Ph.D. Thesis
INFORMATION SEEKING BEHAVIOUR OF TEACHING FACULTY AND MASTER (PREVIOUS/FINAL YEAR) STUDENTS USING CENTRAL LIBRARY, UNIVERSITY OF PESHAWAR
THESIS SUBMITTED TOWARDS THE PARTIAL FULFILMENT OF THE REQUIREMENT OF THE UNIVERSITY OF SINDH, FOR THE AWARD OF DOCTOR OF PHILOSOPHY DEGREE IN LIBRARY & INFORMATION SCIENCE AND ARCHIVE STUDIES
FAUZ DAR KHAN
Department of Library & Information Science and Archive Studies, University of Sindh, Jamshoro, Pakistan 2018
DECLARATION
I hereby declare that the work present in this thesis entitled “INFORMATION SEEKING BEHAVIOUR (ISB) OF TEACHING FACULTY (TF) AND MASTER (PREVIOUS/FINAL YEAR) STUDENTS (MPFYS) USING CENTRAL LIBRARY, UNIVERSITY OF PESHAWAR” is the result of my own research and has not been submitted to any other institution for any other degree.
______Fauz Dar Khan, PhD Scholar, Department of Library & Information Science and Archive Studies, University of Sindh, Jamshoro, Pakistan
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CERTIFICATE
This is to certify that the work present in this thesis entitled “INFORMATION SEEKING BEHAVIOUR (ISB) OF TEACHING FACULTY (TF) AND MASTER (PREVIOUS/FINAL YEAR) STUDENTS (MPFYS) USING CENTRAL LIBRARY, UNIVERSITY OF PESHAWAR” has been carried out by Mr. Fauz Dar Khan under my supervision. The work is genuine, original and suitable for submission to the University of Sindh for the award of degree of PhD in Library & Information Science and Archive Studies.
SUPERVISOR
______Dr. Rafia Ahmed Sheikh Professor Department of Library & Information Science and Archive Studies, University of Sindh, Jamshoro, Pakistan
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DEDICATION
To my
FAMILY
WHO WENT THROUGH A LOT DURING THE COURSE OF THIS STUDY
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ACKNOWLEDGEMENTS
All Praise to the Almighty Allah, the Most Merciful and Compassionate, because without His Blessings this study would not have been completed. Scores of people were involved to help this study. It is not possible to mention all of them by name. However, a few deserve to be mentioned here. First of all, I feel immense pleasure to have an honour to acknowledge my teacher-cum-supervisor Prof Dr. Rafia Ahmed Sheikh, HEC Supervisor for her extensive support and guidance in conducting this study. She not only guided me throughout this study but also helped me to learn the basic skills of conducting research. Secondly, I would like to express my acknowledgment to the University of Peshawar for providing me with an opportunity that enabled me to pursue my higher education even hundreds of kilometres (kms) away from my parent university. My deep gratitude to my respected teachers, colleagues, friends and well- wishers who assisted me academically, emotionally and administratively as well. Lack of their support would have caused failure of this research project. They were: Professor Dr. Nisar Ahmad Subhpoto, Chairman; Professors Manzoor Ahmad Hajano, Muhammad Arif Bhatti, Shireen Gul Somro and Dr. Akhtar Rind from the Department of Library and Information Science & Archive Studies, Dr. Sheraz Ilyas Sheikh, Department of Psychology and Dr. Sharif Abbasi, Department of Public Administration, University of Sindh, Jamshoro. My thanks to Professors Hamid Rahman, Syed Liaqat Ali (my honorable teachers & colleagues), Sajjad Ahmad, Asad Khan and Muhammad Ismail (colleagues) for their co-operation at the Department of Library and Information Science, University of Peshawar. I would like to express my cordial thanks to all those who guided and helped me in the collection of data. The librarian and other professional staff of the Peshawar University Campus deserve to be acknowledged for their sincere cooperation, getting questionnaires filled-in from their respective faculty members and students and provided to the researcher. I am thankful to all the faculty members and students from all the six faculties of the University of Peshawar including library staff of Central Library, University of Peshawar who cooperated or responded in one way or another in this study, because without their help, it was not possible for me to accomplish this scholastic investigation. I also appreciate the moral support of Dr. Saeed Ullah Jan who encouraged me throughout my PhD programme. The gratitude would be incomplete if not extended to the programmers, statisticians, editors-cum- proof readers, computer operators (specially Hidayat Ullah, computer operator) whose guidance and help in preparation and operation of excel sheets and SPSS made the research work successful. Last, but certainly not the least, I thank Mr. Mehtab Ahmad, MLISc Student and Mr. Nimat Ullah, my elder son and Mr. Sanaullah, my nephew who contributed by recovering the damaged and lost data of my PhD thesis. Finally, very special thanks to my family members for their patience, moral and financial support.
Fauz Dar Khan February 2018
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ABSTRACT
The underlying research study explores effectiveness of the resources for the users in the Central Library, UoP under topic ‘‘Information Seeking Behaviour (ISB) of Teaching Faculty (TF) and Master (Previous/Final Year Students) (MPFYS) Using Central Library, University of Peshawar.’’ The main objectives of this inquiry were to investigate information resources used by the TF & MPFYS of the UoP in the Central Library and to analyze the extent to which the existing information resources met their needs. It was presumed that the TF & MPFYS were dependent on and faced some problems in using resources in the Central Library. The current investigation is based on a population of 5474 from all the six faculties under stratified random sampling of 890 TF & MPFYS. A sequential and quantitative method approach was adopted to collect the research data through questionnaire as in the earlier similar studies most frequently used methodologies were questionnaires and interviews based surveys. An extensive amount of literature available on information needs and information seeking behaviour of the users was reviewed. The past readings also showed that the determined investigation would influence on the information style of the TF & MPFYS. However, literature relevant to the staff and students using Central Library of the University of Peshawar was not available. Information needs and its seeking behaviour had effects in one way or the other on the learning process that the TF & MPFYS used. All the participants of the study were overall dependent on resources of the Central Library of University of Peshawar. These resources were important, satisfactory and preferable to some extent for the respondents. The printed materials and e-resources available in mother or in non-mother languages in the Central Library appealed to a maximum number of users to accomplish their desired pursuits. The respondents were highly satisfied with the subject books, e-resources, reference books and newspapers. They visited the library as frequently as they felt the need of information. They stayed 2-3 hours per week in the library for using the resources in a peaceful environment. Although the findings indicated that the respondents faced several problems, causing anxiety while using resources in the Central Library, yet they could find 50% of their desired information. The respondents had ‘good’ skills to seek help of the library staff in search of information resources in the Central Library, UoP. They could not be satisfied fully with the staff’s help. It was suggested that the Central Library, University of Peshawar should have designed information system, like orientation programme measures, enrolling high qualified and experienced staff to balance development of collection, manage system for human resources development, addition of computers in the laboratory, provision of secondary services and to arrange alternate power supply. This study may well be repeated after every ten years. No such study like the present one in the University of Peshawar has been conducted so far. This study will, therefore, be of great importance for this university, may for any university in the country.
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TABLE OF CONTENTS
DECLARATRION ...... II CERTIFICATE ...... III DEDICATION...... IV ACKNOWLEGMENTS ...... V ABSTRACT…………………………………………………………………………VI TABLE OF CONTENTS ...... VII LIST OF TABLES…… ...... XIV LIST OF FIGURES…………………………………….………………………..XVII ABBREVIATIONS…...... XVIII CHAPTER 1 INTRODUCTION………………………………………1 1.1 INTRODUCTION……………………………………………………….…….1 1.2 OPERATIONAL DEFINITIONS……………………………………………..2 1.3 STATEMENT OF THE PROBLEM……………………………………….....4 1.4 BRIEF HISTORICAL BACKGROUND OF INFORMATION...... 6 SEEKING BEHAVIOUR 1.5 PAKISTANI SCENARIO…………… …………………….…………...... 7 1.6 SCOPE OF THE STUDY…….. ………………………………………...... 8 1.7 SIGNIFICANCE OF THE STUDY………………………………….…...... 8 1.8 RATIONALE OF THE STUDY ………………………………………...... 10 1.9 AIMS, OBJECTIVES, HYPOTHESES H(S) AND RESEARCH ………….10 QUESTIONS RQ(S) OF THE RESEARCH 1.9.1 AIMS…………………………………………………………………...10 1.9.2 OBJECTIVES (OBJ(S)…………………………………………...... 10 1.9.3 HYPOTHESES H(S)……………………………………………….…..10 1.9.4 RESEARCH QUESTIONS RQ(S)...... …...... 11 1.10 LIMITATIONS AND DELIMITATIONS OF THE STUDY……………….11 1.11 ORGANIZATION OF THE STUDY…...... 12 1.12. PAKISTAN……………………………………………………..…………...12 1.13. KHYBER PAKHTUNKHWA (KPK): AN OVERVIEW.…………..……..14 1.13.1. GEOGRAPHICAL LOCATION AND ……………………………. 14 ADMINISTRATIVE DIVISIONS OF KPK 1.13.2. RELIGION, CASTE AND LANGUAGE OF KPK……………...... 15 1.13.3. EDUCATIONAL PERSPECTIVE OF THE KPK……………...... 16 1.13.4. CURRENT SITUATION OF KPK………………………..………...18 1.14. PESHAWAR………………………………………………………….….....18 1.15. GENESIS OF THE UNIVERSITY OF PESHAWAR……………..………18
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1.15.1. HISTORICAL VIEW OF UNIVERSITY OF PESHAWAR….…….19 1.15.2. MAIN CAMPUS (PESHAWAR CAMPUS OR CAMPUS-I)………20 1.15.3. BARA GALLI CAMPUS (SUMMER OR CAMPUS -II)...... 22 1.15.4. AZAKHEL CAMPUS (CENTRE OF BIODIVERSITY) OR………23 CAMPUS-III
1.16. LIBRARY…………………………………………………………………...23
1.17. CENTRAL LIBRARY, UNIVERSITY OF PESHAWAR…………………24
CHAPTER 2 LITERATURE REVIEW/BACKGROUND……….27 2.1 SEARCHING THE LITERATURE………………………………………….27 2.2 SUMMARY………………………………………………………………….36 CHAPTER 3 RESEARCH METHODOLOG..……………………37 3.1. NEED AND SIGNIFICANCE OF THE STUDY …………………………...37 3.2. RESEARCH APPROACH…………………………………………………...37 3.3. RESEARCH DESIGN………………………………………….….………...37 3.4. POPULATION ……………………………………………….…….………38 3.5. SAMPLING ………………………………………………….…….………..39 3.6. DATA COLLECTION INSTRUMENTS, SOURCES AND ….….………..39 PROCEDURES 3.6.1. SELF-ADMINISTERED QUESTIONNAIRE ……………….…….39 3.6.2 EXPERT REVIEW……………………………………….………….41 3.6.3. PILOT TESTING...... 41 3.6.4. VALIDITY AND RELIABILITY OF THE INSTRUMENTS ...... 43 3.6.5. FINALIZATION OF QUESTIONNAIRE ………………….………43 3.6.6. ADMINISTRATING DISTRIBUTION OF THE ……..……………43 QUESTIONNAIRE 3.6.7. RESPONSE RATE ……………………………………………….....44 3.7. LITERATURE REVIEW ………………………………………………...... 44 3.7.1. SEARCHING THE LITERATURE …………….…………………..44 3.8. METHODS OF DATA ANALYSIS…...... 45 3.9. BRIEF SUMMARY OF THE ENTIRE POPULATION…………………....45 3.10. PERCENTAGE OF DIFFERENT FRACTIONS OF …...... 46 SAMPLED POPULATION 3.11. STATUS-WISE, GENDER-WISE DISTRIBUTION…...... 47 AND RESPONSE RATE OF SAMPLED POPULATION
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CHAPTER 4 RESULTS AND DISCUSSION……………………...48 PART- I DEMOGRAPHIC INFORMATION SECTION-1 DEMOGRAPHIC INFORMATION 4.1. DEMOGRAPHIC INFORMATION……………………………………..48 4.1.1. DEMOGRAPHIC CHARACTERISTICS…………………………..48 4.1.2. BRIEF SUMMARY OF THE ENTIRE…...... 49 TARGETED POPULATION 4.1.3. FACULTY-WISE UNIVERSE OF THE STUDY…………….…....50 4.1.4. FACULTY-WISE DISTRIBUTION AND RESPONSE…………....50 RATE OF SAMPLED POPULATION 4.1.5. STAFF-WISE DISTRIBUTION AND RESPONSE RATE OF…....51 SAMPLED POPULATION 4.1.6. STUDENT-WISE DISTRIBUTION AND RESPONSE…………....52 RATE OF SAMPLED POPULATION 4.1.7. PERCENTAGE OF DIFFERENT FRACTIONS OF SAMPLED.....53 POPULATION 4.1.8. STATUS-WISE AND GENDER-WISE DISTRIBUTION…………54 AND RESPONSE RATE OF SAMPLED POP 4.1.9. MASTER SUMMARY OF THE TF & MPFYS OF ALL SIX...... 56 FACULTIES, UOP PART–II GENERAL (COMBINED: TEACHERS AND STUDENTS) RESULTS………57 SECTION II – INFORMATION SEEKING PATTERNS 4.2. GENERAL (COMBINED: TEACHERS AND…………...... 58 STUDENTS RESULTS 4.2.1. PURPOSE OF USE OF INFORMATION SOURCES……………...59 4.2.2. IMPORTANCE OF INFORMATION SOURCES…………………..60 4.2.3. FREQUENCY OF INFORMATION SOURCES USED…………....62 4.2.4. SATISFACTION LEVEL WITH INFORMATION SOURCES……63 4.2.5. PREFERRED FORMAT/LANGUAGE OF THE...... 65 INFORMATION SOURCES SECTION III - INFORMATION SEEKING ACTIVITIES INFORMATION SEEKING ACTIVITIES……………………………………..66 4.2.6. PURPOSE TO VISIT CENTRAL LIBRARY, UOP………………..66 4.2.7. FREQUENT VISITS MADE AND TIME SPENT……………...... 67 (HOURS PER WEEK) IN CENTRAL LIBRARY, UOP
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SECTION IV– RATING: SEARCHING/OPERATING SKILLS 4.2.8. INFORMATION SEARCHING AND OPERATING SKILLS……68 4.2.9. INFORMATION IDENTIFYING AND LOCATING SKILLS...... 69 SECTION V – LIBRARY STAFF AND LIBRARY LIBRARY STAFF AND LIBRARY……………………………………………70 4.2.10. LEVEL OF SATISFACTION WITH LIBRARY STAFF…………70 CENTRAL LIBRARY UNIVERSITY OF PESHAWAR 4.2.11. RATE OF EFFECTIVENESS & FREQUENCY …………………72 OF DIFFICULTY FEELING AT CENTRAL LIBRARY, UOP 4.2.12. LEVEL OF ANXIETY USING RESOURCES AT………………..73 CENTRAL LIBRARY, UOP SECTION VI – COMMENTS AND SUGGESTIONS 4.2.13. COMMENTS AND SUGGESTIONS……………….…………….75 4.2.14. INTERVIEW DATA (FOLLOW UP INTERVIEWS)……………76 Q1. WHAT DO YOU DO TO IDENTIFY THE……………………….76 INFORMATION RESOURCES REQUIRED BY YOU IF NOT AVAILABLE IN THE CENTRAL LIBRARY, UOP? Q2. HOW DO YOU KEEP YOURSELF UPDATED WITH …………77 CURRENT DEVELOPMENT IN YOUR INTERESTED AREA? Q3. HOW DO YOU SEE ROLE OF ELECTRONIC RESOURCES…77 IN FULFILLMENT OF YOUR INFORMATION NEEDS WHILE YOU LOOK FOR INFORMATION IN THE CENTRAL LIBRARY, UOP?
PART–III STATUS-WISE COMPARISON (TEACHERS AND STUDENTS)……….78 4.3. STATUS-WISE COMPARISON (TEACHERS………………………..79 AND STUDENTS) RESULTS SECTION II – INFORMATION SEEKING PATTERNS INFORMATION SEEKING PATTERNS……………………………………79 4.3.1. PURPOSE OF USE OF INFORMATION SOURCES…………….80 4.3.2. IMPORTANCE OF INFORMATION SOURCES………………...81 4.3.3. FREQUENT USE OF THE INFORMATION SOURCES...... 83 4.3.4. SATISFACTION LEVEL WITH INFORMATION SOURCES….84 4.3.5. PREFERRED FORMAT/LANGUAGE OF……………………….86 INFORMATION SOURCES SECTION III – INFORMATION SEEKING ACTIVITIES INFORMATION SEEKING ACTIVITIES…………………………………..87 4.3.6. PURPOSE TO VISIT CENTRAL LIBRARY, UOP ……………..87 4.3.7. FREQUENT VISITS MADE AND TIME SPENT………………..88 (HOURS PER WEEK) IN THE CENTRAL LIBRARY, UOP
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SECTION IV– RATING: INFORMATION SEARCHING AND OPERATING SKILLS INFORMATION SEARCHING AND OPERATING SKILLS…………..89 4.3.8. INFORMATION SEARCHING AND OPERATING SKILLS…..89 4.3.9. INFORMATION IDENTIFYING AND LOCATING SKILLS.....90 SECTION V – LIBRARY STAFF AND LIBRARY LIBRARY STAFF AND LIBRARY………………………………………….90 4.3.10. LEVEL OF SATISFACTION WITH LIBRARY….……………...91 STAFF, CENTRAL LIBRARY, UNIVERSITY OF PESHAWAR 4.3.11. EFFECTIVENESS & FREQUENCY OF DIFFICULTY………....92 FEELING AT CENTRAL LIBRARY, UOP 4.3.12. LEVEL OF ANXIETY USING RESOURCES AT...... 93 CENTRAL LIBRARY, UOP. PART – IV GENDER-WISE COMPARISON (MALES AND FEMALES) RESULTS…...95 4.4. GENDER-WISE COMPARISON (MALES AND FEMALES)………..96 SECTION II – INFORMATION SEEKING PATTERNS 4.4.1. PURPOSE OF USE OF INFORMATION SOURCES………...... 97 4.4.2. IMPORTANCE OF INFORMATION SOURCES……….………...99 4.4.3. FREQUENT USE OF THE INFORMATION SOURCES…………101 4.4.4. SATISFACTION LEVEL WITH INFORMATION SOURCES…..103 4.4.5. PREFERRED FORMAT/LANGUAGE OF……………...... 104 INFORMATION SOURCES SECTION III – INFORMATION SEEKING ACTIVITIES INFORMATION SEEKING ACTIVITIES…………………………………….105 4.4.6. PURPOSE TO VISIT CENTRAL LIBRARY, UOP ………………106 4.4.7. FREQUENT VISITS MADE AND TIME SPENT………………...107 (HOURS PER WEEK) IN THE CENTRAL LIBRARY, UOP SECTION IV– RATING: INFORMATION SEARCHING AND OPERATING SKILLS INFORMATION SEARCHING AND OPERATING SKILLS………………..108 4.4.8. INFORMATION SEARCHING AND OPERATING SKILLS……108 4.4.9. INFORMATION IDENTIFYING AND LOCATING SKILLS……109
SECTION V – LIBRARY STAFF AND LIBRARY LIBRARY STAFF AND LIBRARY…………………………………………….110 4.4.10. LEVEL OF SATISFACTION WITH LIBRARY STAFF………….110 CENTRAL LIBRARY, UNIVERSITY OF PESHAWAR 4.4.11. EFFECTIVENESS & FREQUENCY OF DIFFICULTY………….111 FEELING AT CENTRAL LIBRARY, UOP 4.4.12. LEVEL OF ANXIETY USING RESOURCES AT…...……………113 CENTRAL LIBRARY, UOP 4.5. SUMMARY………………………………………………………………...114
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CHAPTER 5 CONCLUSION AND FUTURE DIRECTIONS.....115 5.1. FINDINGS ...... 115 A. General (Total Respondents) Findings…………………………………….115 B. Status-wise Comparison (Teachers and Students) Findings……………….116 C. Gender-wise Comparison (Males and Females) Findings………………....116 5.2. AIMS……………………………………………………………………...... 117 5.3. OBJECTIVES……………………………...... 117 5.4. HYPOTHESES ...... 118 5.5. RESEARCH QUESTIONS ...... 118 5.6. DISCUSSION (TO PROVE AIMS, OBJECTIVES, ...... 119 HYPOTHESES AND RESEARCH QUESTIONS 5.7. SUGGESTIONS OFFERED FOR IMPROVING ...... 123 INFORMATION SERVICES OF THE CENTRAL LIBRARY, UNIVERSITY OF PESHAWAR 5.8. SUGGESTIONS FOR FURTHER RESEARCH ...... 126 5.9. CONTRIBUTION TO KNOWLEDGE ...... 127 5.10. SUMMARY ...... 127 RERERENCES…………………………………………………………………….128 BIBLIOGRAPHY…………………………………………………………………128 APPENDICES……………………………………………………………………..140 APPENDIX-I LIST OF FACULTIES WITH COMPLETE ACADEMIC………………………...140 UNITS OF THE UOP APPENDIX-II LIST OF UNIVERSITIES IN KPK ...... 142 APPENDIX–III DRAFT QUESTIONNAIRE BEFORE EXPERT REVIEW ...... 143 APPENDIX–IV COVER LETTER FOR EXPERT REVIEW ...... 152 APPENDIX –V PANEL OF EXPERTS FOR SCRUTINY OF THE DRAFT INSTRUMENT ...... 153 APPENDIX –VI COVER LETTER FOR PILOT TESTING ...... 154 APPENDIX –VII COVER LETTER ADDRESSED TO THE TF & MPFYS TO FILL IN THE ...... 155 SURVEY QUESTIONNAIRE XII
APPENDIX-VIII SURVEY QUESTIONNAIRE FOR DATA COLLECTION……………………...156 APPENDIX- IX QUESTIONS FOR INTERVIEW ...... 166 Q1. WHAT DO YOU DO TO IDENTIFY THE INFORMATION RESOURCES REQUIRED BY YOU IF NOT AVAILABLE IN THE CENTRAL LIBRARY, UOP? Q2. HOW DO YOU KEEP YOURSELF UPDATED WITH CURRENT DEVELOPMENT IN YOUR INTERESTED AREA? Q3. HOW DO YOU SEE ROLE OF ELECTRONIC RESOURCES IN FULFILLMENT OF YOUR INFORMATION NEEDS WHILE YOU LOOK FOR INFORMATION IN THE CENTRAL LIBRARY, UOP?
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LIST OF TABLES
RELIABILITY TABLES: TABLE 3.1: COLLECTIVE (COMPLETE QUESTIONNAIRE) ……………….42 TABLE 3.2: SECTION II – INFORMATION SEEKING PATTERNS……...... 42 (SEPARATE) TABLE 3.3: SECTION III – INFORMATION SEEKING ACTIVITIES ……….42 (SEPARATE) TABLE 3.4: SECTION IV– RATING INFORMATION SEARCHING ………..42 OPERATING SKILLS (SEPARATE) TABLE 3.5: SECTION V – LIBRARY STAFF AND LIBRARY...... 43 (SEPARATE) DEMOGRAPHIC TABLES: TABLE 3.6: PERCENTAGE OF SAMPLE SIZE OF DIFFERENT...... 46 FRACTIONS FROM ENTIRE POPULATION TABLE 3.7: STATUS-WISE AND GENDER-WISE DISTRIBUTION…...... 47 AND RESPONSE RATE OF SAMPLED POPULATION TABLE 4.1: FACULTY-WISE UNIVERSE OF THE STUDY …………………49 TABLE 4.2: FACULTY–WISE DISTRIBUTION AND RESPONSE...... 50 RATE OF SAMPLED POPULATION TABLE 4.3: STAFF-WISE DISTRIBUTION AND RESPONSE RATE OF...... 51 SAMPLED POPULATION TABLE 4.4: STUDENT-WISE DISTRIBUTION AND RESPONSE…………….52 RATE OF SAMPLED POPULATION TABLE 4.5: PERCENTAGE OF SAMPLE SIZE OF DIFFERENT…………...... 53 FRACTIONS FROM ENTIRE POPULATION TABLE 4.6: STATUS-WISE AND GENDER-WISE DISTRIBUTION…………54 AND RESPONSE RATE OF SAMPLED POPULATION TABLE 4.7: MASTER SUMMARY OF THE TF & MPFYS……………………55
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DATA RESULTING TABLES: TABLE 4.8: PURPOSE OF INFORMATION SOURCES USE...... …...... 58 TABLE 4.9: IMPORTANCE OF INFORMATION SOURCES……………….60 TABLE 4.10: FREQUENT USE OF THE INFORMATION SOURCES……….61 TABLE 4.11: SATISFACTION LEVEL WITH INFORMATION SOURCES....63 TABLE 4.12: PREFERRED FORMAT & LANGUAGE OF……………….…...64 INFORMATION SOURCES TABLE 4.13: PURPOSE TO VISIT CENTRAL LIBRARY, UOP……………...66 TABLE 4.14: FREQUENT VISITS MADE AND TIME SPENT…...... 67 (HOURS PER WEEK) IN CENTRAL LIBRARY, UOP TABLE 4.15: INFORMATION SEARCHING AND OPERATING SKILLS...... 68 TABLE 4.16: INFORMATION IDENTIFYING AND LOCATING SKILLS…...69 TABLE 4.17: LEVEL OF SATISFACTION WITH LIBRARY STAFF...... 70 CENTRAL LIBRARY, UOP TABLE 4.18: RATE OF EFFECTIVENESS & FREQUENCY OF……………….71 FEELING DIFFICULTY AT CENTRAL LIBRARY, UOP ` TABLE 4.19: LEVEL OF ANXIETY USING RESOURCES AT CENTRAL.....73 LIBRARY, UOP TABLE 4.20: DEMOGRAPHIC INFORMATION OF THE…………………....76 RESPONDENTS IN THE FOLLOW UP INTERVIEWS TABLE 4.21: PURPOSE OF USE OF INFORMATION SOURCES…………...79 TABLE 4.22: IMPORTANCE OF INFORMATION SOURCES…………….....81 TABLE 4.23: FREQUENT USE OF THE INFORMATION SOURCES……....82 TABLE 4.24: SATISFACTION LEVEL WITH INFORMATION SOURCES…84 TABLE 4.25: PREFERRED FORMAT/LANGUAGE OF………………………85 INFORMATION SOURCES TABLE 4.26: PURPOSE TO VISIT CENTRAL LIBRARY, UOP…………....87 TABLE 4.27: FREQUENT VISITS MADE AND TIME SPENT……………...88 (HOURS PER WEEK) IN CENTRAL LIBRARY, UOP TABLE 4.28: INFORMATION SEARCHING AND OPERATING SKILLS…89 TABLE 4.29: INFORMATION IDENTIFYING AND LOCATING SKILL.....89 TABLE 4.30: LEVEL OF SATISFACTION WITH LIBRARY STAFF...... 90 OF CENTRAL LIBRARY, UOP TABLE 4.31: EFFECTIVENESS & FREQUENCY OF DIFFICULTY…….....91 FEELING AT CENTRAL LIBRARY
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TABLE 4.32: LEVEL OF ANXIETY USING RESOURCES AT CENTRAL….93 LIBRARY, UOP TABLE 4.33: PURPOSE OF USE OF INFORMATION SOURCES……………96 TABLE 4.34: IMPORTANCE OF INFORMATION SOURCES………………..98 TABLE 4.35: FREQUENT USE OF THE INFORMATION SOURCES………..100 TABLE 4.36: SATISFACTION LEVEL WITH INFORMATION SOURCES.....102 TABLE 4.37: PREFERRED FORMAT/LANGUAGE OF……………………….104 INFORMATION SOURCES TABLE 4.38: PURPOSE OF VISIT TO THE CENTRAL LIBRARY, UOP…….105 TABLE 4.39: FREQUENT VISITS MADE AND TIME SPENT………...... 106 (HOURS PER WEEK) IN CENTRAL LIBRARY, UOP TABLE 4.40: INFORMATION SEARCHING AND OPERATING SKILLS…...108 TABLE 4.41: INFORMATION IDENTIFYING AND LOCATING SKILLS…...109 TABLE 4.42: LEVEL OF SATISFACTION WITH LIBRARY STAFF ………...110 CENTRAL LIBRARY, UOP TABLE 4.43: EFFECTIVENESS & FREQUENCY OF DIFFICULTY...... 111 FEELING AT CENTRAL LIBRARY, UOP TABLE 4.44: LEVEL OF ANXIETY USING RESOURCES AT CENTRAL…..112 LIBRARY, UOP
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LIST OF FIGURES
FIGURE 1.1: PAKISTAN’S MAP...... 13 FIGURE 1.2: MAP OF THE KHYBER PAKHTUNKHWA ……………….……..15 FIGURE 1.3: ADMN BLOCK, UNIVERSITY OF PESHAWAR………….……...21 FIGURE 1.4: SHEIKH TAIMUR (NEW ACADEMIC BLOCK 1) ...... 22 UNIVERSITY OF PESHAWAR FIGURE 1.5: MAP OF CENTRAL LIBRARY, UNIVERSITY OF……………….24 PESHAWAR
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ABBREVIATIONS
Admn Administration AJ&K Azad Jammu and Kashmir ANP Awami National Party Appendix(s) Appendix/Appendices APA American Psychological Association AR Annual Report Cantt Cantonment CL Central Library CD-ROM Compact Disk-Read Only Memory Comp(s) Compiler(s) Comp Lab Computer Laboratory CO Computer Operator DLIS Department of Library and Information Science DI Khan Dera Ismail Khan (Khyber Pakhtunkhwa) Ed(s) Editor(s) and Edition(s) FATA Federal Administered Tribal Area FR(s) Frontier Regions GT Road Grand Trunk Road HEC/Hec Higher Education Commission Hr(s) Hour(s) H(s) Hypothesis IN & ISB Information Needs and Information Seeking Behaviour ISB Information Seeking Behaviour IT Information Technology ICT Information Communication Technology KPK Khyber Pakhtunkhwa LIS Library and Information Science MPFYS Master (Previous & Final Year) Students Mgt & Info Scs Management and Information Sciences No(s), n or # Number(s) or Respondents’ numbers NWFP North West Frontier Province Obj(s) Objective(s) Pop Population
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Prev Previous Q(s) Question(s) RQ(s) Research Questions SD Standard Deviation or Standard Dispersion SPSS Statistical Package for Social Sciences TF Teaching Faculty TF & MPFYS Teaching Faculty and Master (Previous & Final Year) Students UoP University of Peshawar UPS Uninterruptible Power Supply VN Valid Number
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CHAPTER 1 INTRODUCTION
This chapter includes introduction, operational definitions, background of the study, scope and importance of information needs, information seeking behaviour and the role of research in information seeking behaviour. Furthermore, it briefly elaborates the situation of information seeking behaviour with particular reference to the University of Peshawar, Pakistan. Besides, the Chapter discusses statements of the problem, research objectives, hypotheses, questions, limitations, rationale, significance and organization of the study. It also includes a brief on the University of Peshawar with particular reference to the Central Library and its resources. 1.1. INTRODUCTION: Information seeking behavior means the purposive seeking information as a consequence of a need to satisfy certain goals. In other words, the way people search for and utilize information. Researchers and people around the world make maximum use of a library as a most expected resource of information of a broad magnitude. Information after due and fair processing becomes part of the repository/reservoir for succeeding researchers. The user for seeking his desired information has to use such collection of information in a proper way. The information seeker also needs to explore other ways such as contacting different personnel, browsing printed and electronic sources, e-mails, visit websites, attending workshops and seminars. A developed information seeking behaviour (ISB) could be a blessing for information seekers of this province (KPK) in particular and the rest of the country in general. Information users' needs, information seeking behaviour and the mode of information flows are some essential perspectives for development of an effective scheme and ensuring the quality of services of an organization/society. Therefore, study of the information needs and information-seeking behaviour of the target group of University of Peshawar is a primary step towards discovering acuity of their information needs for efficient utilization and developing a triumphant information proviso system. No one has carried out such a kind of research in the University of Peshawar so far. This research will facilitate the researchers for both the academic and personal information requirements and help the authorities/organizations to improve services in a most suitable or convenient manner. According to Kawatra (2000) information is power, light, commodity, resource and deserves to be considered at par with 5Ms Men, Money, Machine, Method and Material (5Ms). As the 21st century is a changing century with reference to revolution in information and communication technologies, flow of information is extra-ordinarily accelerated. Access to information is expedited and broadened and provided in changed patterns as compared to earlier formats. Literacy rate (PK, http://www.pkonweb.com/2015) of the Khyber Pakhtunkhwa (KPK) stands at 53% as compared to Punjab with 61%, Sindh 56% and Baluchistan 43% is not good enough to have proper information delivery, retrieval and reception. Information seeking has different and low priorities. Khyber Pakhtunkhwa, therefore, with second lowest literacy rate maintains poor library and literary culture. According to different studies, published/un-published, the information seekers are not satisfied with the equipment/tools, identifying and
1 locating sources of information. Among several adverse factors of environment in the study area, there is an absence of pre-planning, coordination, scheduling and timing, library services, informative materials, latest equipment, orientation of information seekers, accessibility to the information sources. The proposed study will highlight the information seeking behaviour using resources and services of Central Library, University of Peshawar. The University of Peshawar was established in 1950. It has a total of 53 educational institutions, departments including 9 Centres, one Postgraduate College (Home Economics), two graduate colleges (one each for boys and girls). Similarly, there are two secondary schools (one each for boys and girls) (Appendix 1). All these educational institutions collectively impart education from nursery to PhD level. Every institution at its level tries facilitating related/needed information sources respectively. The total enrolment of students in the University of Peshawar in different programmes is around 17000. 1.2. OPERATIONAL DEFINITIONS: To avoid confusion and utilize the research output in a better way, it is essential for the reader to be familiar with the terminologies used in this study. This study is concerned with Information Seeking Behaviour; therefore, it is necessary to give brief description and definitions of the topical terms in the following: Information: Reitz (2014) defined the term ‘information’, as "all knowledge, ideas, facts, data and imaginative works of mind which are communicated formally or informally in any format". Prytherch (2005) defined it as “an assemblage of data in a comprehensible form recorded on paper or some other medium and capable of communication”. It may be said, that information as a noun means ‘a message received and understood or knowledge acquired through study or instruction. However, more elaborately, ‘information is an assemblage of data, facts, figures and a meaningful data, expressed in a language, recorded on a paper or any other writing material, capable to be communicated through which conclusions may be drawn (Ajiboye & Tella, 2007). Seeking: As per Random Publishing Incorporation (1997) it is “to go in search or quest of or to try to discover, as by studying”. The Free Dictionary by Farlex (n.d.) defined seeking as “the act of searching for something or an attempt to acquire or gain something”. As a verb it means ‘try to locate or discover. So it is a search for finding information. Information Seeking: Reitz (2014) defined the concept of information seeking that it is "the path pursued by individuals in the attempt to resolve an information need”. A website (information, http://comminfo.rutgers.edu/) defined; information seeking is a “process in which humans purposefully engage in order to change their state of knowledge”. Another one (information seeking, http://liswiki. org/wiki/) said, it is “a conscious effort to acquire information in response to a need or gap in knowledge”. Behaviour: Hornby (2006) termed behaviour as “behaviour, the way that somebody behaves, especially towards other people: good/bad behaviour or the way a person, an animal, a plant, a chemical, behaves or functions in a particular situation: to study learned behaviours and attitudes”. The Business Dictionary, (Business, http://www.businessdictionary.com/) offered that behaviour is “a response of an individual or group to an action, environment, person
2 or stimulus”. In light of the above definitions, it is an action or reaction of something under specified circumstances. Information Behaviour: According to Wilson (2000), “information behaviour is the total human behaviour in relation to seeking information sources and channels of information, including both active and submissive information seeking and use. It includes both face to face contacts with the others as well as the passive reception of information as in, for example, in watching TV advertisements, without any intention to act on the information given”. In view, information is a broader term in which relations with information source, information channel, information seeking process, its use and reception of information both deliberately or involuntarily is also included. Information Seeking Behaviour: According to Wilson (2000), it is "purposive seeking for information as a consequence of a need to satisfy some goal”. Khan (2011) “information seeking behaviour is a broader term. It involves a set of actions which is taken by an individual to express his/her information needs, i.e. seeking the information, its evaluation and selection, and finally its usage”. Ajiboye and Tella (2007) agreed upon ISB as an “individual’s way and manner of gathering and sourcing for information for personal use, knowledge updating, research and development”. Owolabi and Jimoh (2010) described, “Information seeking behaviour as the way in which information users conduct themselves when searching for information”. They further described “the factors affecting choice of information, particularly among students which include course of studies, level, age, and religion”. Quite simply to say, information seeking behaviour is that state of mind in which an individual strives to search and get some information and turns into a habitual reader. Teaching Faculty: (Teaching, http://www.google.com.pk/#hl) “Teaching faculty is the faculty responsible for teaching a particular unit of study”. Master Students: (Master, http://www.google.com.pk/#hl) “a person enrolled in a second cycle higher education programme and who has already obtained a first higher education degree or has a recognised equivalent level of learning according to national legislation and practices”. University: “An institution of higher learning providing facilities for teaching and research and authorised to grant academic degrees” (Full, http://www.merriam- webster.com/). In view of the above, a University can be described as body of advanced education, mainly consisted of liberal arts and science, colleges, graduates & professional disciplines and authorized to award degrees in diverse fields of studies. Library: “A collection of books and other literary materials kept for reading, studying and consultation” (Prytherch, 2005). Academic Library: “The libraries which are attached to the universities, colleges, polytechnics, schools, and all other institutions forming part or associated with educational institutions” (Academic, https://en.wikipedia. org/wiki/ Academic library). University Library: “A library or a group of libraries established, maintained and administered by a university to meet the needs of its students and members of the academic staff ” (University, http://www.abc-clio.com/ODLIS/odlis_u.aspx).
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Central Library, University of Peshawar: Gour (n.d.) defined central library “The main library in a library system, in charge of the overall administration of all other libraries constituting the system”. Prytherch (2005) "The chief library in a system, may be containing the office of the chief librarian, the administrative department, and the largest collections of books. Sometimes called the ‘Main Library’; if a public library is usually situated in the centre or busiest part of a town, if a non-public library it would be at the most important or effective place in the organization, possibly at the headquarters.” It means that central library is associated with, or forming integral part of an educational set up i.e. schools, colleges and universities. Thus main library other than the seminar or departmental libraries of the university is called Central Library. Information Need: Case (2007) has defined it as “a recognition that your knowledge is inadequate to satisfy a goal that you have”. In view of the existing definition, it is that need of an individual that one must achieve for his effective service delivery, satisfactory problem solution or pursuance of interest or hobby happily. Demographic Information (Personal Information): Investopedia defined it as “Studies of a population based on factors such as age, race, sex, economic status, level of education, income level and employment, among others”(Demographics, http://www.investopedia.com/). Demographics are used for detailed study of the characteristics of population for various reasons. Information Seeking Patterns: Reitz (2014) focused on the pattern when he said, “Information Seeking Patterns are the paths pursued by the individuals in an effort to resolve a need”. Information Seeking Activities: Khan (2011) Information seeking activities perceive exhaustive status. Its combination of various courses of actions that are practiced to fulfill one’s information needs, i.e. feeling gap in existing knowledge, searching for the information, assessing the information, assortment, follow required paths and finally its utilization. Rating: Information Searching/Operating Skills: Information searching and operating are experienced based skills and techniques which are used in the identification, location, interpretation of information and operation of the tools/devices useful for handling of information such as using glossary for finding out definitions, index of a book for identifying information in the book, in case of periodical index to locate information in periodical source, seeking help of a library professional to enable conducting online search independently, for locating information and operating the non-manual devices useful for accessing the information (Feather & Paul, 2003). Library Staff: Reitz (2014) defined library staff as a complete group of salaried human resource accountable for management and utilization of library’s resources. It’s a hierarchy of student assistants, technical assistants, clerical personnel, paraprofessionals, librarians and director as top of the ladder. 1.3. STATEMENT OF THE PROBLEM: Effective usage of library material is essential for higher or the university education. It should not be taken for granted that a teacher or a student can accomplish his/her higher education without learning to use the library material. Library collection not only includes books but electronic sources and periodicals. Effective library utilization can be termed vital for sound university education.
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Improper use and unawareness of the use of library can cost the academic career of a teacher as well as the student. Drop outs, anxiety and low achievement are a few outcomes of not using a library properly. Poor performance in the class or in the examination can further deteriorate the academic life and career of them. Efficient use of the library can facilitate and increase the charm and glow of their academic performance. Those faculty and students who have an edge over their fellows can find the material of their concern in short time, consuming legitimate energy and sources. To demonstrate the teaching faculty and students of the six faculties', information seeking behaviour and their use of information to support their process of inquiry and scholarly activities is still a question to be answered. The time desired to interpret information behaviour in the light of the related definitions as, to be those activities the teaching faculty and students may employ, while identifying their needs for information, the way this information is being searched and utilized. Moreover, it is imperative to design study of this kind, explore the way teaching faculty and students apply in seeking, obtaining information and associated issues and let the concerned (library sponsors, professionals, academics, academicians and information users) be abreast with the related matters. Information as a term perceives multifaceted aspects. Thus this research will primarily deal with information needs bringing out actual position of available informative resources, their nature and information seeking culture of teaching faculty and students of the six faculties of the University of Peshawar. Necessary reading environment is not available to the researchers and students in the library. The teaching faculty and students of the six Faculties owe lethargic/non-oriented attitude in getting/using information for fulfilling their requirements. They do not know or cannot follow structural/informative format of the literature. Both the users and information serving professional staff are at a distance from a common understandable point of one another. That’s why the users i.e. the teachers and students in this case, are mostly disappointed/dissatisfied due to either reason from literary resources and information services of the library. The uncertain phenomenon needs conduct of a scholastic study of this kind. The Central Library of the University is one of the six libraries or resource centres on the expanding campus, exclusive of over 50 departmental libraries (Seminar Libraries) in various departments of the University. It also provides services to students and faculty of various other institutions on its premises. A quite enough size of the sampled population uses the library frequently, however, due to a number of reasons its use is limited. This study will focus on the input and output of library, literature, non- literary resources such as professional and electronic sources because books are not the only sources of information. The study will also focus on the mode of information delivery, qualification and experience of the professionals, their professionalism and relative indifferences. Open and semi-close ended questionnaire will be used to acquire information on the positive and negative facet of information seeking from the teaching faculty and students and the library assistance they would prefer to have access to. The same questionnaire was used for both the faculty and students of all the six faculties to explore the differences (if any) in their information seeking behaviour pattern and by their gender as well. In response to the above, the users would place demands on the information system (e.g. library or database or library staff assistance)
5 and on other sources of information (e.g. printed/non-printed sources, e-resources, textbook, lectures, handouts and suchlike). Previously a number of studies have been conducted by Anwar (2007), Aziz (1983), Decor (1989), Anwar and Asghar (2009), Tahira and Ameen (2009) on the subject. Implementation of requisites of information seeking behaviour studies has been a great achievement in the recent years. The TF and students of different academic units of the University of Peshawar were essential parts of information deliverance system, their information needs and information seeking was vital in getting the existing central library’s information provisions better. 1.4. BRIEF HISTORICAL BACKGROUND OF INFORMATION SEEKING BEHAVIOUR: Information seeking behaviour, in information science, is the hottest area of research. Research scholars in information needs and information seeking behaviour have worked on the issue in various contexts and highlighted multiple factors that were manipulating information seeking behaviour, i.e. the kind of information sources and its methods of access (Boyd, 2004). Similarly, Banwell and Coulson (2003) conducted a study on user studies. They focused on exploring user desires, expectations, needs, contexts and tasks. Moreover, user studies also highlights “use areas” by studying the usage of particular information resources besides various complications faced by the users. Another related area to this kind of studies was “information systems or services”, exploring various aspects of technology, design and assessment. Some of such studies focus on the contextual aspects of an organizational setting. For instance, they look into the inner and outer factors of the organizational setting. e.g. resources, strategies and management procedures. Many information researchers have worked on user studies area in various other disciplines such as medicine, law, science, and education. The report of Bernal and Urquhart at Royal Society Scientific Information Conference in 1948 proved to be the pioneer of the user studies (Siatri, 1999; Wilson, 2000). They had used questionnaires and diary cards for extracting information from the serving scientists regarding their study, purpose of their study and the benefits of the study of that specific information. On the other hand, Wilson (1994) raised a significant issue that although user study was first conducted in late 1940s, but as a subject it already existed as it had been covered in studies conducted earlier e.g. MacDiarmid carried out a “library survey study” in 1940, encompassed several issues of libraries use and the needs the users sought to satisfy. Siatri (1999) indicated the history of user studies in different five periods. The first period starts from late 1940s to 1959. In the beginning of user studies, studies were conducted on scientists specializing in biochemistry, medicine, engineering and physics. He further argued and literally supported according to investigated works of (Tomudd, 1953; Shaw, 1956; Maizell, 1957; Fishenden, 1958; Glass & Norwood, 1958) that as, if compared to humanities, there existed more extensive literature and information regarding fields of science, it shifted the focus to science at that time which led to the development of tools for information management i.e. abstracts and indexes. The second period experienced rapid increase in a number of user studies including fields other than science. American Psychological Association (APA) in
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1963 played a vital role in research work as it propagated new findings and research findings to its users in that period. It continued until 1970s projecting various groups including urban citizens, magistrates, university students and local authorities’ personnel (Siatri, 1999). A hallmark development of that period “Centre for Research on User Studies” (CRUS) was established in 1975 at the Sheffield University. Roberts and Wilson (1988) signify the importance of the Ford’s (1977) study conducted at “CRUS, Sheffield University” as a guide for definition of the scope of user’s studies. Moreover, according to Siatri (1999) in the 1980s, there had been an increasing awareness regarding conceptual framework and methodological issues of user studies. The same has also been acknowledged by Ingwersen and Jarvelin (2005) by stating that during 1966 and 1981 several information-seeking models were developed. They referred to research works relevant to the information seeking behaviour conducted by (Paisley, 1968 & Allen, 1969) and others and developed some such models during that period. In the 1980s, the models of information seeking behaviour and development of new theories by various groups gave birth to a new trend. Information Seeking Behaviour by (Wilson, 1981; Dervin; 1983 & Ellis, 1987) can be termed as one of the notable models developed in that very period. Many others like Leckie, Pettigrew and Sylvain (1996) and Siatri (1999) were of the view that magnitude of literature has significantly flourished about information seeking during the last two decades. Excessive production of literature, insisting demands by the users and advancement-cum-practice of the recent introducing technology in information spectrum were important factors, enhancing literature of user studies. As such, the internet has been the most welcome area in many studies. Such as a lot of research on user studies by the researchers, viz-a-viz Eager & Oppenheim (1996), Abels, Liebscher & Denman (1996), Cromer & Johnson (1994) and Tillman & Ladner 1994) emphasized the effect of the internet on users and the information community. For example; Cromer and Johnson (1994) conducted a study on impact of electronic media and the internet on communication among reference librarians. The qualitative methods to study user behaviour on the internet were used by Perry (1995) and Bruce (1995). Another eminent figure Wilson (2000) also pointed out that there was a new issue emerging in user studies titled, “information seeking and the world wide web”. This issue extended the context of user studies. There had been a steady increase in the number of user studies in different contexts in current years. Several terms and concepts coupled with these studies were discussed from different perspectives. Therefore, understanding information users' needs and identifying the way information flows through the highest academic institutes were essential issues in developing a successful system and improving the quality of services in any institution or society. 1.5. PAKISTANI SCENARIO: Anwar (2007) discussing information needs and seeking behaviour also referred to the study conducted for the first time in mid-20th century (1948) by Bernal as research on scientific information in Great Britain under the title, "Preliminary Analysis of Pilot Questionnaire on the use of Scientific Literature”. He said it was followed by hundreds of societies to investigate methods being used by scientists and social scientists. According to him, these investigations in Punjab until his writing (1974-75) were fourteen studies of the same kind in unpublished form. He expressed his sorrow on this disappointed situation. In those two years (1974-75) ten more reports appeared on similar studies. In the next six years, four more related writings
7 were produced. He vowed and advised the academics/academicians and practitioners in Pakistan to sense the crucial situation and encourage promoting research in this sector. However, the early 21st century brought an enlightening drive of writings on information needs and information seeking behaviours of the users in different modes. As after going through texts of concerned literature to-date, the researcher came across twenty-two published and unpublished materials. These works included four theses, one project and remaining seventeen articles appearing in journals. Further describing them, most of these research works got published in the first decade of the century in the Higher Education Commission (HEC), Pakistan’s recognized professional journals i.e. Pakistan Library and Information Science Journal (PLISJ). Whereas nominal research output took place in the Pakistan Journal of Library and Information Science (PJLIS) as well as in the foreign journals, namely Library Philosophy & Practice and Library Review respectively. There were two or three professionals who went overseas for the professional job, authored papers and got them published in the national journals. Most of the articles were co-authored. It deserved to be mentioned that The Punjab University, Lahore led this case whereas Islamia University, Bahawalpur came as a second stepper. The rest of universities namely Karachi University, Karachi; University of Peshawar, Peshawar; Baluchistan University, Quetta and University of Sindh, Jamshoro have recently started this initiative. 1.6. SCOPE OF THE STUDY: It will observe the information seeking efforts of only confirmed teaching faculty and students of (master previous/final years) from all six faculties using the Central Library of the University. Furthermore, a review of the associated literature found that most of the existing studies investigated information needs and information-seeking behaviours at most general level but have failed to shed light on the underlying topic. Owing to this gap, the current research was undertaken to investigate information seeking behaviour of the teaching faculty and students in a different context, which would consequently contribute to the literature with more new findings. Also, as mentioned, this is the first study to be undertaken on this subject at the University of Peshawar and may provide guidance and insight for others to pursue such studies inside and outside the country. This kind of study will be initiative in itself, since never such a detailed study has been carried out. 1.7. SIGNIFICANCE OF THE STUDY: This research study fills a gap within the existing literature. A review of the related literature found that information seeking behaviour of the faculty and students in any academic institute is context-oriented (Thivant, E. 2005 & Orlu, 2016). Commonly, people need information for their daily use. An investigation regarding ISB of students in Nigeria, the UK and the US Universities stated that the people wanted accurate information to guide them in making intelligent decisions about issues that concerned them. They required knowing how to find out the govt services they needed to solve their problems. They sought information on how to adapt to the rapid changes taking place in their environment. They desired to expand their knowledge and range of choices through education (Baro, Seimode & Godfrey, 2013). This investigation will be helpful for the following reasons:
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It will give an understanding and insight to the teaching faculty and students and library staff in information seeking and information provision. It will maximise the use of Central Library of a University, provide teaching faculty and students with maximum information and explore more ways and means which could provide them the desired information if required. It will highlight errors, deficiencies, and carelessness on part of any group. Thus, in the light of this investigation, suggestions/recommendations would be offered and those can be exercised specially for bringing improvement in state of ISB of teaching faculty and students, University of Peshawar. It will explore the information needs and seeking behaviour of the teaching faculty and students generally in all the Universities in Pakistan, particularly in the University of Peshawar. The findings of this study would explore the different types of information sources and services available in Central Library, University of Peshawar and will also provide evidence to the extent to which these information sources are used by the teaching faculty and students. This study also supports recommendations for further research into the information-seeking behaviour of academic information seekers. The results of this study should provide a more widespread basis for further planning and growth of information sources and services. The findings of this study will make it possible to propose conceptual models of integrated information provision by any professional which help in improving the existing information provision system in University of Peshawar. It will also provide guidelines for the other academic libraries in which such a system does not exist. Thus, it is necessary to understand the information- seeking behaviour of teaching faculty and students in KPK university libraries. 1.8. RATIONALE OF THE STUDY: Pakistan is a developing country with security, economic and social problems and yet to bring about an overall improvement. The 21st Century is known for information growth and transformation within minimum possible time to the concerned through different media. An increasing number of information seekers and changed patterns of information materials and different information channels plead to systematize information phenomena. The teaching faculty and students in the University of Peshawar need information for their learning, teaching and research purposes. It is significant to find out ISB of the TF and students of the University of Peshawar and bring to the notice of the authorities for their appropriate perusal and action. Generally in Pakistan, particularly in the University of Peshawar, such a study has not been conducted so far. Therefore, this study will be an addition to the literature on information seeking behaviour of academic pursuit and will also guide the concerned for enhancing resources of the Central Library, University of Peshawar. For example Anwar (2007) referring to studies like these showed grievances and also advised the researchers to contribute through conduct of research which resultantly could provide guidance to all concerned.
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Also, no studies have been found which have had compared different conditions i.e. the information uses, desires and information seeking levels of utility of the teaching faculty and students, teaching and learning in the University of Peshawar. No study has been so far conducted to investigate the Information Needs and Information Seeking Behaviour of the TF and students of University of Peshawar by gender. This means that there was a need of conducting a study for investigating information needs and seeking behaviour with various parameters. The study and its conclusion will not only enrich the literature but lead us to some new findings. 1.9. AIMS, OBJECTIVES (OBJS), HYPOTHESES (HS) AND RESEARCH QUESTIONS (RQS) OF THE RESEARCH: Most often aims and objectives of an activity are taken as the same. In a few cases, it may be considered as having a slight difference. However, they are described separately in succeeding paragraphs in the present study. 1.9.1. AIMS: To explore information needs and information seeking behaviour of teaching faculty and students in the Central Library, University of Peshawar. To investigate information resources used by teaching faculty and students in the Central Library, University of Peshawar. To analyze the extent up to which existing information resources in the Central Library, University of Peshawar meet the needs of teaching faculty and students. 1.9.2. OBJECTIVES: This study is mainly focused on achieving the following objectives: To analyze the needs and purposes for which the Teaching Faculty (TF) and Master (Previous & Final Year Students) (MPFYS) of the University of Peshawar use resources of the Central Library (Aims 1 & 2). To measure the level of importance and satisfaction of the staff and students of the University of Peshawar in using the information resources and services of the Central Library (Aims 2 & 3). To find out the frequency of visits made and extent of information resources used in the Central Library by the staff and students of the University of Peshawar (Aims 2 & 3). To assess searching behaviour of the teachers and students using information resources of the Central Library (Aims 1 & 2). To know about the format of information sources of the Central Library as preferred by the TF & MPFYS. (Aims 1, 2 & 3). To identify the problems faced by the faculty and students while searching information in the Central Library of the University of Peshawar (Aims 1, 2 & 3). 1.9.3. HYPOTHESES: The teaching faculty and students of the University of Peshawar depend on resources of the Central Library to fulfill their academic needs and purposes. 10
The administrative management of the library staff does not commensurate with the information seeking desires of the staff and students in retrieving information in the Central Library. The more the TF & MPFYS are satisfied with the available resources in the Central Library, the more they visit it and the less they are satisfied with the resources, the less they visit it. Guidance and orientation helps increase the use of information resources by the target groups i.e. TF and Students of the Central Library of the UoP. Users of the information sources in the Central Library do not depend on mono type of reading materials. The faculty and students of the University of Peshawar face problems while using resources in the Central Library. 1.9.4. RESEARCH QUESTIONS: A number of key research queries have been formulated for investigating the research problem. Each question comprises of a number of inter-connected sub- questions, placed in self-explanatory questionnaire (Appendix-VIII). However, the main questions are as below: What sort of information resources do the teaching faculty and students of the University of Peshawar use in the Central Library? What are the reasons for the information needs that apply to the faculty and students of the University of Peshawar for teaching and learning? Do the information needs and information seeking of the respondents differ with respect to their status? Do the information needs and information seeking behaviour of the users differ in accordance with their gender? Are the staff and students satisfied with the resources of the Central Library UoP? How often do the TF & MPFYS of the University of Peshawar use the Central Library? How efficient are the TF & MPFYS in accessing information in the Central Library UoP? Which are the problems in the way of retrieving information resources/services by the faculty and students? 1.10. LIMITATIONS AND DELIMITATIONS OF THE STUDY: This study investigated information seeking behaviour of teaching faculty and students in course of using information resources of the Central Library, University of Peshawar. The first and most significant delimitation of the study was that the participants of this study were only permanent faculty and regular students of the postgraduate institutes/departments of all six faculties of the University of Peshawar. The second delimitation was to gauge rationale of the resources of the Central Library, University of Peshawar to its users out of main other five central libraries of their respective institutes/universities at the same campus. The third main delimitation
11 was to find out hindrances faced by the sampled users while using resources of the Central Library, University of Peshawar. A detailed justification for the selection of the study population has been provided in the preceding paragraphs. 1.11. ORGANIZATION OF THE STUDY: This research study is presented in five chapters as under: Chapter One provides general introduction to the context of this research work, definition of terms, scope and significance of this study, rationale of the study. Moreover, it defines aims, objectives, hypotheses, research questions along with limitations/ delimitations. Organization of the study makes part of this chapter as well. Chapter Two presents literature review relevant to the Information Seeking Behaviours of information users. It identifies the variety of information sources being consulted to meet information needs and the contextual problems faced by the information seekers. Chapter Three provides detail insight of the research plan including the viewpoint; the techniques employed for data collection, data analysis and the limitations that crop up from the methodology and data. Chapter Four details the quantitative analyses and comparative results. Chapter Five concludes this research work and examines if the perceptions of objectives and hypotheses have been achieved or otherwise. It suggests some implication to be observed and recommendation for improvements in the future. Moreover, it highlights some areas that are beyond the scope of this study but needs to be explored. 1.12. PAKISTAN: Though this study was centric to the University of Peshawar, KPK, yet it led to writing a concise note on Pakistan. Hence, a brief description of different aspects of the state is provided, such as geographical location, population, education. It also presented an overview on the KPK as a provincial unit of the four provinces of Pakistan. The last part provided brief information about the selected study; teaching faculty and students using the Central Library of the University of Peshawar. Pakistan is an Islamic Federal Parliamentary Republic. It as an independent country which came into being on 14th August, 1947 on the map of the world. It is a South Asian state, situated at the north of the Arabian Sea and south-eastern tilt of the Himalayan Mountains and China Republican country. To its east is India, Afghanistan falls to its North West and Iran is sited to its west. The total area is about 7, 96,096 square kilometers (sq km(s)) with inhabitants 199.1 million and increasing rate is 2.03% (Demographics, https://en.wikipedia.org/). The capital of Pakistan is Islamabad. As administration point of view, the state of Pakistan is divided into four provinces: Punjab, Sindh, KPK, Baluchistan, including Gilgit Baltistan; Northern areas and Azad Jammu and Kashmir (AJ&K). Each province is further comprised of districts; tehsils and union councils.
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Fig 1.1, Pak Map, Source: http://www.census.gov/popclock/world/pk Dec 01, 2015. Pakistan is the sixth heavily populated country of the world. It is an Islamic state with more than 75 percent of the population being Sunni Muslims. The rest of the population comprises of Shiites, Christians, Hindus, Sikhs and others totaling almost 25 percent (Religion, https://en.wikipedia.org/). Urdu is the national language and English is used as an official language. However, the regional languages are spoken countrywide. Education in Pakistan is the bedrock of development and progress of the state. The literacy rate in Pakistan is 58 percent (Education, https://en.wikipedia.org/). The Govt of Pakistan is working hard to provide the best of modem means of learning and education to the society. In the pre-independence period, the education system was restricted to teaching and reciting of the Holy Quran. Post-independence period led to the establishment of the first University of Sindh, Jamshoro in 1947 (About, http://usindh.edu.pk/) and of late there are 176 University level Degree Awarding Institutes (HEC, www.hec.gov.). The world’s second highest peak named K-2 is in Pakistan. The topography of Pakistan is variable. Climate is also a dissimilar phenomenon. The inland areas can get up to 50 or above degrees centigrade temperatures, while the hilly areas drop to freezing, even sometimes minus point. Wheat, Rice, Tobacco, Cotton and Cane are the major crops of the country (Anjum, n.d.). The size and services of a University library depend on the nature, students’ strength and an overall infrastructure of the University.
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1.13. KHYBER PAKHTUNKHWA (KPK): AN OVERVIEW: Khyber Pakhtunkhwa (KPK), previously called as the North West Frontier Province (NWFP) constitutes an important province of the four provinces of Pakistan. Its former name, NWFP (now KPK) was coined by the British Raj simply in view of its geographical location that stretched along the North West border (popularly known as the Durand Line) of the Indo-Pak subcontinent. It earned the recent name, KPK, argued that it was the most presentable one since it was inhabited by a majority of the Pashtoons clan. The demand of renaming this province was a long-standing political cry of the Awami National Party (ANP), a nationalist party and which renamed it in the last democratic govt (2008-2013) of the Pakistan People’s Party (PPP). Peshawar is the capital of the province. The other major cities of the province are Kohat, Dera Ismail Khan (DI Khan), Bannu, Mardan, Charsadda, Swabi, Chitral, Mingora (Swat), Abbottabad and Nowshera. It covers an area of about 75,842 square km, with about 28 million population (Administrative,https://en.wikipedia.org/) and the growing rate is 2.8 percent per year. The literacy rate of the province is about 53 percent (PK, http://www.pkonweb.com/2015/). The climate of KPK does not commensurate with its small size. Somewhere the mountainous areas i.e. in the north, the weather is mild in summer (April to August) but intensely cold in winter (September to February). The southern areas are a combination of mountains and plains, like DI Khan is one of the hottest areas. 1.13.1. GEOGRAPHICAL LOCATION AND ADMINISTRATIVE DIVISIONS: The geographical importance of the province is self-explanatory. In its north lies the Hindu Kush range and north-east Gilgit Baltistan, to its south-west is located Baluchistan, to its east are Kashmir and the Punjab, and on the west, it is bordered by Afghanistan (Durand Line) (Imperial, 1991). The province was originally divided into five administrative districts: namely Hazara, Peshawar, Kohat, Bannu and DI Khan. It has now extended to seven divisions consisting of twenty-six districts and a trans- border tribal belt (Federally Administered Tribal Areas (FATA) formed of seven political agencies controlled by the Governor of KPK on behalf of the federal govt and six frontier regions (FRs) (Category, https://en.wikipedia.org/). However, in simple terms, the province of KPK is comprised of three main administrative parts: The settled areas, consisting of districts: Peshawar, DI Khan, Abbotabad, Bannu, Battagram, Charsadda, Hangu, Mansehra, Mardan, Tank, Lakki Marwat, Swabi. Haripur, Nowshera, Kohat and Karak. Provincially Administrative Tribal Areas (PATA), with a population of 8,31,000 is with a semi-tribal structure consisting of Malakand Agency, Gilgit Baltistan and the districts of Upper Dir, Lower Dir, Swat, Shangla, Chitral, Buner, Upper Kohistan, Lower Kohistan and Tor Ghar. Federally Administered Tribal Areas (FATA) having an area of 27, 200 sq km having a population of 37,64,000 and made up of seven political agencies which are: Mohmand Agency, Bajauar Agency, Khyber Agency, Kurram Agency, Orakzi Agency, North Waziristan Agency and South Waziristan Agency, borders near Afghanistan and six Frontier Regions (FRs) and the semi-tribal regions are: FR Peshawar, FR Kohat, FR Bannu, FR Lakki Marwat, FR DI Khan, and FR Tank. The FATA, PATA and FRs are directly controlled by the Governor, KPK, while the settled districts come under the jurisdiction of the Chief Minister of the province.
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Fig 1.2, Map of the Khyber Pakhtunkhwa, Source: Map of Khyber Pakhtunkhwa (KPK) http://en.wikipedia.org/ 07-12-2015 Owing to its immense strategic importance (Baha, 1978) noted that this province had always been a focal point for the foreign intruders. Almost all the foreign incursions into Indo-Pak sub-continent except that of Mohammad Bin Qasim have been launched through this route. It interlinks roadways with the countries of India, Afghanistan and Central Asian states. Resultantly, this region was ruled by different dynasties at different times with changing geography. The last emerging force, however, was the British who after defeating the Sikh rulers annexed this region along with Punjab to their Raj in 1849. The British due to the Freedom Movement of the sub-continent rose against their Raj, left KPK (then NWFP), Pakistan an independent nation on August 14, 1947. 1.13.2. RELIGION, CASTE AND LANGUAGE: Historically speaking, in (Martin, 1922), this region had been inhabited by Pakhtuns (also called Pashtoons and broadly Pathans). The Muslim population with a small number of other communities like Hindus, Sikhs and Christians form the inhabitants of this province. According to that, the Muslim population of the province was 93 percent as compared to the non-Muslims that formed 7 percent. However, in Hazara and in urban DI Khan, the Pashtoons formed part of a mixed population of the Awans, the Gujars, the Jats and the Baluch. Pashto, being the dominant language was spoken by over 56 six percent of the population of the province. Nonetheless, if one includes the tribal territory, then there is the preponderance of Pashto speakers (Shah, 2007).
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1.13.3. EDUCATIONAL PERSPECTIVE OF THE KPK: Alongside political and constitutional backwardness, the frontier region lagged behind other provinces of British India in the field of education. Here too, the reasons were more like the same. With the arrival of the British in the present KPK in 1849, the people of the province started different efforts to oust them. The belligerent nature and religious orthodoxy of the Pashtoons contributed their resistance to the imperial policy of the British govt. They regarded the British advent into their province as a curse, the removal of which was considered a sacred duty for every individual, which was symbolized in religious parlance as jihad. Looking at their adamant behaviour, the British govt had developed a special and discriminatory policy towards this province. This policy was devised so as to serve their imperial desires only and cared for very little educational advancement for sons of this soil. Consequently, the Muslim population of this area that constituted almost 93 percent not only lagged behind the other Indian provinces in the field of education but also overshadowed by their small fellow minority population of 7 percent. According to the Census Report of 1911 (Census of India 1911, 1912) the literate males of all religion were 58 per 1000 and literate females only 6 per 1000. Interestingly only one Muslim female out of 1000 in the Frontier (KPK) was able to read or write. The following graph can best explain the overall literacy ratio of the province as well as the Muslim position versus their fellow minorities. The total number of high schools in the province in 1910s as stated by Ali (2005) and Shah (2007) was only twelve out of which five were situated in the district headquarters. The first college in the province that grew out of the Edwards Collegiate Mission School was Edwards College, which opened intermediate classes in 1900. In 1901-1902, when the Frontier (KPK) was given the status of chief commissioner province, there were only eight govt recognized girls’ primary schools in the whole province with a total number of 491 students. The students of these schools were mostly non-Muslim girls belonging to the families of govt servants and businessmen and the Muslim girls were to be rarely found because of their rigid local customs and traditions. There was no secondary school for girls until 1906, when Arya Kanya School of DI Khan was raised to the status of a middle school. There was no single girls’ high school in the entire province until 1933. The longstanding demand for a govt girls’ high school was fulfilled on May 15, 1933 when the Lady Griffith High School for women started its classes. It was followed by the first higher institution for females’ education, Frontier College for women that opened in 1937-38. The educational backwardness of these people and existing British system of education led to the emergence of some indigenous movements spearheaded by Haji Fazli Wahid, popularly known as Haji Sahib Turangzai and Khan Abdul Ghaffar Khan, commonly known as Bacha Khan, working for the socio-educational uplift of the people of this area. In a historical statement given by Rauf (2006), Turangzai organized his disciples and adopted new social and political methods to weed out the unhealthy and un- Islamic local customs and traditions from the Muslim society. He attached utmost importance to the opening of schools in the Peshawar valley at the end of the 19th and in the beginning of the 20th century. The first religious seminary of this sort called Dar ul Ulum Utmanzai (Charsadda) was opened in 1910. Alarmed by his revolutionary activities, the British govt did not allow him to continue his educational institutions. They made several efforts to arrest him, but luckily, he escaped each time and finally took shelter in the tribal belt. Another contemporary
16 and collaborator of Turangzai was Bacha Khan as stated in his autobiography, Khan (1969) who was equally perturbed over the backwardness of the Pashtoons society. He illustrated: “In those days people of my community were passing through much deteriorated condition because of their ignorance. Neither the govt was eager to educate people nor did the nation had the sense to spread knowledge. There was no arrangement for education” (Khan, 1969, p. 23). Rauf (2006) and Shah (2007) made two separate notes but in one that Bacha Khan’s education reformation agenda led to establish an organization: Anjuman Islah- e-Afghania. Education of the Pashtoons was on a top priority of the Anjuman. With the formation of the Anjuman, the first branch of the Azad Islamia Madrassa was opened at Utmanzai (Charsadda), followed by many more branches opened at the different areas of the KPK. No accurate figures are available about the exact number of these schools, but a careful study suggests that they were about seventy. Some notable Azad schools were established in Peshawar, Mardan, Charsadda, Kohat, Hangu, D.I. Khan, Tall and Bannu. The curriculum included teaching of the Holy Quran, Hadith, Fiqah, Islamic History, Pashto, Mathematics, English and Arabic. Also vocational skills like carpentry, weaving and tailoring were introduced in order to make them self-sufficient out of their earnings. Most of its teachers were to be volunteers. Bacha Khan himself used to visit these schools and delivered lectures. The medium of instruction adopted for these schools was Pashtu, but in certain cases English and Urdu were taught as well. In contrast with the two aforementioned personalities who sternly opposed the British style of education, there emerged another contemporary celebrity Sir Sahibzada Abdul Qayyum Khan, who not only favoured western education, but left no stone unturned in imparting it to the people of this province. Having exemplary relations with Sir George Rose Keppel, the Chief Commissioner of the KPK (then NWFP), he invited the latter to preside over the Annual Session of the Islamia High School Peshawar, scheduled on 9th August 1909, which the chief commissioner readily accepted. On the persuasion of Sir Sahibzada, the nobles presented an application to the chief commissioner to upgrade the institution to the college level which the latter accepted and promised for his assistance, eventually Islamia College, Peshawar started educating the public of this soil in 1913 (Ali, 2005). This institution played an important role in widening the mental horizon of the Pashtoons society. The chauvinistic brave and religious inhabitants of the KPK are at present availing the facilities of a couple of universities, somewhat to the district level, Anjum (n.d.) said. Moreover, the govt is extending its best to provide quality education wherever it is possible in the province. New schools, colleges, universities and academies are being established. In the past provincial govt (2008-2013) of the ANP in KPK, a number of public sector universities (at serial no. 1,2,6,7,12,13,14,15,16,19 & 20) were established. Otherwise, there were nine universities already working to educate the public of this province in different fields of education and profession. Also another university, namely, FATA University in the Tribal Area has been established in 2012 near Dara Adam Khel (FR, Kohat). A complete list of all the (already established and new born) public sector universities and degree awarding institutes in the KPK, recognized by Higher Education Commission (HEC) of Pakistan is given in Appendix-II.
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1.13.4. CURRENT SITUATION OF KPK: The KPK, these days, stands at a critical time of history. It is being measured as one of the most dangerous areas on the earth. This state of affairs is due to the clash that spread across the border in Afghanistan. The post 9/11 developments have further disturbed the law and order situation. The instability in the tribal areas of the KPK has greatly troubled normal life. Many of the schools and other educational institutions have been partly or fully destroyed by the Taliban or by the security forces while encountering the Taliban. In such a situation, it is difficult to maintain normal educational activities in the province. However, the KPK govt is doing its best to maintain law and order situation and provide quality education, wherever possible in the province. A couple of new schools, colleges and particularly universities have been established by the past govt (2008-2013). 1.14. PESHAWAR: At the post-independence period, Peshawar became provincial capital of the KPK (then NWFP). It is one of the oldest cities of Asia and the largest city in the province covering area 1,257 sq km(s) with 35, 75,000 population and increasing rate is above 2.0 percent per year (Peshawar district, https://en.wikipedia.org/). It enjoys immense historical, military, economic and political importance. The climate of Peshawar is severe, particularly in summer. Its significance largely owes to its geo- strategic location as it is placed on the high-way of conquests. The city is adjacent to the FATA, the most sensitive region of Pakistan. On its western bank it touches the Khyber Agency’s mouth, famously known as the Khyber Pass, from where the Afghan border is approximately 40 kilometers to the west and to the north it borders Mohmand Agency, and to the south it meets FR Kohat. The two settled districts of Charsadda and Nowshera are situated to its north and north-east respectively (Ali, 2005). In different dynasties, the Peshawar city had been differently named. The archaeological excavations explored that there existed a Buddhist monastery in about 200 A.D. Buddhist king; Kanishkha of the Kushan dynasty called the capital Purushapura, i.e. Peshawar. The origin of word ‘Peshawar’ is from Sanskrit word “Purushapura” composed of two Sanskrit words Purusa means “(primordial), man” and Pura means “city”, thus it was city of men because in olden days the men traders used it as a gateway between the Northern Asia and the Central Asia (Ancient, https://en.wikipedia.org/). During the British rule (1849 to 1947) Peshawar was more like a cantonment but at the post-independence era, the city extended both east and westward, on the road to the Khyber Pass, stretching a long line of educational and research institutions. 1.15. GENESIS OF THE UNIVERSITY OF PESHAWAR: The Peshawar University is the foremost seat of higher learning followed by Gomal University, D.I. Khan which has facilitated the patriotic brave and religious inhabitants of the present KPK. In the beginning there were four constituent colleges: Islamia College, Peshawar; Engineering College; Agricultural College and thereafter Khyber Medical College of the University of Peshawar. Later on, all these colleges were either upgraded to the level of University or detached to function independently (List, https://en.wikipedia.org/). The University of Peshawar along with a chain of other higher learning institutions are located on the GT road leading to Rawalpindi and connecting Kabul to Delhi via Lahore. It stands hardly 6 kilometers away from
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Peshawar Saddar Bazar on the east and 10 kilometers from the entrance of the famous Khyber Pass in the west. The University of Peshawar falls in the plain fertile valley having close hills and passes around it. The aerial view of the whole plain presents Peshawar valley as a cup full of water and the University campus as a lotus somewhat drifted to the extreme western edge to lure the trans-border tribes living beyond the boundary of civilized world. The campus covers over 1050 acres of land at 1,138 feet above the sea level (Khan, n.d). At present the University of Peshawar has three campuses. 1.15.1. HISTORICAL VIEW OF THE UNIVERSITY OF PESHAWAR: Muhammad Ali Jinnah visited former Islamia College (now Islamia College University, Peshawar) in 1948. According to the University of Peshawar Annual Report 2012-13 (2014) he addressed the students and donated a part of his personal property to this college. The historical importance of this visit was that he announced opening this, the only University of Peshawar in the present KPK on the same campus where the college was. Thus the foundation stone of the University of Peshawar was laid down on October 30, 1950 by Shaheed-e-Millat, Khan Liaqat Ali Khan, and first Prime Minister of Pakistan with these words: "It is with very great pleasure that I have come here today to perform the inauguration of the University of Peshawar. This is a historic day for the people of this province and for Islamia College which has been the center of learning for such a long time and which has played an important part in the creation of the University. The Govt and the people of the province can take legitimate pride in their achievement as the inauguration of the University of Peshawar is an important landmark on the road to progress which the province is traversing so rapidly and yet so surely”. Hence, the University of Peshawar is an offspring of the Islamia College; founded in 1913. After upgrading the college in 2010, it is now called Islamia College University, Peshawar. The University of Peshawar has grown up from “three- classrooms to a full-fledged educational township” (Bangash, 1993). At an initial stage, it was accommodated in a borrowed building of the Govt Training School Peshawar or Central Training College or Village Aid Office (now Agricultural Training Institute (ATI) in 1950, despite all these difficulties and deficiencies, in a span of a very short period proved its worth. It has exemplary position among universities of Pakistan that is to provide education from nursery to the highest PhD level on the same campus (University of Peshawar, 1995). Another wonderful sacrifice of the founder Vice Chancellor (VC) and the Registrar as Bangash (1993) writes that this University in the beginning had only two chairs; one the VC had and the second the Registrar had. The Registrar had to bring his chair to the VC’s office if he was to see and talk to him. The University, therefore, started with meager resources. The University of Peshawar from time to time had been divided. Four of its leading/constituent faculties, viz, Agriculture College, Engineering College, Medical College and Islamia College have been purposely detached from it which it has enormously thinned its status. As such the University has given birth to four other universities, almost all are working on the same campus. At present, the University of Peshawar has six faculties and some centers. There are 52 departments including 8 centres, five of which are funded by the federal Govt; 2 graduate colleges (1 each for boys and girls) and 2 secondary schools (1 each for boys and girls). This University has also extended facility to arrange 1 nursery
19 section and 1 play section for kids of the University’s employees and all others living in suburbs of the University of Peshawar. The faculties’ list according to the University of Peshawar’s Annual Report 2011-12 (2013) has been given in Appendix- I. 1.15.2. MAIN CAMPUS (PESHAWAR CAMPUS OR CAMPUS-I): The main campus of the University of Peshawar has maintained original lawns and green tracks. All academic activities take place on this main campus throughout the academic session. The academic environment of the University is enhanced with the presence of national-level organizations in its surrounding areas, such as the NWFP University of Engineering and Technology, NWFP Agricultural University, the Institute of Research and Nuclear Medicine (IRNUM), the Pakistan Council of Scientific and Industrial Research (PCSIR), the Pakistan Academy for Rural Development (PARD), the Pakistan Forest Institute (PFI), Khyber Medical College (KMC) and Khyber Teaching Hospital (KTH). This main campus facilitates all the students, employees, campus residing families with the daily required commodities, items and services. It has its own Community Centers (Student Teacher Centre (STC); Teachers Community Centre (TCC); Class three & four Community Centre; Christian Community Centre; University Health Care Centre; Shopping Centers and Services Centers; Banks; Transport (for the employees and their families within campus even pick and drop services to the employees and students living outside the campus); Post Office and a Police Station. It is a residential University where maximum number of teaching staff, employees and students live on the campus. There are 8 male students’ hostels with a capacity of accommodating approximately 2400 students and 5 female students’ hostels can adjust almost 1900 girls. The students of the far-flung and rural areas get admission for living in the hostels. All the employees, students and properties of the University are security protected by a Police station headed by a Director Campus Peace Corps of Deputy Inspector General (DIG) rank along with many other police officials and the University’s own security staff (University of Peshawar’s Annual Report 2011-12 (2013).
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Fig 1.3, Admn Block, Source: Annual Report 2012-13 (2014), University of Peshawar
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Fig 1.4, Sheikh Taimur (New Academic Block 1), Source: Annual Report, UoP (2014) 1.15.3. BARA GALLI CAMPUS (SUMMER CAMPUS) OR CAMPUS-II: The Bara Galli campus is basically a summer campus of the University of Peshawar and is also known as Campus-II. It is located about 30 kilometers from Abbottabad on Abbottabad – Nathia Galli and Murree Road. It spreads on 67 acres of land and is about 8000 ft above the sea level. The Bara Galli Campus area was developed as marshal camping area by the British govt of the Indo – Pak Sub-continent. In the post-independence era of 1960s when Field Marshal General Muhammad Ayub was President of Pakistan, he donated it in August 1965 to the University of Peshawar. The University developed it as a summer campus for holding seminars, conferences, workshops or similar academic activities. It has also been a Research Institute and Centre of the Staff Training of the University of Peshawar for the past couple of years. The Bara Galli campus is known for its beauty and pleasant weather on account of dense forests, tall mountains and open air. From May to September it remains the nucleus of academic and research activities and a large number of the University employees along with their family members also stay there. The annual ratio of the academic activities is to hold 25-30 National and International Seminars, Conferences, Workshops, Symposia, Training Courses on the Bara Galli Campus, which are participated by thousands of national and international participants. Thousands of our students from the departments,
22 colleges and schools visit Bara Galli in summer and winter for academic and sightseeing purposes. 1.15.4. AZAKHEL CAMPUS (CENTRE OF BIODIVERSITY) OR CAMPUS- III: The last provincial govt (2008-2013) granted 87 acres parkland to the University of Peshawar for the establishment of the centre of Biodiversity, 35 km(s) away from the main campus at Azakhel, district Nowshera. The Chinese, Japanese and American governments and the HEC, Pakistan supported this academic development and extended their financial aid and technical expertise for making it world-leading centre of Biodiversity (University of Peshawar, 2014). 1.16. LIBRARY: “Library is heart of an institution” Anis Khurshid Since the dawn of civilization, the status of the library has been in transition as Khurshid (1981) observed. He said early libraries were palaces, churches and temples while books were clay tablets, bones, palm leaves, barks and metals, which constituted man’s history. Libraries in the early 20th century were said to be collections of books and other literary material kept for reading, studying and for other consultation purposes. Library was termed as a place, building, room or rooms set apart for keeping and use of a collection of books. But in the present age (from end of the 20th century, libraries are no more considered as bookstores, the extent of word “Book” has been extended and replaced by the printed and audio-visual materials. Regarding recent concept the libraries are known as Information Centers where one can get the current, old and information about the future as well. Any University library maintains resources, services and keeps structure in which it is housed. It acquires, manages and disseminates relevant information. It makes resources accessible to support learning, teaching and research activities through printed materials; non-printed items, journals, audio, video, other electronic resources (Bhandi, 2009). University constitutes a community of scholars and students busy in teaching and learning for finding the truth (Higham, 1980).
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1.17. CENTRAL LIBRARY, UNIVERSITY OF PESHAWAR:
Fig 1.5, Central Library, UoP, Annual Report 2011-12, 2012 The central library, University of Peshawar is as important as the Department of Library and Information Science because this library has given birth to the department. It is in a sense that for many years the Central Library professionals had been teaching the library science students of this University. The Central Library, University of Peshawar was established in February, 1951 with a small collection of 2, 168 books. Originally it was housed in a small room in the old building of Agriculture Institute (formerly known as Central Training College or Village Aid Office), then shifted to The Physics department (formerly science block) wherefrom it was permanently shifted to its present premises (adjacent to the main administration block, University of Peshawar) in 1957. A new block (orientation block) was added to the library in 1972 and it also served as a Department of Library & Information Science from 1962-1999. It went through a huge uplift and renovation process in September 2001, even has automated the entire library stock. The existing 3-storey building has a covered area of about 16,000 sq ft. The ground floor has housed a security, circulation, and information desk and administration section. It has also accommodated general books in double-sided stacks. The same floor has a stairway on the western side leading to major book stacks on the reading floor with seating facility for library users where Information Resource Centre (IRC) as a section is also functioning. Both the sections of oriental and manuscripts are housed on the 1st floor in the annex building adjacent to the Central Library building. The Central Library, University of Peshawar has six main sections i.e. Administration 24
Section, General Section, Reference Section, Oriental Section, Text Books & Reserve Section and the Sixth Section holds latest publications (containing 1500 books, 20 journals, 47 Video Tapes, 51 DVDs, and 53 CD-ROMs.) is named as Information Resource Centre (IRC). It has also established numerous pigmy sections. This library is also one of the UN depository libraries. There is a total staff of 28 members including 2 professionals, 2 para staff and 24 non-professional members. The Librarian is in national BPS 18 and Deputy Librarian in BPS 17. There are 6 vacant posts of Assistant librarians in BPS 16. The annual budget for books purchase is Rs. 1, 00, 00,000/- and for periodicals including newspapers is Rs. 2, 50,000/- per annum. The addition of books to the library is 400 plus annually. The turnover of visitors and circulation is 100 and 45 respectively. Furthermore, it completed computerization and converted manual catalogue into soft form (however, still the catalogue serves in both forms). Total collection in this library is 3, 71, 849 literary materials including electronic reading materials with details as under: Total Books - 1, 68,900 Purchased Books (2015-16) - 2,000 Theses - 16, 400 Manuscripts 696 Journals received vide donation/exchange - 633 Journals received vide subscription - 10 Journals English/Urdu (bound volumes) - 13,189 Electronic books - 1,42,000 Electronic Journals through Pakistan Education - 28,000 and Research Network (PERN) Newspapers - 21 The Central Library is a vital organ of the University of Peshawar. It serves as heart of the University and a hub of the wheel to all learning departments of the University. It offers the following services in their respective sections (University of Peshawar, 2013): Administrative services Acquisitions services Technical services Reference services Readers advisory services Computer facilities HEC Digital Library Services Browsing internet resources and e-mail facilities through different search engines Multimedia services Printing services Photocopying services Binding services Organizing programmes like lectures, exhibitions, training workshops, seminars on US education, group discussions Educational movie shows Video conferencing Circulation services
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Periodicals’ Services Special services The Central Library, University of Peshawar observes the following opening/closing timings: Days Timings Monday-Thursday 08:00 am - 06:00 pm Friday 08:00 am - 12:00 pm 02:00 pm - 06:00 pm Library help desk 08:00 am – 06:00 pm Library closure for Zuhr Prayers (daily) 12:00 pm – 02:00 pm Saturday/Sunday Closed Public Holidays Closed At present the library has switched off using WINISIS and started KOHA. The following are being worked out as part of future plan: Digitization which contains the following programmes: • Robotic scanner • Optical Corrector Recognition (OCR) • Radio Frequency Identification Device (RFID) Carrel provision to the researchers Beautification of the University by planting more trees and flowers.
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CHAPTER 2 LITERATURE REVIEW/BACKGROUND
This chapter reviews the research works conducted by other researchers with reference to information seeking behaviour. It focuses on users, particularly teaching faculty and students’ information needs in everyday life. The literature available on the subject has been reviewed and produced in succeeding paragraphs. The order of review display is sequential chronological, latest first followed by the older. However, literature with regard to teaching faculty and students using an academic library like the Central Library is scanty. 2.1. SEARCHING THE LITERATURE: A large amount of literature available on users’ studies such as information needs and information-seeking behaviour was reviewed as below. Okoye (2013) terms the students’ attitudes and perceptions abusive while using library resources and services in academic library of South East Federal University Libraries, Nigeria. Library orientation programme was launched for the students to promote library culture and provide library usage experience as they had very little library usage experience. It failed because only a small number of students could take advantage of it. It was because of the classes being conducted in the morning and library morning visiting hours clashed with each other. It was advised to avoid clashes existing between classes and library visiting hours. Singh and Kumari (2013) conducted an empirical investigation on information seeking behaviour of faculty members and students of Institute of Higher Learning of Bhagat Phool Singh Mahila Vishwavidyalaya, Sonipat in Haryana (India). They found out that the faculty members visited the library more frequently and stayed for longer time therein as compared to the students. Karlssona et al. (2012) carried out a study at the University of Helsinki, Finland. The purpose of this research was to find out the information seeking competencies, practices, and knowledge of the students and researchers. They found that most of the access to informative literature was tried through bibliographical tools, citations and librarians. There were used books and ignored non-documentary sources of information. It was observed that the information users during a search of information were not competent and needed help for accessing to the information. The researchers noted others who already had worked in projects or PhD academic qualifications on information seeking methods, also could not perform properly. In respect of ‘information needs and seeking behaviour of law students of Law College’, University of Peshawar, Khan and Bhatti (2012) explored in their survey investigation that most of the students knew how to use the library on account of their previous academic life. The students were not so satisfied with library resources and services. Even some of the students were ignorant of library resources and faced difficulty using it. A considerable number of students were pleased with the attitude of the library staff. Most of them visited the library twice or thrice per week for reading newspapers and books. All of them used to get information through computers and internet and were unhappy with less number of computers and poor internet facilities in the library. The students needed information literacy skills, library
27 use instructions/guidance/orientation and provision of more computers connected with internet facility. Baro (2011) performed a gender-based study in Nigeria of three Universities, namely, Delta University; Amassoma, Delta State University; Abraka and University of Port-Harcourt; Rivers State. This study perceived that both male and female undergraduate students seemed to adhere to their course materials. They were not proficient enough to benefit from the e-resources, even quite poor to retrieve information through manual card catalogue. That was the reason they often tried to retrieve their desired information through shelf browsing. They encountered usual difficulties i.e. time-barred materials, less number of computers, non-existence of orientation classes during search of information in the library. Khalil and Azhar (2011) investigated 189 undergraduate medical students of King Saud bin Abdul-Aziz University for Health Sciences (KSAU-HS) in 2010. The first anomaly faced was that only 108 (57.15%) students responded. The students made use of the library quite frequently for different reasons. It was for study purposes, to photostat the materials and to take print of the wanted online materials. Mostly textbooks; and hand-outs were preferred over abstracts and indexes for updating their learning. Deficiencies were raised and recommendations made for systematization of library system/services as soon as possible in the medical curriculum. Niu and Hemminger (2011) performed a survey of academic scientists (teacher students) from five research Universities at the University of North Carolina, USA. The title of this study was “A study of factors that affect the information seeking behaviour of academic scientists” and reported that the teacher students were overall satisfied with collection, resources and services of the library. Most of them often wished to consult their course materials. The males made excessive visits to the library and the females spent more time therein. The females if compared to males preferred the printed materials as sources of information. Arif and Mahmood (2010) accomplished a study on library services to the pedagogues at the main campus of Allama Iqbal Open University, Islamabad. The study was basically a descriptive survey study. Users of the library were not satisfied with the materials being made available to them. They termed it outdated and requested for latest knowledge to be made available to them. In terms of physical arrangement/setup the students were satisfied. They devised increase as well as compensation of the human resource of the library. Bukhari, Bukhari, Ranjha, Ahmad and Naz (2010) described the levels of library usage by students of Foundation University College of Liberal Arts and Science, Rawalpindi. They discovered lack of proper library resource cataloguing and lack of seating arrangements. They also suggested such a seating arrangement which is supportable in charging system. Moreover, lack of computers and internet facility were desire to be handled on priority basis. Differentiating information seeking behaviour of males and females in three universities of West Bengal in India, it was known that women in contrast to men were more zealous, hardworking and committed to acquiring information as per their requirement. The women always strived more than men to utilize resources of the library in the best way and did not stop until completion of their desired works. They did not hesitate to share their problems with their colleagues and even boldly sought
28 assistance from the library staff. Both the genders faced usual problems during a search of information in the library but females felt more than the male counterparts did (Halder, Ray & Chakrabarty, 2010). Kaur and Sharda (2010) did a survey about the North Indian Medical Institutes at Chandigarh, India. They investigated improving change in behaviour of information seekers and information management services in library being provided by the librarians on account of technological innovations i.e. Information Communication Technology (ICT). They enunciated in the survey journey from print media to electronic media. It was observed that mostly information available in electronic form was preferred by medical professionals and librarians. Increase in the demand of e-resources gave growth to knowledge transformation along with little problems. That was called e-era on account of growth in research, information explosion, increasing needs of users, lack of self-sufficiency and financial problems. It all resulted in the formation of consortia the world over. Two researchers Kayongo and Helm (2010) conducted study on graduate students regarding their information needs at University of Norte Dame, USA. It was observed that majority of the students preferred remote access to resources for acquisition of electronic copies of the materials. Although the students were satisfied with the services provided to them in the library yet they suggested extension in the operational hours of the library and increase in numbers of computers available in the library. Lundh (2010) stated at the University of Boras, Sweden that information seeker arrived at information through help of the library; librarian, mostly reference librarian or through self-help basis. He suggested/recommended developing some questions if information seeker was to go seeking help from librarians for finding information. He also emphasized negotiation between reference librarian and the information user for finding information during conduct of research.. Moreover, he is of the view that information need is an individual, mental, distinct and sentient state that may be indescribable sometimes. According to him, there are four stages of information needs that an individual has to go through to come into formal interaction with an information system or the services of an information professional. Those stages are: visceral (primitive) need, conscious need, formalized need, and compromised need. Lundh's work put down a base for in-depth conceptual insight of the inspiration or trigger for information seeking. Bhatti (2009) worked on ‘Information needs and information seeking behaviour of the faculty members at the Islamia University, Bahawalpur’. More than 50% of faculty showed dissatisfaction with the library collection (especially books) because of old editions and non-availability of the latest editions. They tried to meet the deficiency by accessing journals/ periodicals and approach to professionals. Remaining shortfall was acquired from workshops, conferences and consulting library staff. A study was conducted by Kassim (2009) to evaluate satisfaction level of the users with performance of the academic library, MARA, Malaysia. He found the users satisfied with the resources like information services, physical facilities and staff’s attitude but were least satisfied while searching books in the academic library. Additionally, the respondents showed displeasure in case of providing less convenience to the special and disabled users.
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Rafiq and Ameen (2009) during conduct of a survey on ‘Information Seeking Behaviour of National Textile University (NTU), Faisalabad instructors struggled to know the level of satisfaction of the information needs of the university teachers (mostly engineers). Most of them used printed, electronic sources, articles in journals. They did not leave any source without consulting, if it could be of any help to them. Even they contacted their colleagues with the hope to find information from them for meeting their needs. Tahira and Ameen (2009) worked on "Information Needs and Seeking Behaviour of Science & Technology Teachers of the University of the Punjab, Lahore”. The study revealed that importance was given to get membership of national/international organization/laboratories so that the generated information could be found. Web resources, university library, HEC Digital Library, seminar libraries, direct access to e-resources and online sources were also used. International university libraries/centres were attractive resources for updating their information, research work, preparation of lectures and publishing paper/book. Confirming or refuting theories and promotional chances were not considered so important. Web sources were preferred over printed literature. Due to unawareness of HEC website, they made very little use of it. The Information Communication Technology (ICT) use reduced visits to the Punjab university library and departmental libraries. Notable item in this study was recommendation of holding Information Literacy Workshops. Annals of Library and Information Studies bore a statement with reference to Fatima and Ahmad (2008) who conducted a survey on students of Ajmal Khan Tibbiya College, Aligarh Muslim University, India for exploring their ‘Information seeking behaviour’. A questionnaire was used for collection of data from 60 students of the college. They pointed out the lack of guidance in library resources and services and desired for making the deficiency. The students rated books and journals as major sources of their academic information needs. They further suggested an increase in library resources and services. Special stress was given on arranging initial orientation programmes and on-going workshops and seminars for training the students towards maximising library information services usage. Haglund and Olsson (2008) experienced an investigation to learn about information desires of the university young researchers. This observational study was conducted at Stockholm, Sweden’s three universities. As per study conducted, most of the researchers were confident enough with regard to operation management themselves, therefore, used Google search engine for everything. They conceived another reason to have quick access to electronic information through the Google search and also found the librarian incompetent for provision of the information, thus visited library off and on. This study generated hope to influence, change and redesign services of the libraries both for the near and far future. There were not found any notable difference in information seeking behaviour of males and females of the University of South Africa when Preez (2008) interviewed them for completion of her Master thesis. She expressed while reviewing literature that some studies of information seeking behaviour bore differences like coursework. As there is increasing women in the engineering profession, more investigation could be conducted on gender differences in information using. She also concluded that’s why it must not be the only one and might be several other differences relevant to this subject.
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Tahir, Mahmood and Shafique (2008) studied ‘Information Needs and Information Seeking Behaviour of Arts and Humanities Teachers as A Survey of the Punjab University; Lahore, Pakistan’. They declared maximum use of seminar library, consultation of reference books for teaching and preferring consultation of experts and colleagues for getting information by the faculty. For meeting information requirements, they maintained that their own collection in their homes for domestic study was adequate enough. They also used e-mail for making-up deficiencies. A collective point against non-availability of required materials was raised by them. Ajiboye and Tella (2007), during their descriptive survey study of undergraduate students of the University of Botswana, Africa for the purpose of examining information seeking behaviour determined to discover the resources the students approached and the pattern that the students employed for information gathering system. They tried to get insight into the impact of gender, level and course of study on the students’ information seeking behaviour. The findings were: first, academic information was the foremost required and top prioritized one by the students, while the internet was at number two being the fundamental source of major information needed by the students for academic purpose. It was concluded that information seeking behaviour of the students is greatly influenced by gender, discipline of study and the level of study. In terms of intensity of variation, level of study of the participants can be termed as the primary variable of the variation in information seeking behaviour while the courses of study can be placed at second and gender being the least influential in phenomena of difference in information seeking behaviour. Anwar (2007) told that information needs and seeking behaviour study for the first time was conducted in the early 20th century (1948) by Bernal as research on scientific information in Great Britain under the title, "Preliminary Analysis of Pilot Questionnaire on the use of scientific literature”. It was followed by hundreds of societies which investigate methods being used by scientists and social scientists. According to him, these investigations in Punjab (until his writing 1974-75) were fourteen studies of the same kind in unpublished form. He expressed his sorrow on this disappointing situation. In those two years 1974-75, ten more reports appeared on similar studies. In the next six years, four more related writings were produced. He vowed and advised the academics/academicians and practitioners in Pakistan to sense the crucial situation and encourage promoting research in this sector. The University of the Punjab led this case whereas the Islamia University, Bahawalpur was second in line. Chu and Law (2007) carried a survey on “Development of information search expertise: postgraduates' knowledge of searching skills” in Hong Kong University China. They showed necessity of re-evaluation of the library resources including databases for having easy access to the information by a freshman or an unfamiliar user. They suggested orientation/motivation provision about library services to its users (particularly newcomers) because of their unfamiliarity/inability in availing the information sources in the best way in the newly joined educational institution including library. Gamage (2006) at the University of Colombo, Sri Lanka investigated a study regarding environmental scientists’ ISB and identified some major issues and concerns causing problems to them in accessing and retrieving the required information. The study found out that there was a need of building up an up-to-date
31 information resources collection on environmental science. Apart from these, there was a need for electronic media and improved library services further than the physical boundaries of environmental science. Most of the environmental scientists complained that their related collections were not up-to-date, not enough and not properly organized. The journals in the field were reported inadequate. It was suggested that the collections be updated and easy access to electronic resources be provided. The scientists strongly favoured establishing an Environmental Information Network (EIN) for the university libraries in the country which would ultimately improve the relevant information services. The matter of digital libraries in Dalhousie University, Halifax, Nova Scotia, Canada caught sight of Makani and Wooshue (2006) for which they carried out a study to get insight into the extent to which users’ information seeking behaviour should have been informed about the design and development of Digital Libraries in an academic setting. The study showed that the students tended to select resources based on cost (free or fee-based), access, ease of use, delivery, speed and convenience. This study confirmed new requirements of a business digital information user or his use behaviour, one that required the building of a committed recognized library research system. Discussing the rapid changes in the user information needs and information itself in the modern digitally connected environment, Anwar (2005) measured requirements to be owned and adopted in modern librarianship. He opined that conventional service to the information users in libraries was no more justifiable and needed to be replaced by the electronic networked technology. He showed fear that library staff or any other responsible authority did not find ways to operate and walk with the latest information needs of the users and required techniques. Callinan (2005) conducted comparative study on biology students of undergraduate level where the information seeking behaviour of the first year students was compared to the information seeking behaviour of final year students at the University College Dublin. He reached a result that the electronic sources were not adequate and library resources awareness (publicity) was not properly managed. These adversely affected efficiency of the information delivery resources. The Ministry of Agriculture, Iran, sponsored a project for extension managers and specialists. It was critical for them to communicate information and knowledge from information sources and resultantly to establish an active information system. Pezeshki-Rad and Zamani (2005) initiated to provide them an insight into the information seeking behaviour so that they could develop to be extension clientele as an integral part of the extension process. The study produced results that these extension managers and specialists showed interest in various types of information sources including printed books, scientific journals, scientific magazines, and technical reports. The communication channels concerned, interpersonal communication with colleagues, scientific technical conventions, in-service training courses were ranked as the three top communication channels used by the participants. In suggestions for extension specialists, to improve their information seeking behaviour, it was recommended that they may be provided with valuable sources of information besides eradication of the hurdles they may face while accessing information sources. Thivant (2005) completed a study under the title “Information seeking and use behaviour of economists and business analysts” in Jean-Moulin University, Lyon;
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France. He found out in this study that most of the social sciences research institutes, besides university and govt libraries mainly depended on conventional publications: books, serial publications and all other printed and manuscript materials. Sife (2004) conducted a survey in the University of Dar-us-Salaam, Tanzania. This research was for the purpose of finding out information needs and seeking behaviour of forestry researchers focussing on the electronic environment. There were available formal and informal information sources i.e. book materials, non-book materials, human resources and electronic resources for accomplishment of research works of the researchers. The researchers were found depending upon printed (book materials) and electronic resources such as, CD-ROM databases and internet services for promoting their subject areas. Lombardo and Miree (2002), at Oakland University Rochester, USA studied business students for getting insight to the perception and actual use of print and electronic resources by them. They found out that the students’ dependency on electronic information was higher than that of the printed resources because of the free availability on the Web. Another account was that they felt ease using electronic resources and usually did not face any electronic relevant problem. Social scientists always worked to uphold social values of the society. It was possible to do when they were quite updated about societal values which itself was expected by receiving education through the libraries. Regarding this, Shokeen and Kaushik (2002) carried out a study to feel social scientists’ pulse of information seeking behaviour at Haryana universities, India. Social scientists were found to visit libraries daily. Most of them preferred research journals and books. Also use of indexing and abstracting journals/periodicals and citations in the journals was made. Hartmann (2001), at University of Ballarat, Australia, studied First Year Undergraduate Students to know their information literacy, understanding and perceptions. This survey reported that the students felt difficulty to search information independently. Moreover, information orientation was suggested through users’ education for the students. Kawatra (2000) in Delhi, India expressed very little and irregular orientating efforts for information users in social sciences against science and technology. He opined it being recent; guidance had to be taken from users’ studies in science and technology. He came to know of accessibility made to documentary sources only by the users. They couldn’t differentiate between formal and informal sources of information. Apart from that, many other outer factors affected that connection. One way/technique of information dealing could not be best for user needs and information seeking culture. He advised librarians and information centres to adopt four methods: feedback service; information day; unconventional methods and survey techniques. Challener (1999) in his book ‘Information Seeking Behaviour of Professors of Arts, History and Studio Art’ surveyed teachers’ information needs of five liberal arts’ colleges and three universities in the USA. The majority of professors needed information for teaching because it was their foremost duty. They subscribed to journals in their fields of study and used to read newspapers for fulfilling their requisite needs. Eskola (1998) a research assistant in the Department of Information Studies, University of Abo Akademi University, Finland surveyed the Finnish Universities
33 students’ information seeking behaviour. She collected different problems being faced by the fresh students. The problems were new environment, new subject and new language. She said that the students would have read old books, used known languages, dealt small libraries and carried out dependent study. The students also used class notes when needed, consulted card catalogues in library for finding required information sources. They usually used textbooks and rote learning. In an unlike environment viz. Finnish Universities, they were supposed to read latest books, tackle different languages in big libraries, carry out independent study and need understanding of recently joined University Libraries classification system and also to consult bibliographical tools, other than card catalogues. All such changed and modern uses themselves were problems and made access problematic for them. It was suggested to arrange orientation for fresh students in their respective Universities for apprising and adopting them with fresh information seeking phenomena because there might not be a panacea for stated hardships. Fidzani (1998) established a study at University of Gaborone, Bostwana. Information seeking behaviour along with information needs of the graduate students were taken under consideration. He found out a general perception in the students that they must be provided proper guidance regarding library services and resources to help them meet their information needs. Moreover, it is concluded that textbooks, library books and journals are the major sources of information for the students for course as well as research work. These resources were also found helpful for those students who need know how to make use of available resources of the library. The undergraduate business students were taken into consideration for studying their attitudes in terms of their research behaviour and usage of library at the University of San Marcos, California. After this research, Atkinson and Figueroa (1997) were of the view that the majority of the business students prefer electronic resources over printed materials. They argued that speed and convenience were the main reasons in accessing and retrieving information. The students as a young generation were used to consult the electronic sources easily; otherwise, they would look for searching the printed materials. Jiao (1997) carried out a study for the purpose to know about frequency and reasons of university library use by the students in Baruch College of the City University, New York. Actually, it was to develop demographics of the student users regarding use of academic libraries. The analyses found that academic library use by male students was more than their female counterparts for class works and visiting their friends there in the library. Whereas, females used the library more than the male students to get information for paper writing. It resulted that the male students used the library more than the female students for social activities. Rzasa and Moriarty (1997) analysed/concluded responses of 6,568 faculty, graduate and undergraduate students to their questionnaire. They desired to know the reasons of visiting the library and development of a certifiable programme for users of academic libraries in the USA. They were dissatisfied and longed for supervision and guidance of the users. They first tried identifying groups; especially undergraduate students and their respective needs, and then focused on programmes to fulfill their requirements. They probably discovered that faculty staff used the latest materials and serials for conduct of research and class teaching preparation. The graduate students usually made use of serial publications for updating their knowledge and access to information within the shortest span of time. The undergraduates, unlike above both
34 the groups of information seekers mostly limited themselves to textbooks; otherwise, they tried scanning journals for enhancing core studies of their academic pursuits. Wilson (1997) in the University of South Yorkshire, England reviewed available literature on information seeking behaviour and declared it as a multidisciplinary subject vide title, "Information Behaviour: An interdisciplinary perspective". That’s why he was of the view that a general information seeking behaviour model may be proposed. Since, information science could not cover information needs and seeking behaviour of the users of all disciplines during conduct of relevant researches. Thus concerned people had to make the decision regarding searching and utilizing information and the means through which they have to get access to information along with the factors influencing them to make use of information. He recommended for inclusion of the studies: personality psychology; consumer behaviour; health communication studies; innovation research; information requirements in information systems designs and organizational decisions making. Since, every discipline has its own driving factors that motivate one to know more about it which would be termed as "information behaviour", but he (author) claimed to embrace by a general model from which all might learn and serve to integrate studies for the benefit of future research in a number of fields. The IFLA 62nd General Conference from August 25-31 held in Beijing, China. The agenda topic was “A Methodology for the Identification of Information Needs of Users”. Devadason and Lingam (1996) necessitated that the identification of information needs for designing information systems was general and for providing effective information services was particular. They said carrying out study to know about information seeking behaviour was a cumbersome job. It would involve several methods and tools in collection/analyses of data for a study like this. The study and preparation is the pre-requisite of the identifier of the information needs and he must be well equipped to perform identification of the desired information needs regarding information users. They would need to adopt a proper step by step modus operandi for studying information needs of the users. It would also discover as a by-product, several ideas, tools, methods and techniques for meeting the users' needs. Greene and Loughridge (1996) did a research on a project in the Department of Information Studies at the University of Sheffield, South Yorkshire, England. They interviewed senior academic staff, administrators and librarians in sixteen English Universities in 1994-95. It resulted that changing financial and management patterns of university facilitated academic Heads of Departments in higher education institutions to undertake greater responsibility for managing both human resources and traditional academic matters. Simultaneously, university libraries were going to replace or support the traditional resource procurement and deployment methods with alternatives strategies. For an ideal academic environment, they accentuated for getting detailed information about analysis of competing units, to know funding agencies and opportunities, information about identification and profiling of important decision-makers including external assessors and the preparation of briefings on topics of special interest. Nicholson and Bartlett (1996) struggled at Massachusetts Institute of Technology, England to find out that who, when and why did use a university library. For that purpose, they presented a survey "Who Uses University Libraries". It was found that most of the undergraduates who were in a dominant position used library highly for class preparation. Whereas the graduates most often used the library for
35 research purposes, otherwise, they were comparatively less in number. He reported that the library remained more attractive for users regarding fulfilling their research needs against class preparation. Reneker (1993) conducted a survey and an interview research. It was to investigate information-seeking activities of 31 members of the academic community of Stanford University, California. Data for the study were collected through survey and interviews. The investigator found academicians with three types of needs for information, were personal, professional and entertainment. A research study on veterinary medical students at Iowa University regarding use of library and information-seeking behaviour indicated that a common respondent prefers textbooks and other handouts over indexes or abstracts while the library is being mostly consulted for the purpose of studying and photocopies of literary resources. They used these resources and sought guidance for accessing current information through current literature on unfamiliar topics. No difference was found among students during process of information seeking either using bibliographic instructions or otherwise. They also did not care about finding information in or outside the library (Pelzer and Leysen, 1988). 2.2. SUMMARY: Concluding reviewing process the author referred to a statement of much- learned scholar of this field in Pakistan, Anwar (2007) as he described that information needs, seeking and use by targeted community had been and would be of fundamental concern to the Library and Information Science professionals. He emphasized and strongly recommended the need to carry on concrete efforts for promotion and conduct of research in this area. The literature reviewed aforementioned showed some studies had been carried out on the information needs and seeking behaviour of academics. These investigations pertained to different search strategies used by the investigators. There were found some similarities with slight variations regarding meeting the users’ needs through use of information resources of the libraries or information centres. The researchers used different methodologies to explore the information needs and seeking behaviour of the information seekers in their respective areas. The most frequently used methodologies were interviews and questionnaires based surveys. There was conducted no study like the present one in the University of Peshawar so far, therefore, it would be of immense importance to all concerned in the parent University, even countrywide.
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CHAPTER 3 RESEARCH METHODOLOGY
This chapter discusses the research process and procedures used in the study. The design, data collection instruments and procedures, legitimacy and reliability, sample framing techniques, sample size, sample characteristics and methods of data analysis are discussed. 3.1. NEED AND SIGNIFICANCE OF THE STUDY: The 21st century is recognized as an era of scientific and technological development which caused information explosion into a deluge. The information needed to have control over and utilize it in a befitting manner, a demand rose to understand information seekers' needs, behaviour and the way information flows. No study has so far been conducted in the University of Peshawar on ISB of the faculty members including master-level students. The findings of this study would prove to be the guiding authorities in improving the services of the library for the teaching faculty including students and will add to the available literary materials. After reviewing the relevant existing literature, it was found that the ISB of the faculty and students in an academic institute like the University of Peshawar was context-oriented (Thivant, 2005). 3.2. RESEARCH APPROACH: Terre and Durrheim (1999) declared quantitative studies fit for measurement of phenomena. This statement based on a combination of numbers with the statistical processes for generation of the brief results. This study was chiefly to identify information requirements and ISB of a particular population (teaching faculty and students). It also worked to identify characteristics of that particular group of people. Therefore, use of the quantitative approach remained prevalent. 3.3. RESEARCH DESIGN: The research in fact linked inquiry with its results. Its designing was to streamline its line of action for producing conducive results. The planning of research helped in adopting appropriate procedure for information retrieval. The research was designed with a view to be most suitable and also act as a guideline for collecting and analyzing the research data. (Terre & Durrheim, 1999). There are two basic paradigms in research methodology i.e. quantitative and qualitative. Both these approaches are fundamental to the research process. Bouma (2000) mentioned that they required some common and some different skills. Bertram (2004) argued that the uses of the preferred methods depend on the research topic and the aptness of the questions asked. Each approach has its own rules of practice. The approach that the researcher undertook fell largely within a quantitative paradigm because quantitative analysis is used to measure phenomena using numbers in combination with statistical procedures to process data and summarize results. Furthermore, explanations came from Ngulube (2003) that qualitative research was conducted in a natural setting and it was concerned with viewing experiences from the perspective of those involved and attempted to understand why individuals reacted or behaved as they did. This meant that the variables were usually not controlled because it was the freedom and natural development of action and representation that the 37 researcher needed to capture. On the one hand, Henning, Van and Smit (2004) observed that the quantitative approach is used to generalize and predict findings based on the use of formal instruments such as questionnaires. Since the study sought to describe users’ (teaching faculty and students) perception of the quantity and quality of information materials and services, a descriptive survey design was used, as this method was appreciated for such kind of research in the study of Babbie and Mouton (2001). Thus, the nature of this study was quantitative including some qualitative elements, as the study was focused on identifying information needs and information-seeking behaviour as well as identifying characteristics of the teaching faculty and students with regard to the use of the Central Library, University of Peshawar. There were various reasons for the choice of survey design: Majid, Anwar and Eisenschitz (2001), Cook and Heath (2001) and Hiller (2001) all used survey research because survey design was popularly used for studies on users’ perception and many such studies had illustrated that it was the best use for this current study. Busha and Harter (1980) favoured survey research techniques which could save time, money and energy and would also avoid losing efficiency, accuracy and information adequacy in the research process. This was an important consideration for the proposed study as there were financial constraints, energy and time in essence. The speed of gaining information and the actuality that it allowed for gathering data within a relatively short span of time was advantageous. 3.4. POPULATION: As per the definition of Bless, Higson-Smith and Kagee (2006), a population was an entire set of objects or people which were the focus of the research and about which the researcher wanted to determine some characteristics. De Vos (2002) defined a population as the entire group of persons or objects that was of interest to the researcher, in other words, that met the criteria which the researcher was interested in studying. He furthermore described the term as setting boundaries with regard to the elements or subjects. Similarly, Mouton (1996), defined that “a population was a collection of objects, events or individuals having some common characteristics that the researcher was interested in studying”. Trochin (2000) mentioned that population was a vital finding for the purpose to know some desired demographics as age, sex, experience and class about the population to be studied. Powell (1997) advised for taking care while fixing criteria for selecting the universe of a study, size and parameters of the surveying population. He wished the researcher to estimate and consider the time, money and labour to be paid for selection and working on a population. He also emphasized easy accessibility to the survey population, otherwise would create much difficulty for the researcher in collection of data. The common characteristics of the population under study were that they belonged to the University of Peshawar by virtue of being the teaching faculty and students, although some of them made use of the Central Library and others did not. A further feature of the population is mentioned in the succeeding paragraph 3.5 below and Tables 4.1 to 4.7, Chapter 4 categorically.
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3.5. SAMPLING: This section was to explain population of this study and sample framing techniques; sample size and sample characteristics. As defined by Brink (2006), “a sample was a part or a fraction of a whole or a subset of a larger set, selected by the researcher to participate in a research investigation”. Powell (1997) defined sample as “a selection of units from the total population to be studied”. Because it was one of the most crucial steps in survey research methods. Therefore, in the present study the teaching faculty and students selected were drawn from all the six faculties with different academic units in the University of Peshawar, namely, “Arts & Humanities; Islamic & Oriental Studies; Life & Environmental Sciences; Management & Information Sciences; Numerical & Physical Sciences and Social Sciences”. As mentioned, those teaching faculty who were not regular employees or who served in the Centres of Excellence, funded by the federal govt; constituent colleges; schools were not included and students other than of master level were excluded too. On account of the nature of this study, stratified sampling technique was used and the population was divided into different groups as Bouma (2000) favoured this procedure for the purpose of representativeness of the sample and subsequent generalization of the research findings. Babbie and Mouton (2001) described sampling like in the hand as bias-free on part of the investigator with respect to the choice of respondents. However, to take the sample size as 890 (teaching faculty 160 + students 730 = 890 teaching faculty and students) respondents out of total population of 5474 teaching faculty and students was followed. Further breakdown of status, gender and level of Master degree (previous & final) were fixed relating to size of targeting population as shown in Tables 4.1 to 4.7, Chapter 4 accordingly as mentioned in preceding paragraph. 3.6. DATA COLLECTION INSTRUMENTS, SOURCES AND PROCEDURES: This section describes the instruments used to collect the data, formulate and ask questions, peer review and pre-testing questionnaire. Since the process of data collection was of vital importance to the success of the study, as without high-quality data collection techniques, the accuracy of the research conclusion could be easily challenged. The questionnaire was one of the chief instruments for collection of a large scale primary data. The other six subsequent instruments utilized in this study were: i. Literature Review, ii. Web sources iii. Interviews, iv. Telephonic contacts, v. E-mail contacts and vi. Observation. However, in the post data collection, eighteen of the participants who were expected to provide added helpful data through their comments were selected and interviewed (Appendix-IX). Each interview took 10-12 minutes and total time spent on data collection was a couple of months. 3.6.1. SELF-ADMINISTERED QUESTIONNAIRE: Powell (1997) defined that questionnaire as a set of questions for submission to a number of persons to get data for carrying out a study. A survey questionnaire is an effective tool for the collection of data from a wider, scattered and multi grouped population in a study like the present one. Questionnaires could be set up with both open and close-ended questions. Therefore, in this study, the data collection instrument used was the self-drafted questionnaire to gather data needed to answer research questions. The available related literature was reviewed thoroughly and a list of provisional questions was prepared to make a draft instrument. The draft
39 questionnaire consisted of six sections; further explanation is given in succeeding paragraphs. For the purpose of this investigation, close-ended questions were used. The researcher in this respect framed a 07- page questionnaire with 06 sections containing 21 questions in all. Section I: Questions 1-6 in Section I are comprised of demographic data for the participants. This was with the aim to gather responding data which could be helpful for generation of reports for particular subgroups in order to compare their responses. Section II: Questions A7 – A10 had 12 same statements (variables) and the staff and students had to mark respective value as per a 5 point Likert scale. Question A7 was to know about the use purpose of information sources in the Central Library, University of Peshawar. Question A8 was asked to gauge the importance of the information sources. Question A9 tried to know about the frequency of use of the information sources by teaching faculty and students. Question A10 tested satisfaction level of them with the same information sources during use in the Central Library. Question B11 in the same section containing 05 variables was to get status of preference given to its statements referring to the use of various materials available in different formats and languages by the respondents. Section III of the questionnaire relates to information seeking activities. It was comprised of three questions with different statements. All these three questions were with regard to the use of the Central Library by teaching faculty and students. Question 12 having 09 statements with two options: ‘yes or no’ enquired visit purpose of this library by the respondents. Question 13, the teaching faculty & students were asked to answer frequency of visits they made to the Central Library, through 5 point Likert scale from 1-5 (Never, Every day, Every week, Every month, Whenever needed). However, the participants were asked to rate their stay in this library for seeking information on a scale from 1-4 (up to 1 hour, 2-3 hours, 4-5 hours, 5-6 hours) in question 14 of the section. Section IV (Rating: Searching/Operating Skills) contained 2 subsections each with 1 question. Subsection A had 2 statements and Subsection B had 3 statements. In both the subsections A and B vide questions A15 and B16, the respondents were asked using a 5 point Likert scale from 1 to 5 (V. poor; Poor, Uncertain, Good, V. Good.) regarding their information searching information skills of in the library/operating electronic devices there and also their identifying/locating skills of information by the help of the library staff and through bibliographical sources in the Central Library, University of Peshawar.
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Section V (Library Staff and Library) had two subsections with a total of 4 questions. Question A17 had 5 statements and the users were asked to indicate through 5 point Likert scale their degree of satisfaction with library staff. Followed by question B18, asking what was the effectiveness of the Central Library for the respondents. Whereas in question B19 the teaching faculty and students had to answer frequency of difficulty they faced during searching information in the Central Library. In the last question B20 bearing 13 different variables, the respondents were to mark their level of anxiety (problem) felt in use of resources of the same library. Section VI: However, apart from the above in this last section VI, question 21, the respondents were requested to offer their sincere comments and suggestions in relation to the study undertaken. 3.6.2. EXPERT REVIEW: The draft questionnaire (Appendix-III) cover letter (Appendix-IV) was submitted to a panel of experts (Appendix-V) consisting of four sitting chief librarians on the campus for content validity and an expert professor in the DLIS, Peshawar University for review, seeking suggestions and comments. This instrument was then revised with due changes in response to the feedback received from the panel. The revised draft was examined by the professor expert in the DLIS, University of Peshawar and used for pilot testing (Appendix-VI). 3.6.3. PILOT TESTING: Babbie and Mouton (2001) stated that the questionnaire even designed with great care might have errors. A pilot testing would identify, remove, replace, modify and reduce misunderstanding by the respondents. To overcome this and make it clear and comprehensible, the researcher revised after experts’ scrutiny and pre-tested the questionnaire through 18 questionnaires distributed by hand among all those teaching faculty and students who were part of the sample population. In exceptional cases, views through interviews, telephonic contacts and e-mail of some of them were also taken for validating this survey. Some of the respondents could not understand some questions’ items and terms of the pre-testing questionnaire. They showed inconvenience and offered minor suggestions too. For the purpose to remove ambiguity and bring more suitability, some deletions were made or modified the irrelevant, objected items, entertained respondents’ responses and advice of experienced seniors. Thus, the researcher refined it as far as validity and reliability of the data collection were concerned.
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Table3.1 Reliability, Collective (complete questionnaire) Variables Cronbach’s alpha Remarks Overall 0.892 Reliable (Excellent)
Table 3.2 Section II – Information Seeking Patterns Variables Cronbach’s alpha Remarks Purpose of use of information 0.719 Reliable sources Importance of information sources 0.841 Reliable Frequency of use of information 0.851 Reliable sources Satisfaction with use of 0.860 Reliable information sources Preference of the format/language 0.701 Reliable of information sources Overall 0.890 Reliable
Table 3.3 Section III – Information Seeking Activities Variables Cronbach’s alpha Remarks Purpose of visit to central library, 0.711 Reliable University of Peshawar Frequency of visits made and time 0.700 Reliable spent (hours per week) in Central Library, UoP Overall 0.722 Reliable
Table 3.4 Section IV– Rating Searching Operating Skills Variables Cronbach’s alpha Remarks Information searching /operating 0.712 Reliable skills Information identifying/locating skills 0.730 Reliable Overall 0.780 Reliable
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Table 3.5 Section V – Library Staff and Library Variables Cronbach’s alpha Remarks Level of satisfaction with library staff of 0.900 Reliable central library, University of Peshawar. Effectiveness of/ frequency of difficulty 0.882 Reliable at central library, University of Peshawar Level of anxiety & dissatisfaction, using 0.885 Reliable resources at central library, University of Peshawar Overall 0.823 Reliable
3.6.4. VALIDITY AND RELIABILITY OF THE INSTRUMENTS: Validity and reliability are interdependent and both have vital importance for checking of data collection methods and instruments. Bouma (2000) said validity is crucial in the construction of questionnaires to assess a person’s attitudes, beliefs or values. Validity was relevant to the question, whether it was measuring what was intended from beginning to end by the researcher and respondents. Williams (2003) said that for a questionnaire to be valid. it should have capacity to examine the full scope of the research question in a balanced way. Babbie and Mouton (2001) said about reliability, the worth-noting point was that the measuring device once used should have consistently produced the same results when repeated. According to Devillis (1991) the alpha coefficient ranging from .60 to .70 was acceptable for conduct of investigation. Cronbach’s alpha, the best technique, was applied to assess reliability of the questionnaire. For calculation of Cronbach’s alpha coefficients SPSS-20 was used and the results were produced in Tables 3.1-3.5 above. Table 3.1 expressed overall (all questions; questions 1-20) reliability excellent report. The section-wise breakdown was produced in Tables 3.2 - 3.5 above. 3.6.5. FINALIZATION OF QUESTIONNAIRE: As mentioned above, after completing the pre-requisite formalities (expert review, pre-testing, to ensure it being valid and reliable) the use of a questionnaire for data collection was a suitable instrument. The questionnaire contained 21 closed- ended questions each with multiple optional variables, mainly applying a 5 point Likert scale; however, a single question in the last section-VI was open-ended. This questionnaire would collect data largely quantitative for the current research and was ready to be further distributed properly to the sampled population for data collection. 3.6.6. ADMINISTRATING DISTRIBUTION OF THE QUESTIONNAIRE: Once questionnaire was finalized, 910 sets were printed (890 sets for sample population + 20 sets extra in case of any missing responses) for collection of data. The researcher distributed by hand questionnaires himself but the identified sample of 890 was relatively large and assistance of colleagues and friends was definitely sought.
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The cover letter (Appendix-VII) and questionnaire (Appendix-VIII) were stapled before delivery. The non-professional staff of the researcher’s department and students of the respondents’ departments assisted in distribution and collection of the questionnaires. The respondents were asked to fill in the questionnaires on spot; otherwise, collections were arranged after few days. Distribution and collection of questionnaires took weeks. 3.6.7. RESPONSE RATE: Babbie and Mouton (2001) described categorically return rate of the questionnaire. They considered return of the questionnaire workable in three categories for the process of analyzing and reporting the data: (a) 50% return was rated a satisfactory; (b) 60% was good and 70% was rated to be very good. . Williams (2003) argued that in case of self-administered survey questionnaire, response rate of 20% was sufficient to report the outcomes. In the current study, the response rate was 640 (72%). There were found 250 (28%) questionnaires deficient which were reprinted, re-distributed and were received back, all the questionnaires valid relatively, thus a full (890, 100%) response (Table 4.2, Chap 4). 3.7. LITERATURE REVIEW: As this research is to explore ISB of the TF & MPFYS, UoP in the area of Library Science, the investigator went through numerous writings to review related literature that included mostly research articles and papers on ISB in research journals or web sources. Master, M.Phil and PhD theses had also been part of this review. In one way or the other, every type of publication provided guidance for proceeding with this study. However, it is worth mentioning that there were no available studies on ISB of TF & MPFYS using Central Library, UoP. 3.7.1. SEARCHING THE LITERATURE: Notwithstanding a large quantity of literature in user studies such as information needs and information seeking behaviour in the existing literature, a few publications were found available on the topic of ISB of teaching faculty and master students, using central library or an academic library. Thus, a strategy was developed to help find more analogous topics supportive to the investigation in hand. There developed different steps from several literary sources. The writings of (Gash, 2000; Hart, 2001 & Battelle, 2005) were reviewed, attended seminars like organized by the University of Peshawar and Sarhad University, Peshawar, KPK, at Bara Galli, Summer Campus of the University of Peshawar. Also consulting with my research supervisor including other teaching faculty of the DLIS & Archive Studies in host University, Jamshoro, information professionals and other research scholars working in the parent University (UoP) proved to be fruitful. As stated above, several sources of literature were looked at for locating the suitable sources of information regarding the research topic. The print sources were used to find out pertinent books, conference papers, govt documents, theses and print journals. Whereas, in the electronic sources, there were utilized online information sources such as: websites, digitized information, e-files, e-books and e-journals. However, the overall six subsequent instruments utilized in this study were: i. Literature, ii. Web sources iii. Interviews, iv. Telephonic contacts, v. E- mail contacts and vi. Observation to some extent.
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3.8. METHODS OF DATA ANALYSIS: Brink (2006) mentioned that categorizing, ordering, checking followed by correcting errors, coding, preparing data tables were stages of processing and analysis. The statistical methods would enable the researchers to measure, reduce, summarize, manipulate, evaluate, interpret and communicate quantitative meaningful data for testing ideas about the target population. The questionnaire contained almost all quantitative data with small part of qualitative data. Particularly, the section 1st and 6th of this questionnaire collected qualitative data to measure demographic characteristics for other questions enquiring access to information, staff services, library facilities and services, quantitative data were used. It also worked to identify characteristics of that particular group of people. All the 890 (100%) questionnaires received were checked for errors, ambiguity, omissions and found that all the returns were usable. The questionnaire responses were then coded and entered into the computer. SPSS was employed for generation of Statistical analyses which were interpreted for findings of this study following readings of (Babbie & Mouton, 2001 & Williams, 2003). For reporting results of the quantitative data, the most suitable statistical tools used largely were mean and standard deviations. For qualitative data gathered through asking comments, suggestions in the final questionnaire (Appendix-VIII) and interviews content analysis (Appendix-IX) method was used. The comments, suggestions and interview data were discussed at the end of Part-I, Chapter-4 appropriately. The findings of the analyses were presented in chapter five accordingly. 3.9. BRIEF SUMMARY OF THE ENTIRE POPULATION: The target population of this research study was 5474 teaching faculty and students from all the six faculties consisting of 44 centres/institutions/departments /colleges of the University of Peshawar (Tables 4.1 to 4.7 in Chapter-4). It included: Regular teaching faculty (365, 7%) Students (5109 (93%) Males (3155 (58%) Females 2319 (42%) Furthermore, Gender-wise ratio of each fraction vis-à-vis teachers’ 256 (70%) males and 109 (30%) females. Students 2899 (57%) males and 2210 (43%) females were members of the target population. The total strength of the students 5109 (100%), containing 2496 (49%) Master (previous) and 2613 (51%) Master (final) year students. Once again gender division within students: Master (previous, 2496, 100%) remained (1489, 60%males) and (1007, 40% females). Whereas Master (final, 2613, 100%) maintained the ratio (1410, 54% males) and (1203, 46% females).
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Table-3.6 Percentage of Sample Size of Different Fractions from Entire Population (n=5474 total pop, and n=890 sample pop) Description Actual pop Convenient %age of the Stratified required pop Random Sample Total pop 5474 890 16.26 % of total pop, 5474. a. Teachers 365 160 17.98% of the sample pop, 890. b. Students 5109 730 82.02% of the sample pop, 890. G/Total (a+b) 5474 890 100% sample pop i.e. 890. a. Total Males 3155 528 59.33% of the sample pop, 890. b.Total Females 2319 362 40.67% of the sample pop, 890. G/Total (a+b) 5474 890 16.26 % of the total pop, 5474. Ratio between 2496+2613= 365 each 50% each of the MPFYS 5109 (Prev+Final) homogeneous sample pop (Prev+Final) year students (MPFYS, 730). year Source: Annual Report 2013, University of Peshawar 3.10. PERCENTAGE OF DIFFERENT FRACTIONS OF SAMPLED POPULATION: The total target population 5474 teaching faculty and students was further worked out as a sampling process in Table 3.6 above. Sampling Size: The size as a convenient stratified random sample was 890 (16.26%) of the total target population of 5474 teaching faculty and students. Ratio among Fractions: Ratio of the sample population between two fractions of 890 teaching faculty and students was: A. Regular teaching faculty (160, 17.98%), and B. students (730, 82.02%). Ratio Gender-wise: Proportion as genders of the sample population of 890 teaching faculty and students was (528, 59.33% males) and (362, 40.67% females). Ratio between Levels of MPFYS: Students from MA (Previous & Final Year) were taken on equal rates of (365, 50% each).
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Table-3.7 Status-Wise and gender- wise distribution and response rate of sampled pop (n=890) Stratified Random Sample Description Males Females Total % Teaching Faculty 112(70%) 48(30%) 160(100%) 17.98 of 890
Students: Previous year 219 146 365 41.01 Final year 197 168 365 41.01 Total: Total: Total: Total: 82.02% of 416(56.99%) 314(43.01%) 730(100%) 890 sample size Grand Total 528(59.33%) 362(40.67%) 890 100
3.11. STATUS & GENDER-WISE SAMPLED POPULATION DISTRIBUTION & RESPONSE RATE: On the whole Status and Gender-wise ratio of the total population was displayed in Table 3.6, therefore, the researcher did percentage of the sample population homogenously in Table 3.7 above. It was found out that the teaching faculty were (112, 70% males) and (48, 30% females). Whereas the students (416, 56.99% males) and (314, 43.01% females) participated in the survey study. However, an overall representation and response rate were (528, 59.33% males) and (362, 40.67 females). The males had been larger groups respectively.
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CHAPTER 4 RESULTS AND DISCUSSION
There is described the results in this chapter 4 after analyzing the data. It consists of following four parts: Part I: Demographic information, Part II: General (combined: Teachers and Students) results, Part III: Status-wise comparison (between teachers and students) results, Part IV: Gender comparison (between male and female) respondents’ results.
PART-I DEMOGRAPHIC INFORMATION (QUESTIONS 1, 3, 6, APPENDIX VIII, P. 156) 4.1. DEMOGRAPHIC INFORMATION: In this part, the results of the questionnaires which were handed over to the TF and MPFYS of the UoP that organized, compiled, analyzed and interpreted were presented. As mentioned in Chapter One, a common goal of this investigation was to examine how the ISB affected the TF & MPFYS of the UoP while searching information in the main Library, UoP and to discover some of the inherent similarities and differences in the ISB b/w these two parties of information searching. A detailed breakdown of the responses obtained was provided in succeeding paragraphs and Chapter Three, Research Methodology appropriately. In brief, 160 academics and 730 students (Total 890 TF & MPFYS) of all six faculties were sampled at the UoP. All the respondents irrespective of faculty, status, gender and age responded on account of visits/reminders made to persuade them (TF & MPFYS) to mark the questionnaires for the desired information. Thus the response rate was 100%. 4.1.1. DEMOGRAPHIC CHARACTERISTICS: Demographics (total population, status and gender) aid researchers to demarcate the identities and characteristics of a study’s respondents. In this section, the target population was classified by their broad status: General respondents (total sampled size), Comparison status-wise between TF & MPFYS Comparison gender-wise basing on the sampled population. This delineation was conversant by the perception that information seeking behaviour differs in accordance with different demographics.
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4.1.2. BRIEF SUMMARY OF THE ENTIRE TARGETED POPULATION (QUESTIONS 1, 3 & 6, ENTIRE UNIVERSE, STATUS & GENDER AT APPENDIX VIII, P. 156): The target population of this research study was 5474 TF & MPFYS from all the six faculties consisting of 44 centres/institutions/departments/colleges of the UoP (Tables 4.1 – 4.7). It included: Regular TF 365 (7%), MPFYS 5109 (93%) of the UoP. Proportion as genders of the entire population was: 3155 (58%) males and 2319 (42%) females. Furthermore, Gender-wise ratio of each fraction vis-à-vis: Teachers 256 (70%) males and Teachers 109 (30%) females. Students (MPFYS)2899 (57%) males and Students 2210 (43%) female students were members of the target population. Total strength of the students (MPFYS) (5109, 100%) included: Master (previous) 2496 (49%) and Master (final) 2613 (51%) students. Once again gender division within MPFYS was: Master (previous, 2496, 100%) out of which (1489, 60% males) and (1007, 40% were females). Whereas Master (final, 2613, 100%) of which were (1410, 54% males) and (1203, 46% females).
Table-4.1 Faculty-Wise Universe (n=5474) Faculty Frequency Percentage Life & Environmental Sciences 1550 28.31% Social Scs 1316 24.04% Mgt & Info Scs 1040 18.99% Numerical & Physical Scs 738 13.48% Arts and Humanities 424 7.75% Islamic and Oriental Studies 406 7.42% All Faculties 5474 100.00% Source: AR 2013, UoP
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4.1.3. FACULTY - WISE UNIVERSE OF THE STUDY (QUESTION 1, ENTIRE UNIVERSE AT APPENDIX VIII, P. 156): It was evident from Table 4.1 above that the most populated faculties were: Life and Environmental Sciences holding (1550; 28.31%) TF & MPFYS. Social Sciences holding (1316; 24.04%) TF & MPFYS. The following faculties were i.e. Management & Information Sciences with (1040; 18.99%) and Numerical & Physical Sciences had (738; 13.48%) population. Whereas, the smallest ones were (a) Arts and Humanities (b) Islamic and Oriental Studies holding 7.75 percent and 7.42 percent population respectively. The greater and fewer numbers of students’ admissions in respective institutes of the UoP might be according to academic council decision and in view of the market demand, the number of the applicants seeking admission. Thus the largest and smallest faculties consisting of TF & MPFYS were Life and Environmental Sciences and Islamic & Oriental Studies respectively. Table-4.2 Faculty-Wise distribution and response rate of sampled population (n=890) Faculty Frequency %age Life & Environmental Sciences 252 28.31 Social sciences 214 24.04 Mgt & Info Scs 169 18.99 Numerical & Physical Scs 120 13.48 Arts and Humanities 69 7.75 Islamic and Oriental Studies 66 7.42 All Faculties 890 100.00 Source: Survey Questionnaire. 4.1.4. FACULTY-WISE DISTRIBUTION AND RESPONSE RATE OF SAMPLED POPULATION (COMBINED TF & MPFYS) (QUESTION 1 AT APPENDIX VIII, P. 156): The response rate across all six faculties was 100% as they were persuaded for filling in and giving wanted information in the questionnaire. The sample size along with respective percentage from each of the faculty of UoP is presented in Table 4.2 above. However, the excessive ratio of TF & MPFYS in descending order was as: Faculty of Life and Environmental Sciences 252 (28.31%), Social Sciences 214 (24.04%), Management and Information Sciences169 (18.99%), Numerical and Physical Sciences 120 (13.48%), Arts and Humanities 69 (7.75%) and Islamic and Oriental Studies 66 (7.42%). 50
Table-4.3 Staff-Wise distribution and response rate of sampled population (n=160) Faculty Frequency (TF) Total 160 %age Males Females Total Life and Environmental Scs 33 14 47 29.38 Mgt & Info Scs 23 10 33 20.62 Social sciences 21 09 30 18.75 Numerical & Physical Scs 13 06 19 11.88 Arts & Humanities 12 05 17 10.62 Islamic & Oriental Studies 10 04 14 08.75 Total of All Faculties 112 48 160 100.00 Source: Survey Questionnaire
4.1.5. STAFF-WISE DISTRIBUTION AND RESPONSE RATE OF SAMPLED POPULATION (QUESTIONS 1, 3 & 6 TEACHING STAFF GENDER- WISE AT APPENDIX VIII, P. 156): The individual faculty academics representative sample as well as its response rate is displayed in Table 4.3.The faculties’ representation and responding percentage from their respective faculty of the UoP were: Life and Environmental Sciences (47:29.38%), Management & Information Sciences (33:20.62%), Social Sciences (30:18.75%). Remaining three faculties were: Numerical & Physical Sciences (19:11.88%), Arts & Humanities (17:10.62%) and Islamic & Oriental Studies (14:08.75%) respondents. The highest and lowest representation persisted in life & environmental Sciences and Islamic &Oriental Studies respectively.
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Table-4.4 Student-Wise distribution and response rate of sampled population (n=730) Faculty Frequency (MPFYS) %age Males Females Total Life and Environmental Scs: 116 89 205 28.08 Social sciences: 104 80 184 25.21 Mgt & Info Scs: 78 58 136 18.63 Numerical & Physical Scs: 57 44 101 13.84 Arts & Humanities: 30 22 52 7.12 Islamic & Oriental Studies: 30 22 52 7.12 Total of All Faculties: 416 314 730 100 Source: Survey Questionnaire
4.1.6. STUDENT-WISE DISTRIBUTION AND RESPONSE RATE OF SAMPLED POPULATION (QUESTIONS 1, 3 & 6, STUDENTS (MPFYS) GENDER-WISE AT APPENDIX VIII, P. 156): As usual in the current case too, participation and response percentage by the MPFYS from all six faculties, UoP is 100%. The number of students described below is shown in Table 4.4 above. Faculty of Life and Environmental Sciences with (205, 28.08%) respondents, Followed by the Faculties of Social Sciences with (184, 25.21%) students, Management and Information Sciences with (136, 18.63%) students. Numerical & Physical Sciences (101, 13.84%), Arts & Humanities (52, 7.12%) and Islamic & Oriental Studies (52, 7.12%) students.
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Table-4.5 Percentage of different fractions of sampled pop (n890) from entire pop (n5474) Description Actual Convenient %age of the (Entire) Stratified required population Random (sampled) Sample population Total pop 5474 890 16.26 % of total pop, 5474. a. Teachers 365 160 17.98% of the sample pop, 890. b. Students 5109 730 82.02% of the sample pop, 890. G/Total (a+b) 5474 890 100% sample pop i.e. 890. a. Total Males 3155 528 59.33% of the sample pop, 890. b.Total Females 2319 362 40.67% of the sample pop, 890. G/Total (a+b) 5474 890 16.26 % of the total pop, 5474. Ratio between 2496+2613= 365 each 50% each of the MPFYS 5109 (Prev+Final) homogeneous sample pop year students (MPFYS, 730). (Prev+Final) year Source: Annual Report 2013, UoP and Survey Questionnaire 4.1.7. PERCENTAGE OF DIFFERENT FRACTIONS OF SAMPLED POPULATION (QUESTIONS 1, 3 & 6, ENTIRE POPULATION, STATUS & GENDER AT APPENDIX VIII, P. 156): The total target population 5474 TF & MPFYS was further worked out as a sampling process in Table 4.5 above. Sampling Size: The size as a convenient stratified random sample was 890 (16.26%) of the total target population of 5474 TF & MPFYS. Ratio status-wise among Fractions: Ratio of the sample population between two fractions of 890 TF & MPFYS was: Regular TF (160, 17.98%), and MPFYS (730, 82.02%). Ratio Gender-wise: Proportion as genders of the sample population of 890 TF & MPFYS was: 528 (59.33%) males and 362 (40.67%) females.
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Ratio Between Levels of MPFYS: Students from MA (Previous & Final Years) were taken on equal rates of 365 (50%) each: MA Previous 365 (50%) students. MA Final 365 (50%) students.
Table-4.6 Status-Wise and Gender- wise distribution and response rate of Sampled Population (n=890) Convenient Stratified Random Sample Description Males Females Total %age Teaching Faculty 112 (70%) 48 (30%) 160 17.98
Students: 365 Previous 219 (60%) 41.01 146 (40%) 365 Final 197 (53.97%) 41.01 168 (46.03%) Total= Total=416 Total= Total=314 (43.01%) 730 (56.99%) 82.02% Grand Total 528 (59.33%) 362 (40.67%) 890 100% Source: Survey Questionnaire
4.1.8. STATUS-WISE AND GENDER-WISE DISTRIBUTION AND RESPONSE RATE OF SAMPLED POP (QUESTIONS 3 & 6 AT APPENDIX VIII, P. 156): Since the researcher had done overall gender-wise percentage of the sample population in Table 4.5 above, therefore, he did gender-wise participation within homogeneous groups i.e. in the TF and MPFYS as shown in the Table 4.6 above. The ratio generated, showed that the TF were 112 (70%) males and 48 (30%) females whereas in the students area 416 (56.99%) males and 314 (43.01%) females actively participated in the present study. However, overall 528 (59.33%) males and 362 (40.67%) females participated in the given research study. Though the results did not show a big difference, the males got dominant position, particularly in case of the TF.
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Table-4.7 Master Summary of the TF & MPFYS (n=5474)
-
/w
b
wise wise
sample
random random
Gender
Stratified Stratified
%age %age
population
Convenient Convenient
Faculty
l
Total
Males Males Males
T o t a
Females Females Females Arts & Humanities: . *TF 27 11 38 71 29 12 05 17 . ^Students: . Previous 89 88 177 50 50 16 10 26 . Final 124 60 184 67 33 14 12 26 . ^Total Students 213 148 361 59 41 30 22 52 G/Total(*+^) 240 159 399 60 40 42 27 69 Islamic & Oriental Studies: . *TF 26 07 33 79 21 10 04 14 . ^Students: . Previous 73 115 188 39 61 16 11 27 . Final 71 110 181 39 61 14 11 25 . ^Total Students 144 225 369 39 61 30 22 52 G/Total(*+^) 170 232 402 42 58 40 26 66 Life & Environmental Scs: . *TF 84 23 107 79 21 33 14 47 . ^Students: . Previous 304 359 663 46 54 58 39 97 . Final 347 423 770 45 55 58 50 108 . ^Total Students 651 782 1433 45 55 116 89 205 G/Total(*+^) 735 805 1540 48 52 149 103 252
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Mgt & Info Scs: . *TF 34 42 76 45 55 23 10 33 . ^Students: . Previous 406 152 558 73 27 49 33 82 . Final 231 155 386 60 40 29 25 54 . ^Total Students 637 307 944 67 33 78 58 136 G/Total(*+^) 671 349 1020 66 34 101 68 169 Numerical & Physical Scs: . *TF 37 06 43 86 14 13 06 19 . ^Students: . Previous 267 104 371 72 28 32 22 54 . Final 239 101 340 70 30 25 22 47 . ^Total Students 506 205 711 71 29 57 44 101 G/Total(*+^) 543 211 754 72 28 70 50 120 Social sciences: . *TF 48 20 68 71 29 21 09 30 . ^Students: . Previous 350 189 539 65 35 47 32 79 . Final 398 354 752 53 47 57 48 105 . ^Total Students 748 543 1291 58 42 104 80 184 G/Total(*+^) 796 563 1359 59 41 125 89 214 Total of All Faculties: . *TF 256 109 365 70 30 112 48 160 . ^Students: . Previous 1489 1007 2496 60 40 219 146 365 . Final 1410 1203 2613 54 46 197 168 365 . ^Total Students 2899 2210 5109 57 43 416 314 730 G/Total(*+^) 3155 2319 5474 58 42 528 362 890 Source: Annual Report 2013, UoP.
4.1.9. MASTER SUMMARY OF THE TF & MPFYS OF ALL SIX FACULTIES, UOP (QUESTIONS 1, 3 & 6, ENTIRE UNIVERSE IN VIEW OF STATUS AND GENDER AT APPENDIX VIII, P. 156): This summary of targeted population of 5474 TF & MPFYS was given in Table 4.7 above. It was a self-explanatory added work to the entire research data, particularly to the statistical application of chapters 3 and 4 of this research study.
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PART- II GENERAL (COMBINED: TEACHERS AND STUDENTS) RESULTS (SURVEY QUESTIONS 7-21 AT APPENDIX VIII, pp. 157- 165 & INTERVIEW QUESTIONS 1-3 AT APPENDIX IX, P. 166)
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4.2. GENERAL (COMBINED: TEACHERS AND STUDENTS) RESULTS This part explores to find out overall, ISB of the teaching staff and students of the University of Peshawar while using resources in the Central Library. SECTION II – INFORMATION SEEKING PATTERNS Section II covers discussion about the purpose for which information sources were used, their degree of importance, usage mean, and satisfaction level with information obtained from the sources, and status of preference the respondents gave to format and languages of all interested sources of information. It also includes non- book materials and unpublished sources which were used for different purposes. Table-4.8 Purpose of Information Sources Use (n, 890)
Variables N Mean SD Newspapers 804 3.96 1.077 Bulletins; journals; newsletters and magazines 795 3.67 1.284 Non-book materials (pamphlets; brochures; globes; maps, & 782 3.61 1.293 photos). Govt (reports; proceedings of election; census; legislation 748 3.21 1.148 and judicial publications) E-Resources (computer; CD-Rom; e-publications; 801 3.09 1.362 databases; online; internet /intranet; e-mail; audio; video; chatting; microphone; tv & Hec Digital Library) General books 847 3.05 1.350 Papers delivered at conferences & their proceedings 712 3.05 1.213 Abstracts & reviews. 774 2.85 1.218 Reference books (encyclopaedia, dictionary, glossary) 819 2.61 1.043 Research/ survey/technical reports 781 2.53 1.026 Primary materials (manuscripts, dissertations/ theses) 779 2.46 1.138 Subject books 847 1.86 1.013 Total Average Mean 3.00 Key Words: 1. Class work, 2. Assignment/Project/Research work/Exam, 3. Satisfying confusion/ Consultation work, 4. Personal development, 5. Entertainment/Relaxation.
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4.2.1. PURPOSE OF USE OF INFORMATION SOURCES (QUESTION 7 AT APPENDIX VIII, P. 157): The TF & MPFYS were asked to point out the use for which they referred to the sources in the Central Library, UoP. Their responses were analysed in Table 4.8 above. The respondents used all the listed information sources for one purpose or the other particularly for satisfaction of their relevant interest which can be seen from the total average mean 3.00. Most of the respondents used general books for getting general learning and satisfaction as indicated from mean score 3.05. It is evident from the results that the listed sources of information mentioned as newspapers, bulletins; journals; newsletters & magazines and non-book materials (pamphlets/ brochures, globes/maps/photos) were mostly used for personal development (updating their professional knowledge, current affairs especially to faculty members and rules/regulations based information related to the students’ academic matters. Bigdeli (2007) while examining information users’ habits for information seeking in Agro-industry at Khuzestan Sugar-Cane and By-Product Company in Iran experienced that they sought the information sources for improving their personal development and keeping themselves updated. Similarly, the sources of information as govt (reports/ proceedings of election, census, legislation, judicial publications), e-resources, papers delivered at conferences, abstracts & reviews, reference books and research/survey/technical reports attracted the respondents. The respondents consulted these sources for the purpose of reduction of their confusion and also achieving satisfaction level with respect to understand meanings and definitions, govt and public related information in summarized and reviewed form. The items shown as primary materials and subject books (indicated in Tables 4.9, 4.10 & 4.11 below) consulted by TF & MPFYS were fulfilling academic needs (working out their class preparation, assignments/projects/research works/examination). All 12 listed sources of information proved too that they had been utilized in the past. According to Anwar, Al-Ansari and Abdullah (2004) who examined information seeking behaviour of Kuwaiti working journalists, came to know that they tried fact finding, possibly from govt publications, general and background information for updating. They also used internet and press releases for fulfillment of their needs.
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Table-4.9 Importance of Information Sources (n = 890) Variables No Mean SD Subject books 851 4.38 1.068 E-Resources (computer, CD-Rom, e-publications, 834 3.90 1.219 databases, online, internet /intranet, e-mail, audio, video, chatting, microphone, tv & Hec Digital Library) Reference books (encyclopaedia, dictionary, glossary) 829 3.76 1.166 Newspapers 818 3.64 1.213 General books 859 3.58 1.241 Research/ survey/technical reports 851 3.55 1.218 Bulletins, journals, newsletters & magazines 834 3.40 1.223 Primary materials (manuscripts, dissertations/ theses) 859 3.34 1.216 Abstracts & reviews. 791 3.22 1.237 Papers delivered at conferences & their proceedings 829 3.17 1.217 Govt (reports/ proceedings of election, census, 814 3.07 1.178 legislation. judicial publications) Non-book materials (pamphlets/ brochures, 814 3.06 1.262 globes/maps/photos) Total Average Mean 3.51 Scale Values: 1. Unimportant; 2. Somewhat Imp; 3. Uncertain; 4. Imp; 5. Most Imp 4. 2.2. IMPORTANCE OF INFORMATION SOURCES (QUESTION 8 AT APPENDIX VIII, P. 158): Information sources are very helpful for teaching and learning in every walk of life. There were listed twelve types of sources in the questionnaire needed in academic pursuit to the teachers and students. These respondents were requested to point out each source as their employment with any one level of importance which they practiced. The importance of sources was known from the data analyzed (e.g. total average mean 3.51) and the results were presented in terms of average means in Table 4.9 above. None of the sources was marked as ‘unimportant’. The subject books were the top-most ‘important’ (mean=4.38) for fulfilling academic needs by the respondents as indicated in (Table 4.8 above & Tables 4.10, 4.11 below). It was closely followed by: E-resources (Mean=3.90) for ready and easy consultation, Reference books (Mean=3.76) for finding reference information, Newspapers (mean=3.64) for public news, General books (mean=3.58) for getting general information,
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Research/ survey/technical reports (Mean=3.55) to gear up academic works. The faculty and students were ‘uncertain’ about the sources like: Bulletins; journals; (Mean=3.40), Primary materials (Mean=3.34), Abstracts & reviews (mean=3.22), Papers delivered at conferences (mean=3.17), Govt publications (Mean=3.07) and Non-book materials (3.06), Otherwise, all these information sources were also important for them. A study carried out by Ahmad (2011) supported the above-mentioned levels of importance fixed in the current study, as he stated that none of library sources were marked as ‘unimportant’ by his study’s participants.
Table-4.10 Frequent Use of the Information Sources (n = 890) Variables No Mean SD Subject books 848 4.25 1.215 Newspapers 831 3.68 1.344 E-Resources (computer, CD-Rom, e-publications, 835 3.66 1.479 databases, online, internet /intranet, e-mail, audio, video, chatting, microphone, tv & Hec Digital Library )
Reference books (encyclopaedia, dictionary, glossary ) 830 3.65 1.195 General books 864 3.50 1.311 Bulletins, journals, newsletters & magazines 825 3.32 1.279 Research/ survey/technical reports 821 3.10 1.338 Abstracts & reviews. 801 3.07 1.291 Primary materials (manuscripts, dissertations/ theses ) 817 2.97 1.308 Non book materials (pamphlets/ brochures, 824 2.96 1.276 globes/maps/photos ) Papers delivered at conferences & their proceedings 791 2.94 1.304 Govt (reports/ proceedings of election, census, 817 2.84 1.235 legislation. judicial ) publications
Total Average Mean 3.33 Scale Values: 1. Never; 2. Rarely; 3. No opinion; 4. Less frequently; 5. Frequently
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4.2.3. FREQUENCY OF INFORMATION SOURCES USED (QUESTION 9 AT APPENDIX VIII, P. 159): The respondents were asked about frequency of the resources, used in the Central Library, UoP. The data provided by the participants were analyzed through 5 point Likert scale measurement (1 Never…5 frequently) and results presented in Table 4.10. The total average mean 3.33 expressing ‘no opinion’ meant that the respondents did not mark the listed sources thoughtfully. The teachers and students used the subject books ‘less frequently’ (mean=4.25) for their academic objectives (refer to Tables 4.8 & 4.9 above and 4.11 below). The other sources used with reasonable frequency by the TF & MPFYS for meeting their academic and non-academic needs sequentially included: Newspapers (mean=3.68), E-resources (mean= 3.66), Reference books (mean=3.65) and General books (mean=3.50). The sources marked as ‘no opinion’ by the staff and students were not foremost academic or general requirements for them. They are: Bulletins; journals, (mean=3.32), Research/survey/technical reports (mean=3.10), Abstracts & reviews (mean=3.07), Primary materials (mean=2.97), Non-book materials (mean= 2.96), Papers delivered at conferences (mean=2.94) and Govt publications (mean=2.84). It was pleasing to note that the respondents showed their interests time and again for using the information sources. The results of this study were supported through investigations made by Pezeshki-Rad and Zamani (2005).
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Table-4.11 Satisfaction level with information sources, (n = 890) Variables N Mean SD Subject books 846 3.88 1.207 Reference books (encyclopaedia, dictionary, glossary) 821 3.65 1.139 E-Resources (computer, CD-Rom, e-publications, 833 3.65 1.252 databases, online, internet /intranet, e-mail, audio, video, chatting, microphone, tv & Hec Digital Library) General books 861 3.62 1.107 Newspapers 813 3.59 1.153 Bulletins, journals, newsletters & magazines 820 3.42 1.081 Research/ survey/technical reports 804 3.41 1.107 Primary materials (manuscripts, dissertations/ theses) 781 3.35 1.064 Abstracts & reviews. 806 3.23 1.079 Non book materials (pamphlets/ brochures, 818 3.21 1.134 globes/maps/photos). Papers delivered at conferences & their proceedings 787 3.17 1.097 Govt (reports/ proceedings of election, census, 809 3.04 1.070 legislation. judicial publications) Total Average Mean 3.44 Scale Values: 1. V. Dissatisfied; 2. Dissatisfied; 3. No opinion; 4. Satisfied; 5. V. Satisfied 4. 2.4. SATISFACTION LEVEL WITH INFORMATION SOURCES (QUESTION 10 AT APPENDIX VIII, P. 160): It is mandatory to know the level of satisfaction as a gauging tool of anything or service. They had different levels of satisfaction with information sources being used in the Central Library, UoP. The TF & MPFYS’ level of satisfaction with the relevant information sources are displayed in Table 4.11 above. The respondents opted ‘no opinion’ haphazardly (i.e. total average mean score 3.44 > 3.00) with the listed sources of information (see Table 4.17). It was observed that subject books delivered the highest level satisfactory information (mean=3.88), The respondents’ satisfaction retained in reading their relevant discipline sources more than the general sources. The reference books delivered second highest level satisfaction to the respondents i.e. (mean=3.65) and E-resources (mean=3.65).
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These resources provided well satisfied information to the TF & MPFYS for fulfilling their academic needs rather easily. On other hand, the TF & MPFYS also received satisfied information from general books (mean=3.62) and newspapers (mean=3.59).But these two levels were lower than the preceding levels. The participants did not show any ‘opinion’(i.e. mean values 3.42-3.04 ‘no option’) with the information sources noted below : Bulletins; journals (mean=3.42), Research/ survey/technical reports (mean=3.41), Primary materials (Mean=3.35), Abstracts & reviews (mean=3.23), Non-book materials (pamphlets/ brochures) (Mean=3.21), Papers delivered at conferences (mean=3.17) and Govt publications (mean=3.04). The preceding sources were not fit for providing reasonable information or were mismanaged in the Central Library, University of Peshawar, due to which the TF & MPFYS did not show their opinion about them. These sources ‘not opted’ also received the lowest ranks in (Tables 9 & 10 above). This situation needs to be investigated further. Naveed (2011) reported that the farmers’ main satisfaction was from inter- personal relationship. Anwar, Al-Ansari and Abdullah (2004) performed a study which supported findings of this study in terms of satisfaction with internet and press releases. Table-4.12 Preferred Format & Language of Information Sources, (n=890) Variables N Mean SD Printed materials (books, journals, abstracts, 842 3.84 1.290 theses/dissertations, proceedings). Electronic (comp: internet, e-mail, audio, video, tv) 815 3.84 1.166 resources Mother tongue/primary languages (Pashto, Urdu, 800 3.52 1.398 Chitrali ) Non mother tongue/secondary languages (English, 813 3.51 1.259 Arabic, Persian) Non-printed i.e. manuscripts (handwritten/ typed ) 810 3.01 1.236 Total Average Mean 3.54 Scale Values: 1. Not preferred; 2. Somewhat preferred; 3. No opinion; 4. Preferred; 5. Most preferred
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4.2.5. PREFERRED FORMAT OF THE INFORMATION SOURCES (QUESTION 11 AT APPENDIX VIII, P. 161): The listed sources with five degrees of preferences were given to the respondents for ticking any one of them. These sources were necessary for achieving the participants’ academic goals. The relevant data is presented in Table 4.12. The perception (i.e. total average mean score 3.54) indicated that the listed resources were ‘preferable’ for the respondents. It is interesting to mention that a major part of the participants (mean=3.84) marked the printed materials as ‘preferred’. It was followed by e-resources (see Tables 4.9 & 4.13).They also ‘preferred’ all the mentioned languages, particularly the mother tongue (Pashto, Urdu &Chitrali, mean score 3.52). Otherwise, actually used the printed materials existing in the library in non-mother tongues (English, Arabic & Persian, mean score 3.51). Moreover, non-printed i.e. manuscripts materials (mean score 3.01) were rated with ‘no opinion’ as these sources provided them very little information. The printed and electronic sources could fulfill requirements of the TF & MPFYS to a great extent. Thivant (2005) found out in a study as 'information needs of economists: a study of availability of cost escalation and utilization of foreign journals in Jean-Moulin University, Lyon; France that the libraries in the past decade mostly depended on printed books, manuscripts and serial materials. Ahmad (2011) and Sife (2004) also found out that forestry researchers heavily depended upon both printed as well as electronic formats. Whereas Atkinson and Figueroa (1997) conducted a research study which revealed that undergraduate business students preferred electronic sources over printed materials because of accelerated services.
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SECTION III – INFORMATION SEEKING ACTIVITIES This section notes the activities related to purpose of the visit to the Central Library, UoP, frequency of its use and covering time spent (hours per week) while using information in this mentioned library. Table-4.13 Purpose of Visit to the Central Library, UoP (n = 890) Variables N Mean SD To consult non book materials (pamphlets/ brochures, 811 1.71 .454 globes/maps, photos). For entertainment/relaxation. 800 1.63 .483 To get help of the library staff 773 1.54 .499 To read newspapers. 810 1.47 .500 To use e-resources (computer, CD-Rom, audio video, 836 1.33 .472 e-publications, databases, online, internet/intranet, e-mail, chatting, e-conference/ discussion, tv & Hec Digital Library) To borrow/return books and reading materials 807 1.31 .463 To study in a quiet place. 810 1.26 .438 To study printed materials (books, journals, abstracts, 841 1.24 .430 theses/dissertations, proceedings). To consult non-printed i.e. manuscripts (handwritten/ 849 1.14 .344 typed) Total Average Mean 1.40 Key Words: 1. Yes 2. No 4. 2.6. PURPOSE OF THE RESPONDENTS TO VISIT CENTRAL LIBRARY, UOP (QUESTION 12 AT APPENDIX VIII, P. 161): The library is a source of information provision to the users. The sampled users were asked to show their purpose of visit to the Central Library, UoP. The perception values were 1=Yes and 2=No. The results by the TF & MPFYS were tabulated in Table 4.13. The total average mean 1.40 was evident that each respondent visited the Central Library, UoP for one purpose or the other. The participants used to go to the library for ‘studying printed materials’ (books, journals, theses) (n=841, mean=1.24) and to consult ‘non-printed materials’ i.e. manuscripts (n=849, mean=1.14) being ‘a quiet place’ (n=810, mean=1.26) (see Tables 4.9 & Table 4.12). These statements were supported by Pelzer and Leysen (1988).
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The respondents also went there to borrow/return books and reading materials (n= 807, mean=1.31), using e-resources (n=836, mean=1.33) and reading newspapers (n=810, mean=1.47). It was also evident from the data collected that the respondents avoided visiting the library for some of the information resources like getting help from the library staff (n=773, mean=1.54), entertainment/relaxation (n=800, mean=1.63) and consulting non-book materials (n=811, mean=1.71). The studies conducted by Jan and Sheikh (2009) and Ahmad (2011) were supporting the entire outcome of this Table. Table-4.14 Frequency of visits made and time spent (hours per week) in Central Library, University of Peshawar (n=890) Variables N Mean SD Frequent visits made to central library, Univ of Pesh. 822 4.09 1.304 Time spent (hours per week) in central library, Univ 764 1.87 1.120 of Pesh. Frequency, Scale Values: 1. Never; 2. every day; 3. every week; 4. Every month; 5. Whenever needed. Stay by hrs in Library per week, Scale Values: 1. Up to 1 hour; 2. 2-3 hours; 3. 4-5 hours; 4.5-6 hours; 5.indefinite time.
4.2.7. FREQUENCY OF VISITS MADE AND TIME SPENT (HOURS PER WEEK) IN CENTRAL LIBRARY, UNIVIVERSITY OF PESHAWAR, (QUESTIONS 13 & 14 AT APPENDIX VIII, P. 162): The frequent visits paid and time spent by the TF & MPFYS on various activities in the Central Library, UoP were indicators of their information use. They were asked to show frequency of their visits made to the Central Library, UoP and time spent therein for consulting its resources. The detailed answers received from them are presented in Table 4.14. The results show that the TF & MPFYS visited the library, whenever they felt the need for seeking information and stayed there for 2-3 hours per week. It indicated their poor interest in “teaching” and “learning” or probably could find their required information from other sources (see Table 4.15). If there were not the prior two reasons then the resources did not meet their requirements due to which its use was very casual and stayed there for a short time. Haglund and Olsson (2008) experienced that the young researchers at Stockholm, Sweden’s three universities visited the libraries off and on because of some complaints like librarians’ incompetency and lack of quick access to information through electronic sources in the library. However, in a study by Khalil and Azhar (2011) showed that medical students of King Saud bin Abdul Aziz University, Health Sciences (KSAU-HS) Riyadh, Saudi Arabia frequently visited its library.
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On the other hand, Iqbal, Mahmood and Arif (2012) observed that the medical researchers spent five hours per week in the library for research purpose which was far greater than the time spent by the participants of the study in hand. This statistical analysis could not offer encouraging results. SECTION IV– RATING: SEARCHING/OPERATING SKILLS This section was to deal with exploring different skills to avail information in the Central Library, UoP by the TF & MPFYS. It covers the activities regarding Information Searching and Operating Skills of the participants. It also reports how the TF & MPFYS identify and locate the information resources. Its outcome plays as an indicator and the responsible authorities start improving skills of the TF & MPFYS. Table-4.15 Information Searching and Operating Skills (n = 890) Variables N Mean SD Library use (information searching) skills 852 3.41 1.179 Electronic (computer ) sources operation 847 3.50 1.257 Skills Scale Values: 1. V. poor. 2. Poor. 3. Uncertain. 4. Good. 5. V. Good. 4.2.8. INFORMATION SEARCHING AND OPERATING SKILLS (QUESTION 15 AT APPENDIX VIII, P. 162): A man gains as much skills as he practices. The library and its users are indispensable for each other. Though library is an information resource centre, yet the user needs to know how to practice using its resources. How good were the respondents’ skills, One: the library use (information searching skills) and Two: electronic sources (computer operating skills) in the Central Library, UoP? They were asked to indicate these two types of information searching skills. Their responses were tabulated in Table 4.15. The measurement scale values were (1 very poor ... 5 very good). The mean values of library use (information searching skills) and electronic sources (computer operating skills) were (n=852, mean=3.41) & (n=847, mean=3.50) respectively. Information searching in the library was (3.41>3) ‘uncertain’. It was evident that due to casual use (to visit the library as and when information is needed) of the library (as in Tables 4.14 & 4.28), they could not be acquainted enough to use library resources usefully in the Central Library, UoP.
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The second practice i.e. computer operation skills were ‘good’, otherwise, in this modern era of Information Communication Technology (ICT) it was supposed to be very good. The inefficiency signalled disinterest in computer operation of the entire sampled population; specially the TF because of unfamiliarity with information search and operation of electronic devices. It also expressed irresponsible and careless behaviour of the participants as well as the authorities towards providing the information seekers with the easier operation of computers. However, the figures show their Information Searching and Operating Skills reasonable as none of them judged themselves as poor in these regards. These current results were found closely related to the study conducted by Anwar and Asghar (2009) on Pakistani newspapers journalists in which electronic resources usage and information searching skills of the journalists were not reported so well due to the availability of less opportunities and poor experience respectively. As a result, they had offered recommendations to arrange training for them to remove the concerns. Table-4.16 Information Identifying and Locating Skills (n = 890) Variables N Mean SD Library Staff 825 3.51 1.168 Catalogue 825 3.14 1.193 Kardex (record of periodicals) 805 3.00 1.137 Total Average Mean 3.22 Scale Values: 1. V. poor, 2. Poor, 3. Uncertain, 4. Good, 5. V. Good. 4.2.9. INFORMATION IDENTIFYING AND LOCATING SKILLS (QUESTION 16 AT APPENDIX VIII, P. 162): To provide references by the library staff and guidance tools (bibliographical tools) to its resources are mandatory, without which anyone of the users cannot access required piece of information within minimum possible time. Successful information search is completed when one knows what and how to identify and locate the information in question. The TF & MPFYS were handed over the questionnaires and followed by interview in any case to fix their efficiency about identification and location of the information. Proficiency level was measured through a 5 point Likert scale (1 very poor … 5 very good). The results are displayed in Table 4.16. The Table 19 below also supports it. The total average mean 3.22 indicated ‘uncertain’ value as information identification and location skills by the participants. The statistical statements resulting in that (n=825, mean score=3.51) respondents were proficient enough to approach the library staff for seeking help in a ‘good’ manner as the library staff was accessible and seemed to be cooperative.
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About card catalogue and Kardex (record of periodicals) use, the respondents were ‘uncertain’. It was due to availability of the bibliographic description in soft form at the counter. They usually sought help from the library staff instead of accessing information through a card catalogue and Kardex. Specially, the Kardex was neither available functional (accession register holding record of old periodicals) in the Central Library, UoP nor the TF & MPFYS were familiar with its characteristic. The study of Anwar and Asghar (2009) remained in line with this part of the study. Information seekers need to access information resources through catalogue and Kardex but in this case they did not, so this phenomenon needs further research. SECTION V – LIBRARY STAFF AND LIBRARY Library staff is one of the fundamental library resources. The well qualified, experienced, hardworking and well-behaved staff contributes pleasantly and satisfactorily. It tried to know library service standard and professional behaviour of the library staff, Central Library, UoP with the library users. In this section, the researcher needed to know about satisfaction level of the TF & MPFYS with library staff and library resources. Table-4.17 Level of Satisfaction with Library Staff, Central Library, UoP (n = 890) Variables N Mean SD Cooperation in searching 830 3.35 1.186 materials/selecting project Provide quality services 833 3.31 1.167 Know/helpful in operation of e-sources 820 3.28 1.166 Understanding question/demand 844 3.23 1.190 Take interest in me and my needs 836 3.18 1.175 Total Average Mean 3.27 Scale Values: 1. V. Dissatisfied, 2. Dissatisfied, 3. No opinion, 4. Satisfied, 5. V. Satisfied. 4.2.10. LEVEL OF SATISFACTION WITH LIBRARY STAFF, CENTRAL LIBRARY, UOP (QUESTION17 AT APPENDIX VIII, P. 163): The participants of this study were asked five different questions as listed in (Table 4.17) above to answer the level of satisfaction they had with services offered by the library staff. The satisfaction level was to know under a 5 point Likert scale (1 very dissatisfied …5 very satisfied). The total average mean i.e. 3.27 presented ‘no opinion’ by the respondents with listed services offered by the library staff (see Tables 4.11, 4.19 & Table 4.30).
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The status of ‘no opinion’ shown by the respondents did not show any expression as following: Cooperation in searching materials/selecting project (n=830, mean=3.35), Provide quality services (n=833, mean=3.31), Know/helpful in operation of e-sources’, (n=820, mean=3.28), Understanding question/demand’ (n=844, mean=3.23) and Take interest in me and my needs’ (n= 836, mean=3.18) However. it was a matter of satisfaction that no attributes like ‘very dissatisfied’ or ‘dissatisfied’ were recorded against the listed services offered by the library staff. Probably the library staff do not deliver according to desires of the participants or the participants did not ever demand or were unable to utilize the librarians’ professional services. This situation needs further to enquire reasons of prevalent ‘no opinion’ by the respondents with services offered by library staff of the Central Library, University of Peshawar. Haglund and Olsson (2008) experienced similar complaint of librarians’ incompetence during conduct of a study at Stockholm, Sweden’s three universities. If as per scale value (1 very dissatisfied …5 very satisfied) was used, then the mean scores for the perception would place the satisfaction level of the participants low with the library staff of the Central Library, UoP. This uncertain situation would swing further direction of the activities in future research.
Table-4.18 Rate of effectiveness & frequency of feeling difficulty at Central Library, UoP (n = 890) Variables N Mean SD Rate of effectiveness of the Central Library, UoP 763 2.98 1.195 Frequency of feeling difficulty while searching 790 2.75 .753 information in Central Library, UoP Effectiveness, Scale Values: 1. Not at all, 2. 1-25%, 3. 26-50%, 4. 51-75%, 5. 76-100% Difficulty, Scale Values: 1. Never; 2. Rarely; 3. Sometimes; 4. Frequently; 5. Very Frequently.
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4.2.11. RATE OF EFFECTIVENESS & FREQUENCY OF DIFFICULTY FEELING AT THE CENTRAL LIBRARY, UOP (QUESTIONS 18 & 19 AT APPENDIX VIII, P. 163): The users were asked to state effectiveness of services provided by the library and frequency of difficulty they faced during seeking information in the Central Library, UoP and their results were shown in Table 4.18. The measurement scales for effectiveness were: (1 Not at all…5 76-100%) and for difficulty (1 Never…5 very frequently). It was obtained after analyzing the data that effectiveness level of the Central Library, UoP was (n=763; mean score 2.98, 50% effectiveness) for the participants. It indicated the Central Library; UoP resources were not corresponding enough, that’s why it provided 50% of the desired information to the users (see Table 4.19). Thus, the participants used seminar libraries or other, information resources for the left over 50% of the required information which shows that the library staff should put more efforts to provide requisite information to its users and make up for the 50% required information. Similarly, the respondents felt difficulty ‘sometimes’ i.e. (n=790, mean 2.75 means ‘sometimes’). However, it was a matter of satisfaction that the respondents did not complain about the resources of the library as ‘ineffective’. They faced ‘difficulty’ occasionally during search of information in the library (see Table 4.31). Its resources need further improvement. The current condition of the staff and library services opened new vistas for further investigation. Similarly Ahmad (2011) in his study pointed out some difficulties and desired for their removal in favour of bringing enhancement in information materials and services to the users of the library.
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Table-4.19 Level of Anxiety (problems), Using Resources at Central Library, UoP, (n = 890) Variables N Mean SD Lack of resource sharing at the 799 3.18 1.312 local/national/international levels Inadequacy/unavailability of digital/e-sources 764 3.17 1.293 Some information materials are old/obsolete 787 3.04 1.278 Lack of my personal knowledge in searching library 797 2.96 1.299 sources Lack of time 802 2.95 1.303 Shortage of printed information sources 783 2.95 1.272 Lack of adequate publicity of available resources 809 2.92 1.156 Absence of encouragement for using the library 788 2.90 1.276 Clash of timings b/w my classes and library hours 803 2.88 1.366 Too much information to deal with 793 2.86 1.171 Due to library rules/regulations 786 2.84 1.293 Disorganized collection in the library 778 2.82 1.245 Required material not available 828 2.76 1.292 Total Average Mean 2.59 Scale: 1. Not anxiety; 2. Somewhat anxiety; 3. Uncertain; 4. Anxiety; 5. High anxiety 4.2.12. LEVEL OF ANXIETY (PROBLEMS), USING RESOURCES AT CENTRAL LIBRARY, UOP (QUESTION 20 AT APPENDIX VIII, P. 164): At the time of information seeking in any library, there will be a number of problems to face. To know the seriousness of the problem and its removal demands a thorough enquiry. A set of thirteen questions were given to the respondents in the questionnaire containing measurement scale (1 no anxiety … 5 high anxiety). They indicated their level of anxiety by ticking one of the 5 point Likert scale and the results were presented in Table 4.19. The total average mean showed that overall, the respondents opted ‘somewhat anxious’ with resources of the library (see Tables 4.11; 4.15 - 18). The results showed that ‘lack of resource sharing’ (n=799, mean 3.18) was the top most problem. The facility to locate information in other libraries did not exist, followed by ‘inadequacy and non-availability of digital and e-resources’ reported by (n=764, mean 3.17) of the respondents.
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It was due to shortage and non-functioning computer systems aggravated more so by load shedding. The third main problem pointed out by the participants (n=787, mean 3.04) was due to some of information materials being old/obsolete. The library officials did not consult with the academic institutions while selecting information materials or the responsible personnel in the institutions did not offer due cooperation in collection development for the Central Library. The respondents were also ‘somewhat anxious’ due to the problems like: Lack of their personal knowledge in searching library sources, Lack of time, Shortage of printed information sources, Lack of adequate publicity of available resources, Absence of encouragement for using the library, Clash of timings between their classes and the library hours, Too much information to deal with, Too many library rules and regulations, Disorganized collection in the library and Required material was not available. It signaled that the respondents were not totally happy with the resources of the library. All these problems collectively expressed that there were the described flaws in resources of the library. The library management did not take keen interest in enhancing its resources to be problem free for the users. The teaching departments also did not contribute to providing opportunity to the users; particularly to the students. On the other hand, the respondents did not try hard enough to make purposeful use of the available resources. However, participants were not ‘anxious’ with the information resources as listed and as asked in the questionnaire. The problems like these had been reported in the previous researches as Tahir, Mahmood and Shafique (2008) investigated ISB at the Punjab University and a point raised by the information seekers that the required materials were not available. Gamage (2006) in his study found out that researchers were complaining that information materials were old, obsolete. Also inadequacy/unavailability of digital/e-sources existed. Lack of resource-sharing at the local/national /international levels was reported by Katjepunda and Kamupingene (2007). 74
The findings by Callinan (2005) in a study highlighted creation of anxiety due to improper electronic information resources and Lack of awareness (publicity) of the information sources as primary reasons during use of library for information seeking. Abdullah and Hussein (2012) in a study on information of Parliamentarians in Malaysia reported that lack of time was one of the hurdles in finding information.
SECTION - VI: COMMENTS AND SUGGESTIONS 4.2.13. COMMENTS AND SUGGESTIONS (QUESTION 21AT APPENDIX VIII, P. 164): Section VI is meant to seek participants’ comments and suggestions in terms of additional data about the subjects covered in the questionnaire. Only 31 (3.48%) of the 890 participants were keen enough to provide a few comments and suggestions. These were mostly about format of the questionnaire and did not carry any substantive input in terms of extra information. These included e-resources used, information sources written in mother tongue and non-mother tongue preferred and invitation of additional comments and remarks as included in the finalized questionnaire (APPENDIX-VIII) appropriately. They also disliked the length of the questionnaire and the researcher right sized it. A majority of the TF & MPFYS respected the comprehensiveness of the tool.
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Table-4.20 Demographic information of the respondents in the follow up interviews Demographic Characteristics No. of respondents % Faculties Life & Environmental Sciences 4 22.22 Social sciences 4 22.22 Management & Information 3 16.67 Sciences Numerical & Physical Sciences 3 16.67 Arts & Humanities 2 11.11 Islamic & Oriental Studies 2 11.11 Status Teachers 3 16.67 Students 15 83.33 Gender Male 11 61.11 Female 7 38.89 The main purpose was to look into the channels used, strategy applied for updating, if desired information was not available in the Central Library, UoP. They were also asked to elaborate role of e-resources in information system. The interviews were conducted according to their approach level i.e. in English, Urdu and Pashto languages. Face to face interviews were translated into English and analyzed accordingly. The findings of the interviews were discussed and results retrieved in order to supplement data obtained from the questionnaire.
4.2.14. INTERVIEW DATA (FOLLOW UP INTERVIEWS, APPENDIX IX, P. 166): About thirty six respondents had shown their willingness for giving interviews. Thirty of the participants were chosen randomly for data collection. Only eighteen could contribute to the interview. Almost all the interviews were conducted face to face. Thus, the participants were interviewed for the study with a response rate of 60% as presented in Table 4.20 above. Q1. What do you do to identify the information resources required by you if not available in the Central Library, UoP? (APPENDIX IX, P. 166) The respondents were asked about other channels they used in case their required information was not available in the Central Library, UoP. Twelve of them reported locating information in the seminar libraries. Six respondents contacted their colleagues and class fellows for having their required information.
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Other four participants approached teachers, experts, if they could not find desired information in the Central Library, UoP. Q2. How do you keep yourself updated with current information in your field of interest? (APPENDIX IX, P.166) Numerous resources were mentioned that they referred to while updating themselves regarding latest developments in their interested areas. Almost all the respondents agreed to seek help from the library resources. Sixteen out of the specified interviewees mentioned consultation of printed materials, particularly books, journals, research works, professional seminars, conferences and internet sources to keep themselves abreast with the latest progress in relevant field. Remaining two interviewees availed support of the unpublished sources as well. . Q3. How do you see the role of electronic resources in fulfillment of your information needs while you look for information in the Central Library, UoP? (APPENDIX IX, P.166) Fifteen respondents acknowledged that the electronic resources had affected positively their information collecting activities. They felt easier to locate, use, download, store, print, save, share and transfer the desired information to others in electronic form as compared with printed ones. They also favoured the electronic information resources being less costly as compared to printed sources. On the other hand, it was felt boring to read from computers for a long time. Moreover, the electronic paraphernalia was costly, and remarked unappreciable due to unavailability of the required environment for electronic resources at their working places, living places/homes. Its installation, reinstallation and portability too were some of the major problems. Of all the stated difficulties, power crisis condition in Peshawar with constant load shedding and electrical outages being a nuisance.
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PART - III STATUS-WISE COMPARISON (TEACHERS AND STUDENTS) RESULTS (RESEARCH QUESTION 3, P. 118)
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4.3. STATUS-WISE COMPARISON (TEACHERS AND STUDENTS) RESULTS This part discusses compared perceptions between the TF and MPFYS participants of the study regarding use of the resources in the Central Library, UoP. SECTION II – INFORMATION SEEKING PATTERNS Table-4.21 Purpose of Use of Information Sources (n = 890) Variables Teachers Students t-ratio P. Mean SD Mean SD value General books 3.52 1.189 2.96 1.361 5.037 0.000 Subject books 2.10 1.101 1.81 0.986 3.204 0.001 Bulletins, journals, newsletters & 3.36 1.235 3.74 1.286 -3.205 0.001 magazines Papers delivered at conferences & 2.60 1.050 3.15 1.225 -5.228 0.000 their proceedings Non book materials (pamphlets/ 3.27 1.234 3.69 1.296 -3.374 0.001 brochures, globes/maps/photos). E-resources (computer, databases, 2.78 1.239 3.15 1.379 -3.105 0.002 CD- Rom, online, internet /intranet, e-mail, tv & Hec Digital Library) Reference books (encyclopaedia, 2.66 1.016 2.60 1.049 0.600 0.549 dictionary, glossary ) Abstracts & reviews. 2.88 1.121 2.84 1.238 0.300 0.764 Primary materials (manuscripts, 2.53 0.978 2.45 1.170 0.866 0.387 dissertations/ theses) Govt (reports/ proceedings of 3.08 1.091 3.25 1.160 -1.637 0.102 election, census, legislation. judicial) publications Newspapers 3.95 1.095 3.97 1.074 -0.172 0.864 Research/ survey/technical reports 2.46 0.921 2.54 1.047 -0.973 0.331 Total Average Mean 2.94 3.01 Key Words: 1. Class work; 2. Assignment/Project/Research work/Exam; 3. Satisfying Confusion; 4. Personal development; 5. Entertainment/Relaxation;
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4. 3.1. PURPOSE OF USE OF INFORMATION SOURCES The average perception of teachers and students regarding various attributes of purpose of use of information sources was asked and tested through independent sample t - test and the results are shown in Table 4.21. All the respondents used the listed sources for one purpose or the other, particularly for removing learning confusion as indicated by the total average mean scores 2.94 of the teachers and 3.01of the students. The average usage perception of teachers was significantly higher (P<0.05) than that of the students regarding use of general books for their personal development, subject books for enhancing subject capacity according to their needs. The teachers desired to hold general as well as subject learning proficiency (see Table 4.23). In a study carried out by Challener (1999) showed that the teachers used books for academic preparations, subscribed to journals in their fields of study and newspapers for fulfilling other requirements. The average perception of students was found significantly higher (P<0.05) than that of the teachers with regard to bulletins, journals, suggesting that these readings were of common interest to the youth, and Non-book materials (pamphlets/ brochures) to get awareness about admission, rules & regulations of different institutions for self updating. They also utilized the papers delivered at conferences more than the teachers as these materials bear close relevant information, and e-resources for satisfaction of their learning curiosity. The excessive use of electronic resources by the students of this study was supported by Ajiboye and Tella (2007) during conduct of a survey under title “information seeking behaviour of undergraduate students, University of Botswana, Africa”. They reported the students as major users of the electronic resources for meeting their requirements. The remaining results revealed that the average perception of teachers was non- significantly higher (P>0.05) than that of the students about reference books, abstracts & reviews and primary materials. Similarly, the students’ average perception was higher as compared to that of the teachers regarding govt publications, newspapers, research/survey/technical reports but found no significant (P>0.05) difference between these two groups. It suggested that both the groups used them normally for getting the relevant information.
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Table-4.22 Importance of Information Sources (n = 890) Variables Teachers Students t-ratio P. Mean SD Mean SD value Abstracts & reviews. 3.46 1.171 3.17 1.246 2.551 0.011 Primary materials (manuscripts, 2.089 0.037 3.53 1.234 3.29 1.209 dissertations/ theses) Research/ survey/technical reports 3.80 1.172 3.49 1.222 2.875 0.004 Papers delivered at conferences & their 3.238 0.001 3.47 1.255 3.11 1.200 proceedings E-Resources (computer, CD-Rom, e- publications, databases, online, internet 4.14 1.000 3.85 1.252 3.037 0.003 /intranet, e-mail, audio, video, chatting, microphone, tv & Hec Digital Library) General books 3.29 1.258 3.63 1.230 -3.081 0.002 Subject books 4.20 1.198 4.42 1.035 -2.041 0.043 Reference books (encyclopaedia, 0.899 3.77 1.124 3.76 1.176 dictionary, glossary) 0.127 Govt (reports/ proceedings of election, 1.126 0.261 census, legislation, judicial ) 3.18 1.239 3.05 1.165 publications Bulletins, journals, newsletters & 0.193 0.847 3.42 1.292 3.40 1.209 magazines Non book materials (pamphlets/ 0.460 0.646 3.10 1.131 3.05 1.290 brochures, globes/maps/photos) Newspapers 3.56 1.275 3.65 1.199 -0.871 0.384 Total Average Mean 3.58 3.49 Scale Values: 1. Unimportant; 2. Somewhat Imp; 3. Uncertain; 4. Imp; 5. Most Imp 4.3.2. IMPORTANCE OF INFORMATION SOURCES In order to test significant difference between the average perception of teachers and students regarding various attributes of granting importance to information sources, an independent sample t - test was applied and their results are shown in Table 4.22. Overall, the teachers and students granted ‘importance’ to the listed sources of information as evident from the total average means 3.58 and 3.49 respectively, (see Table 4.9). The relevant perception of the teachers was significantly higher (P<0.05) than that of the students in case of primary materials to find out first-hand information, research/ survey/technical reports as recent reported information was valued by the faculty and e-resources providing easy and direct access to information.
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The subject books followed by general books were helpful to the students, that’s why their average perception was found significantly higher (P<0.05) as compared to average perception of the teachers. The teachers showed ‘uncertain’ significantly higher (P<0.05) than the students in case of abstract & reviews and papers delivered at conferences. Both the teachers and students declared reference books and newspapers ‘important’ and they were ‘uncertain’ regarding govt publications, bulletins; journals, non-book materials with non-significant difference. The study investigated by Rzasa and Moriarty (1997) offered as guidance for the present study. Table-4.23 Frequent Use of the Information Sources (n = 890) Variables Teachers Students t-ratio P. Mean SD Mean SD Value General books 3.68 1.191 3.46 1.333 2.063 0.040 Reference books (encyclopaedia, 3.91 1.019 3.60 1.224 3.200 0.002 dictionary, glossary) Abstracts & reviews. 3.48 1.259 2.99 1.282 4.152 0.000 Primary materials (manuscripts, 3.47 1.170 2.87 1.312 5.109 0.000 dissertations/ theses) Papers delivered at conferences & 3.24 1.305 2.87 1.295 3.066 0.002 their proceedings E-Resources (computer, CD-Rom, e-publications, databases, online, internet /intranet, e-mail, audio, 3.92 1.357 3.60 1.498 2.493 0.013 video, chatting, microphone, tv & Hec Digital Library) Non book materials (pamphlets/brochures, 2.60 1.115 3.03 1.295 -3.713 0.000 globes/maps/photos) Subject books 4.35 1.127 4.23 1.233 1.070 0.285 Govt (reports/ proceedings of election, census, legislation. 2.91 1.170 2.83 1.249 0.740 0.460 judicial) publications Bulletins, journals, newsletters & 3.42 1.236 3.30 1.289 0.975 0.330 magazines Newspapers 3.85 1.376 3.64 1.336 1.709 0.088 Research/ survey/technical reports 3.28 1.280 3.06 1.347 1.784 0.075 Total Average Mean 3.51 3.29 Scale Values: 1. Never, 2. Rarely, 3. No opinion, 4. Less frequently, 5. Frequently.
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4. 3.3. FREQUENT USE OF THE INFORMATION SOURCES In order to test the significant difference between the average perception of teachers and students regarding frequency of use of information sources, independent sample t-test was applied and their results are shown in Table 4.23. The total average mean 3.51 of the teachers and 3.29 of the students showed ‘frequency’ of information sources used by the respondents (see Tables 4.21 & 4.27). The teachers average usage perception was ‘less frequently’ significantly more (P<0.05) than that of the students regarding general books, reference books, abstracts & reviews, primary materials and e-resources for learning purposes and the teachers also marked ‘no opinion’ significantly higher (P<0.05) against the papers delivered at conferences. The students opted ‘no opinion’ significantly higher (P<0.05) than the teachers in case of non-book materials. The average mean perception of teachers was higher as compared to the students without showing significant difference (P>0.05) in terms of using ‘less frequently’ the sources as subject books and newspapers. The teachers also marked ‘no opinion’ non-significantly higher (P>0.05) than the students in respect of govt publications, bulletins; journals and research/ survey/technical reports. Overall, perceptions of Pezeshki-Rad and Zamani (2005) showed matching frequency with regard to the resources used as stated in above paragraphs.
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Table-4.24 Satisfaction level with information sources (n = 890) Variables Teachers Students t-ratio P. Mean SD Mean SD Value Reference books (encyclopaedia, 3.80 0.951 3.62 1.173 2.039 0.042 dictionary, glossary ) Govt (reports/ proceedings of election, census, legislation. 3.28 0.880 2.99 1.100 2.898 0.004 judicial ) publications Abstracts & reviews. 3.40 0.998 3.19 1.092 2.087 0.037 E-Resources (computer, CD- Rom, e-publications, databases, online, internet /intranet, e-mail, 3.86 1.044 3.61 1.286 2.481 0.014 audio, video, chatting, microphone, tv & Hec Digital Library) Newspapers 3.40 1.102 3.63 1.160 -2.120 0.034 Bulletins, journals, newsletters & 3.53 0.979 3.40 1.101 1.461 0.145 magazines Primary materials (manuscripts, 3.46 1.021 3.32 1.072 1.425 0.155 dissertations/ theses) Research/ survey/technical 3.55 0.964 3.38 1.133 1.917 0.056 reports Papers delivered at conferences & 3.22 0.892 3.16 1.137 0.672 0.502 proceedings General books 3.54 1.043 3.64 1.120 -0.957 0.339 Subject books 3.83 1.171 3.89 1.215 -0.499 0.618 Non book materials (pamphlets/ 3.14 0.876 3.23 1.180 -0.935 0.351 brochures, globes/maps/photos). Total Average Mean 3.50 3.42 Scale Values: 1. V. Dissatisfied, 2. Dissatisfied, 3. No opinion, 4. Satisfied, 5. V. Satisfied. 4. 3.4. SATISFACTION LEVEL WITH INFORMATION SOURCES The total average mean 3.50 for TF and 3.42 for MPFYS indicated that they marked ‘satisfied’ and ‘no opinion’ with the listed sources respectively but in different levels. As evident from the Table 4.24, the teachers had ‘satisfaction’ significantly higher (P<0.05) than the students regarding reference books, consulting for meanings, definitions and e-resources for quick and ready access to the required information (see Table 4.23).
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The students were ‘satisfied’ significantly higher (P<0.05) than the teachers regarding newspapers, as they were just to put a bird’s eye view on main headings of the news and employment advertisements in the newspapers (see Table 4.22). The status of ‘no opinion’ of the teachers was significantly higher (P<0.05) than the students regarding govt publications and abstracts & reviews. The teachers’ (mean scores 3.53 & 3.55) showed that they were ‘satisfied’ non- significantly higher (P>0.05) than the students’ (mean scores 3.40 & 3.38) with bulletins and research reports respectively. The students’ (mean scores 3.89 & 3.64) were ‘satisfied’ non-significantly higher (P>0.05) than the teachers’ (mean scores 3.83 & 3.54) with subject books and general books. Both the groups opted ‘no opinion’ non-significantly different (P>0.05) in case of primary materials, papers delivered at conferences and non-books materials. None of the information sources listed was marked as ‘very dissatisfied’, or ‘dissatisfied’ by the respondents. The study conducted by Ahmad (2011) was in consistency with the findings as mentioned above.
Table-4.25 Preferred Format/Language of Information Sources (n = 890) Variables Teachers Students t-ratio P. Mean SD Mean SD Value
Printed materials (books, journals, 5.384 abstracts, theses/dissertations, 4.26 0.978 3.75 1.331 0.000 proceedings).
Non mother tongue/secondary 5.592 0.000 languages (English, Arabic, 3.96 1.003 3.41 1.287 Persian) Mother tongue/primary languages 0.000 2.95 1.411 3.64 1.366 -5.450 (Pashto, Urdu, Chitrali ) Electronic (comp: internet, e-mail, 0.810 0.418 3.91 1.148 3.82 1.170 audio, video, tv) resources Non-printed i.e. manuscripts 0.684 0.494 3.08 1.224 3.00 1.240 (handwritten/ typed) resources Total Average Mean 3.63 3.52
Scale Values: 1. Not preferred, 2. Somewhat preferred, 3. No opinion, 4. Preferred, 5. Most Preferred.
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4. 3.5. PREFERRED FORMAT/LANGUAGE OF INFORMATION SOURCES When there are multiple varieties of media and information resources in the Central Library, UoP, there will be different degrees to prefer them. In order to test the significant difference between the average perception of teachers and students regarding various attributes of ‘preferred’ format/language of information sources, an independent sample t-test was applied and their results are available in Table-4.25. Both the teachers and students ‘preferred’ the listed resources. However, the total average perception of teachers’ mean score 3.63 was higher than mean score 3.52 of the students. The teachers ‘preferred’ printed materials in non-mother tongue (i.e. English, Arabic & Persian) significantly higher (P<0.05) than that of the students (see Table 4.26). Most of the materials were available in printed form and the teachers were acquainted with the non-mother languages. The students ‘preferred’ mother tongue (Pashto, Urdu & Chitrali) significantly higher (P<0.05) than that of the teachers. The students had firm grip over mother languages. Otherwise, almost all of the information sources were available in non-mother languages in the Central Library. Both the teaching staff and students marked ‘no opinion’ against the non-printed materials being not so effective. The teachers ‘preferred’ the electronic resources non-significantly higher (P>0.05) than the students. The results suggesting that the TF & MPFYS could mostly fulfill their requirements from conventional resources written in non-mother languages (See Table 4.21). An investigation completed by Sife (2004) supported the existing statements.
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SECTION III – INFORMATION SEEKING ACTIVITIES Table-4.26 Purpose of Visit to Central Library (n = 890) Variables Teachers Students t-ratio P. Mean SD Mean SD Value To study printed materials (books, journals, abstracts, 1.33 0.473 1.23 0.420 2.410 0.017 theses/dissertations, proceedings). To read newspapers. 1.56 0.499 1.46 0.498 2.148 0.032 To get help of the library staff 1.63 0.485 1.52 0.500 2.332 0.021 For entertainment/relaxation. 1.78 0.416 1.60 0.491 4.488 0.000 To consult non-book materials (pamphlets/brochures, 1.60 0.492 1.73 0.443 -2.963 0.003 globes/maps, photos). To study in a quiet place. 1.33 0.471 1.24 0.430 1.941 0.054 To consult non-printed i.e. manuscripts (handwritten/ 1.17 0.381 1.13 0.335 1.340 0.182 typed) To use e-resources (computer, CD-Rom, audio video, e- publications, databases, online, internet/intranet, e-mail, 1.28 0.450 1.34 0.476 -1.574 0.117 chatting, e-conference/ discussion, tv & Hec Digital Library) To borrow/return books and 1.26 0.443 1.32 0.467 -1.325 0.186 reading materials. Total Average Mean 1.44 1.40
Key Words: 1. Yes, 2.No. 4. 3.6. PURPOSE OF USE OF CENTRAL LIBRARY, UOP: The results regarding purpose of visits made to the Central Library, UoP by the TF & MPFYS are shown in Table 4.26. The results, based on total average mean, show that TF (mean score, 1.44) visited the Central Library more than the students’ (mean score, 1.40). The teachers’ average perception to visit the library was significantly higher (P<0.05) than that of the students regarding ‘study printed materials’ (see Table 4.25). The teachers wanted to utilize the academic and general information. The teachers also visited the library non-significantly more (P>0.05) for consulting ‘non-printed materials’ in a ‘quiet place’ a library being the best.
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The students visited the Central Library significantly higher (P<0.05) for reading newspapers and non-significantly more (P>0.05) than the teachers participants for using e-resources and to borrow/return book. The current study had precedence. A study completed by Khalil and Azhar (2011) reported that the undergraduate medical students of King Saud bin Abdul-Aziz University for Health Sciences (KSAU-HS) in 2010 mostly visited the library for study purposes, to get photocopy of materials and print out of wanted online information.
Table-4.27 Frequency of visits made and time spent (hours per week) in Central Library, University of Peshawar (n = 890) Variables Teachers Students t-ratio P. Mean SD Mean SD Value Frequent visits made to Central 4.69 0.957 3.96 1.334 7.692 0.000 Library, Univ of Pesh. Time spent (hours per week) in 2.29 1.537 1.80 1.010 3.342 0.001 Central Library, Univ of Pesh. Frequency, Scale Values: 1. Never; 2. every day; 3. every week; 4. every month; 5. Whenever needed Stay by hours in Library per week, Scale Values–: 1. Up to 1 hour; 2. 2-3 hours; 3. 4-5 hours; 4. 5-6 hours; 5. indefinite time
4. 3.7. FREQUENCY OF VISITS MADE AND TIME SPENT (HOURS PER WEEK) IN CENTRAL LIBRARY, UNIVERSITY OF PESHAWAR The TF & MPFYS were asked to mention their schedule of visits to the Central Library, University of Peshawar. They replied that almost all of them visited the library for 2-3 hours per week, i.e. whenever they felt the need for seeking information. The average perception of teachers and students in order to test the significant difference between them regarding various attributes of frequency of visits made and time spent (hours per week) in the Central Library, UoP were tabulated in the Table 4.27. It was observed after testing through t-test that the faculty visited the library significantly more (P<0.05) with longer time stay than that of the students, as the teachers needed more information to perform well. The teachers consulted latest acquired materials and sought help from the library staff (see Table 4.23 & 4.29). The students fulfilled their information requirements to some extent from class teaching, hand outs, class fellows’ discussion and students’ notes. An empirical investigation of Singh and Kumari (2013) notified similar findings.
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SECTION IV– RATING: INFORMATION SEARCHING AND OPERATING SKILLS Table-4.28 Information Searching and Operating Skills (n = 890) Variables Teachers Students t-ratio P. Mean SD Mean SD Value Electronic (computer ) sources 3.66 1.147 3.47 1.278 1.754 0.081 operating skills Library use (information 3.31 1.019 3.43 1.209 -1.237 0.217 searching) skills Scale Values: 1. V. poor, 2. Poor, 3. Uncertain, 4. Good, 5. V. Good.
4.3.8. INFORMATION SEARCHING AND OPERATING SKILLS The average perception of teachers and students regarding various attributes of electronic (computer) sources operating skills and library use (information searching) skills practiced by them were processed and the results are shown in Table 4.28. The results revealed that the average mean of the teachers was ‘good’ non- significantly higher (P>0.05) to operate computer for processing information as compared to the students. The library use (information searching) skills of the students were ‘uncertain’ non-significantly higher (P>0.05) as compared to teachers. These results suggested that the teachers and students of the UoP have, on an average mean, same experience in respective skills (see Table 4.15). An exploring study by Iqbal, Mahmood and Arif (2012) indicated that most of the medical students of M.Phil and PhD, though desired collecting soft information, yet they needed proper computer training for getting electronic information. They also spent 5 hours per week in the library and mostly accessed the resources independently being unhappy from the library staff’s attitude.
Table-4.29 Information Identifying and Locating Skills (n = 890) Variables Teachers Students t-ratio P. Mean SD Mean SD value Library Staff 3.63 0.908 3.48 1.213 1.637 0.103 Catalogue 3.07 1.066 3.15 1.218 -0.821 0.413 Kardex (record of periodicals) 2.86 0.957 3.03 1.169 -1.826 0.069 Total Average Mean 3.19 3.22
Scale Values: 1. V. poor, 2. Poor, 3. Uncertain, 4. Good, 5. V. Good.
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4. 3.9. INFORMATION IDENTIFYING AND LOCATING SKILLS The average perception of teachers and students regarding various attributes of information identifying and locating skills through (Library Staff, Catalogue &Kardex (record of periodicals) were tested to find out the status of respective skills held by the respondents and the results are shown in Table 4.29. The total average mean of both the groups i.e. teachers’ (mean score 3.19) and students’ (mean score 3.22) was ‘uncertain’. The statistical statements resulting that average perception of teachers’ (mean score 3.63) was ‘good’, non-significantly higher (P>0.05) than that of the students’ (mean score 3.48) regarding seeking help from the library staff. About card catalogue and Kardex use, the student respondents were more ‘uncertain’. It was due to card catalogue in soft form available at counter. They approached the library staff for finding information. These results suggested that the teachers and students of the UoP have, on an average mean, same identifying and locating skills availing help of the library staff, catalogue and Kardex (see Table 4.15). Special suggestion would be to introduce Kardex among library users. According to an investigation of Okoye (2013), the students were not happy with the resources to prove access to the required information.
SECTION V – LIBRARY STAFF AND LIBRARY Table-4.30 Level of Satisfaction with Library Staff, Central Library, University of Peshawar (n = 890) Variables Teachers Students t-ratio P. Mean SD Mean SD value Cooperation in searching 3.57 0.927 3.30 1.229 2.953 0.003 materials/selecting project Know/helpful in operation of e- 3.44 0.861 3.25 1.219 2.223 0.027 sources Understanding question/demand 3.26 0.976 3.22 1.230 0.410 0.682 Take interest in me and my 3.28 0.952 3.16 1.217 1.296 0.196 needs Provide quality services 3.37 0.848 3.30 1.224 0.731 0.466 Total Average Mean 3.38 3.25
Scale: 1. V. Dissatisfied, 2. Dissatisfied, 3. No opinion, 4. Satisfied, 5. V. Satisfied.
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4.3.10. LEVEL OF SATISFACTION WITH LIBRARY STAFF, CENTRAL LIBRARY, UNIVERSITY OF PESHAWAR The staff and students were asked five different questions to answer about their level of satisfaction with the listed services offered by the library staff. For each level of satisfaction of the two groups, independent sample t-test was applied and results generated in Table 4.30. The total average mean i.e. 3.38 for teachers and 3.25 for students indicated ‘no opinion’ with the listed services rendered by the library staff (see Table 4.17). The teachers were ‘satisfied’ significantly higher (P<0.05) than that of the students regarding ‘cooperation in searching materials/selecting project’. It meant that the library staff appropriately cared for the faculty. The reports suggested that better services provided to the TF were on account of colleagueship developed between teaching staff and the library staff. Hartmann (2001) recommended that the students be provided with orientation for better use of the library resources. The status of ‘no opinion’ of the teachers was also significantly higher (P<0.05) than the student participants in case of ‘know/helpful in operation of e-resources’. Again, the teachers perception was ‘no opinion’ non-significantly higher (P>0.05) than that of the students sequentially in case of ‘provide quality services’, ‘take interest in me and my needs’ and ‘understanding question/demand’.
Table-4.31 Rate of effectiveness & frequency of difficulty feeling at Central Library, UoP (n = 890) Variables Teachers Students t-ratio P. Mean SD Mean SD value Frequency of feeling difficulty while searching information in 2.90 0.710 2.826 0.005 central Library, University of 2.71 0.759
Peshawar
Rate of effectiveness of the 2.93 1.027 -0.546 0.586 central Library, University of 2.99 1.229 Peshawar Effectiveness Scale Values: 1. Not at all, 2. 1-25%, 3. 26-50%, 4. 51- 75%, 5. 76-100% Difficulty Scale Values: 1. Never; 2. Rarely; 3. Sometimes; 4. Frequently; 5. Very Frequently
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4.3.11. RATE OF EFFECTIVENESS & FREQUENCY OF DIFFICULTY FEELING AT CENTRAL LIBRARY, UOP The sampled users were asked to state frequency of difficulty they faced during searching information and effectiveness of services provided by the Central Library, UoP. The independent sample t-test was applied for generation of comparative results which are shown in Table 4.31. It was observed that teachers felt difficulty ‘sometimes’ significantly higher (P<0.05) as compared to the students during search of information in the Central Library, UoP because of non-availability of too specific information required. These findings were in line with the research conducted at Islamia University, Bahawalpur by Bhatti (2010), stating that more than 50% faculty were dissatisfied with the library collection, particularly books. On the other hand, resources of the Central Library, UoP were effective (50%) non-significantly higher (P>0.05) for the students as compared to the teachers (see Table 4.18).
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Table-4.32 Level of Anxiety (problems), Using Resources at Central Library, UoP (n = 890) Variables Teachers Students t-ratio P. Mean SD Mean SD value Lack of my personal knowledge 2.69 1.014 3.02 1.342 -3.117 0.002 in searching library sources Due to library rules/regulations 2.66 1.073 2.88 1.332 -2.082 0.038 Lack of time 2.75 1.121 2.99 1.335 -2.225 0.027 Required material is not 2.90 1.171 2.73 1.315 1.538 0.125 available Lack of adequate publicity of 3.04 1.104 2.90 1.167 1.336 0.182 available resources Too much information to deal 2.88 1.071 2.86 1.192 0.280 0.779 with Some information materials are 3.08 1.180 3.03 1.299 0.430 0.668 old/obsolete Disorganized collection in the 2.73 1.151 2.84 1.264 -0.880 0.379 library Shortage of printed information 2.85 1.165 2.97 1.295 -1.051 0.294 sources Inadequacy/unavailability of 3.02 1.079 3.20 1.331 -1.670 0.096 digital/e-sources Lack of resource-sharing at the local/national/international 3.08 1.176 3.20 1.338 -1.053 0.294 levels Lack of coordination b/w my 2.87 1.090 2.89 1.417 -0.174 0.862 classes and library hrs Absence of encouragement for 2.83 1.109 2.92 1.309 -0.817 0.415 using the library Total Average Mean 2.88 2.96 Scale Values: 1. Not anxiety, 2. Somewhat anxiety, 3. Uncertain, 4. Anxiety, 5. High anxiety.
4.3.12. LEVEL OF ANXIETY (PROBLEMS), USING RESOURCES AT CENTRAL LIBRARY, UOP Information seeking in a library will have some problems. To know seriousness of the problem, there were questioned 13 prevailing problems from the teachers and students.
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The results thereof are displayed in Table 4.32 in order to test the significant difference between average perceptions of teachers and students regarding various attributes of the problems. The total average mean indicated that both the groups (TF & MPFYS) were ‘somewhat anxious’ regarding library resources. However, collective average perception of students was higher as compared to that of the teachers. The teachers being experienced and colleagues of the library staff faced little and less problems. The data analysis showed that the students were ‘somewhat anxious’ significantly higher (P<0.05) than the teachers participants regarding ‘lack of their personal knowledge in searching library resources’, ‘due to library rules and regulations and ‘lack of time’. The three stated problems raised seriously by the students (a) due to lack of opportunity for enhancing information searching skills, (b) lack of acquaintance with library rules and regulations and (c) clash of schedule between departmental classes and library hours. An investigation by Okoye (2013) proved the miseries seriously felt by the students. Again the students’ anxiety level observed was high as compared to the teachers without showing significant difference (P>0.05)regarding: Disorganized collection in library, Shortage of printed information sources, Inadequacy/unavailability of digital/e-sources, Lack of resource-sharing at the local/national /international levels, Clash of timings between classes and library hours and Absence of encouragement for using the library. On the other hand, average mean level perception of teachers was high as compared to the students in case of required materials/services as below: Lack of adequate publicity of available resources, Too much information to deal with, Some of information materials were old/obsolete, The results, however, did not show any significant difference (P>0.05) between the two groups. All such levels of anxiety adversely affected both the groups equally (see Tables 4.15 & 4.16). This statement appeared like the statement of Bhatti had appeared in (2010).
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PART - IV GENDER-WISE COMPARISON (MALE/FEMALE) RESULTS (RESEARCH QUESTION 4, P. 118)
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4.4. GENDER-WISE COMPARISON (MALE/FEMALE) RESULTS This part-IV includes Gender-wise comparison (male and female) of respondents and explored to find out their average mean perception about different phenomena of information seeking in the Central Library, UoP. SECTION II – INFORMATION SEEKING PATTERNS Table-4.33 Purpose of Use of Information Sources (n = 890) Variables Males Females t-ratio P. Mean SD Mean SD Value General books 3.20 1.321 2.84 1.364 3.838 .000 Reference books (encyclopaedia, 2.67 1.042 2.52 1.038 2.099 .036 dictionary, glossary) Govt (reports/ proceedings of 3.29 1.111 3.12 1.196 2.062 .040 election, census, legislation. judicial) publications
Newspapers 4.11 .961 3.75 1.193 4.523 .000 Primary materials (manuscripts, 2.55 1.130 2.34 1.140 2.607 .009 dissertations/ theses) E-Resources (computer, CD-Rom, 3.19 1.346 2.93 1.374 2.741 .006 e-publications, databases, online, internet, tv & Hec Digital Library) Subject books 1.88 1.044 1.84 .966 .536 .592 Bulletins, journals & newsletters 3.73 1.230 3.60 1.357 1.362 .174 Abstracts & reviews. 2.88 1.210 2.80 1.229 .975 .330 Research/ survey/technical reports 2.56 1.056 2.47 .977 1.271 .204 Papers delivered at conferences & 3.04 1.178 3.07 1.269 -.321 .748 their proceedings Non book materials (pamphlets/ 3.58 1.261 3.68 1.343 -.963 .336 brochures, globes/maps/photos). Total Average Mean 3.06 2.91 Key Words: 1. Class work; 2. Assignment/Project/Research work/Exam; 3. Satisfying Confusion; 4. Personal development, 5. Entertainment
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4. 4.1. PURPOSE OF USE OF INFORMATION SOURCES The average perception of male and female (TF & MPFYS) respondents regarding various attributes of purpose of use of information sources were tested through independent sample t- test and the results are shown in Table 4.33. Both the genders used all the listed sources of information to meet their needs, particularly for self satisfaction purposes i.e. males’ mean score was 3.06 and females’ mean score was 2.91. It appeared that the average perception of males was significantly higher (P<0.05) as compared to that of the females in case of newspapers for miscellaneous information, general books, reference books, govt publications, primary materials and e-resources for satisfying the respective information search (see Table 4.8). These results suggested that the male participants could have more capacity and potential than the females in case of consulting information materials. The males’ average perception was non-significantly higher (P>0.05) than that of the females in case of subject books, bulletins; journals, abstracts & reviews, research/survey/technical reports. Similarly, the average perception of the females was non-significantly higher (P>0.05) than that of the males regarding papers delivered at conferences and non- book materials. This is in line with the study performed by Baro (2011).
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Table-4.34 Importance of Information Sources (n = 890) Variables Males Females t-ratio P. Mean SD Mean SD Value Non book materials (pamphlets/ 2.94 1.287 3.24 1.203 -3.240 .001 brochures, globes/maps/photos). E-resources (computer, CD- 3.82 1.249 4.01 1.166 -2.266 .024 Rom, e-publications, databases, online, internet /intranet, e-mail, audio, video, chatting, microphone, tv & Hec Digital Library) Subject books 4.39 1.089 4.36 1.038 .368 .713 Research/ survey/technical 3.58 1.213 3.49 1.225 1.073 .284 reports Papers delivered at conferences 3.19 1.248 3.15 1.175 .475 .635 & their proceedings General books 3.53 1.260 3.64 1.212 -1.215 .225 Reference books 3.71 1.172 3.84 1.156 -1.495 .135 (encyclopaedia, dictionary, glossary) Govt (reports/proceedings of 3.01 1.195 3.17 1.148 -1.887 .060 election, census, legislation. judicial) publications Bulletins, journals, newsletters 3.34 1.235 3.49 1.203 -1.708 .088 & magazines Newspapers 3.58 1.197 3.73 1.231 -1.716 .086 Abstracts & reviews. 3.18 1.273 3.28 1.182 -1.159 .247 Primary materials (manuscripts, 3.30 1.226 3.39 1.200 -1.108 .268 dissertations/ theses) Total Average Mean 3.46 3.57 Scale Values: 1. Unimportant; 2. Somewhat Imp; 3. Uncertain; 4. Imp; 5. Most Imp
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4.4.2. IMPORTANCE OF INFORMATION SOURCES In order to test significant difference between average perception of male and female respondents regarding granting importance to information sources, an independent sample t-test was applied and their results were presented in Table 4.34. It was known from the total average mean 3.46 of males and 3.57 of females that the latter respondents granted ‘important’ status higher than the former respondents to the listed sources. (see Table 4.9). It was recorded that the females granted ‘importance’ and ‘uncertain’ both significantly higher (P<0.05) as compared to the males to e-resources and non- book materials respectively. They also considered ‘important’ non-significantly higher (P>0.05) than the males the general books, reference books, bulletins and newspapers Whereas marked ‘uncertain’ non-significantly higher (P>0.05) than the males the resources like abstracts & reviews, primary materials and govt publications. The average ‘importance’ granted by the males was non-significantly higher (P>0.05) than by the females in case of subject books, research/survey/technical reports Whereas the males also marked ‘uncertain’ non-significantly higher (P>0.05) than the females regarding the papers delivered at conferences. It was found out that most of the listed sources were equally ‘important’ for both the genders. A study entitled “gender differences in information access pattern among the academic users”, conducted by Baro, (2011) carried almost similar perception and reported females more zealous in contrast with the males regarding all the domains of information.
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Table-4.35 Frequent Use of the Information Sources (n = 890) Variables Males Females t-ratio P. Mean SD Mean SD Value Govt (reports/ proceedings of 2.92 1.208 2.73 1.268 2.073 .039 election, census, legislation. judicial ) publications Research/ survey/technical 3.23 1.303 2.91 1.368 3.393 .001 reports Papers delivered at conferences 3.04 1.294 2.78 1.303 2.854 .004 & their proceedings E-resources (computer, CD- 3.76 1.438 3.50 1.526 Rom, e-publications, databases, 2.489 .013 online, internet /intranet, e-mail, audio, video, chatting, microphone, tv & Hec Digital Library)
Non book materials (pamphlets/ 2.87 1.275 3.09 1.269 -2.425 .016 brochures, globes/maps/photos). General books 3.51 1.320 3.47 1.300 .492 .623 Bulletins, journals, newsletters 3.35 1.283 3.28 1.274 .816 .415 & magazines Newspapers 3.70 1.328 3.64 1.370 .692 .489 Abstracts & reviews. 3.12 1.297 3.00 1.281 1.336 .182 Primary materials (manuscripts, 3.02 1.288 2.90 1.336 1.282 .200 dissertations/ theses) Subject books 4.23 1.258 4.29 1.150 -.785 .433 Reference books 3.64 1.186 3.67 1.210 (encyclopaedia, dictionary, -.347 .729 glossary ) Total Average Mean 3.37 3.27 Scale Values: 1. Never, 2. Rarely, 3. No opinion, 4. Less frequently, 5.Frequently.
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4. 4.3. FREQUENT USE OF THE INFORMATION SOURCES: In order to test significant difference between average perception of males and females (staff and students participants) regarding the frequency of use of information sources, independent sample t-test was applied and their results are shown in Table 4.35. The total average mean show that both the genders opted ‘no opinion’, however, the males’ perception (mean score 3.37) was higher than the females’ (mean score 3.27) (see Tables 4.10 & 4.36). The males opted to use e-resources ‘less frequently’ significantly higher (P<0.05) than the females for availing latest updates in their areas of interest and also marked ‘no opinion’ significantly higher (P<0.05) than the females in case of govt publications, research/survey/technical reports, papers delivered at conferences. The females’ opted ‘no opinion’ significantly higher (P<0.05) than the male counterparts in case of non-book materials as after browsing could not fulfill their requirements. The males used general books and newspapers and the females used subject books and reference books ‘less frequently’ but all of them were non-significantly different (P>0.05). Both the genders marked ‘no opinion’ non-significantly different (P>0.05) against the remaining resources like bulletins; journals, abstracts & reviews and primary materials. A study carried out by Halder, Ray and Chakrabarty (2010) supporting results of the current study.
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Table-4.36 Satisfaction level with information sources (n = 890) Variables Males Females t-ratio P. Mean SD Mean SD Value Papers delivered at conferences 3.24 1.156 3.07 .999 2.175 .030 & their proceedings Reference books 3.56 1.140 3.78 1.126 -2.641 .008 (encyclopaedia, dictionary, glossary) Subject books 3.91 1.235 3.83 1.165 .984 .325 Primary materials 3.35 1.101 3.35 1.012 .013 .990 (manuscripts, dissertations/ theses) Research/ survey/technical 3.42 1.118 3.38 1.091 .505 .614 reports E-resources (computer, CD- 3.67 1.266 3.63 1.234 .383 .702 Rom, e-publications, databases, online, internet, e- mail, audio, video, microphone tv & Hec Digital Library) General books 3.57 1.155 3.69 1.031 -1.585 .113 Govt (reports/ proceedings of 3.01 1.093 3.09 1.036 -.934 .351 election, census, legislation. judicial) publications Bulletins, journals, newsletters 3.37 1.092 3.49 1.064 -1.477 .140 & magazines Newspapers 3.53 1.164 3.67 1.132 -1.674 .095 Abstracts & reviews. 3.19 1.101 3.29 1.044 -1.381 .168 Non book materials (pamphlets 3.18 1.138 3.26 1.129 -.889 .374 /brochures/globes/maps/photos Total average Mean 3.42 3.46 Scale Values: 1. V. Dissatisfied, 2. Dissatisfied, 3. No opinion, 4. Satisfied, 5.V. Satisfied.
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4.4.4. SATISFACTION LEVEL WITH INFORMATION SOURCES: The total average mean 3.42 for males and 3.46 for females appeared in Table 4.36 indicated that both the genders opted ‘no opinion’ for the listed sources with slight difference. The females were satisfied significantly higher (P<0.05) than their male counterparts with reference books. The females had often to seek answers to the reference questions Whereas the males opted ‘no opinion’ significantly higher (P<0.05) than the females regarding papers delivered at conferences as they wished but could neither attend all the conferences nor find every conference paper to read (see Table 4.35). Males’ (mean scores 3.91 & 3.67) were satisfied non-significantly higher than the females’ (mean scores 3.83 & 3.63) with the subject books and e-resources respectively. The females’ (mean scores 3.69 & 3.67) were satisfied non-significantly higher than their male counterparts’ (mean scores 3.57 & 3.53) in case of general books and newspapers. Both the genders marked ‘no option’ with little difference against the resources like primary materials, research reports, govt publications, bulletins, abstracts & reviews and non-book materials. None of the gender showed ‘dissatisfaction’ or ‘very dissatisfied’ with the listed sources. These results suggested that both the genders of the UoP have satisfaction levels slightly different about the listed sources and used them for academic purposes and general development. Halder, Ray and Chakrabarty (2010) prescribed that the men accessed complex information resources with great difficulty while the women liked to access simple resources with full determination.
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Table-4.37 Preferred Format/Language of Information Sources (n = 890) Variables Males Females t-ratio P. Mean SD Mean SD value Non-printed i.e. manuscripts 2.94 1.291 3.12 1.142 -2.063 .039 (handwritten/ typed) Printed materials (books, 3.90 1.235 3.76 1.367 1.547 .122 journals, abstracts, theses/dissertations, proceedings). Electronic (comp: internet, e- 3.85 1.177 3.83 1.150 .189 .850 mail, audio, video, tv) resources Mother tongue/primary 3.55 1.417 3.48 1.370 .680 .497 languages (Pashto, Urdu, Chitrali) Non mother tongue/secondary 3.47 1.292 3.56 1.209 -1.065 .287 languages (English, Arabic, Persian) Total Average Mean 3.54 3.55 Scale Values: 1. Not preferred, 2. Somewhat preferred, 3. No opinion,4. Preferred, 5. Most Preferred. 4.4.5. PREFERRED FORMAT/LANGUAGE OF INFORMATION SOURCES, UOP: Multiple varieties of information sources in the Central Library, UoP generate several levels of preference. In order to test significant difference between average perceptions of the males and females regarding various attributes of preferred format/language of information sources, an independent sample t-test was applied and their results were offered in Table 4.37. The mean scores 3.54 for males and 3.55 for females showed that both the genders ‘preferred’ the listed resources equally (see Table 4.12). The females showed ‘no opinion’ significantly higher (P<0.05) as compared to the average score of male respondents in case of non-printed i.e. manuscripts (handwritten/typed) materials as they found very little information from them. The females interest was even non-significantly higher (P>0.05) (mean score = 3.56) as compared to that of the males (mean score = 3.47) for reading materials if available in non-mother tongue. It suggested that the females had desires to read out information materials in multiple languages. Moreover, the results revealed that the average perception of male was non- significantly higher (P>.05) in respect of printed materials, electronic sources, mother tongue (Pashto, Urdu, Chitrali) as compared to that of the female.
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A study “gender differences in information access pattern among academic users”, conducted by Baro (2011) reported almost same preferring attitudes. SECTION III – INFORMATION SEEKING ACTIVITIES Table-4.38 Purpose of Visit to Central Library, UoP (n = 890) Variables Males Females t-ratio P. Mean SD Mean SD value To consult non book materials 1.67 .470 1.77 .423 -3.033 .003 (pamphlets/ brochures, globes/maps, photos). To read newspapers. 1.44 .496 1.52 .500 -2.489 .013 To get help of the library staff 1.47 .500 1.65 .479 -4.941 .000 To study in a quiet place. 1.23 .421 1.30 .460 -2.248 .025 To use E-sources (computer, 1.35 .477 1.31 .464 1.170 .242 CD-Rom, audio video, e- publications, databases, online, internet/intranet, e-mail, chatting, e-conference/ discussion, tv & Hec Digital Library) To study printed materials 1.22 .416 1.28 .449 -1.849 .065 (books, journals, abstracts, theses/dissertations, proceedings). To consult non-printed i.e. 1.13 .338 1.14 .352 -.589 .556 manuscripts (handwritten/ typed) To borrow/return books and 1.29 .455 1.34 .474 -1.387 .166 reading materials. For entertainment/ relaxation. 1.61 .488 1.65 .477 -1.185 .236
Total Average Mean 1.38 1.44
Key Words: 1. Yes, 2. No
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4.4.6. PURPOSE OF USE OF CENTRAL LIBRARY, UOP The average perception of male and female respondents regarding the purpose of use of the Central Library is shown in Table 4.38. Both the groups visited the library for certain purposes. The female respondents visited the library (i.e. total average mean, 1.44) was more as compared to the visits made by their male counterparts (i.e. total average mean, 1.38) (see Table 4.39). The females visited the library significantly (P<0.05) more than their male counterparts to study in silence as this library was a best reading place for them. The average visits made to the library by the females was non-significantly higher (P>0.05) than that of the males regarding printed materials to find out latest information mostly in hard format, consult non-printed materials for the reason that they were not available in a different form, to borrow/return books and reading materials for home reading purposes as enough time was available at home. The males visited the library significantly more (P<0.05) than the female respondents for reading newspapers to update current affairs, and getting help of the library staff as the males felt hesitation free to seek help from the library staff (see Table 4.41. On the other hand, the male respondents average perception (mean=1.35) was higher against the female counterparts average perception (mean=1.31) without reporting significant difference (P>0.05) regarding visiting the library to use e- resources for getting the soft information because of non-availability in hard format. The investigation reported by Niu and Hemminger (2011) did not support findings of the present study as the females did what had done by the males according to their study reports. Table-4.39 Frequency of visits made and time spent (hours per week) in Central Library, University of Peshawar (n = 890) Variables Males Females t-ratio P. Mean SD Mean SD Value Time spent (hours per week) 1.97 1.169 1.75 1.037 2.701 .007 in central library, UoP. Frequent visits made to 3.96 1.345 4.29 1.216 - .000 Central Library, UoP. 3.630 Frequency, Scale Values: 1. Never; 2. every day; 3. every week; 4. every month; 5. Whenever needed Stay by hours in Library per week, Scale Values: 1. Up to 1 hour; 2. 2-3 hours; 3. 4-5 hours; 4. 5-6 hours; 5. indefinite time
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4.4.7. FREQUENCY OF VISITS MADE AND TIME SPENT (HOURS PER WEEK) IN CENTRAL LIBRARY, UNIVERSITY OF PESHAWAR The average perception of male and female participants of this study in order to test the significant difference regarding frequent visits made and time spent (hours per week) in the Central Library, UoP was processed under independent sample t- test and their results were tabulated in the Table 4.39. It was found out that males paid less frequent visits (mean score=3.96) to the Central Library, UoP with more time spending (mean=1.97: 2-3 hours per week) therein as compared to the females who visited (mean score=4.29) and time spent (mean=1.75:2-3 hours per week) respectively (see Tables 4.14 & 4.38). The males were busy in extra-curriculum activities but to make deficiency of their desired information, they had to stay for longer time in the Central Library, UoP. Therefore, significant differences of visiting and time spending in the library existed between male and female visitors. On the other hand, the females though paid more frequent visits but their stay in the Central Library, UoP was comparatively of shorter duration as compared to the male participants of this study. Both the groups visited the Central Library for acquisition of latest and extended information from all types of information sources. These results suggested that the males and females of the UoP have, on an average mean, alternatively equal visits made and time spent in the Central Library, UoP. This was partly explained by Niu and Hemminger (2011) that gender mattered more than age did, and males unexpectedly visited the library more often than the females. The men read more resources than females did other than books, including newspapers and literature, even spent more time i.e. 11 hours per week reading in the library. Thus, it partly supported the study in hand.
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SECTION IV– RATING: INFORMATION SEARCHING AND OPERATING SKILLS Table-4.40 Searching and Operating Skills (n = 890) Variables Males Females t-ratio P. Mean SD Mean SD value Electronic (computer ) 3.42 1.300 3.62 1.185 -2.272 .023 sources operating skills Library use 3.35 1.196 3.50 1.148 -1.889 .059 (information searching) skills Scale Values: 1. V. poor; 2. Poor; 3. Uncertain; 4. Good; 5. V. Good
4.4.8. INFORMATION SEARCHING AND OPERATING SKILLS The gender-wise average perception regarding electronic (computer) operating skills and library use (information searching) skills were tested to find out status of respective skills and significant difference between them. The results thereof are shown in Table 4.40. It was found out that females had significantly higher (P <0.05) skills as satisfactorily sitting in the library (see Tables 4.39 & 4.42) to operate the computers for searching information. It was evident from the results i.e. females’ mean score 3.62 was higher than males’ mean score 3.42 in case of computer operation. It meant that the females wholeheartedly continued working on the computers. Again the females had library use (information searching) skills non-significantly higher (P>0.05) than the males. The Baro’s (2011) survey results showing females’ skills poor disagreed with the findings of the present study.
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Table-4.41 Information Identifying and Locating Skills (n = 890) Variables Males Females t-ratio P. Mean SD Mean SD value Catalogue 3.07 1.228 3.24 1.134 -2.139 .033 Kardex (record of 2.90 1.149 3.16 1.100 -3.293 .001 periodicals) Library Staff 3.54 1.190 3.46 1.136 .894 .372 Total Average Mean 3.17 3.29 Scale Values: 1. V. poor; 2. Poor; 3. Uncertain; 4. Good; 5. V. Good 4.4.9. INFORMATION IDENTIFYING AND LOCATING SKILLS The average perception of males and females regarding various attributes of information identifying and locating skills through (Card Catalogue, Kardex (record of periodicals) and Library Staff) were tested to find out the status of respective skills and displayed in Table 4.41. The total average mean of both the genders i.e. males’ (mean score 3.17) and females’ (mean score 3.29) was ‘uncertain’. Both the genders seemed to have availed card catalogue available in soft print being operated by the library staff for finding information in the library. The statistical statement resulting that average perception of females was ‘uncertain’ significantly higher (P<0.05) as compared to that of the male partners regarding use of card catalogue and Kardex. The females depended more on card catalogue available in soft form being operated by the library staff. The males’ skills to access to the desired information with the help of the library staff were ‘good’ i.e. (mean score 3.54) non-significantly higher (P>0.05) than that of the females’ (mean score 3.46) (See Table 4.38). The results suggested that the males and females of the UoP have, on an average mean, same identifying and locating skills by availing help of the library staff. The findings of Baro (2011) disagreed as the current results were totally different to that.
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SECTION V – LIBRARY STAFF AND LIBRARY Table-4.42 Level of Satisfaction with Library Staff, Central Library, University of Peshawar (n = 890) Variables Males Females t-ratio P. Mean SD Mean SD value Know/helpful in operation of e- 3.22 1.203 3.38 1.103 -2.069 .039 sources Understanding question/demand 3.18 1.187 3.30 1.192 -1.432 .153 Take interest in me and my 3.16 1.197 3.22 1.142 -.691 .490 needs Cooperation in searching 3.33 1.212 3.37 1.147 -.490 .624 materials/selecting project Provide quality services 3.26 1.205 3.40 1.105 -1.786 .074 Total Average Mean 3.23 3.33 Scale Values: 1. V. Dissatisfied; 2. Dissatisfied; 3. No opinion; 4. Satisfied; 5. V. Satisfied 4.4.10. LEVEL OF SATISFACTION WITH LIBRARY STAFF, CENTRAL LIBRARY, UNIVERSITY OF PESHAWAR To investigate service level of library staff of the Central Library, UoP, the two groups’ Gender-wise participants were asked five different questions to answer about their level of satisfaction with the listed services offered by the library staff. For each level of satisfaction, independent sample t-test was applied and the results are presented in Table 4.42. The total average mean of females i.e. 3.33 was higher than the total average mean of males i.e. 3.23, as both expressed ‘no opinion’ with listed services offered by the library staff (see Table 4.17). The females level of ‘no opinion’ was significantly higher (P<0.05) than that of the males regarding ‘know/helpful in operation of e-resources’ extended by the library staff i.e. mean value 3.38 and 3.22 respectively (see Table. 4.40) The females level of ‘no opinion’ was non-significantly higher (P>0.05) than that of the male participants in respect of ‘provide quality services’, ‘cooperation in searching materials/selecting project’, ‘understanding question/demand’ and ‘take interest in me and my needs’. Likely the participants did not need to demand help from the library staff as they could achieve the listed services themselves or the library staff was not proficient enough to fulfill satisfactorily their information desires. Halder, Ray and Chakrabarty (2010) study supported to a maximum extent the findings of the current study.
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Table-4.43 Rate of effectiveness & frequency of difficulty feeling at Central Library, UoP (n = 890) Variables Males Females t-ratio P. Mean SD Mean SD value Frequency of feeling 2.79 .783 2.68 .702 1.944 .052 difficulty while searching information in Central Library, University of Peshawar Rate of effectiveness of 2.93 1.192 3.06 1.196 -1.449 .148 the Central Library, University of Peshawar Effectiveness, Scale Values: 1. Not at all, 2. 1-25%, 3. 26-50%, 4. 51-75%, 5. 76-100% Difficulty, Scale Values: 1. Never, 2. Rarely, 3. Sometimes, 4. Frequently, 5. Very Frequently
4.4.11. RATE OF EFFECTIVENESS & FREQUENCY OF DIFFICULTY AT CENTRAL LIBRARY, UOP The sampled users were asked to state frequency of difficulty they faced during searching information and effectiveness of services provided by the Central Library, UoP. The independent sample t-test was applied for generation of comparative results which are placed in Table 4.43. It was observed that both the genders felt difficulty ‘sometimes’, however, the males’ difficulty (mean score 2.79) were non-significantly more (P>0.05) than that of the females’ (mean score 2.68) during searching information because of being busy in various social responsibilities i.e. to purchase clothes, foot wears, medicines for family members or to look after relative patients in the hospitals. Overall, the rate of effectiveness of the Central Library, UoP was 50% of both genders, recorded comparatively i.e. males, (mean score 2.93) was non- significantly lower (P>0.05) than that of the females’ (mean score 3.06) (See Tables 4.35, 4.36 & 4.44). These results suggested that the Central Library could not provide 100% required information to the respondents. Similarly there were not found any notable difference in information seeking behaviour of males and females when Preez (2008) interviewed them for completion of her master thesis.
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Table-4.44 Level of Anxiety (problems), Using Resources at Central Library, UoP, (n = 890) Variables Males Females t-ratio P. Mean SD Mean SD value Some information materials are 3.16 1.234 2.84 1.322 3.415 .001 old/obsolete Inadequacy/unavailability of 3.27 1.272 3.04 1.313 2.425 .016 digital/e-sources Required material not available 2.81 1.304 2.69 1.273 1.277 .202 Lack of adequate publicity of 2.97 1.192 2.86 1.099 1.282 .200 available resources Shortage of printed information 2.99 1.273 2.88 1.271 1.102 .271 source Lack of resource-sharing at the 3.21 1.295 3.14 1.338 .685 .494 local/national /international levels Due to library rules/regulations 2.89 1.331 2.77 1.233 1.284 .200 Too much information to deal 2.83 1.182 2.91 1.156 -.856 .392 with Disorganized collection in 2.81 1.233 2.82 1.264 -.104 .917 library Lack of my personal knowledge 2.95 1.292 2.98 1.311 -.340 .734 in searching library sources Clash of timings b/w my classes 2.83 1.387 2.97 1.331 -1.409 .159 and library hours Absence of encouragement for 2.86 1.287 2.97 1.259 -1.272 .204 using the library Lack of time 2.93 1.322 2.97 1.277 -.465 .642 Total Average Mean 2.96 2.91 Scale Values: 1. Not anxiety; 2. Somewhat anxiety; 3. Uncertain; 4. Anxiety; 5.High anxiety
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4.4.12. LEVEL OF ANXIETY (PROBLEMS), USING RESOURCES AT CENTRAL LIBRARY, UOP: To be acquainted with gravity of the problem, the male and female participants of this survey were asked to tick any one of the problems listed in Table 4.44. An independent sample t- test was applied for generation of the results. The total average mean of both the males and females indicated that they were ‘somewhat anxious’ about the resources as listed in the following Table 4.44 (see Tables 4.42 & 4.43). However, collective average perception of males was higher as compared to that of the female partners. The males felt ‘somewhat anxiety’ significantly higher (P<0.05) than the female users regarding ‘some information materials were old’ and e-resources were ‘unavailable’ or ‘inadequate’. The males felt these problems more seriously than the females because of the facilities available were low than their expectations or they could compensate the deficiencies elsewhere. All the remaining resources were ticked as ‘somewhat anxiety’ by both the genders, showing non-significant differences (P>0.05). The males had higher perception (P>0.05) with ‘required material not available’, ‘lack of adequate publicity of available resources’, ‘shortage of printed information sources’, ‘lack of resource sharing and ‘library rules/regulations’. Whereas the females perception was non-significantly higher (P>0.05) as compared to the males in respect of resources like ‘too much information to deal’, ‘disorganized collection in library’, ‘lack of their personal knowledge in searching library sources’, ‘clash of timings’ between their classes and library hours’, ‘absence of encouragement for using the library’ and ‘lack of time’. All of these thirteen problems normally exist to some extent in every library because of prevailed imperfection and self deficiencies of the participants also add to disappointment. It meant that the library resources do not match to address the respective problems faced by the users as mentioned in preceding analyses. However, intensity of ‘anxiety’ of both the genders (males & females) with the information resources was not much severe. The findings of Baro (2011) proved the point made through the present investigation.
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4.4.13. SUMMARY: All the participants of this study acknowledged their dependence on the resources of the Central Library. They visited the library as and when information was needed. They used printed materials, e-resources, newspapers and bulletins; journals for academic development, general updating and to stay satisfied. Their stay lasted 2-3 hours per week for reading in a peaceful environment of the library. The teachers visited the library more frequently and for longer duration as compared to the students in case of reading printed materials, whereas the students visited it (Central Library) more than the teachers for reading newspapers. The males visited the library more for reading newspapers and seeking help of the library staff as compared to the females The females went there more frequently for shorter time to read the reading materials in complete silence as compared to the males. Though the respondents faced difficulties sometimes yet retrieved 50% of their required information during search of information in the library. However, the participants did not take any problem as ‘highly anxious’. The respondents’ information searching skills were less developed. The teachers used subject books and general books more than the students whereas the students used bulletins, non-book materials and e-resources more than the teachers for academic and general development. The students mostly utilized informal sources to meet deficiency of their information requirements. Males used the general books, newspapers and e-resources more than their female counterparts. The highest level of satisfaction was placed on the subject books, e-resources, reference books, newspapers and general books Whereas no ‘dissatisfaction’ was expressed about any of the resource in the library. The teaching faculty showed 'satisfaction’ more than the students with the e- sources, reference materials and particularly services offered by the library staff in respect of ‘searching materials/selecting project’. The students were ‘satisfied’ more than the staff with newspapers at the Central Library. The females were satisfied more than males with the reference books. The participants ‘preferred’ printed materials followed by electronic information sources written in mother or non-mother tongues.
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CHAPTER 5 CONCLUSION AND FUTURE DIRECTIONS
In this chapter five major findings of the research study will be discussed and suggestions will be given for improving the Information Seeking Behaviour (ISB)of the Teaching Faculty and Master (Previous &Final Year Students) (TF & MPFYS) in use of the Central Library, UoP. 5.1. FINDINGS Exercising Information Seeking Behaviour by the users on library resources has had a remarkable impact. To survey users’ ISB during use of the library has remained an interesting subject of library and information science research. The present research has achieved its aims and has summarized the impact of the users’ ISB on library resources and also reflecting the impact of library resources on ISB of the users (TF & MPFYS) of the UoP as under: A. General (Total Respondents) Findings: 1. There was neither a library hand book nor library orientation programme that could help the users. 2. The funds allocated for purchase of literary materials was insufficient i.e. Rs. 10 million per annum fell short due to inflation in book prices. However, for purchase of periodicals including newspapers Rs. 0.25 million per annum was adequate. 3. The Central Library, UoP had more than three 3, 00,000 reading materials. It was one of the 4 (7%) university libraries in Pakistan having more than 2, 00,000 literary resources. 4. The Central Library, UoP did not extend electronic reference services to its readers. 5. The research study like ISB of users in the use of the Central Library, UoP resources has not been undertaken before. 6. Almost all the listed sources of information were more or less used, placed at least in one of the categorized status of importance, used the resources through any one of the frequencies and the level of satisfaction. 7. The subject books have been found to be of utmost frequent usable resources with great importance as well as satisfaction to the TF & MPFYS for meeting their academic requirements during use of the Central Library, UoP. 8. Generally, the newspapers and general books were used as resources to update the users. 9. Printed and e-resources earned great demand from the respondents. 10. The TF & MPFYS could fulfill only50% of their information requirements from the information sources provided in printed and electronic formats mostly available in English or Urdu medium. 11. The main purpose to visit the Central Library, UoP by the TF & MPFYS had been to consult printed materials, e-resources and issue/return of reading
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materials provided in a conducive environment. Otherwise, they visited it as and when any information was needed and stayed there for 2-3 hours. 12. The respondents, particularly the teachers, had good skills as well as they sought help from the library staff. 13. The users were completely unaware about Kardex. 14. The respondents’ satisfaction level with library staff of the Central Library, UoP be rated as fair. 15. The respondents had several problems during their visits to the Central, UoP. B. Status-wise comparison (Teachers and Students): 16. The teaching faculty used subject books and general books more than the students for academic and general development respectively. 17. The students were using bulletins and journals more than the teachers followed by papers delivered at conferences, non-book materials and e- resources being of common interest to the youth. 18. The abstracts & reviews followed by primary materials, research/ survey/technical reports, papers delivered at conferences and e-resources were of more importance to the faculty than students. 19. The subject books followed by general books were more helpful to the students as compared to the teachers. 20. The teachers were found frequently users of printed materials followed by e- resources while the students had been frequent users of non-book materials. 21. The satisfaction level of teachers was higher than the students regarding reference books, govt publications, abstracts & reviews and e-resources. 22. The students had higher satisfaction than the teachers in case of newspapers. 23. The teaching staff preferred printed materials in non-mother tongue (English, Arabic & Persian) more than the students. 24. The students preferred to read information sources in mother tongue as it was easy for them to comprehend. 25. The faculty more frequently visited the Central Library, UoP and also spent more time (hours per week) therein. 26. The teachers visited Central Library, UoP more than the students in order to read printed materials, to get help from the library staff in a friendly manner and to have disturbance free environment. 27. The students’ purpose of visit to the Central Library was higher than the teachers to read newspapers. 28. The students faced more problems than the teachers while searching information in the Central Library. C. Gender-wise comparison (Males and Females): 29. The male respondents used general books, reference books, govt publications, newspapers, primary materials and e-resources more than the female participants for related purposes.
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30. The females gave more importance to the e-resources as compared to the males. 31. The males used e-resources ‘frequently’ significantly higher (P<0.05) than the females. 32. The males visited the library significantly more (P<0.05) than the female respondents for reading newspapers and getting help of the library staff. 33. The females visited the library significantly (P<0.05) more than their male counterparts to study in silence but stayed there for shorter time. 34. The male respondents visited the Central Library, UoP ‘less frequently’ but stayed for longer time as compared to the females. Thus both the genders used the library equally. 35. The males and females of the UoP have, on the average mean, same searching, operating, identifying and locating skills while using resources of the Central Library. 36. Both the genders faced difficulty ‘sometimes’ and received ‘50% of their required information’ during use of resources in the Central Library, UoP. 37. The males felt ‘somewhat anxiety’ significantly higher than their female counterparts. 5.2. AIMS: 1. To explore information needs and information seeking behaviour of TF & MPFYS in the Central Library, UoP. 2. To investigate information resources used by TF & MPFYS in the Central Library, UoP. 3. To analyze the extent up to which existing information resources in the Central Library, UoP meet the needs of TF & MPFYS. 5.3. OBJECTIVES (OBJ)(S): This study is mainly focused on achieving the following objectives: 1. To analyze the needs and purposes for which the Teaching Faculty (TF) and Master (Previous & Final Year Students) (MPFYS) of the University of Peshawar used resources of the Central Library (Aims 1 & 2, H 1 and RQs 1- 4). 2. To measure the level of importance and satisfaction of the staff and students of the University of Peshawar in using the information resources and services of the Central Library (Aims 2 & 3, H 2 and RQ 5). 3. To find out the frequency of visits made and extent of information resources used in the Central Library by the staff and students of the University of Peshawar (Aims 2 & 3, H 3 and RQ 6). 4. To assess searching behaviour of the teachers and students using information resources of the Central Library (Aims 1 & 2, H 4 and RQ 7). 5. To know about the format of information sources of the Central Library as preferred by the TF & MPFYS (Aims 1, 2 & 3, H 5 & RQ 1).
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6. To identify the problems faced by the faculty and students while searching information in the Central Library of the University of Peshawar (Aims 1, 2 & 3, H 6 and RQ 8). 5.4. HYPOTHESES (H(S): 1. The teaching faculty and students of the University of Peshawar depend on resources of the Central Library to fulfill their academic needs and purposes. 2. Administrative management of the library staff does not commensurate with the information seeking desires of the staff and students in retrieving information in the Central Library. 3. The more the TF & MPFYS are satisfied with the available resources in the Central Library, the more they visit it and the less they are satisfied with the resources, the less they visit it. 4. Guidance and orientation help increase the use of information resources by the teaching staff and students in the Central Library of the University of Peshawar. 5. Users of the information sources in the Central Library do not depend on mono type of reading materials. 6. The faculty and students of the University of Peshawar face problems while using resources in the Central Library. 5.5. RESEARCH QUESTIONS (RQ(S): There are a number of key research questions that have been framed to investigate this research problem. Each main question has a number of connected sub- questions which are placed in a self-explanatory questionnaire (Appendix-VIII). However, the main questions are as below: 1. What sort of information resources do the teaching faculty and students of the University of Peshawar use in the Central Library? 2. What are the reasons for the information needs that apply to the faculty and students of the University of Peshawar for teaching and learning? 3. Do the information needs and information seeking behaviour of the respondents differ with respect to their status? 4. Do the information needs and information seeking behaviour of the users differ in accordance with their gender? 5. Are the staff and students satisfied with the resources of the Central Library, UoP? 6. How often do the TF & MPFYS of the University of Peshawar use the Central Library? 7. How efficient are the TF & MPFYS in accessing information in the Central Library, UoP? 8. Which are the problems in the way of retrieving information resources/services by the faculty and students?
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5.6. DISCUSSION (TO PROVE AIMS, OBJECTIVES (OBJ(S), HYPOTHESES (H(S) AND RESEARCH QUESTIONS (RQ(S): 1. PURPOSE OF USE OF RESOURCES: Objective 1: To analyze the needs and purpose for which the Teaching Faculty (TF) and Master (Previous & Final Year Students) (MPFYS) of the University of Peshawar use resources of the Central Library (Aims 1 & 2, H 1, and RQs 1 - 4). This objective met with the aims 1 & 2 associating hypothesis 1 and RQs 1- 4 of the study. The results of the data analyzed indicated that the respondents’ academic activity required information for a number of reasons. The TF & MPFYS used all listed 12 types of sources: subject books, general books, reference books, govt publications, bulletins, newspapers, abstracts & reviews, primary materials, research materials, papers delivered at conferences, non-book materials and e-resources. The respondents used the resources for fulfilling the needs and purposes were: Newspapers, bulletin; journals and non-book materials for personal-cum- professional development (e.g. public matters and continuous education). A big part of the sources like govt documents, e-resources, papers delivered at conferences, abstracts & reviews, reference books, and research works were used to satisfy their learning curiosity. However, subject books and primary materials came in use to meet their academic needs (i.e. class work, assignments writing and research work). The sources used for the purposes as mentioned had relevant rationale and sustained good practice. The teaching faculty used subject books and general books for sustaining command on the subject proficiency and general learning. Whereas the students excessively used bulletins; journals being of common interest to the youth, papers delivered at conferences bearing relevant information, non-book materials for getting awareness about admission rules & regulation of different institutions and e-resources on account of easily accessible. The male participants used general books, reference books, govt documents, newspapers, primary materials and e-resources more than the female participants used for their general, public, research and professional updating; remove confusion and easy access to the wanted information. All the respondents acknowledged visiting the Central Library for consulting the aforementioned information resources particularly the printed materials and e-resources in a peaceful environment and issue/return the reading materials for home reading. The teachers visited it more than the students for reading printed materials for academic and general information in complete silence. Whereas the students visited it often for reading newspapers.
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The males visited the library more than the female participants for reading newspapers and getting help from the library staff. On the other hand females paid more visits than the males to the library for reading in complete silence. The teaching faculty & students make their academic work proactive with the help of resources used in the Central Library, UoP. Thus aims 1 & 2 and H 1 were proved correct and RQs 1 - 4 were answered as well. 2. LEVL OF IMPORTANCE AND SATISFACTION: Objective 2: To measure the level of importance and satisfaction of the staff and students of the University of Peshawar in using the information resources and services of the Central Library (Aims 2 & 3, H 2 and RQ 5). This objective coordinated aims 2 & 3, H 2 and RQ 5 and marked the hypothesis proven valid with answer to the RQ. The general results (total average mean 3.51) indicated that the respondents considered most of the listed resources ‘important’ in the Central Library but were ‘uncertain’ with them as experienced from (total average mean 3.44 ‘no opinion’ expressing their ‘disinterest’ with the resources (Table 4.11, p.63). It showed that they were not happy fully with the resources, otherwise, would have marked ‘satisfied’ against all the listed resources. It proved that the administrative management of the library staff did not commensurate with information seeking desire of the subject users. However, it was worth noting that they did not mark any resource ‘non- important’ or ‘dissatisfied’ as argued in the succeeding lines. The highest level of ‘importance’ and ‘satisfaction’ was placed on subject books, e-resources, reference books, newspapers and general books for the purpose to be abreast with the latest subject and general developments. The faculty placed more ‘importance’ and satisfaction’ on e-resources, primary materials and research/survey reports for having their desired information. The students considered subject books, general books and newspapers more important than the faculty staff. The males gave more weightage to conference papers and the females adhered to e-resources and reference books as compared to the males. All the respondents expressed ‘no opinion’ except the teachers who found ‘satisfactory’ the services offered by the library staff regarding ‘cooperation in searching materials/selecting project’. 3. FREQUENCY AND EXTENT OF INFORMATION RESOURCES: Objective 3: To find out the frequency of visits made and extent of information resources used in the Central Library by the staff and students of the University of Peshawar (Aims 2 & 3, H 3 and RQ 6).
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This objective accomplished aims 2 & 3; H 3 and RQ 6. All the participants visited and stayed 2-3 hours per week in the Central Library as and when they desired information. Of course they visited the library but stayed there for a little time to consult subject books, newspapers, e-resources, reference books and general books. The sources which could not attract the participants so frequently were: bulletins; journals, research/survey reports and abstracts & reviews. The participants did not take interest in reading these materials or were available to them elsewhere. Each source more or less times was used. These resources could fulfill 50% requirements of the participants. The faculty paid comparatively more frequent visits to the Central Library spending there more time as compared to the students. The female respondents (as a whole), though paid more frequent visits to the library but their stay was shorter than that of the male participants. All the respondents faced difficulty ‘sometimes’ during search of information in the library. On the other hand the library resources could provide only 50% of their required information and the remaining needed to be sought elsewhere. It resulted in the ‘less frequent’ visits of the respondents to the resources and their stay there for short time. Obviously the respondents would have paid more frequent visits with longer time stay in the Central Library if they had been fully satisfied with its resources. Since, they were not fully satisfied which caused them to visit it less frequently for short time (i.e. 2-3 hours per week). Therefore, hypothesis 3 “The more the TF & MPFYS are satisfied with the available resources in the Central Library, the more they visit it and the less they are satisfied with the resources, the less they visit it” was proved valid and RQ 6 answered. 4. ASSESSMENT OF INFORMATION SEARCHING BEHAVIOUR: Objective 4: To assess searching behaviour of the teachers and students using information resources of the Central Library (Aims 1 & 2, H 4 and RQ 7). This objective achieved aims 1 & 2, H 4 and RQ 7, the respondents did not have ‘good’ skills to search (library use, identification & location skills) for searching information in the library. The respondents expressed ‘uncertain’ to search information through the card catalogue and Kardex as they could access the available information through a computerized bibliographic description, operated by a computer operator at the counter. However, the respondents, particularly the teaching staff had ‘good’ skills to seek help from the library staff,
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The females had higher (P<0.05) skills to operate computers on account of self working attitude and availing practical help of the library officials. What all that was due to visiting the library off and on and for very short time (2-3 hours per week). The shortage of the resources also caused disinterest in searching information by the respondents in the Central Library. It proved that the users would have had good searching skills if the administration (library staff) had provided them guidance, orientation and operation skills for using library resources. Therefore, the authorities need to arrange properly more orientation and user education programmes for the TF & MPFYS for enhancing their information searching; information identifying and locating skills. Resultantly, the respondents showed weak skills in information searching because the library staff had not arranged proper orientation. Therefore, the hypothesis 4 was accepted as valid and RQ 7 answered in the above findings. 5. PREFERRED FORMAT/LANGUAGE OF INFORMATION SOURCES: Objective 5: To know about the format of information sources of the Central Library as preferred by the TF & MPFYS (Aims 1, 2 & 3, H 5 & RQ1). This objective encompasses aims 1, 2 & 3, H 5, and RQ1. The respondents ‘preferred’ both printed and electronic information sources written in ‘mother’ or ‘non-mother tongues’ if related to their work. Actually the library did not have the resources in mother tongues except for the TF & MPFYS of the departments like Pashto and Urdu. The non-printed materials were not considered. It was presumed that the printed and e-sources could fulfill information needs of the TF & MPFYS in non-mother languages. The faculty members gave higher ‘preference’ to the printed materials authored in non-mother languages. While the students ‘preferred’ the sources in mother tongues if available in the library. It was proved that the participants brought in use multifarious sources and languages, as monotype (book) materials in single language could not meet their information needs and desires. The respondents depended on reading materials available in multiple formats and languages in the Central Library, UoP. Hypothesis 5 “Users of the information sources in the Central Library, University of Peshawar do not depend on mono type reading materials” is proved correct and the RQ 1 answered.
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6. IDENTIFICATION OF THE PROBLEMS: Objective 6: To identify the problems faced by the faculty and students while searching information in the Central Library of the University of Peshawar (Aims 1, 2 & 3, H 6 & RQ 8). The above objective encompassed aims 1, 2 & 3, H 6 and RQ 8 of this study. The foremost problem was lack of resource-sharing at all levels. Followed by inadequacy & unavailability of digital & e-sources and some information materials being old/obsolete. On an overall basis, the respondents indicated ‘somewhat anxiety’ with the library resources. The students felt ‘somewhat anxiety’ more than the teachers regarding: Lack of their ‘personal knowledge in search of library resources, Library rules and regulations, Lack of time, Less experience, Non-existence of orientation measures about the library resources and Scheduled consecutive attendance of classes and other academic activities respectively. The male respondents expressed higher concern than their respective counterparts over some of the library materials being old, followed by e- resources in in-consistent status. However, the difficulties were not so much different and severe among relevant groups. Hypothesis 6 proved to be valid as the participants reported difficulties which they encountered during use of the library resources. This statement answers RQ 8. From time to time it needs to conduct a survey and the difficulties be minimized. 5.7. SUGGESTIONS OFFERED FOR IMPROVING INFORMATION SERVICES OF THE CENTRAL LIBRARY, UOP: The findings made it feasible to offer some suggestions that would help improving ISB of the TF & MPFYS integrated to use of resources of the Central Library, UoP. 1. To compile and then issue library hand-book/library guide to a reader at the time when he/she gets membership of the library. It would guide the users in a better way. 2. Though budget of the Central Library, UoP is adequate, yet in order to provide standard and effective information services to the users, special budget be given for special services i.e. current awareness services, digitization, carrel provision and beautification of the library needs excessive allocation, planning
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and proper utilization. 3. Different committees should be constituted i.e. library services committee, book selection committee, library maintenance committee, information literacy committee, software; training and skills committee. 4. Addition to the collection should be after due consultation with the different academic units. 5. It is suggested that collections should be developed in an impartial manner giving due preference and share to the printed, electronic, non-printed and non-book materials respectively. Moreover, the library should spend on developing library home page to provide web-based services to their readers. 6. Information should be acquired and made available as and when demanded by the users. 7. The Central Library, UoP should manage more library services i.e. (circulation of common readings, electronic reference service, and new arrivals’ lists) to its readers. 8. Title and contents alert services should be initiated. 9. Providing indexing and abstracting services might improve searching and academic achievements. 10. Photocopy services, softcopy facility and taking print of downloaded information be provided on non-profit rates. 11. The text messages and prizes for those who make frequent use of the library be considered as incentives and for promotion of use of library resources. The said services should be introduced in library electronic resources services. 12. More computer systems be provided with internet facility. The University library should possess the latest computer system along with necessary accessories i.e. printers; scanners; DVD writers; CD Writers and Bar Code Readers. It is also advisable to have good integrated multilingual latest version software. To protect the systems from virus attack, active latest version anti-virus software available need to protect the electronic system. 13. The academic staff and library staff should encourage the users for promotion of the library resources. 14. Electricity failure causes a major impediment to the smooth operation of the library. To resolve this problem, alternate energy resources i.e. Uninterruptible Power Supply (UPS) or generator be arranged on regular basis. 15. It is suggested to enroll Information Technology (IT) trained Library and Information Science faculty and library professional staff. 16. The professionals be provided with periodic training on the emerging library trends. 17. Time demands that the curriculum of Library and Information Science Department is regularly and continuously reviewed and revised particularly in the area of modern library trends. 18. Manpower as per authorized strength be added to the Central Library, UoP.
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19. The literary materials be digitized as already planned under future projects at the earliest possible. 20. The Incharge of automation and digitization section must have Master Degree in Library and Information Science in addition to Master Degree in Computer Science or Information Technology or Diploma in IT. 21. The Central Library, UoP should guide the seminar libraries about latest related developments. 22. There should be inter-posting of the library staff across the UoP. Internal postings tenure should also be fixed. 23. Turnover of duties be properly scheduled. 24. Readers’ advisory service and orientation programmes need proper launching as sixty one percent public sector university libraries impart user education on modern library trends to their users. 25. To impart information searching techniques and operating electronic equipment training to the users should be part of library orientation drive. 26. The users be made able to find out information through bibliographical sources. 27. Access to library materials through Local Area Network (LAN) and Wide Area Network (WAN) justify their establishment. 28. The library reading halls should strictly maintain silence and declare these as silence zones. 29. As weekends are off, the library management should give overtime payment to the library staff for keeping the library open. 30. The old learning resources need replacement. 31. This library should also provide the Selective Dissemination of Information (SDI) services as more than fifty percent university libraries in the country provide SDI, Current Awareness Services (CAS) and Newspapers’ Clipping Services. 32. Subject books are top prioritized publications, particularly required by the TF; therefore, the library should enhance its acquisition. 33. General books pertaining to academic themes be acquired for this library as the TF usually use them for broadening the scope of their academic pursuits. 34. More newspapers bearing international news and affairs be acquired for the Central library, UoP. 35. For the students, literary sources should be provided in their mother languages, if possible. 36. In order of priority i.e. printed, electronic, non-printed and the non-book materials be provided to the users of the Central Library, UoP. 37. Library working hours should take into consideration the users’ class schedules and accommodate the users with more opening hours. 38. The deficient resources, specially inadequate and unavailable e-resources,
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need to be boosted/updated so that use of the Central Library, UoP is more effective. 39. The scholastic information mostly needed by the faculty for enhancing their knowledge and research spheres needs provision. 40. Some library materials like bulletins, research reports, primary materials, abstracts, non-book materials, papers delivered at conferences and govt publications do not fulfill the respondents’ needs like other reading materials. Therefore, it needs further research to point out the actual reasons. 41. The participants are not aware of the Kardex, therefore, they be properly guided and explained to promote readership. 42. The library staff should be more forthcoming and extend help to each and every user irrespective of their status and gender. 43. The library rules/regulations should be user-friendly in promoting and adding more users to the library and not driving them away. 44. The TF & MPFYS should be facilitated attending seminars/conferences for academic promotion. 5.8. SUGGESTIONS FOR FURTHER RESEARCH: 1. This study should be replicated after every ten years. 2. Information seeking behaviour of users of the Central Library, University of Engineering and Technology (UET), Peshawar. 3. Assessment of physical facilities available to the users of the Central Library, UoP. 4. Comparative study of use of the Central Library, UoP with other central libraries in the province or country. 5. What other channels be used if information is not available in the Central Library, UoP? 6. Comparative study of reading habits of the science faculties and social sciences faculties during use of resources in the Central Library, UoP. 7. Comparative study of the Management & Information science faculties and Arts & Humanities faculties during use of resources in the Central Library, UoP. 8. Studies should be conducted to assess the formal and informal information requirements of the users.
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5.9. CONTRIBUTION TO KNOWLEDGE: This study has covered the basic library resources and services of one of the highest academic institutions in the KPK. It has shown impact of ISB of the TF & MPFYS on library resources and counter impact of the library resources on the relevant ISB. It has rationally contributed to the central library resources and to the ways users applied for attaining their desired information needs. It will demonstrate a clear picture of the ISB of the TF & MPFYS related to the resources of the Central Library of a university. All the responsible will find a guideline to achieve objectives of an information resource centre in a highest educational set up like the University of Peshawar. 5.10. SUMMARY: It is concluded that application and extension of the information provision to the users after discovery of their different ISB, will enhance getting highest scores. The foremost importance was given to the printed sources followed by electronic sources in mother tongue or non-mother tongue relevant to their academic needs. There were some problems faced by the users while using resources in the Central Library. The main findings of the investigation were once again summarized in light of the measurement tools. Those measurement tools were three main aims, six objectives, six hypotheses and eight research questions (RQs) already addressed in chapter one and discussed at length in chapter 5. Recommendations, suggestions, further topics similar to this study formed parts of this current investigation. References and appendices are given at the end of this chapter.
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Niu, X., & Hemminger, B. M. (2011).A study of factors that affect the information- seeking behavior of academic scientists. Journal of the American Society for Information Science and Technology. Retrieved July 11, 2016 from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.470.9950&rep=rep 1&type=pdf Nicholson, N., & Bartlett, E. (1996).Who uses university libraries. College and Research Libraries, 23(3), 217-220. Okoye, M. O. (2013).User education in Federal University Libraries: A study of trends and developments in Nigeria. Library Philosophy and Practice (e journal). 942. Retrieved December 05, 2017 from http://digitalcommons. unl.edu/libphilprac/942/ Orlu, A. D. (2016). Information seeking behaviour of Masters Students: Affective and behavioural dimensions. Library Philosophy and Practice (e-journal,). Retrieved December 05, 2017 from http://digitalcommons.unl.edu/ libphilprac/1387 Owolabi, K.A., & Jimoh, M. A. (2010). Information seeking behaviour of polytechnic students: the case of Akanuibiam Federal Polytechnic. Library Philosophy and Practice 2010 (February), 1. Paisley, W. (1968). Information needs and uses. Annual Review of Information Science and Technology, 3, 1-30. Pelzer, N. L., & Leysen, J. M. (1988). Library use and information-seeking behaviour of veterinary medical students. Bulletin of the Medical Association, 76(4), 328- 33. Perry, C. (1995). Travelers on the internet: a survey of internet users. Online, 19(2), 29-34. Pezeshki-Rad, G., & Zamani, N. (2005). Information seeking behaviour of Iranian extension managers and specialists. Information Research, 10(3), 1-8. PKONWEB. Pakistan’s literacy rate stands at 58%. Retrieved December 07, 2015 from http://www.pkonweb.com/2015/06/pakistans-literacy-rate-stand-at 58-un-target-of-88-by-2015-missed/ Powell, R. (1997). Basic research methods for librarians.(3rd ed.). England: Ablex Publishing, 66-67& 90. Powell & Ellen, T. (1998). Program development and evaluation. University of Wisconsin. Retrieved February 03, 2014 from www.uwesc.edu/ces/tobaccoeval/resources/surveychart.html Preez, M. D. (2008). Information needs and information-seeking behaviour of consulting engineers: a qualitative investigation.(Master Thesis University of South-Africa). South-Africa: 16 & 342. Retrieved December 07, 2015 from http://uir.unisa.ac.za/handle/10500/1941 Product. In: Pakistanpaedia. Retrieved July 20, 2014 fromhttp://pakistanpaedia.com/ psr/peshawar.html Prytherch, R. (comp.). (2005). Harrod’s Librarians’ Glossary and Reference Book: a directory of over10,200 terms, organizations, projects and acronyms in the areas of information management, library science, publishing and archive
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APPENDICES APPENDIX-I LIST OF FACULTIES WITH COMPLETE ACADEMIC UNITS OF THE UOP 1. Faculty of Arts and Humanities 1.1.Department of Archaeology 1.2.Department of Anthropology 1.3.Department of History 1.4.Department of English and Applied Linguistics 1.5.Department of Philosophy 1.6.Department of Arts and Design 2. Faculty of Islamic and Oriental Studies 2.1.Department of Arabic 2.2.Department of Islamiat 2.3.Department of Pashto 2.4.Department of Urdu Language & Literature 2.5.Department of Persian language & Literature 2.6.Pashto Academy 3. Faculty of Life and Environmental Sciences 3.1.*Centre of Biotechnology & Microbiology 3.2.Department of Botany 3.3.Institute of Chemical Sciences 3.4.Department of Environmental Science 3.5.Department of Geography 3.6.Department of Urban & Regional Planning 3.7.Department of Geology 3.8.Department of Zoology 3.9.Department of Pharmacy 3.10. *Centre for Disaster Preparedness and Management 3.11. *Centre of Plant Biodiversity 4. Faculty of Management and Information Sciences 4.1.Department of Journalism & Mass Communications 4.2.Department of Library & Information Science 4.3.College of Home Economics 4.4.Quaid-e-Azam College of Commerce 4.5.Institute of Management Studies 5. Faculty of Numerical & Physical Sciences 5.1.Department of Computer Science 5.2. Department of Physics 5.3.Department of Electronics 5.4.Department of Mathematics 5.5.Department of Statistics
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6. Faculty of Social Sciences 6.1.Department of Economics 6.2.Institute of Education and Research 6.3.Department of International Relations 6.4.Department of Political Science 6.5.Law College 6.6.Department of Psychology 6.7.Department of Social Work 6.8.Department of Sociology 6.9.Department of Gender Studies 6.10. Department of Regional Studies 6.11. Institute for Peace and Conflict Studies Jinnah College for Women, UoP Hakeem Abdul Jalil Nadvi College for Boys, UoP University Public School (UPS) for Boys, UoP University Model School (UMS) for Girls, UoP **National Centre of Excellence in Physical Chemistry, UoP ** National Centre of Excellence in Geology, UoP **Area Study Centre (Russia, China, Afghanistan & Central Asia), UoP **Pak Study Centre, UoP **Sheikh Zayed Islamic Centre, UoP
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APPENDIX -II LIST OF UNIVERSITIES IN KPK 1. Abdul Wali Khan University, Mardan (AWKUM) 2. Bacha Khan University, Charsadda 3. Gomal University, D.I. Khan 4. Hazara University, Dodhial, Mansehra 5. Institute of Management Science (IMS), Hayatabad 6. Islamia College University, Peshawar 7. Khushal Khan Khattak University, Karak 8. Khyber Medical University, Peshawar 9. Khyber Pakhtunkhwa Agricultural University, Peshawar 10. Kohat University of Science & Technology (KUST), Kohat. 11. NWFP University of Engineering & Technology, Peshawar 12. Shaheed Benazir Bhutto University, Sheriangal, Dir 13. Shaheed Benazir Bhutto Women University, Peshawar 14. University of FATA, FR, Kohat 15. University of Haripur, Haripur 16. University of Malakand, Chakdara, Malakand 17. University of Peshawar, Peshawar 18. University of Science & Technology, Bannu 19. University of Swabi, Swabi 20. University of Swat, Swat
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APPENDIX-III DRAFT QUESTIONNAIRE BEFORE EXPERT REVIEW University of Sindh, Jamshoro, Department of Library & Information Science and Archive Studies Information Seeking Behaviour (ISB) of Teaching Faculty (TF) and Master (Previous/Final Year) Students (MPFYS) Using Central Library, University of Peshawar Note-1: please express by YES (√) or NO (√) or TICK (√) the most suitable option and offer your valuable VIEWS wherever applicable. Note-II: Key words: Between = b/w, Examination = Exam, Government = Govt, Hour(s) = hr(s), Information Seeking Behaviour = ISB, Important = Imp, Master (Previous/Final Year) Students = MPFYS, Please = Plz, Teaching Faculty = TF, Television = TV, University of Peshawar = UoP, Very = V.
Q U E S T I O N NA I R E
Section-I: Personal Information 1. Faculty______2. Institute/Centre/Department ______3. Status Teacher Student 4. Experience______5. Age______6. Gender Male Female
Section II – Information Seeking Patterns A. Information Sources Needed/Used: 7. For which PURPOSE do you use the following information sources in Central Library UoP? Please mark (√) AS MANYOPTIONS for EACH of the sources AS you actually use. Class Assignment Satisfying Personal Entertain- work /Project/ confusion/ develop- ment/Rela Research Consulta- -ment -xation work/Exam tion work General books Subject books Reference books (encyclopaedia, dictionary, glossary ) Govt (reports/ proceedings of election, census, legislation. judicial ) publications
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Bulletins, journals, newsletters & magazines Newspapers Abstracts & reviews. Primary materials (manuscripts, dissertations/ theses) Research/ survey/technical reports Papers delivered at conferences &their proceedings Non book materials (pamphlets/ brochures, globes/maps/photos ).
8. Please mark (√) ONLY ONE IMPORTANT for EACH of the following sources. Scale: Unimp =1; Somewhat Imp=2; Uncertain=3; Imp=4; Most Imp=5 Unimp1... ..2.. ..3.. ..4.. Most Imp …5 General books Subject books Reference books (encyclopaedia, dictionary, glossary ) Govt (reports/ proceedings of election, census, legislation. judicial ) publications Bulletins, journals, newsletters & magazines Newspapers Abstracts & reviews. Primary materials (manuscripts, dissertations/ theses) Research/ survey/technical reports Papers delivered at conferences & their proceedings Non book materials (pamphlets/ brochures, globes/maps/photos ). Other (plz specify) if any ……...
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9. How FREQUENTLY do you use the following types of information sources? Please mark (√) ONLY ONE OPTION for EACH source. Scale: 1. Never; 2. Rarely; 3. No opinion; 4. Less frequently; 5. Frequently Never ..2.. ..3.. ..4.. Freque 1… -ntly …5 General books Subject books Reference books (encyclopaedia, dictionary, glossary ) Govt (reports/ proceedings of election, census, legislation. judicial ) publications Bulletins, journals, newsletters & magazines Newspapers Abstracts & reviews. Primary materials (manuscripts, dissertations/ theses) Research/ survey/technical reports Papers delivered at conferences & their proceedings Non book materials (pamphlets/ brochures, globes/maps/photos ). Other (plz specify) if any ……...
10. How MUCH satisfied are you with the following? Please mark (√) ONLY ONE OPTION for EACH source. Scale: V. Dissatisfied =1; Dissatisfied =2; No opinion =3; Satisfied =4; V. Satisfied =5 V. ..2.. ..3.. ..4.. V. Dissatisfied Satisfied 1… …5 General books Subject books Reference books (encyclopaedia, dictionary, glossary ) Govt (reports/ proceedings of election, census, legislation. judicial ) publications Bulletins, journals, newsletters & magazines Newspapers
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Abstracts & reviews. Primary materials (manuscripts, dissertations/ theses)
Research/ survey/technical reports Papers delivered at conferences & their proceedings Non book materials (pamphlets/ brochures, globes/maps/photos).
Other (plz specify) if any ……...
B. Preferences:
11. Which FORMAT do you PREFER to use? Please mark (√) ONLY ONE OPTION.
Scale: Not preferred=1; Somewhat preferred=2; No opinion=3; Preferred =4; Most preferred =5 Not ..2.. ..3.. ..4.. Most preferred preferred 1… …5 Printed materials Non-printed i.e. manuscripts, typed Other (plz specify) if any ……...
Section III – Information Seeking Activities 12. For which PURPOSE do you visit Central Library, University of Peshawar? Please mark (√) Yes or No against EACH PURPOSE. Yes No To study general books To study subject books To consult reference materials (encyclopaedia, dictionary, glossary ) To consult govt(reports/ proceedings of election, census, legislation. Judicial ) publications To read bulletins, journals, newsletters &magazines To read newspapers. To take help from abstract and reviews To go through the primary materials (manuscripts, dissertations/theses) To utilize research/ survey/technical reports
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To access to papers delivered at conferences & their proceedings To consult non book materials (pamphlets/ brochures, globes/maps, photos ). To seek help from the bibliographic (catalogue, Kardex) sources. To get print from soft (electronic) information. To utilize photocopy services. To borrow/return books and reading materials. To get help of the library staff To contact concerned/knowledgeable (other than library staff) persons if in library for oral/verbal information. To study in a quiet place. For entertainment/relaxation.
13. How OFTEN do you visit Central Library, University of Peshawar? Please mark (√) ONLY ONE OPTION. Never Every day Every week Every month Whenever needed 14. HOWMANY HOURS do you spend in AVERAGE PER WEEK during your visit in the Central Library, University of Peshawar? Please SELECT (√) ONLY ONEOPTION. Up to 1 hr 2-3 hrs 4-5 hrs 5-6 hrs Other (plz specify) if any _____.
Section IV– Rating: Searching/Operating Skills A. Searching /Operating Skills: 15. How do you RATE your information SEARCHING SKILLS for using the following? Please mark (√) ONLY ONE OPTION for EACH. Scale: V. poor =1; Poor =2; Uncertain =3; Good =4; V. Good =5 V. Poor ..2. ..3.. ..4.. V. Good
1… . …5 Library use (information searching) skills Textual information searching skills
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B. Information Identifying/Locating Skills: 16. How do you RATE your IDENTIFYING/LOCATING SKILLS through the following during search for needed information in Central Library, University of Peshawar? Please mark (√) ONLY ONE OPTION for EACH. Scale: V. poor =1; Poor =2; Uncertain =3; Good =4; V. Good =5 V. Poor ..2. ..3.. ..4.. V. Good
1… . …5 Catalogue Kardex (record of periodicals) Library Staff
Section V – Library Staff and Library A. Library Staff: 17. Please select (√) ONLY ONE LEVEL of SATISFACTION for EACH of the following VIRTUES (qualities) in respect of library staff of the Central Library, University of Peshawar. Scale: V. Dissatisfied =1; Dissatisfied =2; No opinion =3; Satisfied =4; V. Satisfied =5 V. ..2.. ..3.. ..4.. V. Satisfied Dissatisfied 1... …5 Understanding question/demand Take interest in me and my needs Cooperation in searching materials/selecting project Provide quality services Other (plz specify) if any ……
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B. Library Services: I. Physical Services (Facilities): 18. How do you GRADE following FACILITIES in Central Library, University of Peshawar? Please mark (√) ONLY ONE OPTION against EACH FACILITY. Scale: V. poor =1; poor =2; Uncertain =3; Good =4; V. Good =5 V. poor ..2.. ..3.. ..4.. V. Good 1… …5 Access to the library building (location) Opening time/closing time Silence in the library Natural light/ventilation Lighting (bulbs/tube lights) Alternate arrangement of power (generator) Drinking water Wash room (bath room or toilet) Air condition (reversible) cooling/heating Reading area/carrels/cabins/cubicles for reading/research Furniture/ seating arrangement Stands for newspaper reading Digital/e-sources(computer lab/a good network /ICT place) Getting print from soft (electronic) information Photocopy facility Other (plz specify) if any …………
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II: Information Services (Facilities): 19. How do you SEE following SERVICES in Central Library, University of Peshawar? Please mark (√) ONLY ONE OPTION against EACH SERVICE. Scale: V. poor =1; Poor =2; Uncertain =3; Good =4; V. Good =5 V. poor ..2.. ..3.. ..4.. V. Good 1… …5 Classification of library materials Cataloguing of library materials Computerization of library materials Library materials placed in shelves Circulation (issue/return) of library materials Orientation programme (advice/guidance/reference for how to use the library materials & services) Other (plz specify) if any …………
20. What is the rate of EFFECTIVENESS of the Central Library, University of Peshawar? Please mark (√) ONLY ONE OPTION as a percentage. Not at all 1-25 26-50 51-75 76-100 III: Problems: 21. How OFTEN do you feel DIFFICULTY while searching information in the Central Library, University of Peshawar? Please mark (√) ONLY ONE OPTION. Never Rarely Sometimes Frequently Other (plz specify) if any __. 22. What is the LEVEL of your ANXIETY/DISSATISFACTION of the following, PROBLEMS/OBSTACLES when you use the resource materials at Central Library, University of Peshawar? Please mark (√) ONLY ONE OPTION against EACH PROBLEM. Scale: Not anxiety =1; Somewhat anxiety =2; Uncertain =3; Anxiety =4; High anxiety =5 Not ..2.. ..3.. ..4.. High anxiety anxiety...5 1... Required material is not available Lack of adequate publicity of available resources Too much information is to deal with
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Disorganized collection in library Shortage of printed information source) Some of information materials are old/obsolete Lack of resource sharing at the local/national international level Lack of my personal knowledge in searching library sources Clash of timings b/w my classes and library hrs Absence of encouragement for using the library Due to library rules/regulations Lack of time Other (plz specify) if any …………
END OF THE QUESTIONNAIRE Thank you. Your co-operation in filling and returning this questionnaire is highly appreciated. If you have any query regarding the completion of the questionnaire, please feel free to contact through a single missed call or message to:
Yours sincerely, Fauz Dar Khan, PhD Scholar, Department Library & Information Sciences, University of Peshawar. Office: 091-9221046 Cell: 0346-9172997 E-mail: [email protected]
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APPENDIX-IV COVER LETTER FOR EXPERT REVIEW University of Sindh, Jamshoro, Department of Library and Information Science & Archive Studies
February……2013 . ……………………… Respected Sir, Subject: Expert Review I am currently studying for my PhD degree at the Department of Library & Information Science and Archive Studies, University of Sindh, Jamshoro and doing research for my thesis titled Information Seeking Behaviour (ISB) of Teaching Faculty (TF) and Master (Previous/Final Year) Students (MPFYS) Using Central Library, University of Peshawar. You have been selected as one of the experts to review the drafted instrument for collection of the needed data. Kindly spare some of your precious time to proficiently review the questionnaire so that I revise and test it in the pilot testing. Your contribution will help me in improving and finalizing the instrument. Your assistance will be highly appreciated.
Yours sincerely, Fauz Dar Khan, PhD Scholar, Department Library & Information Science, University of Peshawar. Office: 091-9221046 Cell: 0346-9172997 E-mail: [email protected]
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APPENDIX-V PANEL OF EXPERTS FOR SCRUTINY OF THE DRAFT INSTRUMENT
1. Atta Ullah, Chief Librarian, Central Library, Agricultural University, Peshawar. 2. Muhammad Ibrar, Chief Librarian, Central Library, University of Peshawar. 3. Rashid Khan, Chief Librarian, Central Library, NWFP University of Engineering & Technology, Peshawar. 4. Tehseen Ullah, Chief Librarian Central Library, Islamia College University, Peshawar. 5. Assistant Prof. Sajjad Ahmad, Department of Library and Information Science, University of Peshawar.
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APPENDIX-VI COVER LETTER FOR PILOT TESTING University of Sindh, Jamshoro, Department of Library & Information Science and Archive Studies
February……….2013 ...... Respected Sir/Madam/Dear Student, I am currently studying for my PhD degree at the Department of Library & Information Science and Archive Studies, University of Sindh, Jamshoro and doing research for my thesis titled Information Seeking Behaviour (ISB) of Teaching Faculty (TF) and Master (Previous/Final Year) Students (MPFYS) Using Central Library, University of Peshawar. Therefore, I have developed a questionnaire with expert advice to collect the data and need to test and finalize it in a pilot testing. You have been selected as one of the members of the pilot testing group. I am sending you a copy of the questionnaire, please fill it in as if you were one of the respondents and give your comments and suggestions wherever you deem necessary. Your input is useful for my research and I will personally collect the filled in questionnaire from you. Your contribution will help me to improve and finalize the instrument. For this your assistance will be highly appreciated. The findings of this study will help all the concerned in improving the information provision services to the Teaching Faculty (TF) and Master (Previous/Final) Year Students (MPFYS) of the UoP.
Yours sincerely, Fauz Dar Khan, PhD Scholar, Department Library & Information Sciences, University of Peshawar. Office: 091-9221046 Cell: 0346-9172997 E-mail: [email protected]
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APPENDIX-VII COVER LETTER ADDRESSED TO THE TF & MPFYS TO FILL IN THE SURVEY QUESTIONNAIRE
University of Sindh, Jamshoro, Department of Library & Information Science and Archive Studies
February…2013
Respected Sir/Madam/Dear Student,
I am currently studying for my PhD degree at the Department of Library & Information Science and Archive Studies, University of Sindh, Jamshoro and doing research for my thesis. The attached questionnaire is part of my thesis on Information Seeking Behaviour (ISB) of Teaching Faculty (TF) and Master (Previous/Final Year) Students (MPFYS) Using Central Library, University of Peshawar. Your good self is requested to feel free for filling in the questionnaire and return to the individual who has brought it or send back through any convenient way. Most likely after receiving any message from you the researcher himself will collect it from you. The information will be kept confidential and used for research purpose only. This research study solicits your voluntary participation and your cooperation is extremely important for the benefit of this study. Your act of contribution will thus be highly appreciated.
Yours sincerely, Fauz Dar Khan, PhD Scholar, Department Library & Information Sciences, University of Peshawar. Office: 091-9221046 Cell: 0346-9172997 E-mail: [email protected]
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APPENDIX-VIII SURVEY QUESTIONNAIRE FOR DATA COLLECTION University of Sindh, Jamshoro, Department of Library & Information Science and Archive Studies
Information Seeking Behaviour (ISB) of Teaching Faculty (TF) and Master (Previous/Final Year) Students (MPFYS) Using Central Library, University of Peshawar
Note-1: Please express by YES (√) or NO (√) or TICK (√) the most suitable option and offer your valuable VIEWS wherever applicable.
Note-II: Key words: Comp Lab = Computer Laboratory, Exam = Examination, hr(s) = Hour(s), ISB = Information Seeking Behaviour, Imp = Important, MPFYS = Master (Previous/Final Year) Students, No(s) = Number(s), %age = Percentage, Plz = Please, TF = Teaching Faculty, TV = Television, UoP = University of = Peshawar, V = Very.
QUESTIONNAIRE FOR TEACHING FACULTY (TF) AND MASTER (PREVIOUS/FINAL YEAR) STUDENTS (MPFYS) OF UNIVERSITY OF PESHAWAR
Section-I: Personal Information 1. Faculty______2. Institute/Centre/Department ______3. Status Teacher Student 4. Experience______5. Age______6. Gender Male Female
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Section II – Information Seeking Patterns A. Information Sources Needed/Used: 7. For which PURPOSE do you use the following information sources in Central Library UoP? Please mark (√) ONLY ONE OPTION for EACH of the following sources. Key Words: 1 = Class work, 2 = Assignment/Project/ Research work/Exam, 3 = Satisfying confusion/ Consultation work, 4 = Personal development, 5 = Entertainment/Relaxation.
3
1
5
evelopment
2
D
Description
Relaxation
Class work
Entertainment/
Assignment/Project/ Assignment/Project/ Consultation work
Satisfying confusion/ Satisfying confusion/
Research work/Exam Research
Personal 4 General books Subject books Reference books (encyclopaedia, dictionary, glossary ) Govt (reports/ proceedings of election, census, legislation. judicial ) publications Bulletins, journals, newsletters & magazines Newspapers Abstracts & reviews. Primary materials (manuscripts, dissertations/ theses) Research/ survey/technical reports Papers delivered at conferences & their proceedings Non book materials (pamphlets/ brochures, globes/maps/photos). E-Resources (computer, CD-Rom, e- publications, databases, online, /intranet, e-mail, audio, video, chatting, microphone, tv & Hec Digital Library) Other (plz specify) if any ……...
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8. Please mark (√) ONLY ONE IMPORTANT for EACH of the following sources. Scale Values: 1 = Unimp; 2 = Somewhat Imp; 3 = Uncertain; 4 = Imp; 5 = Most Imp
Description Unimp1.. ..2.. ..3.. ..4.. Most Imp . …5 General books Subject books Reference books (encyclopaedia, dictionary, glossary ) Govt (reports/ proceedings of election, census, legislation. judicial ) publications Bulletins, journals, newsletters & magazines Newspapers Abstracts & reviews. Primary materials (manuscripts, dissertations/ theses) Research/ survey/technical reports Papers delivered at conferences & their proceedings Non book materials (pamphlets/ brochures, globes/maps/photos). E-Resources (computer, CD- ROM, e-publications, databases, online, internet /intranet, e-mail, audio, video, chatting, microphone, TV & HEC Digital Library) Other (plz specify) if any ……...
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9. How FREQUENTLY do you use the following types of information sources? Please mark (√) ONLY ONE OPTION for EACH source.
Scale Values: 1 = Never; 2 = Rarely; 3 = No opinion; 4 = Less frequently; 5 = Frequently Description Never ..2.. ..3.. ..4.. Frequently 1… …5 General books Subject books Reference books (encyclopaedia, dictionary, glossary ) Govt (reports/ proceedings of election, census, legislation. judicial ) publications Bulletins, journals, newsletters & magazines Newspapers Abstracts & reviews. Primary materials (manuscripts, dissertations/ theses) Research/ survey/technical reports Papers delivered at conferences & their proceedings Non book materials (pamphlets/ brochures, globes/maps/photos). E-Resources (computer, CD-Rom, e- publications, databases, online, internet /intranet, e-mail, audio, video, chatting, microphone, tv & Hec Digital Library) Other (plz specify) if any ……...
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10. How MUCH satisfied are you with the following? Please mark (√) ONLY ONE OPTION for EACH source.
Scale Values: 1 = V. Dissatisfied; 2 = Dissatisfied; 3 = No opinion; 4 = Satisfied; 5 = V. Satisfied
Description V. Dissatisfied 1… ..2.. ..3.. ..4.. V. Satisfied …5 General books Subject books Reference books (encyclopaedia, dictionary, glossary ) Govt (reports/ proceedings of election, census, legislation. judicial ) publications
Bulletins, journals, newsletters & magazines Newspapers Abstracts & reviews. Primary materials (manuscripts, dissertations/ theses)
Research/ survey/technical reports Papers delivered at conferences & their proceedings
Non book materials (pamphlets/ brochures, globes/maps/photos).
E-Resources (computer, CD-Rom, e- publications, databases, online, internet /intranet, e-mail, audio, video, chatting, microphone, tv & Hec Digital Library)
Other (plz specify) if any ……...
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B. Preferences: 11. Which FORMAT/LANGUAGE do you PREFER to use? Please mark (√) ONLY ONE OPTION. Scale Values: = Not preferred; 2 = Somewhat preferred; 3 = No opinion; 4 = Preferred; 5 = Most Preferred Description Not ..2.. ..3.. ..4.. Most preferred preferred 1… …5 Printed materials (books, journals, abstracts, theses/dissertations, proceedings). Non-printed i.e. manuscripts (handwritten/ typed) Electronic (comp: internet, e-mail, audio, video, tv ) resource Mother tongue/primary languages (Pashto, Urdu, Chitrali ) Non mother tongue/secondary languages (English, Arabic, Persian ) Other (plz specify) if any ……...
Section III – Information Seeking Activities 12. For which PURPOSE do you visit Central Library, University of Peshawar? Please mark (√) Yes or No against EACH PURPOSE. Perception Values: 1 = Yes, 2 = No Description Yes 1 No 2 To study printed materials (books, journals, abstracts, theses/dissertations, proceedings). To consult non-printed i.e. manuscripts (handwritten/ typed) To use e-resources (computer, CD-Rom, audio video, e- publications, databases, online, internet/intranet, e-mail, chatting, e-conference/ discussion, tv & Hec Digital Library) To consult non book materials (pamphlets/ brochures, globes/maps, photos). To read newspapers. To borrow/return books and reading materials. To get help of the library staff To study in a quiet place. To entertainment/relaxation. Other (plz specify) if any
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13. How OFTEN do you visit Central Library, University of Peshawar? Please mark (√) ONLY ONE OPTION. Scale Values: 1 = Never ; 2 = Every day ; 3 = Every week ; 4 = Every month ; 5 = Whenever needed ; Other (plz specify) if any ______.
14. HOW MANY HOURS do you spend ON ANAVERAGE PER WEEK during your visit to the Central Library, University of Peshawar? Please SELECT (√) ONLY ONEOPTION. Scale Values: 1 = Up to 1 hr ; 2 = 2-3 hrs ; 3 = 4-5 hrs ; 4 = 5-6 hrs ; Other (plz specify) if any ______.
Section IV– Rating: Searching/Operating Skills A. Searching/Operating Skills: 15. How do you RATE your information SEARCHING/OPERATING SKILLS for using the following? Please mark (√) ONLY ONE OPTION for EACH. Scale Values: 1 = V. poor; 2 = Poor; 3 = Uncertain; 4 = Good; 5 = V. Good
V. ..2.. ..3.. ..4.. V. Description poor Good 1… …5 Library use (information searching) skills Electronic (computer ) sources operating skills
B. Information Identifying/Locating Skills: 16. How do you RATE your IDENTIFYING/LOCATING SKILLS through the following during search for needed information in Central Library, University of Peshawar? Please mark (√) ONLY ONE OPTION for EACH. Scale Values: 1 = V. poor; 2 = Poor; 3 = Uncertain; 4 = Good; 5 = V. Good
V. poor ..2.. ..3.. ..4.. V. Description 1… Good …5 Catalogue Kardex (record of periodicals) Library Staff Section V – Library Staff and Library A. Library Staff:
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17. Please select (√) ONLY ONE LEVEL of SATISFACTION for EACH of the following VIRTUES (qualities) in respect of library staff of the Central Library, University of Peshawar. Scale Values: 1 = V. Dissatisfied; 2 = Dissatisfied; 3 = No opinion; 4 = Satisfied; 5 = V. Satisfied Description V. ..2.. ..3.. ..4. V. Dissatisfied . Satisfied 1… …5 Understanding question/demand Take interest in me and my needs Cooperation in searching materials/selecting project Know/helpful in operation of e-sources Provide quality services Other (plz specify) if any …………
B. Library Services: I. Effectiveness: 18. What is the rate of EFFECTIVENESS of the Central Library, University of Peshawar? Please mark (√) ONLY ONE OPTION as a percentage. Scale Values: 1 = Not at all , 2 = 1-25% , 3 = 26-50% , 4 = 51-75% , 5 = 76 100% II: Problems: 19. How OFTEN do you feel DIFFICULTY while searching information in the Central Library, University of Peshawar? Please mark (√) ONLY ONE OPTION. Scale Values: 1 = Never , 2 = Rarely , 3 = Sometimes , 4 = Frequently , 5 = Very Frequently
20. What is the LEVEL of your ANXIETY for the following PROBLEMS when you use the resource materials at Central Library, University of Peshawar? Please mark (√) ONLY ONE OPTION against EACH PROBLEM.
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Description Not ..2.. ..3.. ..4.. High anxiety anxiety 1… …5 Required material not available Lack of adequate publicity of available resources Too much information to deal with Disorganized collection in the library Shortage of printed information sources Some information materials are old/obsolete Inadequacy/unavailability of digital/e- sources Lack of resource-sharing at the local/national /international levels Lack of my personal knowledge in searching library sources Lack of coordination b/w my classes and library hrs Absence of encouragement for using the library Due to library rules/regulations Lack of time Other (plz specify) if any ………… Scale Values: 1 =Not anxiety; 2 = Somewhat anxiety; 3 = Uncertain; 4 = Anxiety; 5 = High anxiety Section VI - Comments and Suggestions 21. It will be immense pleasure for the researcher if you offer any specific comments and suggestions helpful to the present investigating areas. Please note them down in the space provided below: ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… …………………………………………………………………………………………...... ………………………………………………………………………………. Thank you. Your co-operation in filling and returning this questionnaire is highly appreciated. If you have any query regarding the completion of the questionnaire, please feel free to contact through a missed call or message to:
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Yours sincerely,
Fauz Dar Khan, PhD Scholar, Department Library & Information Sciences, University of Peshawar. Office: 091-9221046 Cell: 0346-9172997 E-mail: [email protected]
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APPENDIX- IX
QUESTIONS FOR INTERVIEW University of Sindh, Jamshoro, Department of Library & Information Science and Archive Studies
Information Seeking Behaviour (ISB) of Teaching Faculty (TF) and Master (Previous/Final Year) Students (MPFYS) Using Central Library, University of Peshawar Q1. What do you do to identify the information resources required by you if not available in the Central Library, UoP? Q2. How do you keep yourself updated with current development in your interested area? Q3. How do you see role of electronic resources in fulfillment of your information needs while you look for information in the Central Library, UoP?
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