ICT skills of LIS professionals in engineering institutions of Orissa, India: a case study.
Satpathy, Sunil Kumar ; Maharana, Rabindra K.
Introduction
Over past few decades, the library environment has changed
considerably in terms of collection, organization and services. The
e-resources (both online and offline) have occupied a considerable space
in the library collection, the transaction of library materials are
fully automated, new web based services are offered by libraries to
attract users participation in redesigning the library system and
services and so on. These changes are mainly due to the development and
impact of Information Communication Technology (ICT) in libraries which
have also made sea changes in all walks of life. The ICT tools and
services are being used in libraries to mange libraries more efficiently
and to cater users demand properly. In this changing library scenario,
the library and Information professionals must possess adequate ICT
skills to manage the modern libraries, more specifically the academic
libraries. They need to acquire continuous knowledge and skills on the
fast changing Information Communication Technology to provide better
library services to users.
The present study covers the library and Information Science (LIS)
professionals of 76 Engineering Institutes of Orissa which are approved
by All India Council of Technical Education (AICTE), New Delhi by the
year 2009. Out of these 76 engineering institutes, 04 are government and
72 are self-financing institutes which offers B. Tech, M. Tech and Ph. D
courses in engineering. The present study attempts to study the ICT
skills of LIS professionals working in these institutes.
Objectives of the Study
The objective is to make an analysis of the ICT skills of LIS
professionals working in engineering colleges of Orissa. Other
objectives of the study are:
a) To identify the types of ICT skills possessed by the LIS
professionals working in engineering colleges of Orissa.
b) To find out the participation of LIS professionals in various
ICT related activities.
c) To find out the application of ICT skill by LIS professionals in
modernization of libraries.
d) Find out the constraints encounter by LIS professionals in
acquiring ICT skills
Scope and Limitations
The scope of the study encompasses the ICT skills of LIS
professionals working in engineering colleges of Orissa. However the
study has following limitations.
a) The study is limited to Orissa state only and not any other
states of India.
b) The study includes only the engineering colleges (both Govt. and
Self financed) of Orissa, which are affiliated under Biju Pattanik
University of Technology (BPUT), Orissa and approved by AICTE by 2009.
c) The study covers only LIS professionals and not any other
category of staff of these engineering colleges. Further among various
aspects of LIS professionals, the study is limited to ICT skills only.
Literature Review
Joint (2003) attempts to flesh out the heterogeneous skills
required by LIS professionals by relating them to past and present
practice, and sketches possible paths along which digital library
training might evolve. Joseph (2003) identifies various level of IT
literacy and discusses the perspectives of information literacy.
Ashcroft and Watts (2005) highlight a significant skills gap amongst
information professionals and suggests that collaboration and strategic
management of resources may be key to alleviating this problem. Babu,
et. al (2007) examine the ICT skills among librarians in engineering
educational institutions in Tamil Nadu. Kavulya, (2007) identifies
priority areas of training and critical IT skills required by LIS
professionals in relation to current job market and performance
requirements. Mahmood and Khan (2007) examines various factors such as
the ICT-focused educational backgrounds of LIS practitioners in
Pakistan, preferences of LIS professionals for ICT training including
methods of CE, providers, incentives, suitable days/time, methods of
announcement, payment, and language etc and the skills or techniques LIS
professionals need to learn.
Methodology
A structured questionnaire was designed and distributed to 152 LIS
professionals under the scope of the study (02 LIS professionals of each
engineering colleges). Out of this 152, only 113 respondents responded
with filled in questionnaires (74. 3 %). Hence in all case the total
number of respondents will be 113. To make the data analysis
statistically sound, various statistical techniques such as percentage,
arithmetic mean and weighted arithmetic mean have been used.
Classified data about the respondents
Respondents professional qualification, experience, designation
also effects their professional skills and competencies to a great
extent. The present study attempts to collect data on this which have
been tabulated in Table 1
The analysis of Table1 depicts that regarding designation of
respondents,, 02 have Sr. Librarian (1. 77%), 65 have Librarian (57.
52%) and 46 have Asst. Librarian designation (40. 71%). Regarding
professional qualification of respondents, as high as 80 respondents out
of 133 (70. 80%) have MLIS qualification, followed by BLIS qualification
(15. 93%), M. Phil qualification (9. 73%) and Ph. D qualification (3.
54%). Similarly, regarding working experience of respondents, 61
respondents out of 133 have 5-10 years of experience (53. 98%). It is
followed by working experience of 10-15 years, 1 -5 years and more than
15 years representing 25. 66%, 15. 93% and 4. 43% respectively.
Knowledge of Computers and Related Tools
The analysis of data revels that all respondents are computer
literate and have sound knowledge on the various ICT tools available in
libraries.
Knowledge of Operating System
Knowledge on operating system is the primary requisite to handle
computer systems which is the basic ICT tools available in libraries. In
the present study, respondents were asked to give their opinion on three
popular operating systems and data collected on this are tabulated in
Table 2. It shows that a majority of the library professionals are well
conversant with MS- Windows followed by MS-DOS and Linux as per the
weighted arithmetic mean (WAM) values 39. 2, 32. 3, and 26. 3
respectively.
Knowledge of programming languages
Now a days programming languages have become essential for webpage
design, managing open source software etc. Realizing its importance,
data were collected on this and has been tabulated in Table 3.
The analysis of data reveals that majority of the LIS professionals
have knowledge of HTML, followed by C++, XML and Java which is also
evident from the value of weighted arithmetic mean.
Library automation has become the bare necessity for each and every
library; hence all LIS professionals need to have basic knowledge of
library automation. The present study collected data on this which has
been tabulated in Table4.
The analysis of data reveals that our of 113 respondents, 103 (91.
15%) have knowledge of library automation where as 10 respondents (8.
85%) do not have this knowledge. Further data were collected on the
level of knowledge of various library automation software by the LIS
professionals which has been tabulated as follows.
The analysis of data of Table5 shows that out of 103 respondents,
who possess knowledge of library automation, maximum number of
respondents have knowledge of LibSys automation software, followed by
CDS/ISIS, E-Granthalaya, SOUL and other open source library automation
software.
It is surprising to know form the analysis of data of Table6 that
in spite of knowledge of Library automation, only 43 professionals out
of 113 (38. 05%) have been able to apply their knowledge in automating
their library where as nearly double of this i. e. 70 respondents (61.
95%) have not been able to apply their knowledge.
Data were collected in the present study to know about the stages
of library automation and has been tabulated in Table7. It shows that
maximum number of respondents i. e. 70 out of 113 (61. 95%) opined that
library automation has not been started in their library where as 22
respondents opined that library automation is at beginning stage (19.
47%), followed by 15 partially automated (13. 27%) and 6 fully automated
(5. 31%).
Digital library and Institutional repositories have become the
latest ICT tools of libraries. The study attempts to collect data on
this latest ICT tools which is tabulated in Table8. The analysis of data
shows that as high as 96 respondents out of 113 (84. 96%) have knowledge
of this where as 17 respondents (15. 04%) do not have.
Further attempt was made in the study to know about the level of
knowledge of LIS professionals on various Digital Library
(DL)/Institutional Repository (IR) software and data collected on this
have been tabulated in Table9.
It is evident form the analysis of data of Table9 that, out of 96
respondents who posses the knowledge of digital library/institutional
repositories software, maximum professionals have knowledge of GSDL,
followed by NewGen Lib, DSpace and E-print.
It is surprising to note from the analysis of data of Table10 that
even though a good number of LIS professionals possess knowledge of
DL/IR, only 05 respondents (4. 42%) opined that they have applied this
knowledge in library where as 108 respondents (95. 58%) opined
negatively. Also in all libraries the DL/IR are in beginning stage.
Knowledge of Web-based service
With the development of Web 1. 0 and its evolution to Web 2. 0 and
3. 0, many web based services have been introduced in libraries to
provide better services to users. Realizing its importance, the study
attempts to assess the knowledge of LIS professionals on this and the
collected data have been tabulated in Table11.
The analysis of data reveals that most of the professionals possess
knowledge of e-mail, followed by charting, e-resource search, search
engines, search engines, use of OPAC/Web OPAC and web design. It is also
evident from the weighted arithmetic mean value.
Participation in ICT tools
With the development of ICT, various tools have been developed in
libraries to build a close relationship with users and redesign library
services according to the need of users. Also through this participation
they keep themselves update with the new developments in libraries. The
analysis of data of Table 12 shows that LIS professionals actively
participates in web based professional forums, followed by participation
in mailing list, social networking, blogging and instant messaging,
which is also evident from the weighted arithmetic mean value.
Purpose of using ICT tools
The purpose of using ICT tools varies from persons to persons. The
study attempts to collect data on this which have been tabulated in
Table13
As per the analysis of data of Table13, the main purpose of using
ICT tools by professionals is communication as all 113 respondents
opined on this (100%). It is followed by other purposes such as
providing information services, study & research, entertainment and
other having response rate of 96 (84. 96%), 79 (69. 92%), 53 (46. 9%)
and 36 (31. 86%) respectively.
Means & methods of acquiring ICT skills
There are various methods of acquiring ICT skills by the
professionals and data collected on this in the present study have been
tabulated in Table14.
As per the analysis of data of Table14, as high as 88 responses
(77. 88%) indicates that the primary method of acquiring ICT skills by
professionals is formal education/training. It is followed by other
methods such as trail & error basis (61. 07%), from
colleagues/friends (58. 41%), informal education/training (49. 56%)
Constraints in acquiring ICT skills
Data have been collected on the constraints faced by LIS
professionals in acquiring ICT skills and have been tabulated as
follows.
The analysis of data of Table15 shows that the main constraint in
acquiring ICT skills by LIS professionals is tight working schedule as
108 respondents out of 113 have responded to this (95. 58%). It is
followed by other responses such as poor in-service training provision
(91. 16%), poor infrastructural facilities of the library (87. 62%),
lack of cooperation from the authority (85. 85%) and personal
inabilities (29. 21%).
Findings
The findings of the present study are summarized as follows.
* Maximum LIS professionals working in engineering colleges of
Orissa have Master degree in LIS and the engineering colleges libraries
are headed by Librarian.
* All LIS professionals are computer literate and have sound
knowledge of the available ICT tools in libraries
* Ms-window is the most popular operating system and HTML is the
most popular programming language used by the professionals in
libraries.
* Most of the professionals have knowledge of library automation
and maximum professionals possess knowledge of LibSys automation
software.
* In spite of good knowledge of library automation and automation
software by professionals, nearly 30% have able to apply their knowledge
in automating their libraries. Further, very few libraries are
completely automated and most libraries are in beginning stage.
* A good number of professionals also possess knowledge of digital
library and institutional repositories. GSDL is the software on which
maximum professional posses knowledge but very few professionals have
been able to apply their knowledge in developing digital libraries. Also
the concept of digital library and institutional repositories are in
budding stage in engineering colleges.
* The knowledge of web based services such as e-mail, charting,
e-resources search, knowledge of OPAC/Web OPAC, web page designing,
search engine etc by professionals is quite encouraging.
* The professionals also actively participate in various ICT
related activities like professional forums, mailing list, social
networking, blogging etc.
* The primary purpose of using ICT tools by professionals is
communication i.e. to serve library users in a better way. Further
formal education and training is the main method of acquiring ICT skills
by them.
* The main constraints faced by professionals in acquiring ICT
skill is the tight working schedule of the libraries, poor
infrastructural facilities and lack of cooperation from authorities.
Conclusion
Revolutionary changes have been occurred during past few decades in
library environment as a result of the advances in Information
Communication Technology (ICT). Such remarkable changes demands new
roles for LIS professionals from custodian of books to information
manager and more recently knowledge manager. The LIS professionals must
possess sufficient knowledge of new ICT skills such as library
automation, e-resources management, content management, organization of
information on Internet and Intranet, developing and maintaining digital
libraries/institutional repositories, web based library services etc.
The present study reveals that the LIS professionals working in
various engineering institutions of Orissa are mostly computer literate
and have acquired considerable basic ICT skills to manage the library.
But still there are enough scope to enhance their ICT skills and to
implement these skills in libraries to provide new ICT based library
services to users. Some suggestions have been made below for the
improvement of ICT skills of LIS professionals
* The library authorities need to provide necessary scope and
motivation to upgrade the ICT skills of LIS professionals.
* The engineering institutes need to develop the infrastructural
facilities of their libraries so that the ICT skills of LIS
professionals can be best used.
* The library schools of Orissa need to change their curricula
focusing more on ICT and changing library environment.
* The LIS professionals associations, Biju Pattnaik University of
Technology, Orissa and AICTE need to organize various training programs
for LIS professionals to enhance their ICT skills.
ICT influences the role of LIS professionals and offers a number of
opportunities for professional and personal development. Professionals
with right ICT skills and expertise will have ample opportunities in
future and will be crucial to the management of technology intensive
libraries.
References
Ashcroft, L., & Watts, C. (2005). ICT Skills for Information
Professionals in Developing Countries: perspectives from a study of the
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Babu, B.R., Vinayagamoorthy, P., & Gopalakrishnan, S. (2007).
DESIDOC Bulletin of Information Technology 27 (6):55-64.
Kavulya, J.M. (2007). Training of library and information science
(LIS) professionals in Kenya: A needs assessment. Library Review 56
(3):208-223. DOI: 10. 1108/00242530710735993.
Mahmood, K., & Khan, M. A. (2007). ICT training for LIS
professionals in Pakistan: A needs assessment. Program: Electronic
Library and Information Systems 41 (4): 418-427. DOI: 10.
1108/00330330710831611.
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1108/00242530310501428.
Dr Sunil Kumar Satpathy
Deputy Librarian
National Institute of Technology
G. E. /Road, Raipur (C. G.)-492010, India
Rabindra K. Maharana
Asst. Librarian
C. V. Raman College of Engineering
Bidya Nagar, Mahua, Janla, Bhubaneswar, India
Table 1: Designation, professional qualifications, and experiences
of respondents
Respondent by designation No. of respondents Percentage (%)
Sr. librarian 02 1. 77
Librarian 65 57. 52
Asst. Librarian 46 40. 71
Total 113 100%
Professional Qualifications
Ph. D 04 3. 54
MPhill 11 9. 73
MLISC 80 70. 80
BLISC 18 15. 93
Total 113 100%
Experience
1- 5 years 18 15. 93
5-10 years 61 53. 98
10-15 years 29 25. 66
More than 15 years 5 4. 43
Total 113 100%
Table 2: Knowledge of operating system
Weighted
Level of Not Partially Known Fully arithmetic Rank
knowledge known known known mean
MS- -- 35 (30. 59 (52. 19 (16. 32. 3 2
DOS 97) 21) 82)
MS- -- 15 (13. 30 (26. 68 (60. 39. 2 1
Window 27) 55) 18)
Linux 33 (29. 22 (19. 46 (40. 12 (10. 26. 3 3
2) 47) 71) 62)
Note: Figures in parenthesis denote percentage.
Knowledge of programming languages
Table 3: Knowledge of programming languages
Programming Excellent Good Average
language
C++ 23 (20. 45 (39. 32 (28.
36) 82) 32)
HTML 22 (19. 57 (50. 28 (24.
47) 44) 78)
XML 9 (7. 33 (29. 51 (45.
96) 2) 13)
Java 5 (4. 33 (29. 47 (41.
42) 2) 6)
Weighted
Programming Poor arithmetic Rank
language mean
C++ 13 (11. 30. 4 2
5)
HTML 6 (5. 32. 1 1
31)
XML 20 (17. 25. 7 3
71)
Java 28 (24. 24. 1 4
78)
Note: Figures in parenthesis denote percentage.
Table 4: knowledge of library automation
Response # of Respondents Percentage (%)
Yes 103 91. 15
No 10 8. 85
Total 113 100
Table 5: knowledge of library automation software
Lib automation Excellent Good Average Poor
software
CDS/ ISIS 55 (53. 37 (35. 11 (10. --
4) 92) 68)
LibSys 64 (62. 33 (32. 6 (5. --
13) 04) 83)
E-Granthalaya 28 (27. 30 (29. 35 (33. 10 (9.
18) 13) 98) 71)
SOUL 16 (15. 28 (27. 34 (33. 25 (24.
53) 18) 01) 28)
Open source 10 (9. 24 (23. 38 (36. 31 (30.
software 71) 3) 89) 1)
Lib automation Weighted arithmetic Rank
software mean
CDS/ ISIS 35. 3 2
LibSys 36. 7 1
E-Granthalaya 28. 2 3
SOUL 24. 1 4
Open source 21. 9 5
software
Note: Figures in parenthesis denote percentage.
Table 6: Application of knowledge in automating the library
Response # of Respondents Percentage (%)
Yes 43 38. 05
No 70 61. 95
Total 113 100
Table 7: Stage of library automation
Stages of automation # of Respondents Percentage (%)
Fully automated 6 5. 31
Partially automated 15 13. 27
Beginning stage 22 19. 47
Not started 70 61. 95
Total 113 100
Table 8: knowledge of Digital library/ Institutional repository
Response # of Respondents Percentage (%)
Yes 96 84. 96
No 17 15. 04
Total 113 100
Table 9: Knowledge of digital library/Institutional repositories
software
Dig. Excellent Good Average Poor Weighted Rank
lib. arithmetic
software mean
GSDL 8 (8. 33) 26 (27. 52 (54. 10 (10. 22. 4 1
08) 17) 42)
DSpace 8 (8. 33) 21 (21. 26 (27. 41 (42. 18. 8 3
88) 08) 71)
E-Print 2 (2. 08) 8 (8. 25 (26. 61 (63. 14. 3 4
33) 04) 55)
NewGen 10 (10. 22 (22. 28 (29. 36 (37. 19. 8 2
Lib 41) 92) 17) 5)
Note: Figures in parenthesis denote percentage.
Table 10: Application of DL/IR knowledge in library
Response # of Respondents Percentage (%)
Yes 05 4. 42
No 108 95. 58
Total 113 100
Table 11: knowledge of Web-based service
Web based service Excellent Good Average Poor
E-mail 88 (77. 23 (20. 2 (1. --
88) 35) 77)
Chatting 84 (74. 21 (18. 8 (7. --
34) 58) 08)
Search 63 (55. 24 (21. 19 (16. 7 (6.
engines 75) 24) 81) 2)
e-resources search 59 (52. 34 (30. 16 (14. 4 (3.
21) 09) 16) 54)
Use of OPAC/ Web 57 (50. 30 (26. 17 (15. 9 (7.
OPAC 44) 55) 04) 97)
Webpage design 10 (8. 37 (32. 48 (42. 18 (15.
85) 74) 48) 93)
Web based service Weighted arithmetic Rank
mean
E-mail 42. 5 1
Chatting 41. 5 2
Search 36. 9 4
engines
e-resources search 37. 4 3
Use of OPAC/ Web 36. 1 5
OPAC
Webpage design 26. 5 6
Table 12: Participation in ICT tools
Participation Excellent Good Average Poor
Social Networking (Orkut, 49 (43. 33 (29. 19 (16. 12 (10.
Facebook etc.) 37) 2) 81) 62)
Web based Professional 69 (61. 35 (30. 9 (7.
forum 06) 97) 97)
Mailing list 62 (54. 38 (33. 13 (11.
87) 63) 5)
Instant messaging 30 (26. 36 (31. 29 (25. 18 (15.
55) 86) 66) 93)
Blogging 36 (31. 50 (44. 16 (14. 11 (9.
86) 25) 16) 73)
Participation Weighted Rank
arithmetic mean
Social Networking (Orkut, 34. 5 3
Facebook etc.)
Web based Professional 39. 9 1
forum
Mailing list 38. 8 2
Instant messaging 30. 4 5
Blogging 33. 7 4
Table 13: Purpose of using ICT tools
Purpose No. of responses Per cent
Communication 113 100
Study & research 79 69.92
Providing information service 96 84.96
Entertainment 53 46.9
Other 36 31.86
Table 14: Methods of acquiring ICT skills
Methods No. of responses %
Formal education/ training 88 77.88
Informal education/ training 56 49.56
From colleagues/ friends 66 58.41
Trail & error basis 69 61.07
Self study 21 18.59
Table 15: Constraints in acquiring ICT skills
Constraints No. of responses %
Tight working schedule 108 95.58
Poor infrastructural facilities 99 87.62
Lack of cooperation from the authority 97 85.85
Poor in service training provision 103 91.16
Personal inabilities 33 29.21
