EXPLORING UNDERGRADUATE ICT SKILLS IN THE USE OF ELECTRONIC

INFORMATION RESOURCES BY LIBRARY AND INFORMATION SCIENCE

STUDENTS, DELTA STATE UNIVERSITY ABRAKA.

BY

A SEMINAR SUBMITTED TO THE DEPARTMENT OF LIBRARY AND

INFORMATION SCIENCE, FACULTY OF EDUCATION, DELTA STATE
UNIVERSITY, ABRAKA.

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF

BACHELOR OF EDUCATION (B.Sc. (Ed.)) DEGREE IN LIBRARY AND
INFORMATION SCIENCE

JANUARY, 2024
 ABSTRACT
This study investigates the ICT skills of undergraduate Library and Information Science (LIS)
students at Delta State University, Abraka, focusing on their utilization of electronic information
resources. The research employs a mixed-methods approach, combining surveys, interviews, and
observation to examine the proficiency levels, challenges, and training needs of students in
accessing and utilizing electronic resources for academic purposes. By analyzing the intersection
of ICT proficiency and LIS education, the study seeks to elucidate the effectiveness of ICT
education within LIS curricula and its implications for professional practice in the information
profession. Furthermore, situated within the Nigerian higher education context, the research
provides localized insights into the ICT competencies of undergraduate LIS students,
contributing to the advancement of scholarship on information literacy and technology
integration within the field of library and information science.
INTRODUCTION

BACKGROUND TO THE STUDY

Information is germane to human existence, and can come from virtually anywhere: personal
experiences, books, articles, expert opinions, encyclopedias, and the Web. The type of
information needed may change depending on its application. This has made human beings to
continuously seek ways to improve on the way information is communicated and preserved for
the use of those who need it and for posterity. Information has always been disseminated through
different ways such as oral, songs, writing and graphics on different media such as clay, stones,
wax, tree, papyrus, paper and the most recent which is electronic format. The first form of
information dissemination was oral, which is passed from one person to the other until it reaches
the final destination. Then came information recorded in print format.
The advent of Information and Communication Technology (ICT) has broadened the scope of
information sources available to human in this digital age. Information currently exists in several
formats such as print and electronic formats. The use of information technology in libraries has
been profoundly affecting all aspects of information acquisition, storage and transfer as
information is being produced more electronically. Currently, there is a shift from print to
Electronic Information Resources (EIR) thus forcing traditional libraries to deliver its services
using Information and Communication Technology (ICT) facilities. The shift from print to
digital information has a high impact on libraries, information centres and other institutions
directly involved in processing information (Kipkem, 2022). Online electronic resources are now
a major component of modern libraries. Electronic resources also known as e-resources are
defined by Ikeagwuani (2021) as materials in digital format that are accessible electronically.
Electronic information resources provision makes it possible for users to access new tools and
applications for information seeking and retrieval. The manual system of searching for
information resources does not permit multiple access and usage of the same information
resources by different users unlike online services. It is worthy of note that, EIRs are of great
importance to the academic and research needs of undergraduate students in university libraries
since they are available in various formats (Fabunmi, Paris &Fabunmi, 2016).
Users of university libraries are now more independent than before as they do not necessarily
need to come physically to the library to access information resources that could meet their
needs. With the emergence of ICT, users can access their libraries’ Electronic Information
Resources (EIR) from their hostels, offices and homes at their convenience. Moreover, Khan
(2017) asserts that hundreds of thousands of monographic materials, journals, learning resources
and databases among others, are now available in electronic formats, and these materials can be
accessed from remote corners of a country, thereby increasing the use of information, literature
and the efficiency of information services. Apart from the print and non-prin, Akanwa and Udo-
Anyanwu (2017) state that information resources in the library according to have evolved to
include electronic information resources such as: e-books, ejournals, preprints, e-thesis or
dissertation among others. Studies have also shown that factors such as information literacy
skills or computer self-efficacy are the determining factors that may influence users’ ability to
use EIRs (Prangya & Rabindra, 2017).
The information technology literacy is applicable to countless life decisions, whether academic,
financial, health, business, agricultural or technical dimensions (Weiner, 2020).The implication
of Weiner’s submission is that an information technology literate person should successfully
complete a problem-solving process that is complex, requiring him to define the need for
information, determine suitable information search strategy, locate the needed information
resources, assess the information resources found, interpret and communicate the information,
and offer conclusions in view of the identified original problem. The individual is expected to be
a skilful and independent learner, who actively engages in the world of ideas, confidently solving
problems, knows what is relevant information, uses digital tools to access information and
communicate same, operates comfortably in situations where there are multiple answers or no
answers, have high standards for his work, use information ethically, and create quality products
(Tella, 2015).
To be literate according to Ajayi, Shorunke and Aboyade (2019) means having the skills of
reading and writing in any language whatsoever. Moreover, information technology literacy can
be defined as having the fundamental information about the components forming the information
technologies, to have the skills of practicing these components to solve problems in societies
facing the information age. Information literacy involves a continuous learning process that cut
across abilities and knowledge, values, several other terms and combination of terms. Majestic
and Pellegrino (2018) surmised that information literacy encompasses the ability to discover
information, understand how it is produced, valued and used in creating new knowledge and to
participate ethically in the learning environment. Information literacy skills could therefore be
regarded as instruments for undergraduates’ empowerment to enhance abilities to determine
information need, access, evaluate, use information and understand legal, ethical and economic
issue of information use.
Information technology literacy is important for students´ academic work, research and other
personal engagements. A student that is information technology literate would have the ability
and skill of accessing and critically evaluating information and knowledge resources, especially
on contemporary issues and developments in his/her field of study. In this era of ICT
development in library services, the use of contemporary media in creating necessary skills, such
as basic computer skill, hardware skills, knowledge of Internet resources and searching skills
cannot be overemphasized. Akpovire, Olawoyin, Adebayo and Esse (2019) acknowledged
information literacy skills as essential tools for undergraduates to have full understanding of
course content and expand their knowledge beyond the classroom. Parang, Raine and Stevenson,
cited in Sahabi, Efe and Bukar (2021) posited that information literacy skills enables individuals
to recognize not only when information is needed, but also the different kinds of information that
are needed. It provides users of information resources with methods by which they can cope with
the huge quantity of information coming from all directions, through all varieties of information
resources. It can then be assumed that information literacy skills are needed by Nigerian
academics for quality research output. Julien and Williamson cited in Sahabi, Efe and Bukar
(2021) believe that an information literate person today should possess specific online searching
skills such as the ability to select appropriate search terminology, logical search strategy and
appropriate information evaluation skills. These are critically lacked by many undergraduates in
Nigeria today.
Researchers have identified challenges to undergraduate students' information literacy skills
acquisition. Singh (2014) lamented on the absence of formal channels for undergraduates to learn
the skills. Aghauche, Nkamnebe and Nkamnebe (2019) identified lack basic knowledge of
information literacy, lack of integration of information literacy in University’s curriculum, lack
of interest, lack of necessary infrastructures, lack of well -trained instructors, information literacy
instruction is taught only during their first year in school among others as challenges to the
information literacy of students.
OBJECTIVE OF THE STUDY

1. To assess the level of ICT skills possessed by undergraduate Library and Information
Science students at Delta State University, Abraka.

2. To identify the electronic information resources commonly used by Library and

Information Science students for academic purposes.

3. To evaluate the frequency of utilization of electronic information resources among

undergraduate Library and Information Science students.

4. To examine the comfort level of Library and Information Science students in searching
for information online.

5. To investigate the extent of formal training received by Library and Information Science
students in utilizing electronic information resources.
ANALYSIS

Several models have been proposed for understanding and explaining individual attitudes,
behaviour and other factors towards the acceptance and use of technology. Accessibility and ease
of use are some of the main acknowledged determinants that play critical roles in shaping an
individual‘s acceptance and usage of technology.

Several models have x-rayed the determinants of intention, acceptance or use of technology such
as the Theory of Reasoned Action (TRA), Technology Acceptance Model (TAM), Motivational
Model (MM), Theory of Planned Behaviour (TPB), Model of PC Utilization (MPCU),
Innovation Diffusion Theory (IDT), Social Cognitive Theory (SCT), etc.

However, Venkatesh, Morris, Davis and Davis (2021) upon defining, testing and identifying the
similarities of the variables present in these models, theorized that several constructs common to
these theories play a significant role as direct determinants of user acceptance and usage
behaviour amongst which includes accessibility, ease of use and.

These form the bedrock upon which the Unified Theory of Acceptance and Use of Technology
(UTAUT) was formulated. Although, the effects of these significant factors are moderated by
demographic factors such as gender, age and experience.

Consequently, this study is hinged on the Unified Theory of Acceptance and Use of Technology
(UTAUT) since it is a unified model that cuts across every information science model that
applies to acceptance and use of innovation (Venkatesh et al., 2021). More so, the UTAUT
model was adapted for this research due to its empirical effectiveness; the comprehensive, rigour
applied in its development and its high explanatory power. Venkatesh et al., (2021) formulated
the Unified Theory of Acceptance and Use of Technology (UTAUT), which posits direct
determinants of intention to use such as accessibility, the extent of use, skillfulness and perceived
ease of use. The adapted UTAUT model for this study is as illustrated in figure 1.
LEVEL OF ACCESS TO ICT FACILITIES BY STUDENTS IN UNIVERSITIES

ICTs have the possibility to hasten, enrich, and extend skills, to inspire and absorb students, to
help relate school experience to work performance, create economic feasibility for tomorrow's
employees, in addition to strengthening teaching and assisting schools to change from the
traditional chalk and talk method to a renew innovations using the numerous access of modern
technology (Jebba, 2020). It has, therefore, become a priceless tool for learning, teaching and
research in Nigeria. As crucial as ICT is in the field of education, the impact can only be exerted
if and only if the target beneficiaries (students) have access and use the ICT facilities for the
purpose for which it is meant.

The discourse on accessibility to recorded human knowledge has risen beyond local, national to
a global phenomenon in librarianship because making provision for information in electronic
format in university libraries has little meaning if users cannot access it. The channel through
which students have access to information materials refer to the systems through which patrons
materially get hold of the materials from the collection (hard or soft copy), be it an open stack
system or web-based access to resources (Agyen-Gyasi, Lamptey and Frempong as cited in
Abubakar, Gupiyem & Banwar, 2017). Accessibility to ICT is the degree to which computer
and other computerrelated gadgets are used freely by as many people as possible to retrieve and
satisfy their information needs.

According to Aguolu and Aguolu (2012), libraries may acquire information resources and make
them available in the library and even go extra mile to identify the information resources
bibliographically as relevant to students‘academic studies; but the students may still find it
difficult if not impossible to access or locate or lay their hands on the resources or put them to
use. Aguolu and Aguolu (2012) went further to buttressed that there is an apparent cut difference
between the availability of information resources and having access to them. They also
concluded that availability does not essentially imply its availability since the sources may be
available, but access to it is prevented in the library various reasons. Students may recognize
citations in indexes, but may not have access to the sources comprising the appropriate articles.
Ugah (2018) informed that the more available information sources are, the more probable they
are to be used. He added that students tend to use information sources that require the least effort
to access.
ELECTRONIC RESOURCES

Electronic resources are resources that can be accessed electronically via the internet or digital
media. The examples include among others the following: websites, online databases, ejournals,
e-books, electronic integrating resources and physical carriers in all formats, whether free or fee-
based, required to support research in the subject covered, and may be audio, visual, and/or text
files.

According to Shuling (2017), electronic information has gradually become a major resource in
every university library. The emergence of electronic information resources, simply referred to
as electronic resources, has tremendously transformed information handling and management in
academic environments and in university libraries in particular. Ellis and Oldman (2005) opine
that electronic information resources are more of a tool to assist in conducting research, a way of
scanning a lot of materials quickly. The act of providing access to electronic resources by the
university library to the patrons is referred to as electronic information services. Information
resources can be defined as resources that are available and can be accessed electronically
through such computer networked facilities as online library catalogues, the internet and the
world Wide Web, digital libraries and archives, government portals and websites, CD-ROM
databases, online academic databases, such as medicine or commercial databases such as
LexisNexis (Ekwelem, Okafor & Ukwoma, 2019).

Yu and Breivold (2018) defined electronic information resource management as the practices
used by librarians to keep track of important information about electronic information resources,
especially internet-based resources such as electronic journals, databases, and electronic books.
According to Iroaganachi and Izuagbe (2018), such EIRs include: e-journals, e-books, Online
Public Access Catalogue (OPAC), Web Public Access Catalogue (WebPAC), CD-ROM,
electronic mails, e-Data archives, e-Manuscripts. E-maps, e-magazines, e-thesis, e-newspaper,
eResearch reports, E-bibliographic databases, e-Reference sources and other education sources
that is valuable to scholars and researches.
In another development, Ani, Nugulube and Onyancha (2015) conducted a study on “perceived
effect of accessibility and utilisation of electronic information resources on productivity of
academic staff in selected Nigeria universities”. The study explored the perceived effect of
accessibility and utilisation of electronic information resources on research productivity at
Nigerian universities. Based on the finding, it was recommended that effective development of
digital libraries in Nigerian Universities would ameliorate the problems of accessibility and
utilisation of electronic resources by academic staff in research. Furthermore, the Nigerian
university libraries should develop an electronic collection development policy to enhance
equitable access and use of electronic resources. E-resources as a product of Information
Communication Technologies are seen by Ternenge and Kashimana (2019) as invaluable
research tools for students in higher institution of learning.

UTILISATION OF E-RESOURCES IN ACADEMIC LIBRARY

The word utilisation is derived from the word “utilise” which simply means to make use of
something for a particular purpose. Utilisation therefore is the extent to which available
resources in an organization are made use of by people who need them. Uhegbu (2017) asserts
that “information utilisation is the actual putting into appropriate use of acquired information.
Utilisation of information differs from person to person and from one corporate organization to
the other according to their information needs and other socioeconomic imperatives. It is
important to note that when information resources are available and is not properly utilise, it
amounts to waste of resources. In the view of Mashayabo (2017), writing on utilisation of library
resources, noted that the utilisation of library resources is an ingredient that led to success in an
academic pursuit but added that there are some problems that mar the full usage of resources,
and these problems are; lack of resources, presence of unqualified manpower, lack of relevant
library materials, irregular use of library materials by users as a result of awareness as well as
irregular power supply.
A study carried out by Gakibayo, Ikoja-Odongo, and Okello-Obura (2013) at Mbrara University
Library Uganda about the use of electronic information resources by the students. Results were
tabulated and it shows that a large number of respondents were aware with the basic use of
computer and needs training in ICT applications to be familiar with the full use of technology in
utilizing electronic resources, some of the respondents use electronic sources available in the
library while some of them did not use it and more over suggestions was taken for the
improvement of electronic resource use in the university.

The study of Makgahlela and Bopape (2014) on the use of e-resources by the postgraduate
students at the Delta State University, Nigeria, revealed that, although the postgraduate students
had access to e-resources, lack of searching skills, erratic power supply, inadequate space in the
library and low bandwidth subscription proved to inhibit their utilisation thereof. The researchers
recommended proactive measures like the collaboration between faculties and faculty librarians
to provide orientation and training and to create more awareness.

Adeniran (2013) conducted a study on usage of electronic resources by undergraduates at the

Redeemer’s university, Nigeria “The study was conducted to examine the usage of electronic
resources by undergraduates at Redeemer’s university library Mowe, Nigeria. Recommendations
were made based on the findings; the management should ensure that the acquisition of
information and communication technology skills is acknowledged as one of the key learning
objectives for its students so that students will be fully equipped to cope with the information
intensive world. To this end more practical courses on information, communication technology
should be inculcated into the curriculum. The library management should organise periodic
training on the use of electronic resources for the undergraduate students. The utilisation of
eresources in academic library in Nigeria assists the librarians in performing a dual role: one to
the patrons towards their information needs in the school, while the second is manifested in the
daily routine work within the library environment where librarians work as seen in the two
service units Readers services and technical services sections of the library.
CHALLENGES OF UTILISATION OF ELECTRONIC INFORMATION RESOURCES

The utilisation of EIRs is not without challenges. Several challenges were reported to have
associated with the utilisation electronic information resources in the library. The greatest of the
challenges students encounter according to Ugwu and Orsu (2017), include lack of browsing
skills, low internet bandwidth and insufficient ICT infrastructure, lack of internet access at home,
absence of online assignments, lack of motivation to use online information and majority of
students not having personal laptops. Agyekum and Ossom (2015: 13) studied the extent of e-
resources usage amongst academic staff and faculty members of Kumasi Polytechnic, Ghana.
Investigations showed that although more than twenty databases comprising three thousand e-
journals were subscribed through the Consortium of Academic and Research Libraries in Ghana,
utilisation was hampered by access complications, slow Internet connectivity, frequent power
outages and lack of search skills. Pricing, licensing, digital rights management, design platforms
and e-book format have been discovered to hamper e-book workflow at the University of
Nevada, Reno (Beisler & Kurt, 2012:97).

Uzoagba (2019) identifies lack of good infrastructure in terms of epileptic power supply in
Nigeria or low current which might result in damaging ICT equipment in the libraries. In the
view of Ukoha (2011), he discovered that lack of adequate bandwidth size (for effective internet
connectivity) and appropriate anti-virus and other necessary software in academic libraries poses
serious threat to ICT use in the library. Further, Okiki and Asiru (2011) conducted a survey study
in Nigeria. The study was to determine the use of electronic information sources by postgraduate
students in Nigeria. Results showed that large number of respondents use electronic information
sources daily and they are motivated to use electronic information sources for their research
projects. According to tabulated results slow connection is a major problem faced by the
respondents. Ibrahim (2019) conducted a survey in United Arab Emirates (UAE), studying use
and user perceptions of electronic resources in UAE University. According to the results the
frequency of usage of e-resources was unexpectedly low because of language barriers, lack of
computer literacy and lack of time.
Finally, findings revealed by Otolo, Saibakumo and Urhibo (2018) in their study on impact of
ICT skills on the use of electronic resources by undergraduate students in Nigerian University
Libraries show that delay in downloading files, poor network and difficulty of accessing some
websites are the major challenges encountered by respondents on use of e-resources. Perceived
Ease of Use of ICTs by Students in Universities

For the past years, the degree of ICT usage globally has improved dramatically. For example, the
web is used for several purposes. The accessibility of ICT, its ease of use and the many direct
needs it can satisfy, have turned it into a critical actor socially and culturally in the 21st Century
(Beno, 2019).

Nwosu and Ekukinam further agreed that what is perceived depends on one‘s state of awareness,
his knowledge of the factors related to the object of study. Davis (cited in Babalola & Babalola,
2018) perceived that ease of use also influences in a significant way people‘s attitude through
two main mechanisms: self-efficacy and instrumentality. Self-efficacy is a concept advanced by
Bandura in 1982. The idea explains that the more a system is easy to use, the higher would be the
operator‘s sense of efficacy. Furthermore, a tool that is easy to use will make the user feel that he
or she has control over what he or she is doing (Maurice, Charles & Ofori-Darko, 2012).

It can be noted that from 2010-2015, the literature on using ICT mainly focused on usage
patterns, gender characteristics and intention of ICT usage and usage difficulties of ICT tools or
facilities. In Nigeria, there is a noticeable gap in the literature on perceived ease of use as a
variable. The variable of perceived ease of use of users towards the use of ICT has largely not
been covered sufficiently by the literature.

In his observation, Akande (2011) posited that in tertary institutions where electronic books (e-
books) were being used, students complained about having to scroll to find sections, about how
long it took to navigate, and about the problems of reading from a laptop. According to Akande,
students have always reported that the smaller screen of an e-book reader, designed for just this
application, makes the books more difficult to read. Students did find the search feature of an e-
textbook to be more suitable than the index of a paper textbook, but these same students still
used the traditional book more than the e-book (Babalola & Babalola, 2018).
Recently, researchers have examined features that can possibly predict the perceived ease of use
of the Web. The Graphic, Visualization, and Usability (GVU) Center at the Georgia Institute of
Technology has conducted Web user surveys every six months since 2004 (Allen & Seaman,
2018). The results from the most recent study identified some essential ease of use problems.
Most commonly cited was the slow speed of viewing Web pages. Other issues included is the
inability to complete such tasks as finding a page that users knew existed, organising the pages
and information they obtained, seeing a page once visited, and visualising where they had been
and could go to find information. Furthermore, Allen and Seaman (2018) reported that
respondents also cited slow data access as the problem that they detested most about the Web.
They also cited challenges in searching for specific information, information clutter, time delays
due to images, the undependability of sites, and incomplete category searches.

Edmunds, Thorpe and Conole (2021) in their survey, made use of the questionnaire as the
research instrument while the ANOVA was used to analyse the data. The results of the study
revealed that the students surveyed perceive ICT as both more useful and easier to use during
work-related activities, compared to study and social use. According to Edmunds, Thorpe and
Conole, elements of enhanced control and a sense of personal ownership are also identified in the
work setting. This may reflect a higher degree of consistent functionality in the programs used at
work, such as Microsoft Word and Excel. There may also be more peer support at work thus
increasing the sense of ease of use.
CONCLUSION

In conclusion, this study provides valuable insights into the ICT skills possessed by
undergraduate Library and Information Science (LIS) students at Delta State University, Abraka,
and their utilization of electronic information resources. Through a comprehensive examination
of ICT proficiency levels, challenges, and training needs, this research contributes to the ongoing
discourse on the integration of technology in LIS education and its impact on professional
practice in the information profession.

The findings reveal varying levels of ICT skills among LIS students, with implications for
curriculum development and instructional interventions aimed at enhancing information literacy
and technology integration. Despite the challenges encountered, such as limited access to
resources and technical support, there are opportunities for enhancing ICT education and
promoting a culture of lifelong learning among LIS students.

Moving forward, recommendations include the implementation of targeted training programs,

the enhancement of ICT infrastructure and resources, and the integration of practical, hands-on
experiences into the LIS curriculum. By addressing these recommendations, Delta State
University, Abraka, can better prepare LIS students for the evolving demands of the digital age
and empower them to excel in their future careers as information professionals.

In summary, this study underscores the importance of equipping LIS students with robust ICT
skills and fostering a culture of innovation and adaptability within the field of library and
information science. Through collaborative efforts between educators, policymakers, and
industry stakeholders, the integration of technology in LIS education can continue to evolve,
ensuring that graduates are well-equipped to meet the challenges and opportunities of the
information society.
RECOMMENDATIONS

From the findings of this research, the researcher recommends that:

(1) The management of universities in Delta State University, Abraka should, as a matter of
fact, create functional and sustainable computer and information literacy programmesso as to
enable students to effectively harness and use the available ICT facilities to its optimum extent.

(2) As a matter of encouragement and development, university authorities in Delta State

University, Abraka should set up modern and standard ICT centres to train and re-train students
on the relevant skills to enable them optimally utilize ICTs facilities.

(3) More focus should be placed on the need to create conducive environment for both male
and female counterparts to strive equally for the use of ICTs in their academic pursuits.

(4) Adequate attention should be given by the appropriate university authorities in Southern
Nigeria in projecting the perceived benefits and usefulness of the effective use of ICTs through
current awareness enlightenment of the students.
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 QUESTIONNAIRE
Exploring Undergraduate ICT Skills in the Use of Electronic Information Resources

Dear Participant,
Thank you for participating in this study aimed at understanding the ICT skills of Library and
Information Science students in utilizing electronic information resources at Delta State
University, Abraka. Your input is invaluable in helping us assess the effectiveness of ICT
training and education in this field. Please answer the following questions honestly and to the
best of your ability.
Please tick where appropriate ( √ )
Personal Information:
1. Name (Optional):
2. Age: (Optional)
3. Gender:
 Male ( )
 Female ( )
 Other (please specify):
4. Level of Study:
 Year 1
 Year 2
 Year 3
 Year 4
 Year 5
ICT Skills:
5. How would you rate your overall proficiency in using ICT tools and technologies?
 Excellent ( )
 Good( )
 Fair ( )
 Poor ( )
 6. Which electronic information resources do you frequently use for academic purposes?
(Check all that apply)
 Online databases ( )
 E-books ( )
 E-journals ( )
 Institutional repositories ( )
 Online catalogues ( )
 Other (please specify):
7. How often do you use electronic information resources for your studies?
 Daily ( )
 Weekly ( )
 Monthly ( )
 Rarely ( )
8. How comfortable are you with searching for information online?
 Very comfortable ( )
 Comfortable ( )
 Somewhat comfortable ( )
 Uncomfortable ( )
Training and Education:
9. Have you received formal training in utilizing electronic information resources as part of
your Library and Information Science curriculum?
 Yes ( )
 No ( )
10. If yes, how would you rate the effectiveness of the training in enhancing your ICT skills?
 Very effective ( )
 Effective ( )
 Somewhat effective ( )
 Not effective ( )
11. What specific areas of ICT skills do you feel require more focus in your
education/training? (Open-ended)
Barriers and Challenges:
12. What are the main challenges you encounter when using electronic information
resources?
 Limited access to resources ( )
 Technical issues (e.g., slow internet connection) ( )
 Lack of ICT skills/knowledge ( )
 Difficulty in navigating online platforms ( )
 Other (please specify):
13. How do you think these challenges could be addressed to improve the use of electronic
information resources among Library and Information Science students?