Users’ ICT Skill

Abstract

The essence of this chapter was to acquaint users with the needed skills to navigate the various information resources in the library. The set goal was brought to bear on the distribution of questionnaires. In doing this, explorative approach was adopted. In academic libraries the existence of information and communication skills are not being felt as should be expected on the part of the users. Though information and communication technologies (ICTs) are well known and appreciated, but the skills are not easy to possess in defining problems, accessing, locating and evaluating information resources. Also revealed was the Big6 skills provided as each approach can be used whenever students are in a situation, academic or personal, which requires information to solve a problem, make a decision or complete a task.

1. Introduction

The evolution of world wide web (WWW) as a powerful tool in the field of education has restructured users’ techniques and skills used in search of library resources to supplement coursework, seminar and research activities as it guarantees active participation in the teaching-learning process. According to World Book Encyclopedia [1], the proliferation of ICT products have changed the manner at which people live and have come to rely on it in almost all aspects of life, people rely on computers to handle a huge amount of information with incredible speed to solve life problem within a second. ICT is widely relied upon by all its users in virtually all facets of their everyday life. As noted by Lori et al. [2], user expectations regarding electronic access to information are increasing and university library collections are continually developing from primarily print-based collections to emergent electronic collections.

Universities, as the parent body of these libraries, try as much as possible to acquire and subscribe to these electronic information resources through their library databases to meet up with the insatiable needs of their students (users) as their quest for knowledge and information varies. Many universities in Nigeria, as stated by El-Maamiry [3] including those in the southern part, are investing in electronic information resources to increase access to their growing communities in various horizons. The library is providing thousands of scholarly journals through subscription to numbers of academic databases along with web-based resources.

Following the advent of the digital revolution, according to Jewell [4], libraries began incorporating information communications technological based products into their collection and services. The inclusion of these resources was driven by the core value of Library science as expressed by a renowned Librarian, Dr. S.R. Ranganathan, in his five laws of library science; especially the opinion that electronic technologies made access to information more direct, convenient and timely which made users cling to these resources to unravel their greatest source of anxiety and uncertainty. Despite the usefulness of electronic information resources, according to Desta [5] and Togia and Tsigilis [6], users cannot make use of these resources due to lack of information and searching skills, knowledge and awareness of the available electronic information resources but rather preferred recommended books, reference books and journal articles as it saves time, cost and convenient to use.

Fatoki and Olayinka’s study (as cited in [7]) posited that notwithstanding the significance of electronic information resources to university education, usage in Africa is still affected by quite a number of factors. Studies have revealed that these factors include poor funding of universities, high cost of Information technology equipment, high rate of foreign exchange, inadequate ICT skills and limited training on the effective use of electronic information resources.

2. Definition of information communication technology (ICT) skill

Information communications technology skill, as defined by School of Oriental and African Studies (SOAS) [8], encompasses techniques in knowing the different ways to find a piece of information, being able to locate and access the information whether in an electronic databases or in a journal and the ability to compare and evaluate the information obtained, organise, apply and communicate this information to others by proper citation of references and creating bibliography in an ethical manner. New kinds of competences, skills and confidence are required to respond to the need of the time that extends beyond the traditional library setting. Persons involved in research programme also are needed to intensively equip themselves with the mechanisms and techniques in accessing and retrieving desired information resources from the web-based information systems [9]. We live in an era of increased information flow and acceleration which required students to learn new skills and become more self-efficacious in the use of electronic information resources to manage perspective situations as it is the bedrock for human motivation necessary for personal accomplishment [10].

According to Hewitson [11], skills in using electronic information resources are related to individual factors such as information technology skill, subject and the extent to which users adhere to a professional development scheme. Nadzir [12] asserted that having ICT skills is relevant in students’ course and with the emergence of recent information technology; access to information has been made much easier. ICT skill prepares students to meet up with the demand for the information age. This correlates Toyo [13] who emphasised that students require ICT skills to use electronic information resources.

Also, Kari [14] stated that ICT skill is necessary for students so as to equip them with the knowledge to cope with the information. He furthermore noted that students require adequate knowledge of information skills. Knowing when data is needed and being able to quickly locate, accurately evaluate, use, and clearly communicate information in a variety of formats are both examples of information skills. It refers to the capacity to manoeuvre through the rapidly expanding data environment, which includes a wide range of sources of information, including professional literature, popular media, libraries, the Internet, and much more. Since information is becoming more widely available in unfiltered formats, its validity, reliability, and authenticity are all under scrutiny [15].

ICT skills are usually developed through information literacy. The Big6 skills [16] provided six (6) approaches of information skills such as; task definition, information seeking, accessing information resources, using information, synthesising and evaluation of information resources upon which individual can use library resources, each approach can be used whenever students are in a situation, academic or personal, which requires information to solve a problem, make a decision or complete a task. Due to the information explosion, it has become increasingly clear that students cannot learn everything they need to know in their field of study, within a few years, at school or the university.

Bruce’s study (as cited in [17]) identified Information literacy to include an individual’s capability to identify, locate and critically evaluate the information for decision-making, knowledge creation and problem-solving. Information literacy equips them with the critical skills necessary to become independent lifelong learner [18]. To become guaranteed learners, we need to know not just how to learn, but how to teach ourselves. We should acquire the abilities necessary to be freelance, independent learners.

An information literate person should be able to possess the necessary skills required to solve a problem at any point in time. The skills include; task (problem) definition, Information seeking strategies, locating and accessing information resources, Using information, synthesising and evaluation of information resources. Information skill, according to Kurbanoğlu [19] can be represented diagrammatically as thus.

ICT skills are the skills necessary to glean information effectively from sources. Many individuals develop these skills during their school years while others develop them during their world of work. With these skills developed, individuals are made capable of tackling the research-related challenges commonly associated with being a student or worker in an information-related field [20].

3. Users’ skill in a task (problem) definition

This approach involves the information problem, identification of information needed in order to solve or complete a task as any information seeking, even the most basic, starts with research questions, the more complex the subject, the more it helps to clarify the main questions that need to be answered. A task may not be phrased as a question but still helps to work out the questions that need to be asked to complete the task [21]. It stated that for users to effectively use an information resource they should be able to understand and abide by the acceptable use policies in relation to defining the problem they set out to solve. This requires critical thinking which most students do not realise, with this, they will be able to state and explain the goals and purposes, clarify the problems they need to solve, gather and organise information, express themselves precisely and exactly and distinguish significant matters from insignificant ones [22].

4. Information seeking strategies

This involves the ability to brainstorm all possible sources, selection of the best sources and thoughtfully reflect on the use of electronic information resources. Griffiths and Brophy [23] noted that Students are either unaware of alternatives to using search engines or have tried alternative methods but still chose Google (45% of respondents), a scenario that is now known as the “googling phenomenon.” In addition, locating information is not always simple for students (even when using Google), and since a third of participants had trouble finding information, user awareness, training, and education must be enhanced.

5. Users’ skill in locating and accessing information sources

After students should have determined their priorities for information seeking, they have to find information from a range of supply and access specific information from among individual source.

Users will be able to;

• Locate and use appropriate resources and technology available within the school library and local area network.

• Use electronic reference materials (e.g; electronic encyclopedia, dictionaries etc.)

• Conduct a self-initiated electronic survey through e-mail. Adetimirin [24] stated that postgraduates can locate and access their needed electronic information resources in the university libraries by providing access to electronic resources.

6. Users’ skill in evaluating electronic information resources

This focuses on how well final products meet the original task (effectiveness) and the process of how well students carried out the information problem. It is the ability to judge the process (efficiency) and product (effectiveness). It is the skill required to critically evaluate information content and employ it effectively as well as an understanding of the technological infrastructure on which information transmission is based [25]. Users may evaluate their own work and process or be evaluated by others.

According to Nikolopoulou and Gialsamas [26], evaluating the quality of information retrieved is an important process of successful information searching when using electronic sources like the web is easily accessible. This skill is necessary as students are seduced to copy and paste without evaluation. In an environment where vital information repositories can be unreliable, and where information users are progressively more social in their behaviour, a level of trust in an information source is critical to evaluation information resources [27].

Saleh [28] stated that it is necessary to evaluate information sources based on its originality, currency, and credibility and assess if the found information can be used for the learning task/project. University of Bath [1] noted that when an article is found in any academic journal, it is needful to consider whether or not it is of sufficient quality and relevance to use in your work. In doing this, the following advice should be considered:

1. Read the article abstract: this recapitulates the author’s key findings and methodology. It helps in deciding whether the full article will need to be read.

2. Note the year of publication: latest research might be needed. However, also check the end of a document for dates of the references.

Synthesise —This is the ability for a user to organise information from multiple sources and present the information.

7. Users’ skill in using information

After finding probably helpful resources, students should interact in reading, viewing and listing the knowledge obtained to see its connection, so as to extract the relevant ones to resolve the known problem (information need) effectively, use the information to compose papers, complete dissertation and thesis or conduct work-related tasks. This information skill is the last in the process, as the usage of the information gathered is the ultimate goal of researching. This skill requires users to consider how all the information obtained will be covered and it involves the following stages according to Drew and Bingham [21];

1. Superficial stage—it involves looking at the title, table of contents, headings and overall image of the electronic information resources by skimming or scanning.

2. Refined—reading through the first and last lines of a paragraph and introductory statement of the resource.

3. Detailed/in-depth—it has to do with careful and thoughtful reading or observation to understand all aspects of the document.

4. Understanding terminologies and the topic which helps to use general dictionaries.

5. Making sense of and analysing the information—this will help to ask some basic questions such as;

1. What are the important keywords/points?

2. Is there an issue which arises repeatedly?

3. Are there any connections between aspects of the information? What are they?

4. Is there a minority view?

5. Is the information accurate?

6. Is it up-to-date?

7. How does the information different from the sources compared?

8. Do they agree or contradict each other?

8. Conclusion

This chapter discussed the ability of users to recognise when information is required and possession of ICT skills to define a problem, searching, locating, and evaluating information and use of information resources effectively. In doing this, the academic librarians need to be very proactive in guiding users on how to acquire the basic skills.