Investigating the User Experience in Academic Libraries (Special Emphasis to E-Resources)

Abstract

In the present era of information and communication technology wherein knowledge is increasing exponentially. At the same time learning is fundamental for the development of mankind. Which can be achieved and enhanced with the assistance of new advancements? These (technologies) increase possibilities for learning throughout life, improve access, and spread the process of knowledge creation. Although it is difficult to keep up the pace with this drastically changing phenomenon. With the result information is not being used properly for solving the problems. Thus proper strategies should be incorporated which can help users to improve the abilities for problem solving. The present study is an attempt to provide an insight into the awareness level of respondents, purpose of using information resources and problems they are facing while making use of sources. Results will be useful for indicating the importance of learning in the society (users, education) to develop capabilities, thinking skills to solve problems according to the best of their knowledge.

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University of Nebraska - Lincoln University of Nebraska - Lincoln
DigitalCommons@University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln
Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln
2020
Investigating the User Experience in Academic Libraries (Special Investigating the User Experience in Academic Libraries (Special
Emphasis to E-Resources) Emphasis to E-Resources)
sumaira baba
University of Kashmir, India
, sumairababa2524@gmail.com
Shabir Ahmed Ganaie
university of kashmir
Follow this and additional works at: https://digitalcommons.unl.edu/libphilprac
Part of the Library and Information Science Commons
baba, sumaira and Ganaie, Shabir Ahmed, "Investigating the User Experience in Academic Libraries
(Special Emphasis to E-Resources)" (2020).
Library Philosophy and Practice (e-journal)
. 3918.
https://digitalcommons.unl.edu/libphilprac/3918

Investigating the User Experience in Academic Libraries
(Special Emphasis to E-Resources)
Sumaira Jabeen (Research scholar)
Email: Sumairababa2524@gmail.com
Dr Shabir Ahmed Ganaie (H.O.D)
Department of Library and Information Science, University of Kashmir.
ABSTRACT
In the present era of information and communication technology wherein knowledge is
increasing exponentially. At the same time learning is fundamental for the development of
mankind. Which can be achieved and enhanced with the assistance of new advancements? These
(technologies) increase possibilities for learning throughout life, improve access, and spread the
process of knowledge creation. Although it is difficult to keep up the pace with this drastically
changing phenomenon. With the result information is not being used properly for solving the
problems. Thus proper strategies should be incorporated which can help users to improve the
abilities for problem solving. The present study is an attempt to provide an insight into the
awareness level of respondents, purpose of using information resources and problems they are
facing while making use of sources. Results will be useful for indicating the importance of
learning in the society (users, education) to develop capabilities, thinking skills to solve
problems according to the best of their knowledge.
KEYWORDS: Information, Learning, Education, Experience, Sources, E-Resources
INTRODUCTION
The human skills, appreciations, reasoning, as well as human hopes, attitudes and values are
generally known to depend for their development largely on the events called learning
(Gagne, 1970). As it (learning) is considered at the heart of perception, thinking, imagination,
reasoning, judgments, attitudes personality traits, systems of value. Thus, the development and
association of the actions that constitute qualities of the individual depends on it. Infact, when a
learner (person) interacts with, or is motivated by, an environment. Others adopt the same human
adaptation process (Lewin, 1951).Although experience plays a key role in the process. Even
learning can be defined as a relatively permanent change in an organism’s behavior due to

experience. As it is human adaptation process whereby knowledge is created through the
transformation of experience (Kolb, 1984). Besides this “Webster Dictionary” provided common
usage of the word LEARN as “to gain knowledge or understanding or skill by study, instruction,
or experience”. The word “gain” implies addition of new knowledge. On the other hand, “TO
STUDY” can be defined as to learn or gain knowledge by means of books, observation, or
experiment. To experience is to live through something, to act, to do, to respect, to suffer the
consequences of, to feel, to internalize something. Meanwhile, experiencing may involve a way
of learning or thinking that is unique. The purposes for which study is intended determine its
utility. Mostly the object of one’s study may have no universal appeal at all, but it is still useful
to the individual who initiated it. Study, then, is often contemplative in nature (Canadian Senior
Dictionary, 1979).Although, experience, by comparison, is practical in nature. Explanation for
learning, can direct in different ways, for example- there is no meaning in a given situation until
we relate our own experiences to it (Jarvis, 1987).
Learning and Education
For decades, educational psychologists have studied the learning process. They concluded that
learning is equated to a change in behavior that indicates there is no common understanding
(Hansen, 2000). Furthermore they (Psychologists) have shown that knowledge can be acquired
independent of practical action, by observing, replicating and by extracting knowledge from
experiences coded in text (Buchmann & Schwille, 1983). Everyone can think and solve
problems, but it is obvious that there are wide differences in this ability among individuals at all
age levels (Klausmier, 1971).Although experience based learning can be regarded as the earliest
approach to learning for the human race. In the formal education system it has been viewed as
somehow fundamentally inferior to those organized forms of knowledge which have been
constructed as subjects. Besides this, the role of a teacher in the learning process has been
enumerated by Rogers (1951). He believes no one learns anything of significance from someone
else. Instead, learning takes place when a learner is essentially motivated and undertakes to learn
something on his/her own. Infact Scholars from Finland attempted to describe how teachers
perceive the learning process. What happens in schools, in their opinion, can best be described as
“study.” They (scholars) done a comparative analysis which shows how study and learning are
related. In their analysis they define study as what students do in response to teacher initiatives.
On the other hand (Kansanen, et al., 1997) described learning as the interaction, course,

program, or other experience in which learning takes place, whether it occurs in traditional
academic settings (schools, classrooms. students learning from teachers and professors) or non-
traditional settings (outside-of-school locations, outdoor environments, students learning through
games and interactive software applications). Meanwhile (UNESCO,2005) estimated globally,
the growth in the demand for learning has already do better than the ability of traditional
education to supply it. Apart from this (Thomas, 1990) provided an example, if learning is such
an indefinable concept to define, why not try to analyze what it means by comparing it to other
known concepts. In this instance a comparison of what it means “to study” versus “to
experience” might reveal what learning is thought to be. Could such an analysis reveal the real
essence of learning? What does it mean to experience something as opposed to study it? What is
the relationship of these two distinct actions and how do they impact on learning? Besides this,
the difficulties with learning in general often has to do with how they (students) perceive
themselves in relation to their learning (Purkey, 1970). Answers to these queries will help us to
develop higher levels of education which lead to greater instructions for the next generation,
improved child health, lower crime rates, higher social cohesion, informed clients, and informed
political as well as democratic choices (Wolfe and Haveman , 2002).
Technology Driven Learning
The goal is to improve users learning experiences to prepare them to enter a workforce that
expects to have highly developed online collaboration skills. The pursuit of such benefits drives
academics to incorporate new technological approaches in their teaching methodology
(Goode and Caicedo, 2010). Also due to constant demands to improve the quality of higher
education within an increasingly digital world, technology is often seen as a way to increase
learning and collaboration on campuses. The current generation of college students has grown up
with technology, and these students are among the earliest adopters of new advances in
technology (Jones, 2002; McHaney, 2011). Allowing students to connect to their campus
community, collaborate with peers, acquire new information, and demonstrate their learning
through technology is essential for college campuses seeking to meet the needs of today’s
college students. Though disparity still exists in who uses technology and at what age they are
exposed to it (Jones et al., 2009; Pew Research Center, 2012; Griesemer,2014). Besides this,
Social media tools are rapidly changing the communications landscape. Their emergence has
impacted significantly how students learn and the way instructors teach. Today higher education

settings, instructors, students, and others collaborate on the tasks of knowledge construction
(Grover and Steward,2010). Thus these (social media tools) can have direct influence on the
education. As it is positively associated with the diffusion of new technologies throughout
society (Nelson. and Phelps, 1966).
Objective
The main objective is to find out:
• Awareness and uses of e-resources among faculty members and research scholars.
• The purpose of using e-resources.
• To find out the search strategies and terms used among the respondents.
• Problems faced by the respondents while using e-resources.
Scope
This study is confined to the faculty and research scholars of Science faculty (Faculty of applied
science and technology, Faculty of biological science, Faculty of physical and material science)
of Kashmir University.
Methodology
A questionnaire was designed with the help of information professionals regarding the learning
experiences they display through the awareness level, use, purpose, problems users are facing
while accessing e-resources. The questions are open ended as well as closed end.
Data analysis
1. Awareness about Electronic Resources
It is evident from the analysis that most of the faculty (93.6%) as well as research scholars
(88.6%) are aware about E-resources (fig 1). The study also reveals that least numbers are not
aware. The awareness percentage of users of Allama Iqbal Library is lower as compared to other
institutions in the country.

Fig 1: Awareness about Electronic Resources
2. Place of consultation:
The fig 2 represents the access point where the respondents are accessing the e-databases.
Departments dominate the list as most of faculty (80.9%) and research scholars (63.9%) access
through departments. This is because the faculty and research scholars find it more comfortable
to access e-databases at departments.
Fig 2: Place of consultation
3 Frequency of using e-database:
This is the most important and basic aspect related to the appraisal of the usefulness of e-
databases. It is found that most of the faculty (47.6%) and research scholars (44.3%) make use of
e-database daily, whereas least number of faculty (9.5%) and research scholars (6.1%) use them
occasionally (fig 3). in a week. Thus the result shows that on average most of the social scientist
visit the library at least a couple of times a week.
59%
4%
86%
11%
Aware Not aware
Faculty member (n=63)
Research scholar (n=97)
18
51
7
43
62
4
Allama Iqbal Library Department Home
Faculty member(n=63) Research scholar(n=97)

Fig 3: Frequency of using e-database
4. Use of e-databases:
It is evident from the study that faculty (80.9%) and research scholars (56.7%) use Springer link
compared to other databases. Emerald is being accessed by least number of research scholars.
Other databases used mostly are Taylor and Frances by faculty (31.1%) and research scholars
(22.6%) (fig 4). It has also been observed that some faculty and research scholars even do not
know about various databases (EBSCOHOST, Emerald). Therefore there is need to promote the
utilization of other e-databases as they are equally important and are easily accessible.
Fig 4: Use of e-databases
5. Purpose of using e-databases:
Different user communities in the university setup who use the e-database for different reasons.
The study reveals that majority of faculty (76.1%) and research scholars (75.2%) use
30
12 96 6
43
24 21
0
6
Faculty (n=63)
Research scholar(n=97)
0
12
20
51
0
15 12
3
22 22
55
0
13 9
Emerald
Web of
science
Taylor and
Francis
Springer
link
EBSCOH
OST
Oxford
university
press
American
chemical
society
Faculty member(n=63)
Research scholar(n=97)

e-databases for research purpose, keeping themselves up-to-date and finding relevant
information (Fig5).
Fig 5:Purpose of using e-databases
6. Search strategy used:
While searching a document different search strategies are used .The respondents were asked
that which type of search strategy they follow. Mostly faculty (55.1%) and research scholars
(46.3%) use both (simple and advance) type of search strategy (fig 6).
Fig 6 :Search strategy used
7.Search terms used:
The study reveals that majority of faculty (66.6%) and research scholars (42.2%) browse the
required information by title of the article followed by journal title. It is also revealed from the
Research Finding relevant
information in the area.
Keeping up-to-date
about subject.
Faculty member(n=63)
Research scholar(n=97)
9
19
35
9
43 45
Simple search Advanced search Both
Faculty (n=63) Research scholar(n=97)

data that least number of users browse by date of publication (fig 7).
Fig 7: Search terms used
8. Problem in accessing databases:
Many key constraints come in the way of accessing the e-database effectively. Among all the
constraints slow internet connectivity is mainly faced by majority of faculty (85.7%) and
research scholars (62.8%). This is followed by retrieval problem and electricity disruption (fig8).
Fig 8 :Problem in accessing databases
Conclusion
Rapid growth in information needs due to digital technologies, academic libraries face a hard
task, namely to provide effective and efficient ways of delivering information service to their
15 15 18
6
33
42
31
19
8
3
38 41
Keyword Subject
search terms
Author
heading
Date of
publication
Journal title Title of the
article
Faculty (n=63)
Research scholar(n=97)
13
54
0 0
18
11
61
10 6
20
Retrieval problem Slow internet
connection Poorly designed
website Obsolete
information Electricity
disruption
Faculty (n=63) Research scholar(n=97)

users. Google and Amazon.com’s customer gratification Web-based services have dramatically
altered the information landscape, and now academic library users expect similar ease of use and
immediate results when accessing information through the library gateway. In addition to this
these libraries also face constant changes in subscription packages, formats, and technological
advancements. The changing information landscape and users’ demand force academic libraries
to confront some tough questions. Walter and Marks (1981) suggested that, qualitatively
speaking, half of an individual’s reality resides in action. From a systems perspective, making
experience a central element in curriculum (education). Although the motivation for the
development of a learning society involved creating more flexible institutions and finding ways
to solve complex problems collectively. But such vision should be transplanted with broad
spectrum of ideas. We need to understand how our physical environments, media, organizational
structures, jobs, consumption habits, and relationships all nurture and frustrate the learning that
matters to us as individuals and as communities. Whose learning counts, What are we learning
for, How is experiences will be obtained in the most useful manner in the way of what we value.
Which will get enhanced through the experiences we gain during their search for information
associated with the tasks and help in determining how academic libraries keep up with user
expectations.
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