Intelligent Utilization of WWW by LIS Professionals to the meet information needs in an academic environment


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Paper presented at ICIDL 2010 International Conference on Innovation Driven Librarianship: Expectations of Librarians and Library Users SRM University, Kancheepuram, Tamilnadu, INDIA, June 17-19, 2010

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Intelligent Utilization of WWW by LIS Professionals to the meet information needs in an academic environment

  1. 1. Mrs. K Kavita Rao Librarian Hindustan College of Arts & Science OMR, Padur, Kelambakkam, Chennai, - 603103,Tamilnadu,India [email_address] Intelligent Utilization of World Wide Web by LIS Professionals to meet the Information Needs in an Academic Environment
  2. 2. <ul><li>Paper presented at ICIDL 2010 </li></ul><ul><li>International Conference on </li></ul><ul><li>Innovation Driven Librarianship: Expectations of Librarians and Library Users </li></ul><ul><li>SRM University, Kancheepuram, </li></ul><ul><li>Tamilnadu, INDIA </li></ul><ul><li>June 17-19, 2010 </li></ul>
  3. 3. Introduction “Teach people to surf the Internet and they can tour the world. Teach people to serve on the Internet and they can touch the world”. (H.M. Kriz, 1994) 1 <ul><li>Universities and higher education institutions need to create a relevant organizational structure to adapt to new technology, while maintaining its identity, values, principles and goals. </li></ul><ul><li>Academic libraries are more than repositories for materials and knowledge; they are an access point to acquiring knowledge and skills. </li></ul>
  4. 4. <ul><ul><ul><li>WWW has brought a revolution in education. It has significant potential for supporting active learning and adventurous teaching. </li></ul></ul></ul><ul><ul><ul><li>The World Wide Web is evolving as a natural forum for the presentation and delivery of information resources in an educational institution. </li></ul></ul></ul><ul><ul><ul><li>Technology has revealed that librarians can no longer be simply information providers or the ‘keepers of knowledge’. </li></ul></ul></ul><ul><ul><ul><li>LIS professionals now need to be web-technology experts also and be able to use the WWW for fulfilling the information needs. </li></ul></ul></ul>Introduction
  5. 5. The Significance of World Wide Web <ul><li>Web technology is now used for information literacy instruction; to enhance the goals of conventional literacy instruction; to positively transform literacy instruction; to prepare students for the literacy of the future and to empower students. </li></ul><ul><li>The key to promoting improved learning with the Web depends upon how effectively the medium is exploited in the teaching and learning situation. </li></ul><ul><li>The World Wide Web is also a means towards effective scholarly communication. </li></ul>
  6. 6. The Significance of World Wide Web <ul><li>Some features of the WWW namely motivation, unlimited resources, global communication, collaboration, authentic problems and hypertext environment develop complex thinking skills in web users. </li></ul><ul><li>When used in an authentic learning environment with appropriately designed instruction Web can have positive influence on student-learner’s development of complex thinking skills, critical thinking skills and information literacy skills thus enabling them to intelligently and efficiently navigate and use information. </li></ul>
  7. 7. <ul><li>For providing all kinds of library, research, documentation & information services. </li></ul><ul><li>The academic librarian now uses WWW in all possible ways to fulfill the information needs of the information-users. </li></ul><ul><li>To provide intellectual access to information sources available in the form of websites. </li></ul><ul><li>To evaluate available sources of information available on WWW. </li></ul><ul><li>To organize and structure information. </li></ul><ul><li>To ensure the preservation of information. </li></ul><ul><li>To provide specialized staff to offer www instruction and assistance in interpreting resources and access to resources on WWW. </li></ul><ul><li>To foster e-resource sharing. </li></ul><ul><li>To teach information literacy to the users. </li></ul>Intelligent Use of World Wide Web by LIS Professionals
  8. 8. Intelligent Use of World Wide Web by LIS Professionals <ul><li>To find out the latest developments in the field of library technology. </li></ul><ul><li>To communicate and share ideas with others. </li></ul><ul><li>To provide user-education and information, digital and reference services. </li></ul><ul><li>To provide research-assistance for self and others. </li></ul><ul><li>For e-learning and distance education. </li></ul><ul><li>For lectures, seminars, conferences, workshops and for creating interesting Internet presentations. </li></ul><ul><li>For continuing education and self development. </li></ul>
  9. 9. Intelligent Use of World Wide Web by LIS Professionals <ul><li>Provide Interactive Internet and Web training packages using image maps. </li></ul><ul><li>For maintaining web-portfolios and design updated library homepage with improved use of graphics. </li></ul><ul><li>For providing a collaborative learning environment as well as help individual reflective work. </li></ul><ul><li>For collaboration. </li></ul><ul><li>For improving learning and instruction. </li></ul><ul><li>Instructional resources are another area that could be enhanced by various Web technologies. </li></ul><ul><li>to enhance creativity, communications, secure information sharing, collaboration and functionality of the web. The WWW is a great help to catalogers because it promotes involvement with standards that affect cataloging. Many of the standards committees have sites on the WWW that accept comments from non-committee members. </li></ul>
  10. 10. Teaching the use of World Wide Web: some points for consideration <ul><ul><li>Teach students the language of library research and then teach them the language of electronic library research. </li></ul></ul><ul><ul><li>Only when the language of research is understood are students ready to move on to applying those terms to electronic search methods. </li></ul></ul><ul><ul><li>Allow students to practice the specific research/information skills needed to successfully complete the course. </li></ul></ul><ul><ul><li>Encourage students to think about what information they are looking for and how they will use it before they go online, i.e., encourage them to plan a search strategy before conducting a search. </li></ul></ul>
  11. 11. Teaching the use of World Wide Web: some points for consideration <ul><ul><li>Present to students strategies on how to use some of the major search engines and directories, reference sources on the Web. Students need to be taught to always use more than one search engine for the same search. </li></ul></ul><ul><ul><li>Evaluation is necessary before information on the Web is used. </li></ul></ul><ul><ul><li>Teach students to decipher what they see on their monitors during the search process. </li></ul></ul><ul><ul><li>If problems remain, ask students to record, step-by-step, the search process they are using. </li></ul></ul><ul><ul><li>Teaching Web surfers to evaluate their online discoveries is a core mission for most reference and instruction. </li></ul></ul>
  12. 12. Web information literacy <ul><li>Not only educating the patrons about the [library’s new Web-based] system, but by preparing them for the world of the Internet – a world where they are swimming at their own risk with no librarian on duty (Koopman and Hay 1994) 4. </li></ul><ul><li>Web Information literacy is the ability to recognize when web information is needed and to identify, evaluate, and use the information available on WWW effectively. </li></ul><ul><li>A key factor in ensuring students' academic success is to make certain that they do not feel lost or intimidated when using the World Wide Web and help them to avoid plagiarism. </li></ul>
  13. 13. Suggestions for LIS Professionals <ul><li>Empowerment of Library Web contributors to incorporate the Web as one of their prominent tools. </li></ul><ul><li>As Web sites multiply at academic and research institutions, there is a need for a set of working ideas towards ‘best design’ criteria for creating, organizing, and coordinating web resources with the goal of integrating web technology into teaching practices and information services to be followed. Web content management and knowledge base management are necessary. </li></ul><ul><li>In large library systems the Web can be used to bring together in one place, actually in many places via the hypertext links, a myriad of information. </li></ul><ul><li>Making library Web sites into information portals helps everyone. They benefit student learners by showing how the seemingly chaotic world of the Web can be organized into logical divisions to help them find what they need. </li></ul><ul><li>Effective communication skills and proper planning are the success factors in library. </li></ul>
  14. 14. Suggestions for LIS Professionals <ul><li>There is a need to develop flexibility to address a wide range of user expertise and needs. </li></ul><ul><li>LIS professionals need to continuously update their Knowledge, competence, and skills . </li></ul><ul><li>Awareness about web policy, Web committee formulated policy, Webmaster developed policy, Respondent formulated policy; Follow university’s policy, copyright issues, Right to Information Act, etc is necessary. The best web policy can be developed in a collaborative way involving librarians, library administrators, and the campus community. </li></ul><ul><li>Based on the nature of student-learners and research scholars, LIS professionals need to structure their services and resources to support the variety of learning styles. </li></ul><ul><li>In the libraries, each student-learner needs to be given personal encouragement and the confidence to use the World Wide Web resources. </li></ul>
  15. 15. Suggestions for LIS Professionals <ul><li>Librarians should be natural collaborators with teachers and researchers at all levels to improve education and support lifelong learning. </li></ul><ul><li>They can assist students in their learning and support teaching faculty in their efforts to update skills and knowledge. </li></ul><ul><li>LIS professionals and researchers need to adopt information visualization tools to facilitate exploration of very large data archives. </li></ul><ul><li>Encourage students to interact with the librarian by e-mail or in individual or small group follow-up sessions as they progress through their projects. </li></ul><ul><li>Librarians have to create an agreeable environment for electronic information retrieval by facilitating in electronic information retrieval and consummating indexing. </li></ul>
  16. 16. Suggestions for LIS Professionals <ul><li>Librarians need to move towards a borderless information environment and remove all boundaries and barriers to knowledge transfer and share. </li></ul><ul><li>To fully utilize the potentials of Web technologies, explore new areas for improving library services. </li></ul><ul><li>Web 2.0 technologies need to be adopted by the group of academic libraries to recalibrate the processes and the paradigms of the library and information services. </li></ul><ul><li>Librarians need to be the Google experts in their community since it enables librarians to be more competent in educating users. </li></ul><ul><li>Carry out projects aiming to promote and facilitate use of the World-Wide Web (WWW) among academic community. </li></ul>
  17. 17. References <ul><li>Harry M. Kriz, 1994. Teaching and Publishing in the World Wide Web . Available at: . </li></ul><ul><li>Noruzi, A. 2004. Application of Ranganathan's Laws to the Web. Webology, 1(2), Available at </li></ul><ul><li>Smith, AG. 1994. Librarians and the web: a report on a study tour. LASIE: Information bulletin of the Library Automated Systems Information Exchange. 25(1–2): 4–15. </li></ul><ul><li>Koopman, A and Hay, S. 1994. Swim at your own risk –No librarian on duty: Large-scale application of Mosaic in an academic library. In: Mosaic and the Web: Advance proceedings of the Second International WWW Conference 1994: Chicago, October 17–20, 1994: 603–611. </li></ul>
  18. 18. <ul><li>Thank-you </li></ul>