist between
undergraduate students’ variables and their use of libraries’ Electronic
Resources, thereby providing them with strategies to adopt which will
positively enhance the students’ utilization of these resources for general
academic purposes. It will equally widen the knowledge of the library
management in the overall management of the libraries.
Findings of this study will also be
beneficial to university managements by guiding them in the areas of budgeting
and fund allocation to the university library. Other researchers especially in
the field of Library and Information Science who will want to carry out further
researches in this area of study will also find this study very relevant as it
will contribute in solving the problem of dearth of literature in this area and
also enhance discipline specific curriculum resources.
1.7 Operational
Definition of Terms
Electronic
Resources: Electronic resources are materials consisting of
data and/or computer program(s) encoded for reading and manipulation by a
computer, such as a CD-Rom drive or remotely via network such as the internet
by use of a peripheral device directly connected to the computer.
Resources: Resources refer to those available materials
in the library for students which aimed at meeting the need of the students in
the library.
Availability:
Availability of information entails its provision and supply at the right
quantity and time, while its utilisation refers to the practical and adequate
use of resources and materials on information identified and acquired by user
for the purpose as solving problem.
Accessibility: accessibility entails an adequate access
information sources without restrictions or preventions for one reason or the
other.
Students: This
refers to a group of people attending school such as universities,
polytechnics, etc, with a view to acquiring knowledge and skills needed to
function in their immediate environment and society at large.
Tertiary:
This
refers to as the third stage, third level and post secondary education in the
higher learning.
Institution:
An
institution is defined as a process of facilitating learning or the acquisition of knowledge,
skills, values, belief and habits.
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