Availability, Use and Constraints to Use of Electronic Information Resources by Postgraduates Students at the University of Ibadan

1.1 Objectives of the study

The main purpose of this study is to investigate availability, use and constraints to use of electronic information resourcesby postgraduate students for academic purposes at the University of Ibadan. The specific objectives of the study are to:

• ⅰ. investigate what kind of electronic information resources are available to postgraduates students of the university;
• ⅱ. investigate the level of usage of electronic information resources by the postgraduate students for academic purposes;
• ⅲ. identify the constraints to electronic information resources utilization by postgraduates students at the University of Ibadan; and
• ⅳ. make recommendations to overcome the identified constraints to electronic information resources utilization.

1.2 Research questions

• ⅰ. What kinds of electronic information resources are available to postgraduate students of the University of Ibadan?
• ⅱ. What is the level of usage of electronic information resources for academic purposes at the University of Ibadan?
• ⅲ. What are the constraints to electronic information resources utilization by postgraduates’ students at the University of Ibadan?

2.1 Electronic Information Resources and their roles in higher education

Supporting research and learning activities becomes a major mission for academic libraries. In recent years, academic libraries face pressures like diminished budgets, increased patron demands, and rising costs for book purchases and periodical subscriptions (Ke & Chang, 1999). The thriving growth of electronic publications is reshaping the nature of collections and the mode of delivering and accessing information in libraries. The traditional print resources nowadays face challenges from their electronic counterparts in faster and timely delivery of information as well as in improved access (Bandyopadhyay & Chu, 1999). Among various resources for learning, staff and students throughout much of the world can retrieve seemingly endless volumes of information from all over the globe in a short span of time. It appears that the rate of production of electronic materials has exceeded that of print-based publications (Dalgeish & Hall, 2000).

Electronic resources have affected the functioning of libraries and the information seeking habit of users (Tenopir, 2003). Resources at today’s library are not only available in print but also in electronic format. CD-ROM technology has enabled libraries to provide instant, easy, and convenient access to a substantial amount of relatively current and retrospective information at a fixed or predictable cost. Due to the availability of CD-ROM databases, libraries have reported an increase in the use of journal collections, interlibrary loans services, and microfiche collections. The level of quality of an institution of higher education is determined to a great extent by that of its library, that is, by the adequacy of its collections of books, journals, other research materials, and services.

Higher education is changing rapidly with the advent of technology. According to Shuling (2007), in recent years, electronic information has gradually become a major resource in every university library. The growth and diversity of electronic resources, especially e-journals, in the past few years has led many to predict the extinction of the printed journal (Okello-Obura & Magara, 2008). It has been suggested that a new paradigm is sweeping scholarship (Liew, Foo, & Chennupati, 2000; Harper et al., 2006). Majid and Abazova (1999) argue that technological advancements opened up new horizons for the creation, storage, access, distribution and presentation of information. In the global information communications technology (ICT)-dominated world, “place” is much less important (Ferguson, 2006). “The impact of moving from text-based to resource-based learning has involved heavier use of library materials and a demand for more and varied media sources” (Kinengyere, 2007). This makes the provision and use of Electronic Information Systems (EIS) in academic libraries a critical issue for those working in information and library services (Armstrong et al., 2001; Elam, 2007). The pace at which information resources are being produced and converted into an electronic form is greater today than in previous years (Armstrong et al., 2001). In today’s information age it would seem that library users would not only be eager to take advantage of the convenience electronic resources have to offer, but would be fully immersed in the new technologies (Elam, 2007).

Electronic information resources offer today’s students different opportunities compared to their predecessors. Brophy (1993) details the advantages of networking for the user as being: the information needed can be delivered from the most appropriate source to the user; the user can re-specify his or her needs dynamically; the information is obtained when it is wanted, so becomes “just in time” rather than “just in case”; the user selects only the information needed to answer the specific question and, finally, the information is only stored should the user wish. Electronic information can therefore provide a number of advantages over traditional print based sources.

These advantages include the fact that electronic information sources are often faster than consulting print indexes, especially when searching retrospectively, and they are more straightforward when wishing to use combinations of keywords. They open up the possibility of searching multiple files at one time, a feat accomplished more easily than when using printed equivalents. Electronic resources can be printed and searches saved to be repeated at a later date; they are updated more often than printed tools. One main advantage, especially to distance learners or those with limited time to access the library, is their availability from outside the library by dial-up access.

Li, Foo and Chennupati (2000) argue that while reading an e-journal is not the same as reading a printed one, many are beginning to acknowledge the possibility that electronic documents (e-documents) offer users advanced features and novel forms of functionality beyond what is possible in printed form. Years ago Brophy (1993), noted that the advantages of electronic resources over print include speed, ease of use, ability to search multiple files at the same time, ability to save, print and repeat searches, more frequent updating and the ability to access from outside the library (a particular advantage for the distance learner). According to Dadzie (2005), electronic resources are invaluable research tools that complement print-based resources in any traditional library. Their advantages include access to information that might be restricted to the user because of geographical location or finances, access to current information, and provision of extensive links to additional resources or related content (Dadzie, 2005). E-resources could be stored electronically thereby saving space, the risk of lost, theft or damage is lessened and costs significantly reduced.

In recent years, there have been a number of changes in the higher education sector in Nigeria and in particular, academic institutions. The emergence of electronic information resources has tremendously transformed information - handling and management in Nigerian academic environments, and University libraries in particular (Ani & Ahiauzu, 2008).

These dramatic changes include the way in which information is provided to the University Communities. A number of electronic resources initiatives have been put in place in Nigeria to assist in the development training and use of electronic resources in a number of academic institutions among who are the Morlenson Center for International Library Programs acting on behalf of MacArthur Foundation to support some selected grantee university libraries; The Electronic Information for libraries Network (eiFL.Net) and MTN Foundation. Their fundamental objective has been to create interfaces with the global knowledge systems.

These initiatives notwithstanding, some inadequacies in the development, provision and utilization of electronic resources had been identified in a number of academic institutions. A number of studies have been made with a view to proffering solutions to problems encountered in the development of electronic information resources. However, little or no efforts have been recorded in the identification of influence and impact of electronic resources for academic purpose of student in University of Ibadan.

2.2 Postgraduate Students’ attitude to Electronic Information Resources

There is a noticeable gap in the literature about student perceptions towards electronic information, as Brittain noted, “most user studies have looked at the situation through the eyes of the information professionals, rather than the user” (Bawden, 1990). A number of surveys do exist, in the main relating to the use of CD-ROM, but are significantly lacking considering the amount of technology available. The views of users should be a vital form of analysis into the effectiveness of these sources, as well as enabling the varying needs of students to be met, and monitored. “While user surveys can never tell the whole story of how patrons are responding to a library service, they can provide valuable ideas about what does and does not work” (Faries, 1992). It is only under these circumstances that effective responses can be made to deal with any possible user reactions, either positive or negative.

Informed library users know that libraries have resources that are more comprehensive and scholarly than most Web sites provide. Libraries provide access to scholarly literature that, as a rule, is not freely available on the Web. Often, it is in college that users become aware of libraries’ resources, usually while having to write research papers. Assuming that on average most students face the same number and type of papers and assignments during their college career, it is critical to understand what makes one student use the library’s electronic resources while another will not think of the library as a place to find specialized resources for their papers.

Understanding how students navigate this maze of resources is important in helping us to develop and assess pedagogy designed to instruct our students in library usage. Students are more and more Web-savvy Kibirige & DePalo (2000) many of them having been brought up around computers and the Internet. However, they matriculate with a diversity of computer and Web-searching skills and experience. Students may not have been exposed to library resources, or not be aware of which resources a library might have, or how to make use of them. It is therefore of interest to us to try and understand what characteristics will make one student branch out and explore library resources, while another one might not.

In a study conducted at Makerere University. A look at the Library and Information Science (LIS) postgraduate students’ responses regarding their attitudes on e-resources, shows an encouragement. The majority (72%) of LIS postgraduate students strongly feel that the standard of their academic work would suffer without e-resources. They believe that in order to perform well, they cannot avoid e-resources. They are divided over the issue of promoting Open Access Journals to help in fighting plagiarism of people’ work. But the majority disagree with the idea of not subscribing to paid journals since Open Access Journals exits. They believe that a University is not worth its name without e-resources and agree that with the advent of e-journals and e-books, CD-ROMS are becoming unpopular among students (Okello-Obura & Ikoja-Odongo, 2010.)

The outcome of a research conducted by Malekani (2007) at Sokoine National Agricultural Library (SNAL) to find out student experiences and perceptions towards the Internet in meeting their learning needs revealed that most students have a positive attitude towards the Internet and use it for academic purposes. Research also revealed that most students perceive information from Internet as current and easier to retrieve compared to print resources. However, result showed that while students prefer the internet, its effective use is hampered by several factors including low band width, few internet access points, and lack of skills. The study recommends that users should undergo basic training in Internet searching skills. It is also recommended that information literacy should be incorporated into the university curriculum. Moreover, there should be a deliberate effort to create awareness on the availability of electronic information resources, particularly in the library.

Given technology increased use, it is important to understand how technologically rich environments are influencing student attitudes toward e-resources access. Many factors influence attitudes. The introduction of open access journals and other resources for instance is creating another attitudinal tendency towards e-resources. Open access is one of the cheapest routes to electronic resources and over the last few years open access resources have grown and provided an affordable way to provide access to some journal content (Price, 2009). Supporters of open access argue that, when academic articles, dissertations and theses are put online and open to all, it helps in fighting duplication and plagiarism of other people’s intellectual works. Although the open access movement has brought access to many valuable resources, and provided libraries with an invaluable amount of resources, many open access projects still face an uncertain future (Price, 2009). Many critics are not sure that the open access model can survive because some are not considered “financially viable” or as high quality as traditionally purchased or subscribed content (Robinson, 2006; Shao, 2007; Turk & Bjork, 2008).

Attitudes towards e-resources access could be attributed to problems faced when accessing e-resources. For instance in a situation where there is inadequate computer technologies to access e-resources or poor Internet connections, students positive attitudes could be affected. That is why the problems that affect e-resources access are addressed in higher learning institutions libraries. The arguments for students using electronic resources are compelling. An adequate knowledge of computers and retrieval techniques is desirable to search these resources effectively. It is necessary to establish what computer skills students require to access electronic information resources in libraries. Amidst all the efforts to access e-resources, postgraduate students face a number of challenges. These are reported in another paper by the same author.

2.3 Use of Electronic Information Resources in Postgraduate studies

There have been many studies on users of electronic resources in the professional literature in the last few years. The surveys of users of electronic resources carried out so far have been summarized by Bar-Ilan and Fink (2005). They show that:

• ∙ Use of electronic journals increases with time.
• ∙ Age and/or academic position are inversely related to the use of electronic media and journals.
• ∙ There is a gradual reduction in the use of printed journals as users prefer and use the electronic format more.
• ∙ With increased use, users access the electronic format more frequently.
• ∙ The use of a journal is not necessarily an indication of the preference of users. There may be an increase in the acceptance and frequency of use of the electronic format merely because the traditional print format is no longer easily available.
• ∙ When respondents were asked about the advantages of electronic journals, accessibility and desktop access, home access, ease of retrieval and hyperlinks to outside content were the arguments cited most often. On the other hand, the disadvantages of electronic journals mentioned most often were the lack of back issues and problems with reading a text from the computer screen.

Electronic resources are widely used in universities. There is a direct relationship between computer literacy and use of electronic resources. Mostly academics are computer literate; however, they need to develop their searching skills (Ansari, 2010). Studies show that journals are the most valued information communication channel for researchers. Their production dates back to the seventeenth century, and their importance has not diminished. With the advent of the Internet and electronic publishing, they have become more easily accessible. Print books may be around for a long time, but print journals are rapidly being supplanted by e-journals. It is important to study the use of electronic journals, scholars’ attitudes, and future patterns of use, for library development, and because of the central role journals play in scientific communication (Kortelainen, 2004).

In an empirical study by Manda and Mukangara (2007) that examined the association between gender and the use of electronic information resources among postgraduate students at the University of Dar es salaam, Tanzania of 100 postgraduate. Findings revealed that gender is associated with the use of electronic information resources and male postgraduate students were more likely to use electronic information resources than female students. Results further showed that even when we controlled for attitude toward the use of electronic information resources or training in the use of e-resources the relationship between gender and electronic information resource use was maintained. Other variables that were found to have positive association with the use of electronic information resources included: training in the use of electronic information resources, access to e-resources, awareness of the availability of resources and year of study.

Shuling (2007) analyzed the use of electronic resources in Shaanxi University of Science and Technology. The sample consists of 909 respondents of all types of library users. The study found that nearly 80 percent of respondents knew little about electronic resources. Nearly half the respondents use both printed and electronic resources, followed by print periodicals.

Ali (2005) highlights the use of electronic information services (EIS) among the users of Indian Institute of Technology (IIT) library in Delhi, India. Data was collected from three hundred IIT library users. Results reveal that 95 percent of users have awareness about EIS provided by the library.

Dadzie (2005) investigated the use of electronic resources by students and faculty of Asheshi University, Ghana, to determine the level of use, the type of information accessed and the effectiveness of the library’s communication tools for information research and problems faced in using electronic resources. Results indicate that 85 percent of respondents used the Internet to access information, and that respondents mainly accessed information in the library by browsing the shelves.

Rehman and Ramzy (2004) investigated the awareness and use of electronic information resources among health academics. Results show that libraries are extensively used for research needs, preparation of lectures, and for obtaining current knowledge. Lack of time is the main reason given for not using electronic resources (37 percent). Unfamiliarity with computerized searching comes next (22.6 percent). Majid and Abazova (1999) explored the use of electronic information sources revelant to computer literacy among academic staff of the International Islamic University, Malaysia. Nearly all respondents considered themselves to have good or very good computer skills. Azubogu and Madu (2007) observe that academic staff of the Imo State University, Owerri, Nigeria, have resorted to the use of computer and Internet technologies to search for information because the university library lacks funds to subscribe to scholarly and research journals.

In an exhaustive review of the literature on the subject, Tenopir (2003) analyzed the results of over 200 studies of the use of electronic resources in libraries published between 1995 and 2003. The main conclusion of this review is that electronic resources have been rapidly adopted in academic spheres, though the behaviour varies according to the discipline. Jamali, Nicholas and Huntington (2005) also reviewed the conclusions of several papers that used log analysis to study the use and users of electronic journals. These papers gave contradictory conclusions on the volume of use of subscriptions through Big Deals, but showed a high degree of concentration in the use of the titles and a clear preference for PDF rather than HTML format. They also provided interesting information on the behaviour patterns of users and the growing preference for searching to the detriment of browsing as the main means of accessing information.

The study carried out by Idiodi (2005) reveals that despite the advent of information and communication technology in Nigerian universities, and automation of library systems, very few users have the capability to use information technology effectively in the libraries. The researcher concluded that a high level of computer illiteracy among librarians is one of the major factors militating against promoting higher level of information literacy of library users.

Kinengyere (2007) examines the effect of information literacy (IL) on the usage of electronic information resources in academic and research institutions in Uganda. The paper reports that availability of information does not necessarily mean actual use. The study shows that some of the available resources have not been utilized at all. This means that users are not aware of the availability of such resources, they do not know how to access them, or they do not know what the resources offer. All this calls for continued information literacy programs. IL is very vital in influencing utilization of information resources. Information professionals are needed to pass on IL skills to library users, while library users should endeavor to find out what information is available online for their consumption.

2.4 Constraints to Use of Electronic Information Resources by Postgraduates Students

Hawthorne (2008), in Electronic Resource Management in Libraries: Research and Practice by Yu and Breivold citing (Ranganathan, 1963) observed that:

The pursuit of electronic resources by libraries was driven by the core values of library science. It is possible to recognize in Ranganathan’s five laws of library science the motivation that drove libraries to incorporate electronic resources into services and collections. Paraphrased to better suit electronic resources, the laws read: resources are for use, every person his or her resource, every resource its user, save the time of the user, and the library is a growing organism.

Each technological development in library electronic resources during the 20th century was intended to make access to resources more direct, convenient, and timely for the user. The implementation of electronic resources made the library a growing organism as libraries adapted processes and reorganized staff repeatedly to accommodate the changes inherent in the use of constantly changing technology.

Constraints to use of electronic resources on law by law lecturers were identified. These constraints were identified by the respondents and, the law librarians during the interview sessions. These constraints in ranked order are absence of sufficient training programme; non-availability of desired electronic resources within the universities. Further, low level of local contents in the electronic information resources; poor ICT skills on the part of law lecturers lack of time due to tight academic and job schedule, lack of publicity on the contents of the available electronic resources by the universities or libraries. Also, unorganised nature and proliferation of electronic resources on law, Paucity of workstations to access electronic resources in the universities and, Irrelevance of contents of electronic resources to local academic needs. These findings were in congruence with that of Radijeng (2007) who, in his study on Demand for Electronic Information at the University of Botswana, reported technical problem, lack of infrastructure, inadequate computer literacy, limited printers and printing opportunities, computer phobia, irrelevancy of contents to local needs, economic problems and, problems associated with electronic resources access. Bhardwaj and Madhusudan (2013) identified the followings as constraints to use of ER: Lack of proper arrangement of legal information resources, poor description on legal information sources, lack of online help, poor website design, too many login requirements, lack of expertise in using the databases, lack of printing provision, and confusing search screens.

Corroborating the above findings, Malekani (2007), reported similar constraints at Sokoine National Agricultural Library (SNAL) to find out student experiences and perceptions towards the Internet in meeting their learning needs, revealed that most students have positive attitude towards the Internet and use for academic purposes. Its effective use is hampered by several factors including low bandwidth, few internet access points, and lack of skills.