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|[ Article ]|
|International Journal of Knowledge Content Development & Technology - Vol. 5, No. 2, pp.25-43|
|ISSN: 2234-0068 (Print) 2287-187X (Online)|
|Print publication date Dec 2015|
|Received 22 May 2015 Revised 03 Sep 2015 Accepted 10 Nov 2015|
|Information Needs and Information Seeking Behavior of Foreign Students in University of Delhi: A Survey|
KP Singh* ; Moveen Kumar** ; Vanita Khanchandani***
|*Associate Professor, Department of Library & Information Science, University of Delhi, India (firstname.lastname@example.org)|
|**Professional Assistant, Jawaharlal Nehru University Delhi, India (email@example.com)|
|***Assistant Librarian, Indian Institute of Technology Delhi, India (firstname.lastname@example.org)|
The purpose of this paper is to investigate the information needs and information seeking behavior of foreign students. A survey method was used for the undertaken study. The data were collected using a structured questionnaire, self-administered to 120 foreign students (60 males & 60 females) with 88 (47 males & 41 females) returns. The research is limited to post-graduate, M.Phil. and Ph.D. foreign students in University of Delhi. It was found that post-graduate students need information regarding their program of study while research scholars need information for writing research articles and for doing their research work. Most of them seek information through the internet. Research scholars used electronic resources such as databases, e-journals and e-theses and dissertations. 88.6% of the respondents also use books for seeking information. Their use of the library is limited with complaints about library staff and too few computer terminals. The present study will be helpful in designing new systems and services for the foreign students so that their information needs can be fulfilled easily. Further, findings of the study indicate that how the library professionals should assist foreign students to accomplish their information needs.
|Keywords: Information, Information Needs, Information Seeking Behaviour, Foreign Students and Libraries
The present era is the ‘information era’. Information has become a vital component for the growth and development of a society. With the development of Information and Communication Technologies (ICT) and its counterparts, information is steaming at a fast rate to its users in various forms.
The internet and the web have also changed the notion of information and its importance in our everyday life. Traditionally information access and use was primarily an activity that only a select few in our society participated in-those who were primarily engaged in academic and research activities, or in some specific professions like law or medicine. With the introduction and proliferation of the web, associated technologies such as mobile devices, social networking and so on, information has become a part of daily life of almost everyone. In the course of our daily life and activities we access and use a variety of information systems and services ranging from communications, such as e-mail, to social networking, such as Facebook, to a myriad of web-based database systems and information services (Chowdhury & Chowdhury, 2011). Each of these information systems are ubiquitous and unnoticeable but has affected the information seeking behavior of the user community.
Information seeking behavior is a broad term, which involves a set of actions that an individual takes to express information needs, seek information, evaluate and select information, and finally uses this information to satisfy his/her information needs. Various factors may determine the information seeking behavior of an individual or a group of individuals; it is, therefore, desirable to understand the purpose for which information is required, the environment in which the user operates users’ skills in identifying the needed information channels and sources preferred for acquiring information, and barriers to information. Information seeking behavior has always been an active area of interest among librarians, information scientists, communication scientists, sociologists and psychologists. Information seeking behaviour results from the recognition of some need, perceived by the user, who as a consequence makes demands upon formal systems such as libraries, information centres, on-line services or some other person in order to satisfy the perceived need (Fatima & Ahmad, 2008).
Students, research scholars and teachers all seek information from various sources available in the library such as journals, encyclopedias, books etc. Therefore, it should be the duty of a librarian to identify the needs of the users and provide and maintain the services efficiently and effectively in the price soaring and budget crunch environment.
The concept of information needs is the outcome of the combination of two terms, ‘Information’ and ‘Needs’. The concept of information needs was coined by an American information scientist Robert S. Taylor in his article “The Process of Asking Questions” published in American Documentation.
According to ODLIS, a gap in a person’s knowledge which, when experienced at the conscious level as a question, gives rise to a search for an answer. If the need is urgent, the search may be pursued with diligence until the desire is fulfilled.
According to Krikelas, “information seeking begins when someone perceives that current state of possessed knowledge is less than that needed to deal with some issue (or problem). The process ends when the perception no longer exists” (Singh, 2003).
The study of information seeking behavior can be dated back to the late 1940s. Since that time a large number of studies have been carried out particularly in the developing countries on the various aspects of information seeking behavior, in the field of social sciences, humanities and science and technology (Singh & Satija, 2006). However, not many studies have attempted to study the information needs and information seeking behavior of foreign students comprehensively. We need to design information services and systems so that the foreign students can be served better. For the purpose of clear understanding of the topic, the previous studies have been reviewed. They are the following:
Kumar and Suresh (2000) in their paper pointed out the barriers to effective utilization of library sources and services by the international students. They sometimes felt that they might trouble the librarians with their questions. Communication problems, due to the inability of library staff to understand the students and inability of the students to clearly express their information needs because of lack of fluency in the language mainly served as barriers.
Battle (2004) has investigated the effect of information literacy instruction on library anxiety among international students. The study explored what effect information literacy instruction (ILI) may have on both a generalized anxiety state and library anxiety specifically. The population studied were of international students using resources in a community college. Library anxiety among international students begins with certain barriers that cause anxiety (i.e., language/communication barriers, adjusting to a new education / library system and general cultural adjustments). Jeong (2004) has studied everyday life information seeking (ELIS) of Korean graduate students in the United States. This study combines the grounded theory method with in-depth interviews of eight students and their spouses, as well as participant observation and informal interactions with others. The findings showed two dissimilation mechanisms in the typical Korean student’s information-seeking behaviour: language barrier and the strong bonds in their ethnic church. Liao, Finn, and Lu (2007) have conducted a comparative study on information needs and information-seeking behavior of international graduate students and American graduate students. The goal of this comparative study is to investigate how graduate students from diverse ethnic groups discover, select, and use various information sources and to obtain insights into international graduate students’ information-seeking behavior, especially its similarities and differences compared with the information-locating patterns used by their American peers. Yi (2007) finds that international students need information that supports their academic courses, and those with higher education levels use databases, remote access to library offerings and e-journals more frequently. Arokyamany and Ramasesh (2009) conducted a survey on the information needs and information seeking patterns of foreign students in the University of Mysore. They found that the foreign students rely upon the library and Internet facilities mainly to prepare themselves for academic studies like seminars and assignments. They need training in using library facilities efficiently. Catalano (2013) has reviewed studies published from 1997 until now to draw out patterns of information seeking behavior of graduate students. He endeavored to find if graduate students begin their research through the internet. They like to consult their faculty members and use libraries in diverse ways for seeking information. The study also highlights how academic librarian can assist students in their research and the difference between the information behavior of graduates, post-graduates and Ph.D. students. Sin and Kim (2013) posit that social networking sites (SNS), such as Facebook, may play an important role in international students’ everyday life information seeking (ELIS).
India has been a cradle for education since its ancient times. Delhi, the capital of India has always attracted foreign students to pursue their higher education. Our country has always given a due regard to these foreign students and tries to maintain the integrity of their cultural diversities. Foreign students promote cultural bridges across global distances. Delhi University enrolled many foreign students every year to pursue education in its affiliated colleges and departments. Its information support systems meets the daily requirements of these students.
One of the major information support systems is the libraries. Therefore, the role of libraries and librarians in meeting the needs of these students should be properly investigated.
Culture and language plays a significant role in interacting with an information retrieval system (Mehra & Bilal, 2008). Foreign students face various problems such as different cultural background, language barriers, communication barriers and different styles of learning. All these factors serve to call for the study of information sources and services available to these to meet their information needs effectively and efficiently.
Keeping in view the aforesaid aspects and the gaps in the previous studies, the research undertaken entitled “Information Needs and Information Seeking Behavior of Foreign Students in University of Delhi ” is justified and will certainly provide a new vista in the area of information needs and information seeking behavior particularly of the foreign students and will try to fill in the gaps.
The study aims to identity the Information Needs and Information Seeking Behavior of Foreign Students in University of Delhi. In addition to this, the study also has following specific objectives:
The study covers the foreign students enrolled in post-graduate (such as M.A., M.Com. M.Lib. I. Sc., and M.Sc.), M.Phil. and Ph.D. courses in the various departments of University of Delhi (North Campus).
Before conducting any research, systematic planning of the study is most vital, and is the foundation upon which the whole process of research study depends. Such planning acts as a frame for the guidelines for investigating the problem. For the purpose of the present study, previous literature was reviewed about information seeking behavior in India and abroad. A search was conducted on a combination of terms such as “information needs and information seeking behavior”, “information needs and strategies”, “information seeking behavior of students” etc. in Library, Information Science & Technology Abstracts (LISTA). The Emerald database, and print journals were also scanned to complete the review of literature for the proposed study. The data was collected through questionnaire having all the questions related to the study. After the designing of questionnaire, a pilot study was conducted to determine the feasibility of the questionnaire. The designed questionnaire was personally distributed during the first week of March 2014 to the foreign students enrolled in post-graduate, M. Phil. and Ph.D. programs in the various Departments of University of Delhi and collected in the last week of May 2014.
The questionnaire was distributed to the foreign students in the departments as well as in the university hostels to get adequate data. As reported by foreign students’ registry cell, of the University of Delhi there were total 380 foreign students (245 males and 145 females) enrolled for post-graduation, M. Phil. and Ph.D. courses during the session 2013-2014 in the north campus of University of Delhi. Gender has an important impact on people’s attitudes and behavior and so to gain a better understanding of how males and females differ the in way in which they find and use information (Tong, Raynor, & Aslani, 2014), this component has been included under the study by the researchers.
A total of 120 questionnaires were distributed (60 to males and 60 to females) but only 88 (47 from males and 41 from females) duly filled questionnaires were received back from the foreign students. In the final stage the data was analyzed and interpreted with the help of MS-Excel 2007 software based on a set of parameters.
The sample of population and distribution for the undertaken study is given below:
|Gender||No. of Questionnaires Distributed||No. of Questionnaires Received||Response Rate (%)|
The following tables depict the information needs and information seeking behaviour of the foreign students in University of Delhi:
Table 2 depicts the respondents’ affiliation countries. It is clear from the table that highest number of students belongs to Vietnam (10%); followed by SriLanka (8%); Nepal (7%) and Indonesia (6%). Afghanistan, Cambodia, France, Iran, Korea, Myanmar and Tibet each with 5% of the total enrolled foreign students in University of Delhi. China, Ethiopia, Guyana, Kazakhstan, Mongolia and Nigeria each with 3% of the total enrolled foreign students. Laos, Tajikistan and Thailand each with 2% of the enrolled students. Armenia, Bangladesh, Canada, Egypt, Eritrea, Germany, Japan, Kenya and South Korea each with 1% of the total foreign students enrolled in University of Delhi.
|S. No.||Affiliation Country||Males||Females||Total|
With regards to continent-wise distribution the highest number of the foreign students enrolled at University of Delhi belongs to the continent of Asia with 79.6% followed by Africa (10.2%), Europe (5.7%), South America (3.4%) and North America (1.1%) respectively. Thus, the foreign students that are enrolled in University of Delhi for their higher studies predominately belong to Asian countries.
|Asia||36 (76.6%)||34 (83%)||70 (79.6%)|
|Africa||8 (17%)||1 (2.4%)||9 (10.2%)|
|Europe||1 (2.1%)||4 (9.75%)||5 (5.7%)|
|South America||2 (4.25%)||1 (2.4%)||3 (3.4%)|
|North America||0||1 (2.4%)||1 (1.1%)|
The above table 4 reveals the status of educational qualifications of the respondents. The largest population of respondents were of post- graduates (such as M.A., M.Com. M.Lib. I. Sc. and M.Sc.) with 81.9% followed by research scholars i.e. Ph.D. (12.5%) and M.Phil. (5.7%).
|Post Graduates||36 (76.6%)||36 (87.8%)||72 (81.9%)|
|Ph.D.||7 (14.9%)||4 (9.8%)||11 (12.5%)|
|M.Phil.||4 (8.5%)||1 (2.4%)||5 (5.7%)|
With regard to subject-wise analysis the table 5 reveals that the highest number of foreign students were enrolled in Buddhist studies with 17% of the total followed by Linguistics and Political Science each with 9% of the enrolled students, Commerce (8%); Computer Science (6%); History; Philosophy and Law each with 5% of the total enrolled students, English; Environmental Science and Social Work each with 3% of enrolled students, Zoology; Music; Sociology; Arabic and Psychology each with 2% of the enrolled students and the remaining subjects such as Physics; Business Administration; Education; Chemistry; African Studies and Modern Indian Languages each with only 1% of the total enrolled students. Hence, it is clear that Buddhist Studies is a popular course among foreign students because the greatest numbers of students come from Vietnam and SriLanka. In both of these countries Buddhism is the predominate religion.
|9||East Asian Studies||1||3||4|
|23||Modern Indian Languages (MIL)||0||1||1|
It is evident from table 6 that the greatest percentages of respondents belong to Social Sciences discipline with 76% and within the Social Science discipline students have opted for subjects such as African Studies, East Asian Studies, Education, Law, History, Sociology, Social Work, Political Science and Commerce. This is followed by Arts with 74% and within the Arts discipline students have opted for subjects like Linguistics, Arabic, Persian, Philosophy, Buddhist Studies, Psychology, Modern Indian Languages and Literary Studies and English. The remaining respondents belongs to Science with 14.8% and within the Science discipline students have opted for Environmental Studies, Physics and Astrophysics, Chemistry and Zoology.
|Social Sciences||20 (42.5%)||18 (43.9%)||38 (43.18%)|
|Arts||20 (42.5%)||17 (41.4%)||37 (42.04%)|
|Science||7 (14.9%)||6 (14.7%)||13 (14.8%)|
With regard to age-wise analysis of the respondents, the majority of the respondents with 50% belong to the 20-25 age groups with most of them enrolled in post-graduate courses, followed by 44.3% in the 26-30 age group, 2.27% belongs in the 31-35 age group and the remaining 3.4% in the above 36 age group.
|20-25||26 (55.3%)||18 (44%)||44 (50%)|
|26-30||19 (40.4%)||20 (48.7%)||39 (44.3%)|
|31-35||1 (2.1%)||1 (2.4%)||2 (2.27%)|
|Above 36||1 (2.1%)||2 (4.9%)||3 (3.4%)|
It is evident from table 8 that 66% of the total respondents had been staying in India for the last 1-2 years followed by the respondents who had been staying for the past 3-4 years with 17%. 10.2% of the respondents had stayed less than 1 year of stay in the country as these foreign students had just been admitted to the courses during this year. The remaining respondents represented 3.4% of the students with 5-6 years or more than 6 years period of stay.
|Less than 1 Year||5 (10.6%)||4 (9.75%)||9 (10.2%)|
|1-2 Years||33 (70.2%)||25 (61%)||58 (66%)|
|3-4 Years||6 (12.7%)||9 (22%)||15 (17%)|
|5-6 Years||2 (4.2%)||1 (2.4%)||3 (3.4%)|
|More than 6 Years||1 (2.1%)||2 (4.9%)||3 (3.4%)|
Table 9 depicts the main categories of information needs of post-graduates and research scholars. It is shown from the table that the majority of the post-graduates seek information relating to their program of the study and assignments while research scholars seek information related to their area of research and to write research articles.
|Categories of Information Needs||Males||Females|
|Post- Graduates (N=36)||Research Scholars (N=11)||Post- Graduates (N=36)||Research Scholars (N=5)|
|Information related to University / Faculty||27 (75%)||7 (63.6%)||24 (66.6%)||2 (40%)|
|Related to programme of study||36 (100%)||7 (63.6%)||30 (83.3%)||3 (60%)|
|Related to assignments||26 (72.2%)||7 (63.6%)||23 (63.8%)||3 (60%)|
|Writing research articles||20 (55.5%)||11 (100%)||17 (47.2%)||5 (100%)|
|Related to finding a job||20 (55.5%)||8 (72.7%)||14 (38.8%)||3 (60%)|
|For continuing education after the course||17 (47.2%)||6 (54.5%)||17 (47.2%)||2 (40%)|
|Immigration information||19 (52.7%)||9 (81.8%)||4 (11.11%)||4 (80%)|
|Any other||1 (2.7%)||1 (9.09%)||2 (5.5%)||0|
Table 10 shows that the respondents use various types of information sources for seeking their information needs. It is demonstrated from the table above and figures that the internet is used as the main source of information seeking by 96.5% of the total respondents followed by the library (58%); international friends from their home country (55.6%); friends at local level (53.4%); lectures/ tutors (51.1%); newspapers (45.45%); family (18.1%); TV (12.5%) and radio (9.09%). The remaining 3.4% are the different other sources used by them for seeking information.
|Sources of Information Seeking Behaviour||Males (N=47)||Females (N=41)||Total (N=88)|
|Internet||44 (93.6%)||41 (100%)||85 (96.5%)|
|Library||36 (76.5%)||15 (36.5%)||51 (58%)|
|Friends- Home country/ International||26 (55.3%)||23 (56.09%)||49 (55.6%)|
|Friends- Local level||28 (59.5%)||19 (46.3%)||47 (53.4%)|
|Lectures/ Tutors||26 (55.3%)||19 (46.3%)||45 (51.1%)|
|Newspapers||30 (63.8%)||10 (24.3%)||40 (45.45%)|
|Family||10 (21.2%)||6 (14.63%)||16 (18.1%)|
|TV||5 (10.6%)||6 (14.63%)||11 (12.5%)|
|Radio||1 (2.1%)||7 (17.07%)||8 (9.09%)|
|Any other||1 (2.1%)||2 (4.87%)||3 (3.4%)|
With regard to methods used for information seeking by the foreign students books and articles are mainly used by 88.6% of the total respondents followed by discussion with colleagues (79.5%), library catalogue/ OPAC (47.7%), consultation with supervisor (39.7%), consultation with subject experts (39.7%), indexing and abstracting sources (23.86%), discussion with librarian / library staff and the remaining 1.1% of respondents used other methods to quench their information needs.
|Methods Used for Information Seeking||Males (N=47)||Female (N=41)||Total (N=88)|
|Books and articles||40 (85.1%)||38 (92.6%)||78 (88.6%)|
|Discussion with colleagues||37 (78.7%)||33 (80.4%)||70 (79.5%)|
|Library catalogue/ OPAC||27 (57.4%)||15 (36.5%)||42 (47.7%)|
|Consult supervisor||15 (31.9%)||20 (48.78%)||35 (39.7%)|
|Consult subject expert||20 (42.5%)||15 (36.5%)||35 (39.7%)|
|Indexing and Abstracting sources||12 (25.5%)||9 (21.9%)||21 (23.86%)|
|Discussion with librarian/ library staff||12 (25.5%)||5 (12.1%)||17 (19.3%)|
|Any other||0||1 (2.4%)||1 (1.1%)|
It is revealed from the table 12 that the Internet is the most used as a source of material for meeting the information needs both by post-graduates as well as research scholars. After the Internet books are used by post-graduates whereas journals, electronic resources (databases) and dissertations and theses are used by research scholars for meeting their needs. Males’ research scholars also used newspapers for seeking information.
|Materials Used for Meeting the Information Needs||Males||Females|
|Post- Graduates (N=36)||Research Scholars (N=11)||Post- Graduates (N=36)||Research Scholars (N=5)|
|Internet||34 (94.44%)||11 (100%)||31 (86.1%)||5 (100%)|
|Books||25 (69.4%)||6 (54.5%)||27 (75%)||2 (40%)|
|Newspapers||22 (61.1%)||11 (100%)||10 (27.7%)||3 (60%)|
|References sources||20 (55.5%)||8 (72.7%)||16 (44.4%)||3 (60%)|
|Electronic Resources (databases)||20 (55.5%)||11 (100%)||10 (27.7%)||5 (100%)|
|Journals||18 (50%)||11 (100%)||14 (38.8%)||5 (100%)|
|Dissertations and theses||12 (33.3%)||11 (100%)||8 (22.2%)||5 (100%)|
|Magazines||10 (27.7%)||7 (63.6%)||6 (16.6%)||2 (40%)|
|Any other||2 (5.5%)||1 (9.09%)||2 (5.5%)||0|
Table 13 above indicates the use of the library for fulfilling the information needs. It is evident that the majority of respondents with 81.8% of the total indicate that the library is the main source of fulfilling their information needs whereas the remaining 18.1% of the total responded as ‘No’. Thus, the study concludes that the library is still the main source / channel of meeting information needs.
|Use of Library for fulfilling the Information Needs||Males (N=47)||Females (N=41)||Total (N=88)|
|Yes||40 (85.1%)||32 (78.04%)||72 (81.8%)|
|No||7 (14.8%)||9 (21.9%)||16 (18.1%)|
The library system of University of Delhi is a very big system; hence to cater to the needs of the clientele of University of Delhi, the libraries are categorized as Central Library (primarily for arts and humanities), Central Science Library, Ratan Tata Library and departmental libraries. The usage of each type of library by the respondents is depicted by the given table 14. 76.13%, of the total respondents use departmental libraries followed by 68.1% who use the central library as the majority of respondents belongs to Social Sciences and Arts discipline, college libraries (65.9%), Ratan Tata library (19.3%) and Central Science Library (14.7%). In addition to these 30.6% of the total respondents also were found to use their embassy libraries for meeting their native country related information needs.
|Type of the Library||Males (N=47)||Females (N=41)||Total (N=88)|
|Departmental Library||37 (78.7%)||30 (73.1%)||67 (76.13%)|
|Central Library||33 (70.2%)||27 (65.85%)||60 (68.1%)|
|College Library||30 (63.8%)||28 (68.2%)||58 (65.9%)|
|Any other||12 (25.5%)||15 (36.5%)||27 (30.6%)|
|Ratan Tata Library||6 (12.7%)||11 (26.8%)||17 (19.3%)|
|Central Science Library||7 (14.8%)||6 (14.6%)||13 (14.7%)|
Visits to library by the respondents / users is a very great indicator, which determines the actual usage of the library. The collected data on this aspect is represented in the table 15. 52.2% of the total respondents visited library several times a semester followed by 40.9% respondents who visit library once or twice a week, 34.09% respondents who visit the library once or twice a month, and 17.04% who visit the library almost daily. In addition to this one male respondent visited library once or twice in a year when his information need arose.
|Frequency of Library Visits||Males (N=47)||Females (N=41)||Total (N=88)|
|Almost daily||7 (14.8%)||8 (19.5%)||15 (17.04%)|
|Once or twice a week||19 (40.4%)||17 (41.4%)||36 (40.9%)|
|Once or twice a month||11 (23.4%)||19 (46.3%)||30 (34.09%)|
|Several times a semester||25 (53.1%)||21 (51.2%)||46 (52.2%)|
|Any other||1 (2.1%)||0||1 (1.1%)|
The hunt for information is not an easy hurdle to master. One may find different barriers while seeking information. Table 16 depicts the encountering of barriers by the respondents while meeting information needs. 82.9% respondents reveal that they were mostly confronted with barriers while meeting their needs. 17.04% of the respondents indicated that they never encountered with the barriers while seeking information.
|Encountering with Barriers||Males (N=47)||Females (N=41)||Total (N=88)|
|Yes||38 (80.8%)||35 (85.3%)||73 (82.9%)|
|No||9 (19.1%)||6 (14.6%)||15 (17.04%)|
With regard to different types of barriers confronted by the respondents, it is evident from table 17 that 71.5% of the total respondents find that not enough computer terminals in the library is creating barriers in meeting their needs, while 67.04% reveal that they find the library as having material that is too old or outdated, which creates hassles in seeking desired information. 62.5% reveal that they do not have proper knowledge of using the library which is followed by non-cooperative behavior of the library staff (56.8%), not knowing how to use the catalogue/OPAC (48.8%), inability to seek, obtain & evaluate information (47.7%), hesitant to approach reference staff (44.3%), lack of time (31.8%). The remaining most important barriers is language especially regarding the Hindi language barrier (60.2%).
|Types of Barriers||Males (N=47)||Female (N=41)||Total (N=88)|
|Less number of computer terminals||33 (70.2%)||30 (73.1%)||63 (71.5%)|
|Some materials are too old||35 (74.4%)||24 (58.5%)||59 (67.04%)|
|Inadequate knowledge about using library||25 (53.1%)||30 (73.1%)||55 (62.5%)|
|Non-corporative library staff||27 (57.4%)||23 (56.09%)||50 (56.8%)|
|Don’t know how to use catalogue/OPAC||18 (38.2%)||25 (60.9%)||43 (48.8%)|
|Inability to seek, to obtain & evaluate information||17 (36.1%)||25 (60.9%)||42 (47.7%)|
|Hesitant to approach reference staff||22 (46.8%)||17 (41.4%)||39 (44.3%)|
|Lack of time||13 (27.6%)||15 (36.5%)||28 (31.8%)|
|Any other||6 (12.7%)||5 (12.1%)||11 (12.5%)|
|a) English language||1 (2.1%)||3 (7.3%)||4 (4.5%)|
|b) Hindi language||24 (51.06%)||29 (70.7%)||53 (60.2%)|
|c) Both||12 (25.5%)||15 (36.5%)||27 (30.6%)|
On the basis of the analysis and discussion of the research the following significant findings have been drawn:
Based on the findings of the study, the following suggestions and recommendations are put forward:
The study undertaken has highlighted different parameters (such as sources and materials used for seeking information, methods used for meeting information needs, library usage, types of barriers encountered) on the information needs and information seeking behavior of foreign students in University of Delhi. The findings of the study will be useful in providing better library and information services to foreign students. The result will also assist library professionals in better designing of information literacy programmes for the foreign students and that in turn will enable the users to overcome the barriers they encountered while meeting their information needs and thus lower their anxiety levels. The study will also be helpful in designing new services and acquisition of new books for the foreign students so that their information needs can be met efficiently and effectively.
The present study will be mutually beneficial to both the university library’s authorities as well as to the foreign students. Moreover, there are not many studies undertaken on the information needs and information seeking behavior of foreign students in the Indian context. This study will add significant literature on the topic and the results of the study can be generalized by library professionals in other Indian universities as well. Therefore, the study shall be crucial in addressing the common issues of foreign students.
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KP Singh (BSc (Agri), M.Sc (Hort.), MLIS, PGDCA, M.Phil (LIS) and Ph.D (LIS) is Associate Professor and Principal Investigator in the Department of Information Science at University of Delhi, Delhi. He has 15 years experience as a practicing librarian, teacher, researcher, writer (over 12 books/edited, 50 journal articles, 40 conference/chapters books and guided 25 M.Phil dissertations and 4 doctoral theses) on the broad range of topics within Library and Information Science, particularly information seeking behavior, knowledge management, ICT applications, web development and developed/completed four major national projects (Online Directory of Aerospace Engineering Teaching Institutions and Teachers in India- www.aerodirindia.org, Gateway to LIS Education and Teachers in India- www.liseducation.in, All India Libraries and Librarians Information System- www.aiillis.net, Higher Education and Faculty Management Information System of Delhi- www.hefmis.net). He is the Founder President and developer of website of Satija Research Foundation for Library and Information Science- www.srflisindia,org, and Treasure and Ex Sr. Vice President of the Delhi Library Association (DLA), and Life member of SIS, IATLIS, IATLIS, ILA, SRFLISindia, DLA and PLA and Member of Editorial Advisory Board Universal Decimal Classification (UDC). He is the recipients of UGC-JRF/NET (LIS), DRDO-JRF (LIS) and ICAR-JRF (Agri.) for higher education and SATKAL Young Librarian Award-2011 for outstanding contribution in Library and Information Science in country
Moveen Kumar is working as Professional Assistant at Central Library, Jawaharlal Nehru University, New Delhi. He has qualified UGC-NET (LIS) examination and has M.Phil. degree in Library and Information Science. He holds Bachelor degree in Arts (Geography Honours), Bachelor of Library & Information Science (BLISc) & Master of Library & Information Science (MLISc) from University of Delhi.
Vanita Khanchandani is working as Assistant Librarian at Central Library, IIT Delhi. Prior to joining IIT Delhi she worked at Defence Institute of Psychological Research (DIPR), DRDO, Ministry of Defence, Delhi. She has qualified UGC-JRF (LIS) examination and has M. Phil. degree in Library and Information Science. She holds Bachelor degree in Science (Botany Honours), Bachelor of Education (B.Ed.), Bachelor of Library & Information Science (BLISc) & Master of Library & Information Science (MLISc). She is recipient of Gopala Krishan award for being topper in BLISc and also recipient of Prof. S Dasgupta Memorial Gold Medal for being topper in MLISc.