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Information Overload on LIS Students in Devi Ahilya University, Indore

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 Information Overload on LIS Students in Devi Ahilya University, Indore

Bhupendra Ratha Prachi Yadav

Lecturer, School of LIS MLIS Student, School of LIS
Devi Ahilya University Devi Ahilya University
Indore (M.P.), India Indore (M.P.), India
bhu261@gmail.com prachiyadav18@gmail.com

ABSTRACT

Most of the students are surrounded by documents and information in ICT era. Due
to this, the information overload has been increasing among the students which
effect both positively and negatively. This study discusses about the information
overload on the LIS students in Devi Ahilya University, Indore. In which the
researchers analyzed the different point of views that are related with information
overload like type of information sources and media that give information overload
to the LIS students. The study also found the causes of information overload on the
LIS students and their effects. In the very last the researchers also suggested to
reducing the information overload.

Keywords: Information, Information Overload, Curriculum, LIS Teaching,

LIS Students 41

1. INTRODUCTION

We are breathing in the age of information communication technology where each and every
person surrounded by the lots of information. Techniques are being developed as it is going
to increase the information. Sometime the people unable to controlling and processing this
information that called Information Overload (IO). According to Alvin Toffler (1970), IO
refers to the difficulty a person can have understanding an issue and making decisions that
can be caused by the presence of too much information. Persons who experience with
information overload can belong to various professions, occupations, business and fields,
but those persons who are very much closely connected with the documentation, research
and communication such as students, teachers, researchers, scientist etc. because they
consult many information sources and reading materials to their study or research.
Therefore, the study has been taken to find out that the students of LIS subject in Devi
Ahilya University, Indore are effected to the information overload or not?

2. REVIEW OF LITERATURE

Morris Edmunds (2000) his paper reviewed the literature on the problems of information
overload, with particular reference to business organizations. In this study he also reviewed
that the technology as a tool and not the driver, while increased information literacy may
provide the key to reducing information overload. Eppler Mengis (2003) Based on literature

Asia Pacific Journal of Library and Information Science. Vol.3 No.1 (Jan – Jun 2013)
from the domains of organization science, marketing, accounting, and management
information systems, this review article examined the theoretical part of the information
overload discourse and presented an overview of the main definitions, situations, causes,
effects, and countermeasures. Robinson Bawden (2008) his study identified and discussed
two main classes of problems and issues related to information communication. The first
comprised issues relating to the quantity and diversity of information available: information
overload, information anxiety. The second comprised issues relating to the changing
information environment with the advent of Web 2.0. In the very last he proposed the
solution of problems. Jones, Quentin, Ravid, Gilad and Rafaeli, Sheizaf (2004). In their
paper, a theoretical model and associated unobtrusive method was proposed for researching
the relationship between online spaces and the behavior they host. The model focuses on the
collective impact that individual information-overload coping strategies have on the
dynamics of open, interactive public online group discourse. The theoretical model outlined
offers insight into aspects of computer-mediated communication tool usability, technology
design, and provides a road map for future empirical research.

3. OBJECTIVES

 To determine the information overload of regular LIS students in Indore City.

 To find out the main causes of information overload on LIS students.
 To suggest the ideas for reducing the information overload on LIS students.

4. HYPOTHESIS 42

H1. The study will be very helpful to find the causes of information overload.
H2. There is no significant difference between the positive and negative effects of
information overload on LIS students.

5. METHODOLOGY, SCOPE AND LIMITATIONS

The primary data collected through a questionnaire which was prepared containing the 25
questions relating to the information overload for elicit the opinion of the LIS students. The
questionnaires were distributed among the 84 students, in which 71 questionnaires were
received back. The Ms-Excel software was used to data interpretation and graphical
representation.

Table 1 Number of total LIS students and responded

No. College/Institute BLISc MLISc MPhil Total No. of Responded
1. Central Library 16 28 08 52 52
2. Old GDC 16 00 00 16 09
3. MB Khalsa 04 00 00 04 04
4. IPS 07 00 00 07 03
5. SAIMS 05 00 00 05 03
Total 48 28 08 84 71

Asia Pacific Journal of Library and Information Science. Vol.3 No.1 (Jan – Jun 2013)
The above table shows that the study covered five colleges/institutes of Indore city where
LIS courses has been conducting, i.e., Central library, OLD GDC, MB Khalsa, IPS &
Arvindo College. Out of these five colleges/institutes only one is having BLISc. MLISc. &
M Phil and rest other colleges are having only BLISc.

6. RESULTS AND DISCUSSIONS

Table 2 Level of syllabus

S. No. Options Response Percentage
1 Lengthy 17 24%
2 Adequate 24 34%
3 Average 30 42%
4 Poor 0 0
Total 71 100%

Table 2 is related to the levels of the syllabus. The data shows that the maximum 30 (42%)
students think that the syllabus is average, while 24 (34%) students think that the syllabus is
adequate and rest 17(24%) students think that the syllabus is lengthy.

Table 3 Time spend for studies

S. No. Options Response Percentage
1 0-1 hour 27 38%
43
2 2-3 hours 30 43%
3 4-5hours 11 15%
4 More than 6 hours 3 4%
Total 71 100%

Table 3 shows that time spending per day by the LIS students for their studies. The
maximum 30 (43%) students spend 2-3 hours per day for their study, followed by 27 (38%)
students 0-1 hour, 11 (15%) students 4-5 hours and rest 3(4%) students spend more than 6
hours for their study.

Table 4 Getting sufficient time for studies

S. No. Options Response Percentage
1 Yes 42 59%
2 No 29 41%
Total 71 100%

The above table shows that the maximum 42 (59%) students are getting sufficient time for
their studies and the rest 29 (41%) students are not.

Asia Pacific Journal of Library and Information Science. Vol.3 No.1 (Jan – Jun 2013)
 Table 5 Media which increases IO
S. No. Options Response Percentage
1 Print 27 30%
2 Non documentary sources 10 11%
3 E-resources 15 17%
4 All the above 37 42%
Total 89 100%

The data presented in table 5 shows that which type of media increases IO in student’s life?
For this, the 37 (42%) students responded that all type of media increases the information
overload in the student’s life, while 27 (30%) students responded to print media, 15 (17%) to
e-resources and 10 (11%) to non documentary sources.

Table 6 Type of E-resources provide IO

S. No. Options Response Percentage
1 E-Book 10 12%
2 E-Journal 34 41%
3 E-Newspaper 8 10%
4 E-Thesis 4 5%
5 E-Proceedings 2 2%
6 All the above 24 30%
Total 82 100% 44

Table 6 shows that which e-resources are responsible for IO? All the given e-resources are
responsible for IO but the maximum overload is due to the e-journals 41%.

Table 7 Sources of IO
S. No. Options Response Percentage
1 E-mail 9 12%
2 Mobile messages 7 9%
3 Social networking sites 47 61%
4 Personal communication 14 18%
Total 77 100%

Table 7 presents that which types of sources are responsible for IO? The 61% students are
overloaded by the social networking sites followed by 18% students through personal
communication, 12% through e-mail and the rest 9% students through mobile messages.
Overall the study concluded that the social networking sites are more responsible for IO.

Table 8 Whether teachers are responsible or not for IO

S. No. Options Response Percentage
1 Yes 31 44%
2 No 40 56%
Total 71 100%

Asia Pacific Journal of Library and Information Science. Vol.3 No.1 (Jan – Jun 2013)
Table 8 shows that whether teachers are responsible for IO or not? The 56% students said
that teachers are not responsible for IO and the rest 44% agree that teachers are responsible
for IO.

Table 9 Is syllabus a problem for IO?

S. No. Options Response Percentage
1 Yes 44 62 %
2 No 27 38 %
Total 71 100 %

The above table displays that syllabus is a reason of IO or not. For this question 44 (62%)
students said yes that the syllabus is reason of IO, while the 27 (38%) students said no.

Table 10 Part of the syllabus responsible for IO

S. No. Options Response Percentage
1 Theory 36 45 %
2 Practical 6 7%
3 Assignment 12 15 %
4 Dissertation 26 33 %
Total 80 100 %

The above table shows that which part of syllabus is reason of IO? In which the 36 (45%)
students responded that the theoretical part of syllabus is reason of IO, followed by 26 45
(33%) responded to dissertation work, 12 (15%) to assignments and 6 (7%) to practical
works.
Table 11 Causes of IO
S. No. Options Response Percentage
1 Information explosion 23 29 %
2 Availability of information in different formats 9 10 %
3 Increasing quantity of irrelevant information 11 13 %
4 Lack of knowledge to information searching 6 7%
5 Vast syllabus 10 11 %
6 Language 6 7%
7 All of the above 19 23 %
Total 84 100 %

This question is asked to search the different causes of IO. For this question 23 (29%)
students responded that the information explosion is a cause of IO, followed by 11 (13%) to
increase quantity of irrelevant information, 10 (11%) to vast syllabus, 9 (10%) to availability
of information in different formats, 6 (7%) to lack of knowledge and 6(7%) to Language,
while 19 (23%) responded to all of the above causes.

Asia Pacific Journal of Library and Information Science. Vol.3 No.1 (Jan – Jun 2013)
 Table 12 Output of IO
S. No. Options Response Percentage
1 Positive output 10 14 %
2 Negative output 5 7%
3 Both positive & negative output 56 79 %
Total 71 100 %

This question is asked to find out that the IO provides the positive, negative or both positive
and negative output. For this questions 56 (79%) students responded to both positive and
negative output while 10 (14%) to only positive output and 5 (7%) to only negative output.

Table 13 Positive outputs of IO

S. No. Options Response Percentage
1 Lots of new knowledge 42 62 %
2 Work complete in less time 12 17 %
3 Taking a good decision 9 13 %
4 Any other 6 8%
Total 69 100 %

This question is asked to determine that what are the positive outputs of information
overload? For this question, the 42 (62%) students responded that the IO provides the lots of
new knowledge followed by 12 (17%) who think that IO is helpful in time saving, 9 (13%)
46
students think that IO increases the efficiency to take a good decision and 6 (8%) students
think that IO gives the positive energy for completing their.

Table 14 Negative outputs of IO

S. No. Options Response Percentage
1 Wastage of time 13 21 %
2 More information more confusion 19 31 %
3 Stress, tensions 21 34 %
4 Physical illness 9 14 %
Total 62 100 %

This question is asked to determine that what are the negative outputs of information
overload? For this question, the 21 (34%) students responded that the IO provides stress and
tension followed by 21 (31%) who think that more information create more confusion, 14
(20%) students think that IO waste their time and 11 (8%) students think that IO gives the
physical illness.

Table 15 Is IO in LIS subject more than other subjects

S. No. Options Response Percentage
1 Yes 43 62 %
2 No 28 38 %
Total 71 100 %

Asia Pacific Journal of Library and Information Science. Vol.3 No.1 (Jan – Jun 2013)
This question is asked to determine that “Is information overload in LIS more than other
subjects”? The table15 displays that 43 (62%) students responded to yes while 28(38%)
students responded to No. Thus it is clear that the information overload in LIS subject more
than other subjects.

Table 16 LIS students are overloaded or not

S. No. Options Response Percentage
1 Yes 48 68 %
2 No 23 32 %
Total 71 100 %

The table16 presents that the LIS students are overloaded to information or not? The 48
(68%) students have responded that they are overloaded to information while 23 (32%)
students responded that they are not overloaded to information.

7. FINDINGS

The major findings of the study conducted on the Information Overload on the LIS students
of Indore city are as follows;

 The maximum 30 (42%) students think that their syllabus is average.

 The maximum students spend 2-3 hours for their study per day. The maximum
students are getting sufficient time for their studies.
47
 All type of Medias increases the IO in student’s life.
 The maximum 64 (90%) number of students access the e-resources for their study.
 All types of e-resources responsible for IO but the maximum overload is due to the e-
journals 41%.
 The study concluded that the social networking sites are more responsible for IO.
 The teachers are not responsible for IO of the students.
 Syllabus is reason for IO and the theory part of the syllabus is a source of overload.
 The maximum students think that the main cause of IO is Information explosion.
 The maximum 79% students feel that the information overload provides both
positive and negative output.
 In the context of positive output of IO the 42 (62%) students responded that the IO
provides lots of new knowledge.
 In the context of negative output of IO the 21 (34%) student responded that the IO
provides stress and tension.
 The 43 (62%) students responded that Yes, the information overload in LIS subject
more than other subjects.
 The 48 (68%) students responded that Yes, They are overloaded to information while
23 (32%) students are not overloaded to information.

Asia Pacific Journal of Library and Information Science. Vol.3 No.1 (Jan – Jun 2013)
8. TESTING OF HYPOTHESIS

H1: The study will be very helpful to find the causes of information overload.
Testing: The above hypothesis is helpful in finding the causes of Information overloaded
which shows that the causes of Information overload are syllabus, Language, Assignments,
e-resources. The study shows that 62% of the students think that syllabus is the cause of
Information overload, 45% students are overloaded by the theory part, 54% think that
Language is the cause of information overload , 48% think that Assignments are the cause of
information overload while 41% students think that e-resources is also the cause of
information overload. Thus, the above hypothesis is accepted as it is helpful in finding the
causes of Information overload.

H2: There is no significant difference between the positive and negative effects of
information overload.
Testing: In the reference of above hypothesis we can say that this hypothesis is accepted
because the table-12 shows that the maximum 79% students feel that the information
overload effect both positive and negative.

9. SUGGESTIONS

Some suggestions related to the research are given below:

 The LIS students should use the techniques of advance search to finding the
information related to their study. 48
 LIS teachers should explain each and every topic of the study in easy and simple way.
 LIS students should classify their academic information according to paper or topic
wise.
 Language is a problem to getting the required information so students should learn a
standard language like English because most of the information is available in English.
 It has been concluded from the study that syllabus is also a part of Information
overloaded so the students should consult the topics (which are responsible for IO)
with the teachers.
 If the students feel the information overload, then they should think conceptual on
every topic of curriculum.
 The students should be update with the new technologies of information storage and
retrieval and use them practically.
 The LIS institutes, colleges and departments should compose and update the
curriculum according the recent trends of LIS courses.

10. CONCLUSION

Research on information overload focuses on adults and little exits on even whether students
suffer from overload. Here research has been conducted on the LIS students of Indore city
asking them whether they had experienced information overload. From the research it has
been concluded that the LIS students are overloaded by information and this overload can be
reduced if the LIS students follow the given suggestions.

Asia Pacific Journal of Library and Information Science. Vol.3 No.1 (Jan – Jun 2013)
 REFERENCES

Alvin Toffler. (1970). Future Shock. New York : Bantam Books.

Bawden, David & Robinson, Lyn. (2009). The dark side of information: Overload anxiety
and other paradoxes and pathologies. Journal of Information Science, 35(2), 180-
191.
Edmunds, A. & Morris, A. (2000). The problem of information overload in business
organizations: a review of the literature. International Journal of Information
Management, 20(1): 18–28.
Eppler, M. J. & J. Mengis. (2004). The Concept of Information Overload: A Review of
Literature from Organization Science, Accounting, Marketing, MIS, and Related
Disciplines. Information Society, 20(5), 325-344.
Jones, Quentin, Ravid, Gilad & Rafaeli, Sheizaf. (2004). Information Overload and the
Message Dynamics of Online Interaction Spaces: A Theoretical Model and
Empirical Exploration. Information Systems Research, 15(2), 194-210.

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Asia Pacific Journal of Library and Information Science. Vol.3 No.1 (Jan – Jun 2013)

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