Awareness and Use of Digital Reference Services in Academic Libraries in Ghana

1. Introduction

The advancement of information and communication technologies (ICT), increase in the use of the internet and other technologies have impacted hugely on reference services as well as the approaches and expectations of librarians and patrons. Consequently, academic libraries are adopting more technologies to enhance reference services to accomplish users’ needs in the virtual environment. The provision of reference services is a link between patrons’ needs and the resources available in the libraries (Yonus, 2014). According to Cummings, Cummings, and Frederiksen (2007), digital reference services is extensively helping in the delivery of quality library services. Digital reference services in one way or the other satisfy the informational needs of users as librarians can deliver materials and other relevant resources to the user. Yonus (2014) underscores how digital reference services enhance virtual access to information and reduces the cost of information. The service may extend when the library is closed. Digital reference service provides a faster method of accessing and utilizing information. This serves as a useful channel for the dissemination of knowledge and also powerful machinery that can help improve study performance (Okongo, 2014).

The provision of real-time reference services, collaborative networks among libraries, development of quality technical standards for digital reference services in academic libraries are very limited (Kasowitz, 2001) and virtually non-existent in many academic libraries in Ghana. Limited literature has been found to establish the level of application of digital reference services in Ghanaian academic libraries. For instance, Ahenkorah-Marfo (2015) examines the knowledge and use of social media by reference and user services librarians in Ghana. This study, however, fails to assess the knowledge level from library user perspectives. Idan (2017) also studied digital reference services in academic libraries in Ghana but limited the scope to only one public university, KNUST. From the literature, there is no confirmation whether patrons have received adequate education on digital reference services and whether they receive prompt responses to their queries or are satisfied with the responses provided by the librarians (Nordin, Kassim, & Baharuddin, 2012). Thus the extent of users’ dissatisfaction or complaint of poor information service delivery by the academic library may continue to be ignored. As a result, this study attempts to provide evidence of the level of knowledge of digital reference services from both user-side and service provider (librarians) perspectives. Aside, the sample of this study allows for comparative analysis among academic libraries in Ghana, thus bridging the gap in the study of digital reference services in Ghana. It is for this reason that the study seeks to explore the extent to which digital reference services support user needs in academic libraries in Ghana. Specifically, the study seeks to:

• ㆍTo investigate users’ awareness and use of digital reference services in the three selected Academic Libraries in Ghana.
• ㆍTo determine users’ preference of digital reference services in the three selected Academic Libraries.
• ㆍTo explore users’ motivation for using digital reference services in Academic Libraries.

2. Literature Review

The review of the related literature section focuses on the following thematic areas: traditional reference services vs digital reference services; awareness of digital reference services in academic libraries; digital reference services through library websites; and how librarians work with digital reference services.

3. Methodology

The study was completed through a mixed-method research design. This design was used to gather data to address the research questions. The target population for the study consisted of the following groups in the three selected academic libraries in Ghana: digital reference services users, heads of the libraries, heads of Information Technology (IT) and digital reference services Librarians. Preliminary information indicated that UG had a digital reference services user population of about seven hundred and thirty-two (732), two (2) digital reference services Librarians and the head of IT at its Balme Library. KNUST had a user population of about six hundred and forty-seven (647), three (3) digital reference services Librarians and the head of IT. Also, UCC had a user population of six hundred and twenty-one (621), 2 digital reference services Librarians and the head of IT. Together with the heads of the various selected libraries, the population for the study was two-thousand and thirteen (2,013) (field data, 2017). Data on digital reference services was obtained between the periods of August 2017 and March 2018. This can be seen in Table 1.

Table 1.

Sampling

Finally, the researcher stratified the digital reference services users in the various institutions and employed the convenience sampling procedure. The convenience sampling method was used to sample individual respondents of digital reference services users’ from the three institutions. The researcher contacted heads of IT for phone numbers and emails of users who had used the digital reference services for their informational needs from August 2017 to March 2018. The researcher then contacted users who were available and willing to answer the research questions. The researcher used Google Forms as a means of generating and administering the online questionnaire. Different Uniform Resource Locator (URL) links to the questionnaire were generated from Google form for the three institutions to obtain varied responses from each institution. The URL links were sent to respondents through WhatsApp and e-mails to answer the questions. The researcher introduced the subject to the respondents who answered the research questions online. The questionnaire contained open and close-ended questions on a five (5) point Likert scale in the following order, strongly disagree, disagree, neutral, agree and strongly agree. The close and open-ended questions enabled the respondents to choose from alternative answers given as well as expressing their views on the topic. This enabled the researcher to cover a broader area for better deductions and analysis.

The questionnaires were distributed to the target samples until the required number was obtained. Also, one-on-one interviews were scheduled with the heads of the library, digital reference services librarians, and heads of IT and these were structured under themes. Section A of the questionnaires and the interviews centered on biographic data of respondents while the rest of the section addressed the objectives of the study. The Google form tool was used for the analysis of the questionnaires. Descriptive statistics such as frequencies and percentages were used to discuss the results based on the objectives of the study. This tool was employed because the tool can be used to collect, analyze and organize data (Bennett, 2016). The interviews were transcribed qualitatively using the thematic content analysis based on the objectives of the study. Content analysis has been used by survey researchers to understand the lived experiences of subjects (McKenna, Brooks, & Vanderheide , 2017).

4. Results

4.1. Reference Service Type

The researcher probed from users the type of reference service used for reference questions in their libraries. The researcher asked respondents to indicate whether they use Traditional Reference Service (traditional reference services), Digital reference service (digital reference services) or both services. The result is found in Table 2.

Table 2.

Types of reference service

In Table 2, the total respondents who used the traditional reference services constituted 70 (23.3%), 60 (20%) used digital reference services for their reference queries while 170 (56.7%) used both the traditional face-to-face and digital reference services for reference questions. It can be said that users from the three institutions used both digital reference services and traditional reference services for their reference queries. Comparatively, among the three institutions, users from UG 62 (20.7%) used both traditional reference services and digital reference services than all the other two institutions.

4.3. Digital reference services platforms used in Libraries

The researcher asked users to indicate the digital reference services platform they use in asking their reference questions. The responses are depicted in Fig 1. Fig. 1 revealed that the total respondents of 99 (33%) use email for their reference questions. 90 (30%) use Ask-a- librarian mainly for UG users, at UCC, 85 (28.3 %) and 14 (4.7%) users used Facebook messenger and Twitter handle respectively, whereas 12 (4%) used telephone calls at KNUST. However, none of the institutions used text messages. It was found that the three libraries used different types of digital reference services at their libraries; however, email was a common digital reference services platform among the three institutions KNUST 90 (30%) used email reference services than all the three institutions. The interviews also revealed that all the involved libraries used at least two platforms for their digital reference service. The email was the common digital reference services platform among the three institutions; also UG was the only institution with Ask-a-Librarian service. It was revealed that KNUST used the email platform and telephone calls. Formally KNUST operated the text message services but currently, the service was unavailable. UCC used the Facebook messenger and Twitter handle. Moreover, participant librarians pointed out that the preferred digital reference services platform was based on the availability of that particular digital reference services in the institution.

Fig. 1.

digital reference services platforms used in academic Libraries

4.4. Channels of Awareness

The researcher asked respondents how they found out about digital reference services. It was discovered from the analysis that respondents got to know about digital reference services from the library’s website. The results are represented in Fig. 2.

Fig. 2.

Channel of Awareness

From Fig. 2 more than half of the total respondents 166 (55.3%) got to know about digital reference services via the library website, 64(21.3%) got to know about digital reference services during library orientation, 40 (13.3%) was by word of mouth, whiles 30 (10%) got to know from the library guide. This indicated that the library website plays a role in creating awareness in the use of digital reference services and users of UG 59 (19.7%) recorded the highest response, followed by UCC 57 (19%) and KNUST 50 (17%).

Librarians indicated that digital reference services were marketed through their institutional websites, during orientations, training programs, flyers and posters were used to create awareness among users. One of the participants in one of the institutions had this to say about awareness creation:

“The library does a lot of publicity on digital reference services. The library website, orientation and training programmes⋯’’.

4.5. Places of Access

Additionally, the researcher asked users about the place of access. The responses are presented in Table 3. From Table 3, it was recorded that more than half of the total respondents 165 (55%) access digital reference services off-campus, whiles the rest 135 (45%) accessed digital reference services on-campus. This revealed that it is possible to access digital reference services off-campus. Among the three institutions, the highest respondents on the above question were from UG 65 (21.7%), followed by KNUST 58 (19.3%) before UCC 43 (14.3%).

Table 3.

Place of Access

This was also confirmed by librarians that digital reference services can be accessed on-campus and off-campus. This was affirmed by a participant as follows:

‘‘Digital reference services save students time and energy used for coming to the library. On-campus campus and non-residence students may not have to travel to the library⋯’’

4.6. Access to digital reference services after Library Hours

The researcher further asked users if they could get access to digital reference services outside the library working hours. The results are presented in Table 4. Table 4 depicted that, the majority of the total respondents, 200 (66.7%) indicated ‘no’ whiles 100 (33.3%) said ‘yes’ they had access even after library closing hours. The majority of the respondents had no access to digital reference services after library hours especially in KNUST 70 (23.3%). This means that digital reference services were mostly inactive after library hours.

Table 4.

Access to digital reference services after Library Hours

The opinions of librarians on the subject of digital reference services and library closing hours vary. While some librarians maintained that the service closed after library hours (5:00 pm), others stated that the service runs and extends to the evening hours of the library which is 10:00 pm.

Fig. 3.

Preferred reference service

4.7. Motivation for using digital reference services

The researcher further asked users their purpose of using digital reference services and the motivation behind the use of digital reference services for their reference questions. The researcher discovered that respondents were motivated to use digital reference services most especially when they were off-campus. The result is displayed in Fig. 4.

Fig. 4.

Motivation for using digital reference services

From Fig. 4 total respondents of 160 (53.3%) responded that they used digital reference services because they were off-campus with the highest number of respondents from UG (n=80; 26.7%), 70 (23.3%) used it for asking quick reference questions, 40 (13.3%) did not want to be physically present in the library, 26 (8.6%) used it to ask reference questions after library closing hours, whiles 4 (1.3%) used digital reference services because respondents felt shy to ask face-to-face questions. It can be said that more than half of the respondents used digital reference services off-campus especially in UG (n=80; 26.7%).

The interview data revealed that most users used digital reference services because they were off-campus. This was expressed by one student:

‘‘digital reference services are mostly preferred by Distance Learning Students and off-campus students⋯ they use digital reference services ⋯the service helps them to acquire information and answer their ready reference questions. They are more interested in digital reference services⋯’’

5. Discussion

The results indicated that more than half of the respondents used both Digital Reference Services (digital reference services) and Traditional Reference Services (traditional reference services) for their reference queries in the library. Participant librarians affirm that both traditional reference services and digital reference services are channels used for reference queries in the libraries. Bunge and Bopp (2001) support the results that academic libraries provide reference services either by traditional reference, digital reference or both services. It is not surprising in the results that users predominately use both traditional reference services and digital reference services for their reference queries in three academic libraries because the previous study confirms that in practice, many libraries use both traditional reference services and digital reference services. Both synchronous and asynchronous were used in the three Libraries. Singh’s (2012) study in four academic libraries in India supports that several libraries offer digital reference services on both synchronous and asynchronous transactions

In creating awareness, academic libraries need to market digital reference services to users. Data gathered from the results indicate that respondents got to know about digital reference services from their institution’s library website. Also, librarians affirm that digital reference services were marketed through institutional websites, during orientations, training programs, flyers, and posters. Aman (2004) and Ahenkorah-Marfo (2015) confirm this results that academic libraries have their websites linked to at least two social media sites. Connoway and Radford (2011), however, stress that it is not enough to put a link on your library website, rather, it is important to promote digital reference services among users with the use of library instruction and posters. This implies that, though it is important to have basic information on digital reference services on the libraries websites, it is equally important to create offline exposure through information literacy, workshops, and training programs for library users who do not visit the library's website to be aware of digital reference services in the library. This would attract prospective users to the service.

Again, in terms of preferences for digital reference services, more than half of the respondents preferred traditional reference services to digital reference services. A study by Granfield and Robertson (2008) in two academic libraries in Toronto affirms that the traditional method of reference remains the most used reference service and as well as the first choice in getting assistance from the library. Kadir Wan Dollah and Singh (2010) also confirm in their study in four selected Malaysian academic libraries that, regardless of the introduction of digital reference services, about 56% of users prefer the traditional reference services for their reference queries. Despite the advantages and potential usefulness of digital reference services to respondents, they still indicated their preference for traditional reference services. This may not be surprising; so many challenges are associated with the use of digital reference services such as lack of prompt responses, internet challenges, among others. This may be the reason why respondents indicated their preference for traditional reference services despite the advantages of digital reference services over traditional reference services. There is the need to develop existing digital reference services that ensure that users would appreciate and adopt them more than the traditional reference services.

In this technological era, emails play a significant role in our lives. Results gathered from the study revealed that email was the preferred platform among the digital reference services platforms. Also, the results revealed that KNUST recorded the highest response in the use of an email platform. This result aligns with that of Roesch (2006) and Idan (2017). Email platforms are less expensive and easy to access. Emails help to cut off the barriers which prohibit users from seeking physical assistance from the library. KNUST offers digital reference services in the form of email service and off-campus electronic resources which enable users to get answers from the library. It was expected in the results that emails will be users’ preference because emails have become a normal channel of communication in everyday life. Emails enhance selective dissemination of information (SDI) services as well as document delivery. For instance, requested articles can be sent to users and easily be downloaded via email. It is therefore natural for respondents to prefer the use of email services to supplement traditional reference services.

Another result from the study showed that more than half of the respondents were motivated to use digital reference services mostly when they were off-campus. This view is affirmed by librarians that, users used digital reference services especially when they are outside the walls of the library or off-campus. Pace (2003) confirms that digital reference services is an additional service to the library's existing reference service programme which permits patrons to write from work, home, or other locations. It is clear from the results that, most users access digital reference services because they were off-campus which implies that digital reference services permit off-campus. Users need not travel from their homes and offices to access library facilities. The use of digital reference services bridges the gap between on-campus and off-campus library users.

6. Conclusion

The results of the study revealed that the three academic libraries used both traditional and digital reference services to answer users’ queries. However, users prefer the traditional reference to digital reference services. This result is surprising considering the adoption of new technological tools by users. Notwithstanding, many factors could account for this. For instance, Okocha and Eyiolorunshe (2017) noted that South African librarians were not appropriating web 2.0 tools for digital reference services despite the improved availability of technological tools. Regarding the popularity of the various digital reference services platforms, users preferred email to the others in the three academic libraries. Moreover, the digital reference services platforms were promoted especially via the library websites of the institutions. Furthermore, it emerged from the results that the existence of digital reference services has increased the use of library services. The results from the study indicated that the respondents were mostly motivated to use digital reference services when they were off-campus. Most of the digital reference services users are final and postgraduate students who need scholarly information to complete their research. Finally, mobile phones were found to be the most common medium for accessing digital reference services among users.

7. Recommendations

Based on the findings of the study, the following are recommended to improve digital reference services in the academic libraries:

• ㆍLibrary users must be sensitized during library orientations and information literacy courses, on the advantages inherent in and procedures during digital reference services to encourage them to embrace and develop an interest in the use of digital reference services for their information needs.
• ㆍUser-training in digital reference services must demystify traditional reference services by focusing on query formulation, expression and clarification, integrating results, and following-up.
• ㆍAcademic libraries must actively employ social media/ digital technologies to integrate digital reference services into the users’ workspaces.
• ㆍSince there is a high preference for mobile-based digital reference services, academic libraries must implement mobile-based digital reference services applications to enhance digital reference services visibility, ease of use, and vogue among especially student-users.

References

• Ahenkorah-Marfo, M. (2015). Knowledge and Use of Social Media by Reference and User Service Librarians in Public and Private Universities in Ghana [Master’s Thesis, University of Ghana]. http://ugspace.ug.edu.gh
• Aman, M. (2004). Use of Malaysian Academic Library Websites by University Students. Information Development, 20(1), 67-71. [https://doi.org/10.1177/0266666904043803]
• Ayiah, E. M., & Kumah, C. H. (2011). Social Networking: A Tool to Use for Effective Service Delivery to Clients by African Libraries. Proceedings of IFLA Conference, 13–18. https://cf5-www.ifla.org/past-wlic/2011/183-ayiah-en.pdf
• Bennett, L. (2016). Advantages and disadvantages of Google. https://prezi.com
• Bunge, C. A., & Bopp, R. E. (2001). History and Varieties of Reference Services. Reference and information services: an introduction, 3-27.
• Connoway, L. S., & Radford, M. L. (2011). Seeking Synchronicity: Revelations and Recommendations for Virtual Reference. http://www.oclc.org/content/dam/oclc/reports/synchronicity/full.pdf
• Cummings, J., Curmmings, L., & Frederiksen, L. (2007). User Preferences in Reference Services: Virtual Reference and Academic Libraries. 7(1), 81-96. https://muse.jhu.edu/article/209023/summary [https://doi.org/10.1353/pla.2007.0004]
• Francoeur, S. (2001). An Analytical Survey of Chat Reference Services. Reference Services Review, 29(3), 188-203. [https://doi.org/10.1108/00907320110399547]
• Lankes, R. D., Mcclure, C. R., & Gross, M. (2001). Assessing Quality in Digital Reference Services. Proceedings of the ASIST Annual Meeting, 38, 323–329. https://www.learntechlib.org/p/92957, /
• Granfield, D., & Robertson, M. (2008). Preference for Reference: New Options and Choices for Academic Library Users. Librarian and Staff Publications. 48(1), 44-53. https://www.jstor.org/stable/20864991
• Idan, A. M. (2017). Digital Reference Services in Academic Libraries [Unpublished Doctoral dissertation].
• IFLA. (2008). IFLA Digital Reference Guidelines. https://www.ifla.org/publications/ifla-digital-reference-guidelines
• Kadir Wan Dollah, W. A., & Singh, D. (2010). Determining the Effectiveness of Digital Reference Services in Malaysian Academic Libraries. The Reference Librarian, 51(4), 329-354. [https://doi.org/10.1080/02763877.2010.501427]
• Kasowitz, A. (2001). Trends and Issues in Digital Reference Services. ERIC Digest., 1–8. https://eric.ed.gov/?id=ED457869
• Koelen, M., & Quaye-Ballard, J. A. (2009). The Importance of Digital Libraries in Joint Educational Programme: A Case Study of a Master of Science Programme Involving Organizations. D-Lib Magazine 15(11/12), 1082-9873 https://dlib.org/dlib/november09/koelen/11koelen.html [https://doi.org/10.1045/november2009-koelen]
• McClure, C. R., Lankes, R. D., Gross, M., & Choltco-Devlin, B. (2002). Statistics, Measures, and Quality Standards for Assessing Digital Reference Library Services: Guidelines and Procedures. https://eric.ed.gov/?id=ED472588
• Nordin, S. K., Kassim, N. A., & Baharuddin, K. (2012, September). Evaluating Digital Reference Service in University Libraries. 2012 IEEE Symposium on Business, Engineering and Industrial Applications (pp. 202-206). IEEE. https://ieeexplore.ieee.org/abstract/document/6422870, / [https://doi.org/10.1109/ISBEIA.2012.6422870]
• Okocha, F., & Eyiolorunshe, T. A. (2017). User Centered Libraries in Africa: The Role of Library 2.0 Tools. Journal of Applied Information Science and Technology, 10(1), 85–90. https://eprints.lmu.edu.ng/id/eprint/1339
• Okongo, A. N. (2014). Access and Utilization of Digital Information Services in Academic Libraries: The Case of University of Nairobi [Doctoral dissertation, University of Nairobi]. http://erepository.uonbi.ac.ke/handle/11295/76015
• Pace, A. K. (2003). Coming Full Circle: Virtual Reference: What's in a Name?. Computers in libraries, 23(4), 55-56. https://dl.acm.org/doi/abs/10.5555/772292.772304
• Pomerantz, J., & Luo, L. (2006). Motivations and Uses: Evaluating Virtual Reference Service from the Users' Perspective. Library & information science research, 28(3), 350-373. [https://doi.org/10.1016/j.lisr.2006.06.001]
• Quadri, R. F., & Abiodun, O. S. (2017). Availability and Use of Reference Sources and Services to Federal Polytechnic offa Students, Kwara State. SCIRE Journal of Information Science and Systems Science. http://www.scirea.org/journal/ISSS
• Qobose, E., & Mologanyi, B. (2015). Evaluating Virtual Reference Service at University of Botswana Library: A Case Study of Question Point. http://library.ifla.org/1301, /
• Rodwell, J. (2001). Dinosaur or Dynamo? The Future for the Subject Specialist Reference Librarian. New Library World, 102 (1160/1161), 48-52. [https://doi.org/10.1108/03074800110365499]
• Roesch, H. (2006, August). Digital Reference Services: State of the Art in the Focus on Quality. 72nd IFLA General Council and Conference. http://archive.ifla.org/IV/ifla72/papers/098-Roesch-en.pdf
• Schement, J. R. (2002). Encyclopedia of communication and information. Gale Group.
• Sekyere, K. (2011). Virtual Reference Service in Academic Libraries in West Africa. Journal of Library and Information Services in Distance Learning, 5(1-2), 3-9. [https://doi.org/10.1080/1533290X.2011.548233]
• Singh, N. K. (2012). Digital Reference Service in University Libraries: a Case Study of Northern India. International Journal of Library and Information Studies, 2(4), 1-17. https://www.ijlis.org/articles/digital-reference-service-in-university-libraries-a-case-study-of-the-northern-india.pdf
• Sloan, B. (1998). Service Perspectives for the Digital Library Remote Reference Services. Library Trends, 47(1), 117-143. https://www.ideals.illinois.edu/bitstream/handle/2142/8200/librarytrendsv47i1i_opt.pdf
• Strong, G. E. (2006). If we Change it – Will They Come? Reference Services Review, 24(3), 333-339. [https://doi.org/10.1108/00907320610685292]
• Younus, M. (2014) Digital Reference Services in University Libraries of Pakistan https://core.ac.uk/download/pdf/288377497.pdf
• McKenna, L., Brooks, I., & Vanderheide, R. (2017). Graduate Entry Nurses’ Initial Perspectives on Nursing: Content Analysis of Open-ended Survey Questions. Nurse Education Today, 49, 22–26. https://eric.ed.gov/?id=EJ1247136 [https://doi.org/10.1016/j.nedt.2016.11.004]
• Lankes, R. D., & Kasowitz, A. S. (1998). The AskA Starter Kit: How To Build and Maintain Digital Reference Services. Information Resources Publications, Syracuse University, 4-194 Center for Science and Technology, Syracuse, NY 13244-4100. https://eric.ed.gov/?id=ED427779