CHAPTER IV
DATA ANALYSIS AND INTERPRETATIONS
4.1 INTRODUCTION
An attempt has been made in this chapter to analyze and interpret the data
collected from users of University Libraries in Mumbai to determine the impact of
electronic resources.
Awareness, Use and Impact are the three inter-related concepts and these concepts
are normally reported in the social science research and of course, library and information
science is not an exception. Use of library resources (may be printed or electronic
resources or any facility or services) depends upon the extent of awareness among users
and hence use of such resources or facility/ services is possible only if they are well
aware and informed. Optimum use of such library resources, facility and services leads to
have impact on users in enhancing their academic and research output.
Libraries have always been able to calculate the inputs into services (funding,
staff, collections, space, and equipment) and have become increasingly sophisticated in
measuring the outputs of those facilities or services. Measures have also been developed
to assess the quality of library services and the cost-efficiency of the library’s
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performance. But quantity of use and quality of performance do not yet prove that users
benefited from their interaction with a library. Measuring impact or outcome means
going a step further and trying to assess the effect of services on users. Poll and Payne
(2006) demonstrated how libraries can attempt to assess the impact in libraries and
reiterated that the library use and impact is measured by the frequency of use, the range
of reference services used and the range of collections both print and electronic resources
used. Similarly Payne and Conyers (2005) studied the impact of higher education
libraries on learning, teaching, and research by the working group - The Library and
Information Research Group (LIRG) and the Society of College, National, and University
Libraries (SCONUL). In this context, researcher also used these studies as a base to study
the Impact of Electronic Resources on University Libraries and its Users in Mumbai.
The results are analyzed and interpreted based on the data collection from users
and university libraries on the following facets in two parts:
Part I – University Libraries
• Profile of University Libraries and
• Awareness and Provision of ICT Gadgets and E-Resources
Part II – Library Users
• Characteristics of Library Users - indicate independent Variables i.e.
Designation, Gender, Age and qualification. Designation and Gender
(Colley, Gale and Harris, 1994) have been cross-tabulated to determine the
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Impact of E-Resources on Users in order to determine any significant
association.
• Awareness of ICT gadgets and E-Resources
• Use of Internet Facilities and E-Resources
• Impact of E-Resources on Users and Library and Information Centres
4.2 DATA ANALYSIS AND INTERPRETATION
4.2.1 Part I - University Libraries
4.2.1.1 Profile of University Libraries
Table 1: Qualification and IT Knowledge of University Librarians
Sl. No Name of the University Qualification Knowledge of IT
1 Central Institute of Fisheries Education PhD Yes
2 Homibabha National Institute PhD Yes
3 Indira Gandhi Institute of Development Research PhD Yes
4 International Institute for Population Sciences PG Yes
5 Narsee Monjee Institute of Management studies PG Yes
6 Dr. D.Y.Patil Vidyapeet PG Yes
7 Indian Institute of Technology PhD Yes
8 Tata Institute for Fundamental Research PhD Yes
9 Tata Institute of Social Sciences PhD Yes
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10 Bharati Vidyapeet PG Yes
11 SNDT Womens University PhD Yes
12 University of Mumbai PhD Yes
Twelve librarians from various universities in Mumbai were interviewed for this
study. Of these twelve librarians, 9 were doctorates and 4 were post-graduates in Library
& Information Science. All these 12 librarians stated that they have knowledge about
information technology (Table 1).
It is evident from the table 2 that, there has been increase in budget of books and
journals both print and electronic resources among the 12 universities covered in the
study.
Table 2 Budget of the Library
Sl. No
Name of the University
2005-06
(` in Lakhs)
2006-07
(` in Lakhs)
2007-08
(` in Lakhs)
2008-09
(` in Lakhs)
2009-10
(` in Lakhs)
1 Central Institute of Fisheries Education
35,00,000 38,00,000 40,00,000 50,00,000 55,00,000
2 Homi Babha National Institute
8,00,000 10,00,000 15,00,000 20,00,000 25,00,000
3
Indira Gandhi Institute of Development Research
28,00,000 28,00,000 35,00,000 40,00,000 49,00,000
4
International Institute for Population Sciences
25,00,000 33,50,000 40,00,000 45,00,000 57,50,000
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5
Narsee Monjee Institute of Management studies
NA NA NA NA NA
6 Dr. D.Y.Patil Vidyapeet
14,31,774 18,95,116 24,21,782 38,09,273 41,86,739
7 Indian Institute of Technology
8 Tata Institute for Fundamental Research
25,00,000 32,00,000 36,00,000 45,00,000 50,00,000
9 Tata Institute of Social Sciences
31,00,000 37,37,000 56,47,000 60,34,000 64,62,000
10 Bharati Vidyapeet 12,00,000 13,00,000 14,00,000 15,00,000 16,00,000
11 SNDT Womens University
15,55,000 18,55,000 19,55,000 20,35,000 25,35,000
12 University of Mumbai
15,00,000 18,00,000 21,00,000 24,00,000 28,00,000
4.2.1.2 Awareness and Provision of ICT Gadgets and E-Resources
Table 3 deals with the type of information technology software and level of
information technology knowledge by respondents. It is found that most of the librarians
had exposure on MS-DOS, Windows, MS-Word, MS-Power point, and MS-Front page.
The IT software items such as Novell, LINUX, UNIX, MS-Access, Windows NT and
MS-Excel were not known to many of the librarians. Among the librarians who had
exposure on software, most had full extent of knowledge about Windows, MS-Word,
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MS-Power Point, MS-Excel, Windows NTMS-Front Page and MS-DOS, and a few of
librarians had the moderate knowledge. It shows that as the librarians look after the
administrative works and other important communication works for the smooth
functioning of the libraries, they frequently happen to use few IT software such as MS-
Word, MS-Power Point, MS-Excel, Windows NT, MS-Front Page and MS-DOS.
Table 3 Knowledge of IT Software
Subject Full extent Moderate None
Frequency Percent Frequency Percent Frequency Percent
MS-DOS 7 5.83 5 41.7 - -
Windows 8 66.7 4 33.3 - -
Windows NT 7 58.3 4 33.3 1 8.3
UNIX - - 4 33.3 8 66.7
Linux - - 4 33.3 8 66.7
Novell - - 2 16.7 10 83.3
MS-Word 8 66.7 4 33.3 - -
MS-Excel 7 58.3 4 33.3 1 8.3
MS-Power Point
8 66.7 4 33.3 - -
MS-Frontpage 5 41.7 7 58.3 - -
MS-Access - - 5 41.7 7 58.3
Table 4 presents distribution of the librarians by means of acquired IT skills. It
was found that 92 % of the librarians acquire IT skills through colleagues followed by
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workshop, seminar, conference and other courses (83 %) training at private computer
institutes (67 %), through formal education and software package training organized by
suppliers (42 %) and IT training programmes with other universities (8 %). It shows the
interaction with the colleagues those who have exposure on information technology are
more helpful in acquiring IT skills. Attending research workshop, seminar, conference
and short-courses also help the librarian to get acquainted with the IT skills (Table 4).
Table 4 Means of acquired IT Skills
Table 5 provides availability of computer & network facilities in university
libraries of Mumbai. It was found that there were more number of computers in the
How did you acquire IT Skills Yes No
Frequency Percent Frequency Percent
Through formal education 5 41.7 7 58.3
IT training course at the University IT center / Library - - 12 100
Joined IT training programs with other Universities 1 8.3 11 91.7
Training at private computer institutes 8 66.7 4 33.3
Software package training organized by suppliers 5 41.7 7 58.3
Workshop, Seminar, Conference and other courses 10 83.3 2 16.7
From colleagues 11 91.7 1 8.3
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library of Tata Institute of Social Sciences- TISS (65) followed by Indian Institute of
Technology- ITI (42), University of Mumbai (18) International Institute for Population
Sciences- IIPS (14), Tata Institute of Fundamental Research- TIFR (12), Dr. D. Y. Patil
Vidyapeet and Homibabha National Institute- HNI (10), Indira Gandhi Institute of
Development Research- IGIDR (8), Bharati Vidyapeet and SNDT Women’s University
(6), Narsee Mongee Institute of Management Studies- NMIMS and Central Institute of
Fisheries Education- CIFE (5).
Table 5: Use of Computer Peripherals in the Library
Name of the University No. of Computers
Server Scanners Printers Types of network
Central Institute of Fisheries Education
5 1 1 3 LAN
Homibabha National Institute
10 2 2 3 LAN
Indira Gandhi Institute of Development Research
8 1 2 3 LAN/
WiFi
International Institute for Population Sciences
14 1 1 2 LAN/
WiFi
Narsee Monjee Institute of Management studies
5 1 1 2 LAN
Dr. D.Y.Patil Vidyapeet
10 1 1 3 LAN
Indian Institute of 42 3 2 5 LAN
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Technology
Tata Institute for Fundamental Research
12 2 2 4 LAN
Tata Institute of Social Sciences
65 2 3 5 LAN/
WiFi
Bharati Vidyapeet 6 1 1 2 LAN
SNDT Womens University
6 1 1 2 LAN
University of Mumbai
18 1 1 3 LAN
The number of servers was found more in IIT (3) followed by TIFR, TISS and
Homibabha National Institute (2) and rest each 1. The number of TISS (3), followed by
TIFR, IGIDR and Homibabha National Institute (2) and rest each 1. The number of
printers was found more in TISS and IIT (5) followed by TIFR (4), University of
Mumbai, HNI, Dr. D. Y. Pati Vidyapeet, Homibabha National Institute and CIFE (3) and
Bharati Vidyapeet and SNDT Women’s University (2). Local Area Network was found
in the libraries of Bharati Vidyapeet, SNDT Women’s University, CIFE, HNI, Dr. D. Y.
Patil Vidyapeet, TIFR, and LAN with wifi was found in the libraries of IIT, IGIDR, IIPS
and TISS (Table 5).
Table 6 shows that access to the national and international databases among
university libraries. It was found that seven librarians had access with DELNET
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databases and 7 with INFLIBNET databases, and two librarians had access to MEDLAR
and WHO.
Table 6 Access to National/International Databases
Name of the Database Yes No
Frequency Percent Frequency Percent
MEDLAR 2 16.6 10 83.4
WHO 2 16.6 10 83.4
DELNET 7 58.3 5 41.7
INFLIBNET 7 58.3 5 41.7
Table 7 : Year of computerization
Name of the University Year of computerization
Central Institute of Fisheries Education 2006
Homibabha National Institute 1996
Indira Gandhi Institute of Development Research 1996
International Institute for Population Sciences 1998
Narsee Monjee Institute of Management studies 2004
Dr. D.Y.Patil Vidyapeet 2008
Indian Institute of Technology 1994
Tata Institute for Fundamental Research 1996
Tata Institute of Social Sciences 2000
Bharati Vidyapeet 2006
SNDT Womens University 2005
University of Mumbai 1996
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The development of the library both in terms of collection and services depends on
the inception of computerization in the library and the type of computer, network and
online databases available. It was found that Indian Institute of Technology Library did
computerization during 1994, which was earlier among all the selected university
libraries in Mumbai, followed by Homibabha National Institute, Indira Gandhi Institute
of Development Research, Tata Institute for Fundamental Research and University of
Mumbai (1996), International Institute for Population Sciences (1998), Tata Institute of
Social Sciences (2000), Narsee Monjee Institute of Management Studies (2004), SNDT
Women’s University (2005), Central Institute of Fisheries Education and Bharati
Vidyapeet (2006), and Dr. D. Y. Patil Vidyapeet (2008) (Table 7).
Table 8 depicts the library software used in universities of Mumbai. It was found
that of the 12 selected libraries, three libraries were found using LIBSYS, 5 libraries were
using SLIM and the rest four libraries are using SOUL.
Table 8: Software Used by the Library
Name of the Software Frequency Percent
LIBSYS 3 58.3
LIBRIS - -
SLIM 5 41.7
LIBRARY - -
SOUL 4 58.3
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Table 9 : E-resources provided to users
Name of the e-resource
Full Extent Moderate None
Frequency Percent Frequency Percent Frequency Percent
Library websites 12 100 - - - -
Full text databases 12 100 - - - -
e-journals 12 100 - - - -
e-books 1 8.3 3 25.0 8 66.7
Online reference works
8 66.7 1 8.3 3 25.0
e-mails 12 100 - - - -
Blogs/Portals 6 50.0 1 8.3 5 41.7
CD-Rom Databases 7 58.3 5 41.7 - -
Majority of the librarians found to have library websites, full-text databases, and e-
journals and e-mails (cent percent), whereas, only eight university have online reference
works, 7 libraries having CD-ROM databases, and six has Blogs/portals made available
in the libraries. (Table 9).
Table 10: Access to E-resources consortia
E-resources consortia Yes No
Frequency Percent Frequency Percent
UGC Infonet 8 66.7 4 33.3
INDEST 4 33.3 8 66.7
J-Gates - - 12 100
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Table 10 shows the status of access to e-resource consortia available in their
libraries. It was found that 8 librarians have access to UGC Infonet consortia where the
remaining four libraries have access to INDEST consortia respectively were the available
in their libraries.
Among all the e-resources available in the selected university libraries, Science
Direct, Elsevier were mentioned by most of the librarians (11) followed by JCCC,
Springer link (8), Elsevier science, Emerald (LIS collection), JSTOR (6), Institute for
studies in Industrial Development, Taylor & Francis, Oxford University Press, Institute of
Physics Publishing and Blackwell Publishing (4), and rest (1) Table 11 .
Table 11 E-resources Available in the Libraries
Name of E-resources Yes No
Frequency Percent Frequency Percent
American chemical society 1 8.3 11 91.7
American institute of physics
- - - -
American physical society - - - -
Annual Reviews 6 50.0 6 50.0
Blackwell Publishing 4 33.3 8 66.7
Cambridge University press
2 16.6 10 83.4
Elsevier Science 6 50.0 6 50.0
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Emerald (LIS collection) 5 41.7 7 58.3
Encyclopedia Britannica 11 91.7 1 8.3
Euclid Project 10 83.7 2 16.6
Institute of physics publishing
4 33.3 8 66.7
JSTOR 9 75.0 3 25.0
Nature 2 16.6 10 83.4
Oxford university press 4 33.3 8 66.7
Portland press 1 8.3 11 91.7
Project muse 9 75.0 3 25.0
Royal society of chemistry 1 8.3 11 91.7
Science Online 5 41.7 7 58.3
Springer link 7 58.3 5 41.7
Taylor & Francis 4 33.3 8 66.7
Institute for Studies in Industrial Development 4 33.3 8 66.7
JCCC 7 58.3 5 41.7
Elsevier 9 75.0 3 25.0
Science direct 11 91.7 1 8.3
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4.2.2 Part II - Library Users 4.2.2.1 Characteristics of Library Users
Table 12: Designation of the respondents
Designation Frequency Percentage Faculty 472 21.7
Research Scholars 992 45.6
Students 712 32.7
Total 2176 100
Designation of the respondents covered in the study includes Research Scholars,
Faculty and Students of University Libraries in Mumbai. Table 12 shows the designation
wise distribution of respondents. To some extent less than half of the respondents
covered in the study are Research Scholars 45.6 percent (N=992) and about one third of
respondents are Students 32.7 percent (N=712) and 21.7 percent (N = 472) of the
respondents are Teaching Faculty. Thus the percentage of Research Scholars covered in
the study is more than Students and Teaching Faculty.
Table 13: Gender of the respondents
Gender Frequency percentage Male 1000 46
Female 1176 54
Total 2176 100
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As per the above table 13, out of 2176 respondents 54 percent (N=1176) are
females and 46 percent (N=1000) are males. Thus the percent of females is more than
males.
Table 14: Age of the respondents
Age Frequency Percentage
Below 25 years 1502 69
26-35 years 522 24
Above 35 years 152 7
Total 2176 100
The age of the respondents covered in the study have been grouped into 3
categories, viz., 25 years, 26-35 years and above 35 years. Table 14 shows that nearly
three fourth of the respondents are below 25 years (69 percent, N=1502) followed by the
respondents (24 percent, N=522) of 26-35 years age group and respondents of above 35
age group are 7 percent (N=152). Thus the percentage of respondents below 25 years age
group is more than the 26 and above age groups.
4.2.2.2 Awareness of ICT gadgets and E-Resources
To understand the literacy of computer use among respondents, table no. 15 is
presented. It is found that all the respondents do use computers for their academic
activities. The knowledge of computers is very much required for using electronic
resources and is met by all the respondents under study.
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Table 15: Use of Computers
Use of Computers Frequency percentage
Do use 2176 100
Do not use - -
Total 2176 100
Table 16: Frequency of using Computers
Frequency of use Frequency Percentage Daily 1984 91.2
Twice a Week 64 2.9
Weekly 64 2.9
Fortnightly 16 0.7
Occasionally 48 2.2
Total 2176 100
Table 16 depicts the frequency of using computers. Most of the respondents are
using computer daily (91.2 percent, N=1984) and 2.9 percent (N=64) of respondents use
the computer twice a week and weekly. Very few percent of the respondents use
computers fortnightly (0.7 percent, N=16) and occasionally used are (2.2 percent, N=48).
Thus more than ninety percent of the respondents are using the computers daily.
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Table 17: Ability to use latest Information and Communication Technology (ICT) Gadgets
Ability to use ICT Frequency Percentage
Very good 888 40.8
Good 1256 57.7
Poor 12 1.4
Total 2176 100
Information and Communication Technology: In the modern era, for education,
research and academic activities, awareness and use of Information Communication
Technology is very much essential since most of the information is available in e-format
and particularly with the emergence of Internet.
Table 17 identifies the ability of respondents in the use of ICT. More than half of
the respondents have rated their ability to use ICT as good (57.7 percent, N=1256) and
40.8 percent rated very good (40.8 percent N=888). However, only 1.4 percent of
respondents are found to be not much acquainted with the latest Information and
Communication Technology (ICT) and rated poor.
4.2.3.1 Extent of Awareness about E-Resources and software’s
Information storage and retrieval are core components of library system. With
ICT, various storage media have emerged from floppy disc to DAT drives and NAS
storage systems.
To identify the extent of awareness among the respondents towards storage system
and tools, table no.18 is shown using three rating scales. It is clear from the table that
CD-Rom/RW (63.8 percent, N= 1389) and pen drive (82.9 percent, N=1803) have been
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found to be used by the respondents to full extent. However, only (41.3 percent, N=899)
of respondents are using I-pods to some extent for storing information. On the other
hand, awareness of using Digital Audio Tape (DAT Drive) is possessed by 59.4 percent
of the respondents (N=1293) and Network Attached Storage (NAS) is found to be used
by a very less percentage of respondents, i.e. 14.7 percent. Thus, Pen drives followed by
CD-Rom have been quite popular storage systems among respondents under the study.
Table 18: Awareness and use of Storage Systems
Storage Systems To full extent To some extent None
Freq. Percent Freq. Percent Freq. percent
CD ROM/ RW 1389 63.8 602 27.6 185 8.5
Pen Drives 1803 82.9 275 12.6 98 4.5
I Pods 704 32.4 899 41.3 573 26.3
DAT Drive 474 21.8 409 18.8 1293 59.4
NAS Storage 319 14.7 242 11.1 1615 74.2
The table 19 shows the Awareness of Data Analysis Softwares. From the results it
is inferred that the respondents under study are familiar with SPSS to full extent (38.8
percent) and to some extent (13.4 percent). In contrast to this, majority of the respondents
show that the level of knowledge regarding the other Data Analysis Softwares are nil, viz.
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MLWIN 83.4 percent (N=1815), ATLAS TI 82.7 percent (N=1799), SPECTRUM 78.3
percent, STATA 61.9 percent.
Table 19: Awareness of Data Analysis Softwares
Analysis Softwares
To full extant To some extent None Freq. percent Freq. Percent Freq. Percent
SPSS 844 38.8 292 13.4 1040 47.8
STATA 470 21.6 360 16.6 1346 61.9
ATLAS TI 98 4.5 279 12.8 1799 82.7
SPECTRUM 250 11.4 222 10.2 1704 78.3
MLWIN 69 3.2 292 13.4 1815 83.4
Communication tools
Internet (84.1 percent) and e-mail (86.0 percent) are the two most popular
communication tools used by the respondents to full extent which is shown in table no.
20. On the other hand, nearly fifty percent of the respondents are found to be lacking in
knowledge of video conferencing (46.4 percent, N=1010). This is justified, since the
students and even research scholars do not get the opportunity to use the video
conferencing facility.
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Table 20: Awareness of Communication Tools
Online Databases:
All the Universities in Mumbai are connected with UGC Infonet consortia.
Results show that majority of the respondents have Awareness of UGC infonet to full
extent (73.6 percent, N=1602). Similarly 71.4 percent (N=1553) of the respondents are
found to have full Awareness about Indiastat.com. About one third of the respondents
are having skills of accessing to JSTOR database. Most of the University Libraries are
not subscribing to PROQUEST and Scopus. Hence more than half of the respondents do
not have Awareness about Proquest (71.9 percent) and Scopus (58.7 percent).
Thus UGC Infonet and Indiastat.com are most popularly used databases in the
University Libraries Table 21.
Communication
Tools
To full extant To some extent None
Freq
.
percent Freq
.
percent Freq
.
percent
Internet 1831 84.1 289 13.3 56 2.5
E-mails 1871 86.0 249 11.5 56 2.5
Video conferencing 515 23.7 651 29.9 1010 46.4
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Table 21: Awareness of Online Databases
Online Databases
To full extant To some extent None Freq. percent Freq. Percent Freq. percent
UGC Infonet E-resources
1602 73.6 324 14.9 250 11.4
Indiastat.com 1553 71.4 400 18.4 223 10.3
JSTOR 752 34.6 606 27.8 818 37.6
PROQUEST 195 9.0 417 19.2 1564 71.9
SCOPUS 356 16.4 542 24.9 1278 58.7
4.2.2.3 Use of Internet Facilities and E-Resources
Electronic resources have become indispensable for education and research in the
University setup especially with the prospects of UGC-Infonet Consortia in particular. E-
Resources include e-books, e-journals, e-theses etc.
Table 22 presents access to Internet facilities. It is found from the table that all
the respondents have access to internet facility. Use of computers by the respondents to
have access to the internet facilities was registered as 100 percent, and also the use of
frequency is regular and among other places. Library and computer centre was found
more in use.
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Table 22: Access to Internet facilities
Use of Computers Frequency Percentage Do have access 2176 100
Do not have access - -
Total 2176 100
Table 22, 23 and 24 provides an insight into the access to internet, frequency of
using internet facility. It is found that all the respondents under study have access to
internet facility. Having an access, it is also seen that 90.1 percent of the respondents are
using internet facility on a regular basis and the means of access to majority of the
respondents i.e. 66.2 percent is library and 64 percent is for computer centre. It is also
seen that nearly half of the respondent i.e. 49.6 percent of the respondents have Internet
connection at their homes, which reflects the internet culture among the user community.
Table 23: Frequency of using Internet facilities
Frequency of use Frequency percentage
Regular 1960 90.1
Weekly 152 7.0
Fortnightly 8 0.4
Monthly 56 2.6
Total 2176 100
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Table 24: Means of access to Internet facilities
Means of access Frequency percentage Home 1080 49.6
Computer Centre 1392 64.0
Library 1440 66.2
Department 976 44.9
Cyber Café 680 31.3
Table 25 depicts data regarding the information resources accessed on Internet.
Majority of the respondents covered being faculty, research scholars and students. Most
of the resources accessed is research articles (93.4 percent), followed by research reports
(83.8 percent). The respondents covered being research scholars and also students apart
from faculty, the next information accessed is relatively to fellowship and scholarship
(79.4 percent) and career planning and higher education (78.7 percent), research
abstracts are also accessed on the net by (77.6 percent) of the respondents. Information
that is not accessed by more than half of the respondents (57.4 percent) is software based
information.
Table 25: Information Resources accessed on the Internet
Resources accessed on the
Internet Yes No
Total Frequency Percent Frequency percent
Research Abstracts 1688 77.6 488 22.4 2176 (100%)
Patents and Standards 960 44.1 1216 55.9 2176 (100%)
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Research articles 2032 93.4 144 6.6 2176 (100%)
Research reports 1824 83.8 352 16.2 2176 (100%)
Software based information 928 42.6 1248 57.4 2176
(100%) Placements/ Job
opportunities 1160 53.3 1016 46.7 2176 (100%)
Career Planning/ Higher education 1712 78.7 464 21.3 2176
(100%) Training/
Conferences/Seminars 1680 77.2 496 22.8 2176 (100%)
Fellowship/Scholarship 1728 79.4 448 20.6 2176 (100%)
Project reports (Ongoing/Completed) 1512 69.5 664 30.5 2176
(100%)
Exploratory search 1224 56.3 952 43.8 2176 (100%)
Product profile 1168 53.7 1008 46.3 2176 (100%)
Table 26 shows the extent of awareness of e-resources and ICT facilities in
Mumbai being a metropolitan city and IT hub, 91.3 percent of the respondents are aware
of e-resources and ICT facilities. E-resources have become popular in the university
setup especially with the procuring of UGC Infonet consortia in particular. Added to this,
there is a tremendous change in the publication sector, where in the documents are
available in electronic formats, which will have its impact on the libraries E-resources
including e-libraries, e-books, e-journals, e-theses. Library websites, abstracting
databases, full text database, CD-ROM are the e-resources used for various purposes for
academic and research activities.
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Table 26: Awareness of E-Resources and ICT facilities
Use of Computers Frequency percentage Aware 1987 91.3
Not aware 189 9.7
Total 2176 100
According to table 27, (75 percent) of the respondents have awareness and skills
of using email and Internet browsing by 72.4 percent. This is expected from an academic
community comprising of students and research scholars and faculty. 65.8 percent of the
users are also aware of e-journals, but majority of the users are not aware of blogs (63.6
percent). It is also observed that 33.1 percent of respondents are not aware of online
catalogues.
Table 27: Extent of awareness and skills about ICT facilities and e-resources
Awareness about ICT & e-resources
Full extant Moderate None Freq. percent Freq. percent Freq. percent
Library websites 668 61.4 240 22.1 180 16.5
Abstracting & Indexing databases
360 33.1 400 36.8 328 30.1
Full text databases 532 48.9 212 19.5 344 31.6
E-journals 716 65.8 196 18.0 176 16.2
E-book 556 51.1 268 24.6 264 24.3
Online Catalog 308 28.3 420 38.6 360 33.1
Online reference works
492 45.2 320 29.4 276 25.4
Internet browsing 788 72.4 172 15.8 128 11.8
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E-mails 816 75.0 124 11.4 148 13.6
Homepages 692 63.6 228 21.0 168 15.4
Blogs 164 15.1 232 21.3 692 63.6
CD-ROM databases 568 52.2 208 19.1 312 28.7
It is seen from the table 28 that majority of the respondents i.e. above 90 percent
are aware of number of electronic databases like American Physical Society (99.3
percent), American chemical society (97.8 percent), annual reviews (96.0 percent),
JSTOR (94.9 percent), Portland Press (94.1 percent), Project muse (93 percent), Royal
society of chemistry (88.6 percent). At the same time it is also observed that 50.6 percent
of the respondents are not aware of the Oxford University press databases.
Table 28: Awareness of Electronic databases among Respondents
E-databases Yes No
Total Frequency percent Frequency Percent
American chemical society 2128 97.8 48 2.2 2176
American physical society 2160 99.3 16 0.7 2176
Annual Reviews 2088 96.0 88 4.0 2176
Blackwell Publishing 1196 55.0 980 45.0 2176
Cambridge University press 1512 69.5 664 30.5 2176
Elsevier Science 1132 52.0 1044 48.0 2176
Emerald (LIS 560 25.7 1616 74.3 2176
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collection)
Encyclopedia Britannica 1392 64.0 784 36.0 2176
JSTOR 2064 94.9 112 5.1 2176
Nature 1340 61.6 836 38.4 2176
Oxford university press 1076 49.4 1100 50.6 2176
Portland press 2048 94.1 128 5.9 2176
Project muse 2024 93.0 152 7.0 2176
Royal society of chemistry 1928 88.6 248 11.4 2176
Taylor & Francis 1308 60.1 868 39.9 2176
According to table 29, ‘access to e-resources under campus network’, majority of
the users being aware of e-resources access e-resources from the library (71.7 percent)
and only 28.3 percent of respondents access from the department.
Table 29: Access to E-resources under campus Network
E-resources under campus Network Frequency Percent
From the department 616 28.3
In the library 1560 71.7
Total 2176 100.0
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Table 30 indicates frequency of using e-resources in the library, 34.9 percent of
respondents under the study use e-resources available in the library from 26-50 percent
and 29 percent of the users use e-resources between 51-75%.
Table 30: Frequency of using e-resources in the Library
Percent of using e-resources
Frequency Percentage
Below 25 % 528 24.3
26-50 % 760 34.9
51-75 % 632 29.0
75 % and above 256 11.8
Total 2176 100.0
In table 31, majority of the users being aware of e-resources and having access to
e-resources it is observed that the usage of the e-resources has also increased by 57.4
percent and greatly increased by 36.8 percent.
Table 31: Change in using electronic information resources and services in last 5 years
Change in using electronic resources Frequency percent
Greatly increased 800 36.8
Increased 1248 57.4
Somewhat reduced 128 5.8
Total 2176 100.0
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Table 32: Preference of Electronic information resources over print sources
Preference of Electronic to Print Frequency percent
Do prefer electronic version 1704 78.3
Do not prefer electronic version 472 21.7
Total 2176 100.0
Table 32 indicates the preference of electronic information resources over print
sources. It is seen that majority of the respondents i.e. 78.3 percent do prefer electronic
version against print version.
It is found from table 33, that majority of the respondents irrespective of the
designation faculty 72.9 percent, research scholars 87.9 percent and students 68.5 percent
prefer electronic information over print materials. As students are more prone to use
books/text books, naturally the percent of preference towards e-material is relatively less
as compared to teaching staff and research scholars. Among teaching faculty 93.3
percent of male and 65.9 percent of female faculty prefer print materials. Majority of
male (82.1 percent) and female (92.6 percent) research scholars prefer electronic
information over print materials. Similarly 77.1 percent of female students prefer
electronic information over print media against 63 percent male students. Application of
T-test to determine the extent of association between designation respondents and
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preference of electronic information found that null hypothesis is rejected as the p-value
calculated is more than table value.
Table 33 Gender * preference of electronic information over print materials * Designation
Designation
Do you prefer electronic information over print materials Total P-
Value Significance
No Yes
Faculty Gender
Male Count 8 112 120 34.054 0.000 Percent 6.7% 93.3% 100.0%
Female Count 120 232 352 Percent 34.1% 65.9% 100.0%
Total Count 128 344 472 Percent 27.1% 72.9% 100.0%
Research Scholars
Gender Male
Count 80 368 448 25.493 0.000 Percent 17.9% 82.1% 100.0%
Female Count 40 504 544 Percent 7.4% 92.6% 100.0%
Total Count 120 872 992 Percent 12.1% 87.9% 100.0%
Students Gender
Male Count 160 272 432 15.842 0.000 Percent 37.0% 63.0% 100.0%
Female Count 64 216 280 Percent 22.9% 77.1% 100.0%
Total Count 224 488 712 Percent 31.5% 68.5% 100.0%
Table 34 attempts to find out the opinion of the respondents to understand change
in electronic information resources and services in the last 3 years by designation of
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respondents is revealed. It is evident from the table that irrespective of designation of
respondent, majority of the faculty 88.1 percent, research scholars 95.9 percent and
students 95.6 percent indicated that there is a change in electronic information resources,
and services has greatly increased during last 5 years. Similarly, 94.7 percent male and
97 percent female, research scholars - 94.4 percent male students and 97.2 percent female
students have strongly indicated the change in electronic information resources and
increased services. As per the chi-square p-value calculated for each of the designation
indicates that there is an association between designation of respondents and change in
electronic information resources, and services and thus null hypothesis is rejected at 0.05
level of significance.
Table 34 Gender * Change in electronic information resources and services in last 3 years * Designation of respondents
Designation
Change in electronic information resources and
services in last 3 years Total
P-Value
Significance
Greatly increased Increased Greatly
reduced
Faculty
Gender
Male Count 48 64 8 120 67.371 0.000
Percent 40.0% 53.3% 6.7% 100.0%
Female Count 56 248 48 352
Percent 15.9% 70.5% 13.6% 100.0%
Total Count 104 312 48 472
Percent 22.0% 66.1% 11.9% 100.0%
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Research Scholars
Gender
Male Count 120 304 24 448 3.733 0.155
Percent 26.8% 67.9% 5.4% 100.0%
Female Count 152 376 16 544
Percent 27.9% 69.1% 2.9% 100.0%
Total Count 272 680 40 992
Percent 27.4% 68.5% 4.0% 100.0%
Students
Gender
Male Count 232 176 24 432 18.850 0.000
Percent 53.7% 40.7% 5.6% 100.0%
Female Count 192 80 8 280
Percent 68.6% 28.6% 2.9% 100.0%
Total Count 424 256 32 712
Percent 59.6% 36.0% 4.5% 100.0%
Table 35 indicates the use of ICT for academic and research activities for three
consecutive academic years. The maximum used ICT is Internet browsing, which is on
an average above 90 percent, followed by email which is also above 90 percent and full
text database and e-journals are also used largely.
Further supporting the previous (table 33, 34) the present table clearly indicates great
increase in the use of all the ICT facilities which is a clear indication of a positive impact
of ICT on the users.
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Problems and Training program
Table 35 reflects data regarding problems faced in using the Information
Communication Technology (ICT) resources and services. Majority of the respondents
i.e. 75.7 percent feel that non-regularity in updating academic services viz., updating of
question paper bank, lecture notes, seminar papers etc., are the hurdles in using ICT
resources and services in the library. 71.7 percent of respondents expressed that lack of
ICT facility is the major problem in using ICT and an equal percent of the respondents
feel that lack of internet facility in the library is also contributing to the problem in
using the resources in the library.
Table 35: Problems faced in using the ICT resources and services
Problems faced
Extent of problems faced
None Moderate Full extant
Lack of ICT facility
616 28.3 1064 48.9 496 22.8
Lack of Internet facility
616 28.3 888 40.8 672 30.9
Lack of support / cooperation by library staff
776 35.7 640 29.4 760 34.9
Not regular in updating the academic activities
528 24.3 856 39.3 792 36.4
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Library timings are not convenient
728 33.5 760 34.9 688 31.6
Lack of skills in using ICT facilities
904 41.5 784 36.0 488 22.4
As regards need for training for better use of e-resources as seen in the table 36, 64.7
percent of the respondents, in spite of skill, in using and increased usage still feel that
training is essential for better usage of ICT, which indicates use of more ICT which is a
positive impact.
Table 36: Need for training for better use of e-resources
Training required Frequency Percent
Need training 1366 62.7
Do not need training 810 37.3
Total 2176 100.0
In table 37 represents that training provided by the institute accordingly 71.0 percent
of the respondents have says need training while and 29.0 percent respondents have not
received any training.
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Table 37: Institute provided training/Orientation program
Training provided Frequency Percent
Yes 1544 71.0
No 632 29.0
Total 2176 100.0
4.2.7. Designation of the Respondents Vs Impact of ICT and E-Resources
It is logical that the impact of e-resources varies with respect to different categories
of users, viz., teaching faculty, research scholars and students. The intent of use and
impact of e-resources varies from one to another in consonance with their purpose of
academic and research activities. In order to determine, if the different categories of
designations have made any significant impact or any association to each other, cross
tabulation have been prepared and tabulated. Designation is an independent variable and
it cross tabulate with various attributes of ICT and E-resources available and used by the
respondents. Further, to know the extent of association between two variables and to
test the null hypothesis of the study chi-square test & ANOVA have been computed.
Table 38: Designation Vs. Ability to use ICT Gadgets
Designation Very good Good Poor Total
Teaching Faculty
Count 168 304 0 472
Percent 35.6% 64.4% .0% 100.0%
Research Count 264 720 8 992
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Scholars Percent 26.6% 72.6% .8% 100.0%
Students Count 456 232 24 712
Percent 64.0% 32.6% 3.3% 100.0%
Total Count 888 1256 32 2176
Percent 40.8% 57.7% 1.4% 100.0%
Pearson Chi-Square - 303.777 Significance - 0.000
It is quite clear from table 38 that, as compared to teaching faculty (35.6 percent) and
research scholars (26.6 percent), students 64 percent have indicated very good ability to
use ICT gadgets for their academic activities. Further 72.6 percent of research scholars
and 64.4 percent of teaching faculty shared their ability to use ICT gadgets as good.
In order to identify association between designation and respondents’ ability to use
ICT gadgets, null hypothesis has been framed that there is no association between
designations versus ability to use ICT gadgets. To test this hypothesis person chi-square
test was applied and the calculated value 303.777 being higher than the table value 0.000
and hence the null hypothesis is rejected.
Awareness with designation:
To know the impact, it is necessary to know the Awareness of the respondents in
the use of electronic resources, since skill in use leads to increased use which will have a
positive impact. The following tables (Table No. 39 to Table No. 43) make an attempt
to identify the Awareness of the respondents in the use of e-resources.
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The scores pertaining to know the skill about storage system is categorized into low
medium and high scores. Table 39 shows Awareness about storage system with that of
designation of the respondent. More than half of the respondents among teaching faculty
(56.1 percent), research scholars (56.1 percent) and students (53.4 percent) have indicated
medium level of awareness about storage system and there is not much variation among
different designations as far as awareness of storage system is concerned. ANOVA F test
is applied to test the hypothesis. There is no association between designation and
awareness about storage system and as per the results obtained F value (1.061) and
significance (0.346). Null hypothesis is accepted showing no association between two
variables.
Table 39: Designation Vs. Awareness about Storage System
Designation
Awareness about Storage System
Total Low Medium High
Teaching Faculty
Count 58 244 170 472
Percent 11.4% 56.1% 32.5% 100.0%
Research Scholars
Count 113 557 322 992
Percent 11.4% 56.1% 32.5% 100.0%
Students Count 95 380 237 712
Percent 13.3% 53.4% 33.3% 100.0%
Total Count 266 1181 729 2176
Percent 12.2% 54.3% 33.5% 100.0%
ANOVA F VALUE - 1.061 Significance 0.346
184
Table 40 - Awareness about Data analysis software system were reported to be low
irrespective of designation of the respondent is presented in table 40. To substantiate the
results of the table ANOVA F-test has been applied and the results obtained reveals that
there is not much difference between designation of respondents and Awareness about
data analysis softwares. Hence, the null hypothesis is accepted as the calculated F-value
0.0487 is less than the table value.
Table 40: Designation Vs. Awareness about Data Analysis Software’s
Designation
Awareness about Data Analysis Software’s
Total Low Medium High
Teaching Faculty
Count 346 102 24 472
Percent 73.3% 21.6% 5.1% 100.0%
Research Scholars
Count 746 183 63 992
Percent 75.2% 18.4% 6.4% 100.0%
Students Count 551 121 40 712
Percent 77.4% 17.0% 5.6% 100.0%
Total
Count 1643 406 127 2176
Percent 75.5% 18.7% 5.8% 100.0%
ANOVA F VALUE - 0.487 Significance 0.614
It is quite clear from table 41 that research scholars (61.4 percent), teaching
faculty (65.9 percent) and students (62.1 percent) have indicated high knowledge of
communication tools. This implies that there is not much variation among different
185
types of designation as far as Awareness of communication tools is concerned. The
results also holds good even for medium level of Awareness of communication tools
as depicted in the table. This is true because of internet era, knowledge of
communication tools is essential in an academic environment. As per the ANOVA F-
value and significance reveals that null hypotheses is accepted.
Table 41: Designation Vs. Awareness about Communication Tools
Designation
Awareness about Communication Tools
Total Low Medium High
Research Scholars
Count 37 346 609 992
percent 3.7 % 34.9 % 61.4 % 100.0 %
Teaching Faculty
Count 18 143 311 472
percent 3.8 % 30.3 % 65.9 % 100.0 %
Students Count 43 227 442 712
percent 6.0 % 31.9 % 62.1 % 100.0 %
Total Count 98 716 1362 2176
percent 4.5 % 32.9 % 62.6 % 100.0 %
ANOVA F VALUE - 3.000 Significance 0.050
Table 42 presents Awareness about online databases among designation of
respondents. More than half of the respondents i.e. 53 percent of research scholar,
50.2 percent of teaching faculty and 55.2 percent of students have indicated high
level of awareness about online databases. Similarly, around 40 percent of the
186
respondents under study indicated medium level of awareness of online databases.
In the light of UGC infonet consortia and preferring need for latest and relevant
information, the respondents are bound to have knowledge and skill of online
databases and this is clear from the results of the table. There is hardly any
difference between designation of respondents and their awareness about online
databases, the null hypotheses are accepted, based on the ANOVA F-value.
Table 42: Designation Vs. Awareness about Online Databases
Designation
Awareness about Online Databases
Total Low Medium High
Research Scholars
Count 526 401 65 992
percent 53.0 % 40.4 % 6.6 % 100.0 %
Teaching Faculty
Count 237 208 27 472
percent 50.2 % 44.1 % 5.7 % 100.0 %
Students Count 393 283 36 712
percent 55.2 % 39.7 % 5.1 % 100.0 %
Total
Count 1156 892 128 2176
percent 53.1 % 41.0 % 5.9 % 100.0 %
ANOVA F VALUE - 0 .947 Significance 0.388
Table 43 reveals that as compared to 93.5 percent of research scholars and 93.3
percent of students, the frequency of using internet by teaching faculty is relatively
low (78 percent). This is because of the fact that younger generation is more inclined
187
to use information technology compared to senior generation. Due to pressure of
academic assignments and administration supervision teaching faculty may not have
the time to use internet as frequently as research scholar and students. To
substantiate the results of the table, chi-square test is applied and results show that
there is an association between designation of respondents and frequency of using
internet. Hence, the null hypothesis is rejected as P-value is higher than the table
value.
Table 43: Designation Vs. Frequency of using Internet
Designation Regularly Weekly Fortnightly Monthly Total
Research Scholars
Count 928 24 8 32 992
percent 93.5 % 2.4 % .8 % 3.2 % 100.0 %
Teaching Faculty
Count 368 96 0 8 472
percent 78.0 % 20.3 % .0 % 1.7 % 100.0 %
Students Count 664 32 0 16 712
percent 93.3 % 4.5 % .0 % 2.2 % 100.0 %
Total Count 1960 152 8 56 2176
percent 90.1 % 7.0 % .4 % 2.6 % 100.0 %
Pearson Chi-Square - 179.135 Significance - 0.000
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Usage of Electronic Resources with designation and gender
In table 44, among the research scholars, irrespective of gender most of the
respondents under study, are aware of library websites to a full extent, on the other hand
66.7 percent of male faculty members are aware of library websites to full extent while
40.9 percent of female faculty is not aware of library websites. In case of students 24.1
percent of male students are not aware of library websites. Except for faculty where in
66.7 percent of male respondents are using library websites, in the other two categories
i.e. research scholar and students, majority of female respondents i.e. 75 percent of
female research scholars and 82.9 percent of female students are making use of library
websites. It is also observed that among female faculty, a mere 29.5 percent each are
using library websites to a full and moderate extent. Application of chi-square test to
determine the extent of association between each category of definition by gender of the
respondents show that there is an association between each designation of respondents by
gender with respect to awareness of library websites as the ‘P’ value calculated is higher
than table value and hence hypothesis is rejected.
Table 44 Gender * Usage of: Library websites * Designation of respondents
Designation Library websites
Total P – Value Significance None Moderate Full
extent
Faculty Gender
Male Count 8 32 80 120 64.475 0.000 Percent 6.7% 26.7% 66.7% 100.0%
Female Count 144 104 104 352 Percent 40.9% 29.5% 29.5% 100.0%
Total Count 152 136 184 472 Percent 32.2% 28.8% 39.0% 100.0%
Research Scholar
Gender Male
Count 32 96 320 448 15.588 0.000 Percent 7.1% 21.4% 71.4% 100.0%
Female Count 64 72 408 544
189
Percent 11.8% 13.2% 75.0% 100.0%
Total Count 96 168 728 992 Percent 9.7% 16.9% 73.4% 100.0%
Students
Gender Male
Count 104 136 192 432 111.034 0.000 Percent 24.1% 31.5% 44.4% 100.0%
Female
Count 8 40 232 280 Percent 2.9% 14.3% 82.9% 100.0%
Total Count 112 176 424 712 Percent 15.7% 24.7% 59.6% 100.0%
As per table 45 abstracting and indexing databases are being used to a full extent
by majority of male research scholars (66 percent) followed by female research scholars
(42.6 percent). It is also observed that 73.3 percent of male faculty are using the
database to a moderate level and half of the female respondents are not using the said
database and only 43.2 percent of female faculty are using this database moderately. One
of the reasons for such usage i.e. non preference of this database to a full extent could be
the availability of e-journals, open access journals and articles on internet, where in full
length articles are available. The p value of the chi-square is higher than the table value
hence hypothesis is rejected.
Table No. 45: Gender * Usage of Abstracting & Indexing databases *
Designation
Designation
Abstracting & Indexing databases
Total P – Value Significance None Moderate Full
extent
Faculty Gender Male
Count 8 88 24 120 74.399 0.000
Percent 6.7% 73.3% 20.0% 100.0%
Female Count 176 152 24 352
Percent 50.0% 43.2% 6.8% 100.0%
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Total Count 184 240 48 472
Percent 39.0% 50.8% 10.2% 100.0%
Research Scholars
Gender Male
Count 64 88 296 448 82.098 0.000
Percent 14.3% 19.6% 66.1% 100.0%
Female Count 216 96 232 544
Percent 39.7% 17.6% 42.6% 100.0%
Total Count 280 184 528 992
Percent 28.2% 18.5% 53.2% 100.0%
Students Gender
Male Count 160 160 112 432 110.715 0.000
Percent 37.0% 37.0% 25.9% 100.0%
Female Count 32 216 32 280
Percent 11.4% 77.1% 11.4% 100.0%
Total Count 192 376 144 712
Percent 27.0% 52.8% 20.2% 100.0%
Table No. 46 - Regarding the usage of full text database, it is observed from the
table that almost all the male faculty are using full text database to a full extent (73.3
percent) and moderate extent (26.7 percent). In contrast to this, only 27.3 percent of
female faculty are using the database to a full and moderate extent, while 45.3 percent of
the female faculty have not been using the full text database. Among the research
scholars, there is not much difference among the male and female respondents regarding
the use of full text database i.e. 57.1 percent of male research scholars use the database
to a full extent while 51.5 percent of female research scholars use the full text database
to a full extent. As far as students are concerned, being busy in attending classes etc, a
very meager percentage of students i.e., 11.4 percent of female students and 31.5
percent male students are using the full text databases to a full extent. The chi-square P-
value 3.377 for research scholars is less than the table value and hence the hypothesis
191
there is no association between research scholars by gender Vs awareness of full text
database is accepted. The chi-square value for research scholar is less than table value
and hence there is no association between designation and awareness of full text
database is accepted. However the p-value for teaching faculty and students is more
shown in the table which is higher than the table value then the hypothesis is rejected.
Table 46: Gender * Usage of Full text databases * Designation
Designation
Full text databases Total P-
Value Significance None Moderate Full extent
Faculty
Gender
Male Count 0 32 88 120 103.262 0.000
Percent .0% 26.7% 73.3% 100.0%
Female Count 160 96 96 352
Percent 45.5% 27.3% 27.3% 100.0%
Total Count 160 128 184 472
Percent 33.9% 27.1% 39.0% 100.0%
Research Scholars
Gender
Male Count 136 56 256 448 3.377 0.185
Percent 30.4% 12.5% 57.1% 100.0%
Female Count 192 72 280 544
Percent 35.3% 13.2% 51.5% 100.0%
Total Count 328 128 536 992
Percent 33.1% 12.9% 54.0% 100.0%
Students Gender Male Count 168 136 128 432 153.939 0.000
Percent 38.9% 31.5% 29.6% 100.0%
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Female Count 32 32 216 280
Percent 11.4% 11.4% 77.1% 100.0%
Total Count 200 168 344 712
Percent 28.1% 23.6% 48.3% 100.0%
It is found from table 47 that nearly three fourths of the male faculty (73.3 percent)
is using e-journals to a full extent and 26.7 percent to a moderate extent. However, 34.1
percent of female faculty is using e-journals to a moderate and full extent respectively. It
is also observed that majority of the male research scholars (69.6 percent) and female
research scholars (70.6 percent) are using e-journals to a full extent. On the same lines,
among students, it is found that 91.4 percent of female students are using e-journals to a
full extent against male students (63 percent). Thus, as a whole majority of the
respondents, irrespective of designation, are using e-journals to a full extent. Chi-square
value obtained against each of designation of the respondents with respective use of e-
journals, it is found that p-value calculated is higher than the table value and hence the
null hypotheses is rejected showing an association between designation of respondents
and use of e-journals.
193
Table No.47 : Gender* Usage of E-Journals*Designation
Designation
E-journals Total P-
Value Significance None Moderate Full extent
Faculty
Gender Male Count 0 32 88 120 70.987 0.000
Percent .0% 26.7% 73.3% 100.0%
Female
Count 112 120 120 352
Percent 31.8% 34.1% 34.1% 100.0%
Total Count 112 152 208 472
Percent 23.7% 32.2% 44.1% 100.0%
Research Scholars
Gender
Male Count 88 48 312 448 18.117 0.000
Percent 19.6% 10.7% 69.6% 100.0%
Female Count 64 96 384 544
Percent 11.8% 17.6% 70.6% 100.0%
Total Count 152 144 696 992
Percent 15.3% 14.5% 70.2% 100.0%
Students
Gender
Male Count 80 80 272 432 72.935 0.000
Percent 18.5% 18.5% 63.0% 100.0%
Female Count 8 16 256 280
Percent 2.9% 5.7% 91.4% 100.0%
Total Count 88 96 528 712
Percent 12.4% 13.5% 74.2% 100.0%
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From table 48 it is quite clear that majority of the male faculty 66.7 percent are
using e-books to a full extent but on the contrary 36.4 percent of female faculty are not at
all using e-books. More than half of the male research scholars (51.8 percent) are using
e-books to a full extent and 25 percent to a moderate extent. While 41.2 percent of
female research scholars are using e-books to a full extent, 33.8 percent of female
research scholar are not using e-books at all. Among the students, 85.7 percent of female
students are using e-books to a full extent against 51.9 percent of male students. Among
the three types of designation, student respondents are fairly using e-books to a better
extent as compared to research scholars and teaching faculty. This is mainly because
students of younger generation are able to adopt information technology tools quite
quickly compared to other groups. Again, students need books more than teachers and
research scholars, who on the other hand, depend on e-journals and internet. As per the
chi-square values it is found that there is no association between the teaching faculty ,
research scholars and students to that of using e-books is rejected since the p-value
computed is higher than the table value.
195
Table 48: Gender * Usage of E-book * Designation
Designation
E-book Total P-
Value Significance None Moderate Full extent
Faculty
Gender Male Count 16 24 80 120 46.613 0.000
Percent 13.3% 20.0% 66.7% 100.0%
Female
Count 128 112 112 352
Percent 36.4% 31.8% 31.8% 100.0%
Total Count 144 136 192 472
Percent 30.5% 28.8% 40.7% 100.0%
Research Scholars
Gender
Male Count 104 112 232 448 15.540 0.000
Percent 23.2% 25.0% 51.8% 100.0%
Female Count 184 136 224 544
Percent 33.8% 25.0% 41.2% 100.0%
Total Count 288 248 456 992
Percent 29.0% 25.0% 46.0% 100.0%
Students
Gender
Male Count 88 120 224 432 89.809 0.000
Percent 20.4% 27.8% 51.9% 100.0%
Female Count 8 32 240 280
Percent 2.9% 11.4% 85.7% 100.0%
Total Count 96 152 464 712
Percent 13.5% 21.3% 65.2% 100.0%
196
Table 49 - Regarding the usage of online catalogues, it is observed from the table
that nearly 60 percent of the male and female faculty are using online catalogue to a
moderate extent. While 40.9 percent of female faculty are not at all using online
catalogues. In case of research scholars male respondents are using online catalogue to a
full extent (57.1 percent) and on the other hand 47.1 percent of female research scholars
are not at all using online catalogues. It is further observed that 77.1 percent of female
students are using online catalogue to a moderate extent against 40.7 percent of male
students. Online catalogues that provide information about books published and also the
OPAC are used by the users to identify relevant books and suggestion for acquisition and
also for inter library loan requests. Thus from the table it can be inferred that compared
to teaching faculty and students, use of online catalogues is higher among research
scholars. To test the null hypotheses chi-square values obtained from each of the three
designations of respondents is rejected, calculated p-value is higher than the table value.
Table 49: Gender * Usage of Online Catalogue * Designation
Designation
Online Catalogue Total
None Moderate Full extent
Faculty Gender
Male Count 24 72 24 120 81.405 0.000
Percent 20.0% 60.0% 20.0% 100.0%
Female Count 144 208 0 352
Percent 40.9% 59.1% .0% 100.0%
Total Count 168 280 24 472
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Percent 35.6% 59.3% 5.1% 100.0%
Research Scholars
Gender
Male Count 96 96 256 448
Percent 21.4% 21.4% 57.1% 100.0%
Female Count 256 72 216 544 70.920 0.000
Percent 47.1% 13.2% 39.7% 100.0%
Total Count 352 168 472 992
Percent 35.5% 16.9% 47.6% 100.0%
Students
Gender
Male Count 160 176 96 432 90.979 0.000
Percent 37.0% 40.7% 22.2% 100.0%
Female Count 40 216 24 280
Percent 14.3% 77.1% 8.6% 100.0%
Total Count 200 392 120 712
Percent 28.1% 55.1% 16.9% 100.0%
Almost all the male faculties are using e-mail to a full extent (93.3 percent)
whereas 31.8 percent of female faculties are not using e-mail facility. However, majority
of the research scholars irrespective of male (89.3 percent) and female (73.5 percent), are
using e-mail to a full extent. Similarly majority of the male students (74.4 percent) and
female students (94.3 percent) are using e-mail to a full extent. Thus, the extent of usage
e-mails is relatively higher in students and research scholar community, compared to
teaching faculty. The results of chi-square test applied to the table reveals that the null
198
hypotheses is rejected showing an association between designation of respondents and
use of email service (Table 50).
Table 50: Gender * Usage of E-mails * Designation
Designation
E-mails Total
None Moderate Full extent
Faculty
Gender Male Count 8 0 112 120 92.510 0.000
Percent 6.7% .0% 93.3% 100.0%
Female
Count 112 88 152 352
Percent 31.8% 25.0% 43.2% 100.0%
Total Count 120 88 264 472
Percent 25.4% 18.6% 55.9% 100.0%
Research Scholars
Gender
Male Count 16 32 400 448 40.460 0.000
Percent 3.6% 7.1% 89.3% 100.0%
Female Count 64 80 400 544
Percent 11.8% 14.7% 73.5% 100.0%
Total Count 80 112 800 992
Percent 8.1% 11.3% 80.6% 100.0%
Students Gender
Male Count 88 40 304 432 61.155 0.000
Percent 20.4% 9.3% 70.4% 100.0%
Female Count 8 8 264 280
Percent 2.9% 2.9% 94.3% 100.0%
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Total Count 96 48 568 712
Percent 13.5% 6.7% 79.8% 100.0%
From table 51, it is quite clear that majority of the faculty irrespective of male
(73.3 percent) and female (72.7 percent) are not at all using blogs/portals. However 26.7
percent of male faculty has indicated the use of blogs/portals to a full extent. Similarly
58.9 percent of male and 61.8 percent of female research scholars also have indicated of
not using blogs. The same result also applies to 51.9 percent of male students and 77.1
percent of female students. To conclude it is inferred that majority of the respondents,
irrespective of their designation are not using blogs/portals, as blogs/portals are of recent
development in the internet era and its use for academic purpose is yet to be popularized.
Based on the chi-square values it is found that the null hypothesis is rejected in case of
faculty and students expect research scholar.
Table 51: Gender * Usage of Blogs/portals * Designation
Designation
Blogs/portals Total
None Moderate Full extent
Faculty
Gender Male Count 88 0 32 120 92.843 0.000 Percent 73.3% .0% 26.7% 100.0%
Female Count 256 88 8 352 Percent 72.7% 25.0% 2.3% 100.0%
Total Count 344 88 40 472 Percent 72.9% 18.6% 8.5% 100.0%
Research Gender Male Count 264 120 64 448 3.682 0.159
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Scholars Percent 58.9% 26.8% 14.3% 100.0%
Female Count 336 152 56 544 Percent 61.8% 27.9% 10.3% 100.0%
Total Count 600 272 120 992 Percent 60.5% 27.4% 12.1% 100.0%
Students Gender
Male Count 224 88 120 432 50.710 0.000 Percent 51.9% 20.4% 27.8% 100.0%
Female Count 216 16 48 280 Percent 77.1% 5.7% 17.1% 100.0%
Total Count 440 104 168 712 Percent 61.8% 14.6% 23.6% 100.0%
Table 52 reveals that all the male faculty are using the CD-Rom databases to a full
extent and on the contrary 47.7 percent of female faculty are not using CD-Rom
databases. More than half of the male research scholar are using CD-Rom databases to a
full extent and 48.5 percent of female research scholar use CD-Rom databases to a full
extent. However, 39.7 percent of female research scholars are not using CD-Rom
databases. In case of students category, 80 percent of the female respondents are using
CD-Rom databases to a full extent against 44.4 percent of male students. However, 31.5
percent of male students have indicated non use of CD-Rom databases. With the advent
of Internet, open access journals etc., the users are depending more on the online
information sources than the CD-Rom databases. Online resources also provide up-to-
date information. This could be the reason behind the reduced use of CD-Rom databases.
To test the null hypotheses for each of the designation, chi-square values obtained reveals
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an association between designation of a respondents and use of CD-Rom databases, the
p-value obtained is higher than the table value. Hence, the null hypotheses are rejected.
Table 52 : Gender * Usage of CD-ROM databases * Designation
Designation
CD-ROM databases Total
None Moderate Full extent
Faculty
Gender Male Count 0 0 120 120 218.836 0.000 Percent .0% .0% 100.0% 100.0%
Female Count 168 104 80 352 Percent 47.7% 29.5% 22.7% 100.0%
Total Count 168 104 200 472 Percent 35.6% 22.0% 42.4% 100.0%
Research Scholars
Gender Male
Count 88 104 256 448 Percent 19.6% 23.2% 57.1% 100.0% 54.764 0.000
Female Count 216 64 264 544 Percent 39.7% 11.8% 48.5% 100.0%
Total Count 304 168 520 992 Percent 30.6% 16.9% 52.4% 100.0%
Students Gender
Male Count 136 104 192 432 97.643 0.000 Percent 31.5% 24.1% 44.4% 100.0%
Female Count 16 40 224 280 Percent 5.7% 14.3% 80.0% 100.0%
Total Count 152 144 416 712 Percent 21.3% 20.2% 58.4% 100.0%
Table no 53 shows the purpose of using library websites for research /project work
by designation of respondents. It is noted from the table that majority of the male faculty
(86.7 percent) are using library websites for their research/project purpose where as 38.6
percent of female faculty are using library websites. In case of research scholars
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majority, irrespective of gender (male 76.8 percent and female 72.1 percent) are using
library websites for the purpose of research.
80 percent of the female students are using library websites to a full extent for
research purpose and on the other hand, 38.9 percent of male students are not using
library websites to a greater extent for the purpose of research/project work. To validate
the result of the study, chi-square test applied reveals that p-value calculated for each of
the designation is higher than the table value and hence, the null hypotheses is rejected at
0.05 level of significance.
Table 53: Gender * Purpose-Research/Project: Library websites * Designation
Designation
Purpose-Research/Project: Library websites Total
None Moderate Full extent
Faculty
Gender Male Count 0 16 104 120 90.848 0.000 Percent .0% 13.3% 86.7% 100.0%
Female Count 136 80 136 352 Percent 38.6% 22.7% 38.6% 100.0%
Total Count 136 96 240 472 Percent 28.8% 20.3% 50.8% 100.0%
Research Scholars
Gender Male
Count 16 88 344 448 140.171 0.000 Percent 3.6% 19.6% 76.8% 100.0%
Female Count 104 48 392 544 Percent 19.1% 8.8% 72.1% 100.0%
Total Count 120 136 736 992 Percent 12.1% 13.7% 74.2% 100.0%
Students Gender Male
Count 168 112 152 432 70.801 0.000 Percent 38.9% 25.9% 35.2% 100.0%
Female Count 24 32 224 280
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Percent 8.6% 11.4% 80.0% 100.0%
Total Count 192 144 376 712 Percent 27.0% 20.2% 52.8% 100.0%
It is quite clear from the table no. 54 that 86.7 percent of male faculty are using
abstract database to a full extent and on the contrary, half of the female faculty are not
using abstract database for the purpose of research. Among research scholars, more than
half of the male (58.9 percent) and female (66.2 percent) research scholars are using
abstract database for research purpose. But in case of student respondents, 46.3 percent
of male and 77.1 percent female students are not at all using abstract database. This is
true since students do not need abstract and index database expect for the project work
and dissertation, if it is prescribed in the syllabus. To determine the association between
designation of respondents and use of abstract database for research purpose, null
hypotheses applied using chi-square test and results calls for reflection of hypotheses, as
p-value computed is greater than table value. Hence, it is inferred that the extent of use
of abstract database is less in case of students against teaching faculty and research
scholars.
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Table 54: Gender * Purpose-Research/Project: Abstracting databases * Designation
Designation
Purpose-Research/Project: Abstracting databases
Total
None Moderate Full extent
Faculty
Gender Male Count 0 16 104 120 138.387 0.000 Percent .0% 13.3% 86.7% 100.0%
Female Count 176 80 96 352 Percent 50.0% 22.7% 27.3% 100.0%
Total Count 176 96 200 472 Percent 37.3% 20.3% 42.4% 100.0%
Research Scholars
Gender Male
Count 56 128 264 448 108.402 0.000 Percent 12.5% 28.6% 58.9% 100.0%
Female Count 152 32 360 544 Percent 27.9% 5.9% 66.2% 100.0%
Total Count 208 160 624 992 Percent 21.0% 16.1% 62.9% 100.0%
Students Gender
Male Count 200 56 176 432 135.148 0.000 Percent 46.3% 13.0% 40.7% 100.0%
Female Count 16 48 216 280 Percent 5.7% 17.1% 77.1% 100.0%
Total Count 216 104 392 712 Percent 30.3% 14.6% 55.1% 100.0%
Table 55 Almost all the male faculty (93.3 percent) are using full text database for
research to a full extent, while 43.2 percent of female faculty are not using full text
databases for research. However, nearly seventy percent of male (67.9 percent) and
female (69.1 percent) research scholars are using full text database to a full extent for
research purpose. In case of students, 44.2 percent of male are not using full text
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database while 85.7 percent of female are using full text data base to a full extent. As per
the chi-square value obtained reveals that the null hypotheses there is no association
between designation of respondents by gender and use of full text database for research
purpose is rejected, as the p-value calculated is greater than the table value.
Table 55: Gender * Purpose-Research/Project: Full text databases * Designation
Designation
Purpose-Research/Project: Full text databases
Total
None Moderate Full extent
Faculty Gender
Male Count 0 8 112 120 128.100 0.000 Percent 0.0% 6.7% 93.3% 100.0%
Female Count 152 80 120 352 Percent 43.2% 22.7% 34.1% 100.0%
Total Count 152 88 232 472 Percent 32.2% 18.6% 49.2% 100.0%
Research Scholars
Gender Male Count 32 112 304 448 75.588 0.000 Percent 7.1% 25.0% 67.9% 100.0%
Female Count 120 48 376 544 Percent 22.1% 8.8% 69.1% 100.0%
Total Count 152 160 680 992 Percent 15.3% 16.1% 68.5% 100.0%
Students Gender
Male Count 192 96 144 432 192.444 0.000 Percent 44.4% 22.2% 33.3% 100.0%
Female Count 16 24 240 280 Percent 5.7% 8.6% 85.7% 100.0%
Total Count 208 120 384 712 Percent 29.2% 16.9% 53.9% 100.0%
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This table no. 56 reveals that 93.3 percent of male faculty and also half of the
female faculty are using e-journals for research to a full extent. Similarly 60.7 percent of
male research scholars and 76.5 percent of female research scholars are using e-journals
to a full extent for the purpose of research/project work. On the same lines 66.7, percent
of male and 85.7 percent of female students are using e-journals for their research work.
Thus irrespective of designation, majority of the respondents are using e-journals to a full
extent. The tabulated chi-square value for each of the designation shows that there is a
significant association between designation of respondents and purpose of using e-
journals for research purpose. Thus the null hypotheses is rejected having the p-value
calculated is higher than the table value.
Table 56: Gender * Purpose-Research/Project: E-journals * Designation
Designation
Purpose-Research/Project: E-journals
Total
None Moderate Full extent
Faculty Gender
Male Count 0 8 112 120 71.295 0.000 Percent .0% 6.7% 93.3% 100.0%
Female Count 48 128 176 352 Percent 13.6% 36.4% 50.0% 100.0%
Total Count 48 136 288 472 Percent 10.2% 28.8% 61.0% 100.0%
Research Scholars Gender
Male Count 72 104 272 448 Percent 16.1% 23.2% 60.7% 100.0% 77.392 0.000
Female Count 104 24 416 544
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Percent 19.1% 4.4% 76.5% 100.0%
Total Count 176 128 688 992 Percent 17.7% 12.9% 69.4% 100.0%
Students Gender
Male Count 112 32 288 432 65.010 0.000 Percent 25.9% 7.4% 66.7% 100.0%
Female Count 8 32 240 280 Percent 2.9% 11.4% 85.7% 100.0%
Total Count 120 64 528 712 Percent 16.9% 9.0% 74.2% 100.0%
Table 57- Among the faculty, 86.7 percent of the male respondents use e-books to
a full extent where as 40.9 percent of female respondents have indicated non use of e-
books for research purpose. Slightly more than one third of the male and female research
scholars are using e-books for their research/project work. However, 30.4 percent of
male and 50 percent of female research scholars also indicated non use of e-books for
research and academic activities. It is further observed that 91.4 percent of female
students are using e-books to a full extent for academic and project work and so also 42.6
percent of male students. Based on the application of chi-square test, p-value is found to
be higher than the table value for each of the designation at 0.05 level of significance.
Hence, the null hypothesis is rejected.
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Table 57: Gender * Purpose-Research/Project: E-books * Designation
Designation
Purpose-Research/Project: E-books
Total
None Moderate Full extent
Faculty Gender
Male Count 16 0 104 120
Percent 13.3% .0% 86.7% 100.0% 85.222 0.000
Female Count 144 72 136 352
Percent 40.9% 20.5% 38.6% 100.0%
Total Count 160 72 240 472
Percent 33.9% 15.3% 50.8% 100.0%
Research Scholars
Gender Male
Count 136 152 160 448 Percent 30.4% 33.9% 35.7% 100.0%
Female Count 272 64 208 544 78.895 0.000
Percent 50.0% 11.8% 38.2% 100.0%
Total Count 408 216 368 992
Percent 41.1% 21.8% 37.1% 100.0%
Students Gender
Male Count 176 72 184 432
Percent 40.7% 16.7% 42.6% 100.0%
Female Count 8 16 256 280 176.399 0.000
Percent 2.9% 5.7% 91.4% 100.0%
Total Count 184 88 440 712
Percent 25.8% 12.4% 61.8% 100.0%
Table 58 clearly reveals that 66.7 percent of male and 34.1 percent female faculty
are using CD-Rom database for the purpose of research/project to a full extent. Of the
faculty, 43.2 percent of female clearly indicated non use of CD-Rom database for
research/project. 39.3 percent of male research scholars are found to use CD-Rom
database for research purpose to a moderate extent. Among student respondents,
majority of the female students (80 percent) are using CD-Rom database to a greater
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extent for the purpose of academic/research against male students (55.6 percent). As per
the chi-square test applied to test the null hypotheses of the study reveals that there is an
association between designation of respondents and use of CD-Rom databases for
research project and hence the null hypothesis is rejected.
Table 58 : Gender * Purpose-Research/Project: CD-ROM databases * Designation
Designation
Purpose-Research/Project: CD-ROM databases
Total
None Moderate Full
extent
Faculty Gender
Male Count 24 16 80 120
Percent 20.0% 13.3% 66.7% 100.0%
Female Count 152 80 120 352 39.192 0.000
Percent 43.2% 22.7% 34.1% 100.0%
Total Count 176 96 200 472
Percent 37.3% 20.3% 42.4% 100.0%
Research Scholars
Gender Male
Count 136 136 176 448 Percent 30.4% 30.4% 39.3% 100.0%
Female Count 328 88 128 544
Percent 60.3% 16.2% 23.5% 100.0%
Total Count 464 224 304 992 88.855 0.000
Percent 46.8% 22.6% 30.6% 100.0%
Students Gender
Male Count 152 40 240 432
Percent 35.2% 9.3% 55.6% 100.0% 65.047 0.000
Female Count 24 32 224 280
Percent 8.6% 11.4% 80.0% 100.0%
Total Count 176 72 464 712
Percent 24.7% 10.1% 65.2% 100.0%
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4.2.2.4 IMPACT OF E-RESOURCES ON USERS AND LIBRARIES
Due to the emergence of National consortia’s like UGC Infonet, INDEST etc., and
also large number of open e-resources, there has been tremendous impact on libraries to
promote use of e-resources either through consortia or open sources or even subscribed e-
resources. This has made a greater impact on libraries to improve their efficiency in
building and providing access to e-resources and also had diminishing trend towards
printed resources. ICT has become invertible tool for academic and research for all the
students, research scholars and teaching faculty. It is noticed that the impact of ICT has
been increasing from year to year in all most all the institutes and they are adopting IT for
effective functioning of their academic and research particularly Internet e-resources. E-
resources are resources in which information is stored electronically and are accessible
through electronic systems and networks. E-resources is a very broad term that includes a
variety of different publishing models, including OPACs, CD-ROMs, online database, e-
journals, e-books, internet resource, print-on-demand (POD), e-mail publishing, wireless
publishing, electronic link and web publishing etc. In order to determine the impact of e-
resources on the academic community surveyed, data collected in this regard has been
tabulated and interpreted to draw the inferences statistically as under:
Librarians adopt new technologies and resources for their merits. The basic
objective of librarians is to provide easy access to voluminous information at a faster rate.
This objective is successfully met by the electronic resources. Thus, table 59 presents the
opinion of librarians regarding benefits of ICT with library work. It was found that the
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benefits of using ICT such as improvement of efficiency of library services, retrieval
efficiently, effective control over entire library system, facilitating resource sharing,
avoiding duplication of work, improving existing services and increasing library
satisfaction have been found to be beneficial to full extent. Almost all the libraries
acknowledging the benefits electronic resources in the libraries is a clear indication of
positive impact of electric resources on the libraries.
Table 59: Benefit of ICT with library work
Benefit of ICT with library work
Full Extent Moderate None
Frequency Percent Frequency Percent Frequency Percent
Improves Efficiency of Library services
12 100 - - - -
Retrieval Efficiency 12 100 - - - -
Up to date information resources
9 75.0 3 25.0 - -
Effective control over entire library system
12 100 - - - -
Facilitate resource sharing 12 100 - - - -
Avoid duplication of work 12 100 - - - -
Improve existing services 12 100 - - - -
Increase user satisfaction 9 75.0 3 25.0 - -
Increase Library satisfaction
12 100 - - - -
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Table 60 indicates factors promoted for ICT development in library. It was found
that the factors which influenced ICT development in the library such as availability of
information sources, quality-based library services, impact of internet technology were
found to be major factors for undergoing Information Communication Technology in the
libraries. However the factors like information growth, time consciousness, and users
demand for IT based have contributed moderately for Information Communication
Technology development in the libraries.
Table 60: Factors promoted ICT development in Library
Factors promoted ICT development in Library
Full Extent Moderate None
Frequency
Percent
Frequency
Percent
Frequency
Percent
Information growth 9 75.0 3 25.0 - -
Availability of Information sources
12 100 - - - -
Time consciousness 9 75.0 3 25.0 - -
Quality based library services
12 100 - - - -
Impact of Internet technology
12 100 - - - -
Users demand for IT based services
9 75.0 3 25.0 - -
Table 61 shows the extent of impact of various e-resources during the three
academic years (2008-2010) along with pictorial charts for each of the e-resources to
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