Promotion of Electronic Information Resources: How to Help Users to Find what is Available in the Library

Digitization in education is an evolving process which affects different aspects of education worldwide and Bulgaria is also following this tendency. One of the tools for digitalization of education is the use of electronic resources (e-resources). Different e-resources have been adopted increasingly in primary school classrooms making them an integral part of education. European policies are also supporting e-resources usage – a European Parliament resolution on New Technologies and Open Educational Resources42 encourages the study and dissemination of good practices in order to support the efficient use of electronic resources in education, as well as conducting research to evaluate teachers' competences for the use of educational e-resources. However, there are limited researches in the literature about the use of e-resources in primary education and their findings are far from consistent (Chu et al., 2010). In the currently existing literature, the main emphasis is on the advantages and the potential of e-resources for improving the educational process. For example, some researchers found that the integration of electronic resources in the educational process have the potential to support the active learning of primary students (Vitanov et al., 2015). According to White & Manton (2011) e-resources have better quality and are more flexible than traditional resources and they provide better opportunities for learning, including a compliance with different learning styles. Some disadvantages of e-resources are also mentioned in the literature such as the potential risk for students to lack concentration during the classes knowing that they can access the e-resources later or the risk of getting inaccurate information from internet based e-resources (Purcell et al., 2012); (UNESCO, 2011).Yet there is not sufficient data about teachers’ attitudes towards the use of educational e-resources which data could be a valuable source for planning and implementing the integration of e-resources in primary education. Moreover, in order to provide quality education, higher education institutions which train the future primary teachers should be aware of primary teachers’ opinions and needs and, on this basis, to search for effective strategies to improve their university courses or professional development programmes. The answer to the question: “What are the attitudes of primary teachers to the use of e-resources in primary education?” has a significant role in developing and implementing pedagogically effective curricula. Thus in this study the attitudes of 452 teachers towards the use of e-resources in primary education is examined. It discusses the teachers’ attitudes in terms of the advantages and disadvantages they found in using e-resources in their everyday routine as well as the requirements that e-resources should fulfil in order to be used effectively.Data includes an online questionnaire which was conducted during the beginning of academic year 2018-2019 and completed by 452 primary teachers from schools in different regions of Bulgaria. The results revealed that the surveyed teachers recognize well the advantages of e-resources which they mostly see as instruments for better visualising learning content as well as motivational instruments. They found disadvantages mainly related to the material and/or financial aspects of their usage. The requirements that e-resources have to fulfil in order to be effectively used in primary education according to the respondents are also discussed in the paper.

This work dealt with the problems and prospects of electronic information resources in Nigeria. It was obvious from the review that the use of e-resources is not problem-free in Nigeria. Amongst others, it was pointed out that acquisition and maintenance cost, availability of electronic information resources gadgets, spare parts and experts, erratic power supply, are major problems militating against the effective use and usability of e-resources. It was also seen that though there are numerous problems plaguing the use of e-resources in Nigeria yet there are also numerous positive prospects; with emphasis that the use of e-resources will increase immensely; possibly, e-resources are likely to send print-resource on parking or the barest minimal use. These positive prospects were as a result of the numerous advantages that e-resources have over the print. Key words: Academic library, e-resources, internet, information.

Availability of various ICT tools and accessibility of electronic information resources across the world has fuelled the growth of e-learning. The present paper focuses on the use and awareness of various e-resources available in the Punjab Agricultural University library. The findings of the study reveal that the electronic resources have become an integral part of the information for various features such as ‘easy download’, 'fast searching capability', etc. Despite the fact that e-resources have eased the task of research, respondents still prefer information in both formats 'print as well as electronic'.

This article presents the study about the impact and utilization of electronic information resources among the faculty members of Engineering Colleges in Erode District, Tamil Nadu. Survey method questionnaire tool were used together the data for this study. Out of 670 questionnaires were distributed, 452(67.5%) faculty members are responded. E-resources support teaching, learning and research activities of the present user community especially the faculty members. Generally the availability of e-resources is good for Engineering Colleges. Majority of the respondents use the e-resources for educational and research purpose. In this study we found from the analysis that most of the users are not get more training programs and enough facility for the use of e-resources.

The use of e-resources is now commonplace among academics in tertiary educational institutions the world over. Many academics including those in the universities are exploring the opportunities of e-resources to facilitate teaching and research. As the use of e-resources is increasing particularly among academics at the University of Ilorin, Nigeria; remarkably there have been no single study documented on its use by academic staff in the university. In the light of this, this study assesses the use of electronic resources by academic staff at the University of Ilorin. Simple random sampling technique was used to select the respondents that took part in the study. Questionnaire was used to gather data. Descriptive analyses including percentage and frequency count were used to analyze the data. Of the 847 academic staff at the University of Ilorin, 184 academic staff was taken to represent the sample for the study. Five research questions were developed and answered by the study. The results demonstrate that majority of the academic staff use e-resource for research, curriculum development and self educational development. The study also revealed that search engines and private subscription are the most avenue use to access electronic information. Use of e-resources by academic staff is reported to be hindered by slow Internet service, lack of constant power supply, low availability of e-resources, and inadequate online access. The study concluded that electronic resources usually provide opportunity of getting current and up-to-date data/information, but this invaluable information sources have not been fully utilized by these academic staff. Based on the conclusion, the study recommends that the Internet facilities at the university should be improved to facilitate easy access to the e-resources in other to encourage more usage; and that, the University should re-orientate academic staff on how to access the electronic resources/databases subscribed to by the University for effective and efficient usage.

Background Electrocardiographic (ECG) interpretation skills are key in providing fast attention to patients with cardiovascular diseases, enabling prevention or early detection of life-threatening situations. The main aim of the study is to determine the current competency level in ECG interpretation and arrhythmias management of nurses in critical and noncritical departments. Method A cross-sectional design using a convenience sample of 251 nurses working in critical and noncritical departments of Northern West Bank hospitals was used. A valid and reliable structured questionnaire was used to collect data that were designed to measure the competency level in ECG interpretation and arrhythmias management. Result About half of the participants were females (50.2%), with a mean age of 29.2 ± 5.68 years, and 50.2% of them reported they received ECG courses. Unfortunately, low competency levels in ECG interpretation and arrhythmias management of nurses in critical and noncritical departments were found as only 17.1% of the participants were competent (>7.5 out of 10). Nurses working in critical care units, males, and those with higher education levels scored significantly higher than those working in noncritical units, females, and those with a bachelor's degree or diploma. Unfortunately, nurses had low competency levels not only in ECG rhythm interpretation but also in the management of arrhythmia cases. Conclusion The level of competency in ECG interpretation and arrhythmias management among Palestinian nurses is low as only 17.1% of participants were competent in ECG interpretation and arrhythmia management. Thus, this can be considered a serious and alarming situation especially when dealing with a malignant lethal arrhythmia. Therefore, improving nurses' knowledge of ECG interpretation and management of cardiac arrhythmias is essential and warranted.

PurposeThe main aim of this paper is to examine the role of demographics and self-reported computer skill levels as predictors of e-resources awareness and use by faculty members working at various public and private universities in Bangladesh.Design/methodology/approachAn online survey was conducted at public and private universities in Bangladesh. A total of 757 faculty members from 48 universities across the country responded to the survey. The data were analyzed using various descriptive statistics, i.e. frequencies and percentages and non-parametric Mann–Whitney and Kruskal–Wallis tests were conducted to see the differences in levels of awareness among faculty members in terms of university type, gender, age, designation, specialization and computer proficiency levels. An ordinal regression model was used to predict the role of demographics and computer skill levels on faculty awareness levels. Finally, correlation coefficient was measured to see the relationships between faculty awareness and use of e-resources.FindingsThe findings revealed that faculty members working at different universities in Bangladesh are generally aware of most e-resources types. There were significant differences in faculty awareness in terms of demographics and self-reported computer skills levels. The results showed that computer proficiency level is a significant predictor of faculty awareness of e-resources. The findings also showed that awareness and use of e-resources are positively and significantly correlated.Originality/valueThis is the foremost attempt to assess the role of demographics and computer skill levels as predictors of awareness and use of e-resources by faculty members.

In this paper we consider the significance of cyber ‘LAN’ cafés as sites where on and off‐line practices meet in way that complicates binary notions of the gendered gamer. Existing research into computer games culture suggests a male dominated environment and points to girls’ lower levels of competence and participation in games. Building on recent studies interested in the constitution of gender through engagement with online technologies, we draw on Judith Butler’s politics of performative resignification, and conceptualise digital culture as a resource through which ‘girl’ gamers are mobilised and potentially reformulated, experiencing their gaming identities in contradictory ways, and fragmenting the category ‘girl’ in the very act of articulating their place in a male dominated gaming culture. It is argued that through the meeting of on and off‐line practices, LAN cafés operate as a location that is particularly amenable to reformulative work in relation to gendered gaming identities.

This explorative study focuses on access to print and electronic information resources among journalists in Mysore and Mandya district of Karnataka, India. The researchers tried to analyze frequency of library visits, average time spent, use of print and electronic information resources, criteria for evaluation of information resources, usage of social networks for accessing and sharing information, rating of online resources based on its features, preferred format of information resources, factors influencing for use of e-resources and to know the importance of e-resources for journalistic tasks. For this purpose the researchers prepared a well structured questionnaire as a tool for data collection and the collected questionnaire has been analyzed and presented with useful percentage analysis, Anova, Mean, Standard Deviation and suitable tables for presentation of data. It has been found form the study that the journalists prefer both print and electronic format of information resources. Hence, the libraries should maintain both formats of information resources till the users inculcate the habit of using information resources available in electronic format.

The paper is designed to reflect the use of electronic information among the social scientists in the city of Bhubaneswar. The investigator has attempted to collect information related to the preferences on electronic information resources, types of e-resources used, the use of statistical information in e-format, online databases in social science and satisfaction on the use of e-resources. The information has been analysed in the light of data collected from 90 social scientists from research institutes and universities in the city of Bhubaneswar

Farmers in Eastern Europe face important challenges. It is assumed that improved capacities of farmers on strategic management and entrepreneurship enable them to better anticipate towards the continuous changes and keep their farms viable. Therefore a study which aims to give insight in the competencies and entrepreneurship of dairy farmers in Poland, Lithuania and Slovenia was started in 2011. A survey amongst 1038 farms was carried out in 2011 and the beginning of 2012, of which 334, 334 and 362 dairy farmers in Lithuania, Poland and Slovenia, respectively, were included in the analysis. Most farmers interviewed (71.5%) characterised their farms as a specialised dairy farm. Expand dairy production and further specialisation were chosen most often as focus for the development of the farm in the coming 5 years (by 70.4% and 70.3% of the interviewed dairy farmers respectively). The farmers qualified the farming goals earn enough money to support the family, maximise profit, breed sustainable dairy cows (regarding longevity and fertility), keep costs as low as possible and improvement of animal welfare as (very) important. Perceived opportunities were technical developments, ICT applications, EU subsidies, advisory services and internet. The future reduction of direct payments was seen as the biggest threat. The interviewed farmers perceived the possibilities to perform their preferred strategies and their knowledge to do so as neutral or a little positive. They were quite positive about their entrepreneurial competencies (especially analysing and pursuing) and abilities for strategic reflection and perceived themselves as rather financially conservative. They appeared to be reasonably positive about their future. If a distinction is made between farmers with high and low competence levels, it appears that farmers with a high competence level make different strategic choices (more often directed to further development of the farm), have higher scores for entrepreneurial features, are more positive about their future and have bigger farms than farmers with a low competence level. The results of the survey serve as basic measurement for trainings on strategic management, innovation and entrepreneurship in Lithuania, Poland and Slovenia.

The paper considers possibilities of using information technologies to organize learning activities in a general education school and justifies the necessity of applying information technologies for implementation of managerial and organizational activities of schoolteacher. The article introduces the following levels of informational and communicative competence of schoolteachers. Low level of competence: Basic knowledge, skills and experience in application of ICT, skill of using ICT means in information analytical activities. Medium level of competence: Knowledge, skills and experience with ICT tools that allow using these tools independently in organizational, managerial, technological and information analytical activity by means of teaching materials that define the procedure and methods of using ICT means during the performance of an activity. High level of competence: Knowledge, skills and experience with ICT tools that allow analyzing, independently selecting and applying ICT means for organizational, managerial, technological and information analytical activities, including defining new methods for solution of professional tasks. Meanwhile, from analysis of the research results one may conclude that ICT competence of educational process organizers at schools has its specifics, while subject teachers, teaching staff, methodologists differ by ICT competence from other categories of educators. These differences are primarily related to functions exercised. It is known that the process of implementing ICT proceed at practically every level starting from municipal educational institutions to federal sector-wide programs. The developed recommendations for use of information technologies in organization and performance of managerial activities of a schoolteacher may be of use to general schoolteachers.

The unprecedented outbreak of Covid-19 led to disruptions in all aspects of life and the economy. Total and partial closures have characterised the pandemic period to contain the spread of the epidemic. Higher education institutions have devised new forms of existence. With the increasing mutations of the virus, coupled with slow vaccination rollouts in Uganda, e-learning remains the practical pedagogy, while electronic information resources are the vital support for learning and research in these circumstances. During the first lockdown, in April 2020, the library carried out a qualitative study on both frontline library staff and academic users. The aim of the study was to understand the experiences of use of electronic resources during the pandemic period. Among the observations of the study was a total decline in downloads from institutional subscriptions of up to about 20% in the year 2020. This finding was troubling, given prior assumptions that lockdowns would boost e-resources’ uptake. Furthermore, while the library website and its aggregator tools had traditionally been assumed to be key access points for institutional resources, the study showed that most respondents preferred Google Scholar and not the library discovery tool, as their preferred key search interface. While Google Scholar worked perfectly on campus within permissible IP ranges, off campus access, as determined by the pandemic period, required a remote access tool. As such, respondents who utilised Google Scholar, experienced marked differences in the levels of access while outside the university network. Thus, the findings revealed that the library website was not the first point of recourse for most users and that this particularly affected the utilisation of e-resources. This chapter, therefore, highlights efforts to improve the use of e-resources through augmenting the website with interactive and other applications. It includes, but are not limited to, a subscription to another remote access system (MyLOFT – My Library on Finger Tips), which enables users to remotely access the library’s electronic resources, using their personal accounts and internet from anywhere with more flexibility.

Discovery (locating) and use of information resources in academic community (in general) are two essential activities supporting teaching and research. Recent generations of university students are commonly focused on e-resources which offer them easy access to up-to-date data and information in various research areas. However, not all e-resources are of the same quality or easily usable in the higher education environment and therefore research user studies should be caried out to get insight into perception of students about discovery and use of e-resources. The research study of students carried out at the Faculty of Humanities and Social Sciences, University of Zagreb, Croatia in December 2021 showed frequent use of selected types of scientific and professional e-resources. E-resources are accessed mostly by mobile devices suggesting their ability of use of e-resources at different locations. The problem arose with trust in librarians when locating e-resources, however, librarians were chosen for recommending e-resources. In this research study, students identified most important advantages of e-resources that server as selection criteria for e-resources for studying. The findings confirmed students’ high confidence in value of e-resources for studying. Finally, the findings confirmed that the COVID19 pandemic influenced students to use e-resources more frequently than before.

Introduction. The process of digital transformation of modern education largely depends on the digital competence of students. The relevance of the study of digital competence of students is determined by the broad involvement of young people in the use of digital educational technologies, the lack of a holistic view of the cognitive sphere of representatives of the "digital generation", the lack of empirical data on the integrative cognitive characteristics of students with different levels of digital competence. The purpose of this study is to study the relationship of indicators and types of digital competence with cognitive-style and metacognitive characteristics in schoolchildren and students. Materials and methods. The study involved students of secondary schools and university students living in St. Petersburg, Moscow, Yekaterinburg, Novosibirsk (total sample: N=631). To diagnose digital competence, the method "Digital Competence Index" was used (G.U. Soldatova, T.A. Nestik, E.I. Rasskazova, E.Y. Zotova). To diagnose the characteristics of the cognitive sphere, the following methods were used: "Style of thinking" (A.K. Belousova), "Method of diagnosing the stylistic parameters of learning" (A. Salomon, R. Felder), "Metacognitive skills in the structure of educational and professional activity" (E.G. Denisova). Comparative and correlation analyses were used for statistical data processing. Results. The study revealed similarities in the overall level of digital competence of schoolchildren (N=281) and students (N=350), with a higher level of technical competence of school students (p ≤ 0.002) and a higher level of knowledge and skills of students in the field of practical application of digital technologies: in working with digital information (p ≤ 0.004), in online communication (p ≤ 0.002). in the use of the Internet for consumer purposes (p ≤ 0.005). Universal and specific cognitive-stylistic and metacognitive characteristics of young people with different indicators of digital competence were found. Universal characteristics include thinking styles that manifest themselves in orientation to selection, evaluation, meaning transfer and implementation in working with information. The features of subjects with a high level of digital competence are revealed: students of this subgroup, in comparison with students with a low level of digital competence, have a pronounced preference for an active learning style strategy (Uemp = 1012; p ≤ 0.0009), orientation to generating ideas in the process of joint solution of mental tasks (Uemp = 1145.5; p ≤ 0.01); students of this subgroup, in comparison with students with a low level of digital competence, are characterized by a combination of active and visual style strategies, the use of metacognitive skills in educational activities (Uemp = 1613; p ≤ 0.04). Conclusion. The study contributes to the understanding of the integrative cognitive characteristics of students with different levels of digital competence. The results obtained indicate the need to include in the programs for the development of digital competence of students of schools and universities activities aimed at the formation of metacognitive skills, and their implementation in conditions of joint educational activities.