Preparedness of library
professionals for the new information environment: A Namibian situation
Paper Presented at the
Information Profession in Namibia conference, at UNAM main Campus on 31 August
2017
About the Author
Esther N. Tobias is a Senior Librarian at Ohangwena Regional Study and
Resources Centre. Esther
has 6 years of experience working in academic, school and
public libraries. She holds a Bachelor of Arts (BA) in Library and
Information Science (honours) from University of Namibia and currently pursuing
her Masters of Science Degree In library and Information Science at the
National University of Science and Technology in Zimbabwe. Her contacts are: Cell: +264813184557; E-mail: etobias6@gmail.com
Abstract
Traditionally,
libraries used to hold physical resources only. Those who worked in libraries
needed skills on how to find hard copies of books, articles and journals.
However, this situation has changed, as most of the resources now exist in
electronic formats. This new development has not only resulted in information
overload, but it requires librarians to have new ways of searching information
sources and the ability to evaluate the validity and authenticity of these information
sources. Information overload is receiving too much information (Larson & Kulchitsky, 2007). The aim
of this paper was to identify skills librarians learnt at work and not during
their studies at the Universities, what skills if any they lack when assisting
users and how they how they help users who are experiencing information
overload. Fifty (50) questionnaires
were e-mailed to librarians in Namibia to gather information on their
preparedness to handle the new information era.
Findings were that most LIS professionals in Namibia lack skills in information
retrieval, information literacy, customer care.
The paper concluded that librarians in Namibia are not sufficiently
prepared for the new working environment.
Introduction
Universities
strive to sufficiently train and prepare their students to excel in the work
environment. Edonkumoh, Nwachukwu & Emmanuel (2015) stated that with the
changing needs of employers and the increase of courses associated with
librarianship, several alterations have taken place in this field. These alterations brought conflict of
interest whereby employers want to recruit librarians who can perform their
tasks effectively. However, universities
are giving theory leaving the practical to employers (Edonkumoh, Nwachukwu & Emmanuel (2015). It is for this reason that universities
should have flexible curriculum to allow amendments which can sufficiently address
the development of skills and work readiness by new graduates. Universities should focus on preparing
students to solve a range of unforeseen or unknown problems by reinforcing new
ways of thinking and acquiring new kinds of knowledge (Nagarajan & Edwards,
2015).
Traditional
librarianship is concerned with functions such as collection development,
cataloguing and classification, circulation, preservation, conservation and
archiving and these are all done manually.
However in the digital era, some of these functions have become
redundant while others have now been computerised (Rowland, 1998). ICT is now playing a major role in the life
of librarians. It requires the librarian to possess skills and be familiar with
the new advanced functions of technology.
Information is produced and presented in different types of format such
as print, online, DVDs, e-resources, electronic databases and electronic
journals etc. Librarians are required to
have the necessary skills to access and retrieve information from all these different
types of information source formats. They
have the responsibility to educate the users on the careful use of information
(Hoq, 2014 & Salim, 2003).
Aims
The aim of this paper is to identify skills
librarians learnt at work and not during their studies at the Universities,
what skills if any they lack when assisting users and how they how they help
users who are experiencing information overload.
Required skills for LIS professionals in today’s world
Due to rapid advancements in the LIS
discipline, Sridhar (2000) as cited in Singh and Pinki (2009) library
professionals must have technical, IT, and managerial skills as the world keeps
changing, hence acquiring skills for the new information environment is the
demand of the time. Information
Technology (IT) skills includes networking skills, library automation, online
search engines, online databases, desktop publishing, digitization.
Skills needed for working as digital
information professional also require knowledge of web publishing, database
development and management systems, web design skills and information literacy
(Nonthacumjane, 2011). Online searching skills, database development and
management, web page design, knowledge of CSS, XML, HTML, effective search on
WWW, digitization, web publishing are all essentials to the 21st
century librarians (Khan & Bhatti, 2015). Farkas (2008) opined that apart
from database searching, librarians need to be able to search and locate
quality online resources. Librarians
cannot provide services especially reference services without basic internet and
research skills. IT skills include troubleshooting
skills to enable librarians fix problems related to troubleshooting as this is
a librarian’s responsibility to fix these problems.
Other skills apart from IT skills include managerial,
subject knowledge, teamwork, project management, and knowledge of international
standard, commitment to the profession, flexibility and knowledge of dealing
with a range of users (Nonthacumjane, 2011).
To work in a digital environment, information professionals are required
to have knowledge of metadata standards, makeup language such as HTML, SGML,
XML, experience in cataloguing electronic publications and web design (Nonthacumjane,
2011).
IT
is an important course which should be included in the LIS curriculum
(Nonthacumjane, 2011). LIS professionals
are required to obtain basic knowledge of ICT applications in order for them to
know how to integrate ICT technologies in offering different library services
(Khan & Bhatti, 2015). Due to the
advent of information and communication technologies, new hybrid skills and
competencies are required (Singh & Pinki, 2009). Many
libraries offer both hard-copies as well as digital information collections;
these are called “hybrid” libraries.
Hybrid libraries offers among other services online access catalogues,
online catalogues or digital repository of dissertations, thesis and other
e-resources (Nieuwenhuysen, n.d.).
In
today’s world, library professionals serve many roles such as being a helpful
facilitator in searching and evaluating required information (Nonthacumjane,
2011). Library professionals need to possess knowledge and experience of
electronic information searching, retrieving and delivery such as e-sources and
e-journals (Hyett, 2000). In a digital environment, LIS professionals should
act as facilitators or mentors to help the users to find information needed and
evaluate it. For this reason, the new information era librarians need to know how
to do manage content, analyse, retrieve,
share and preserve digital information (Nonthacumjane, 2011; (Hashim &
Mokhtar, 2012). Farkas
(2008), is of the view that searching skills are very crucial to LIS profession
hence no library student should be allowed to graduate without basic internet
and search skills.
Marketing skills are still essential to the
librarianship profession in today’s world.
Universities should teach students how to sell library services and new
ideas to different stakeholders (Farkas, 2008).
Training/teaching skills plays a major role in LIS profession. Librarians should possess training/teaching
skills, writing skills, public communication skills and presentation skills
(Hyett, 2000; Nonthacumjane, 2011). Furthermore, librarians should exhibit
leadership skills (Nonthacumjane, 2011; Singh & Pinki, 2009). Leadership
skills include critical thinking, risk taking and creativity regardless of the
position within the management structure (Singh & Pinki, 2009).
Information overload
Most
of the resources now exist in electronic formats. This new development has
resulted in information overload. The speedy
production of information in different information sources has contributed to
information overload (Hoq, (2014). Ruff (2002) said that the definition of
information overload includes the negative impact on performance due to too
much information exposure. Information literacy plays a very crucial role in
efficiently dealing with information overload. According to American Library Association
(2000), acquiring information literacy skills enable a person to be able to access
and evaluate relevant information sources critically.
A
user, who is knowledgeable about Internet searching, is likely to retrieve
relevant information compared to the one who is not. ICT is an essential tool for dealing with
information overload (Hog, 2014; Salim, 2003).
Catalogues,
indexes and bibliographies can sensibly be used to help an information seeker
to promptly locate and retrieve needed information. Libraries and information
providers have to strengthen library orientation to users to deal with the
issue of information overload.
Furthermore,
Research methodology
The
paper made use of qualitative and quantitative research design methodology to
collect and analyse data. The target
population of this was qualified and employed librarians in Namibia. 42
participants took part in this exercise. A purposive sample was used which
falls under nonprobability sampling. A purposive sampling technique is also
referred to as nonprobability sampling or purposive sampling or qualitative
sampling. Purposive sampling involves
selecting certain units or cases based on a specific purpose rather than
randomly (Teddlie & Yu, 2007). Purposive sampling was based on the research
goals. Data was collected
using questionnaires which had both closed and open ended questions. Participants were asked not to put their
names or any type of identification on the questionnaire as part of research
ethics. They were also assured that
their information will be treated confidentially.
Paper’s findings
Demographic information
Gender of participants
Majority
(37) of the participants indicated they were female compared to only 5 who
indicated they were male. This in a way reflect that majority of the people in
the library field are women.
|
Gender
|
|
|
Female
|
37
|
|
Male
|
5
|
Table 1: participants’ users
Qualifications
Only one (1) participant out
of 42 indicated has a master’s degree and this shows that librarianship is a
field that has not been explored that much in Namibia.
|
Qualification
|
No. of Participants
|
|
Masters
|
1
|
|
Degree
|
31
|
|
Diploma
|
10
|
Table
2: participants’ qualifications
Positions hold by LIS professionals
Majority (13) of the
participants indicated they were librarians.
|
Chief Librarian
|
Chief Health Programmer
|
Senior Librarian
|
Librarian
|
Assistant Librarian
|
Acting Assistant Librarian
|
Senior Library Assistant
|
Library Assistant
|
|
2
|
1
|
6
|
13
|
10
|
1
|
1
|
8
|
Table3:
Participants’ positions
Years
of experience in Libraries and Information Centres
Majority (8) of
the participants indicated they had only one (1) year of experience and only
one (1) had twenty-eight (28) years of experience. This shows that majority of the
librarians are new into the profession.
|
Year of working experience
|
|
|
No. of years
|
No. of participants
|
|
less than a year
|
4
|
|
1year
|
8
|
|
2years
|
4
|
|
3years
|
7
|
|
4years
|
7
|
|
5years
|
7
|
|
7years
|
1
|
|
9years
|
1
|
|
10years
|
1
|
|
11years
|
1
|
|
28years
|
1
|
Table
4: Participants years of experience
Resources mostly
required by users
Majority
(29%) of the participants indicated that resources mostly required by users are
books.
|
Resources
|
Percentage
|
|
Books
|
29%
|
|
Internet
|
27%
|
|
Electronic database
|
11%
|
|
Thesis/research paper/reports
|
10%
|
|
Government publication
|
7%
|
|
Serials
|
7%
|
|
DVDs/Video tapes/ microfilms
|
5%
|
|
Statistics/annual reports
|
3%
|
|
Conference paper
|
1%
|
Table 5: Resources mostly required
Day-to-day tasks of LIS
professionals
Participants
were asked to identify their day-to-day tasks in their respective working
environments. Tasks performed by LIS
professionals are as follows:
·
Circulation duties
·
Information literacy
·
Library administration
work
·
Marketing and
advertising
·
Reference services
·
Management functions
·
Cataloguing and
classification
·
Submission and report
writings
·
Information retrieval
·
ICT skills
Teaching/Training
·
Acquisition
·
Shelving
·
User education and user
satisfaction studies
·
Facilitate reading
programs
·
Newspaper clipping
·
Processing Library
Materials
·
Statistic compilation
Practical skills learnt
at workplace
Participants
were asked to indicate the practical skills they have learnt at their working
places. These are skills they have not learnt at the university during their
training. Participants revealed that
they have learnt the following practical skills at their work places:
·
Management functions
·
Developing annual plan
·
Server maintenance
·
Handling different user
groups
·
Submission and report writing
·
Shelving
·
Customer services
·
Conflict management
·
Presentation skills
·
Leadership skills
·
Stocktaking
·
Interpersonal skills
·
Library integrated
system usage
·
Library orientation
·
Digitizing
·
E-resources searching
skills
·
Databases
·
Acquisition
·
Online cataloguing and
classification
·
Processing library
materials
·
Circulation of library
materials
·
Preservation of books
Do librarians easily find information
users are looking for?
Majority
(26) of the participants indicated ‘Yes’ to the question whether they find the
information users are looking for?
|
Yes
|
Sometimes
|
No
|
|
26
|
13
|
3
|
Table 6: Finding information
Lack of skills among
LIS professionals
One
of the objectives was to establish what skills librarians are lacking. Out of
42 participants, only 12 participants indicated the skills they lack and the
skills are as follows:
·
Information retrieval
and searching skills (8)
·
Language barriers (2)
·
Information literacy
(1)
·
Customer service (1)
How do library
professionals help users experiencing information overload?
In
response to the question of how librarians help users who are experiencing
information overload, the participants said the following:
·
Focus and pay attention
to keywords of the question.
·
Encourage users to
focus on what is related to his task, ignoring the irrelevant information,
·
Encourage use of
strategic searching and give users tips on how to improve their searching
skills e.g. the use of Boolean operators.
·
Usage of table of
content, index and abstract to get specific information required fast.
·
Provide advice and
guidelines on searching the internet effectively where by one have to
demonstrate how to conduct such a search. Make sure you literate the user on
different sources of information and online platform where such sources are
available.
·
Help users to filter
the information by selecting relevant information to the topic.
·
Help users by
formulating and narrowing their research questions.
·
Engage in a reference
interview with the user.
·
Recommend journal
articles since they are peer reviewed and the information is current as
compared to other library materials.
·
Teach users how to evaluate
different information sources such as author’s credibility and currency of the
source
·
Teach and encourage
users to get information from databases instead of the general internet.
·
Tell users to draw a
mind map of the important points about a certain topic.
·
Teaching library users
on information skills
Majority
of participants emphasised on helping users by selecting the relevant
information, teaching information literacy, by making sure that the user understand
the topic in question, use of keywords and through information filtering.
Library professional training
Majority
of the participants responded ‘satisfying’ to best describe their training at the
University. However, 17 were neutral. Figure 3 below represent the responses.
|
Satisfying
|
Neutral
|
Dissatisfying
|
|
23
|
17
|
2
|
Table 7: Training
Skills improvement
The
paper intended to find out if participants had an opportunity to go back to the
University, which skills they would want to improve on so that they can be
effective in their jobs as librarians. Participants
revealed that they would want to improve the following skills:
·
Library management
system
·
Databases
·
Writing skills
·
Online cataloguing and
classification
·
Article publishing
·
Reference materials
usage
·
Customer care
·
Information Technology
(IT) skills
·
Information literacy
skills
·
Research and
Information retrieval skills
·
Teaching/training
skills
·
Leadership skills
·
Technical skills such
as networking and troubleshooting
·
Marketing skills
·
Digitization
·
Budgeting and
acquisition
·
Web design
·
Desktop publishing
General comments
Participants
were asked to give general comments on the preparedness of library
professionals for new information environment.
The following comments were made:
·
“Library Science
students should be provided with longer Internship”.
·
There is need for librarians
to share best practises (information and knowledge).
·
Librarians need to be
trained on customer care services.
·
Workshops or seminars
on internet (the server), SPSS, customer care, databases relating to libraries,
ordering library, finance and community projects librarians can run effectively
and how to do it.
·
“Teaching/training
skills must be incorporated in Library and Information Science”.
·
Universities must
incorporate more Information Technology related subjects in the curriculum.
·
“Librarians are not
always prepared to deal with any kind of library hence the degree programme is
too general, most of the skills and approaches are often adapted on the job.”
·
“Universities must do
more practical instead of more theory.”
·
Centralising functions
such as cataloguing and classification provide fewer opportunities for
graduates to gain experience.
·
“Teach library students
how to set up new libraries”.
·
Universities must add
specialities so that individuals can specialise in a specific library job.
Discussion of findings
Practical at workplace
and not university
Librarians
have indicated that they have acquired several skills at their workplaces which
they had not learnt during their trainings at universities. Skills such as report writing, customer care,
management, library management systems, developing, accessing, and maintaining
library databases, conflict management, e-resources searching, digitisation,
sever maintenance, managing library websites, stocktaking and computerised
cataloguing and classification.
Working
in different types of libraries requires one to have skills to deal and handle
different types of users groups. At
Universities, librarians are not necessarily trained in-depth on how to deal
with specific users. For librarians to
be fully equipped, instead of studying librarianship in general, subjects
dealing with area of specialisation must be introduced for instance where by
librarians can specialised in children, community, school libraries etc. Comments from the respondents showed that
librarians are not always prepared to deal with any kind of library as the
degree programme offered is too general, thus most of skills and approaches are
usually gained at workplace. This is
evident from the list of skills that participants indicated that they have
learnt and acquired at their work places and not at universities during their
training.
Lack of skills among
LIS professionals
Even
though librarians say they are trained on how to retrieve information in
universities and have acquired information retrieval skills from their
workplace, this paper have revealed that most librarians in Namibia lack information
retrieval and searching skills. According to Shrestha (2008) information
retrieval is the process of finding documents or information contained in
documents in a library collection or other collection, selectively recalling
recorded information. This is worrisome because information
retrieval and searching is day-to-day task of a librarian. Additionally, Information retrieval is a
required skill in the new era. These
findings are opposite to Hashim & Mokhtar (2012) opinions when they stated
that in the new era librarians and professionals should be able to manage the
digital information systems as this encompass the overall competencies (knowledge, know-how, skills and attitudes)
necessary to create, store, analyse, retrieve and disseminate digital
information such as text, image and sounds in digital libraries or any other
type of information centre.
According
to Nonthacumjane (2011) in today’s world, library professionals serve many
roles such as being a helpful facilitator in searching and evaluating required
information. Library professionals need to possess knowledge and experience of
electronic information searching, retrieving and delivery information such as
e-sources and e-journals (Hyett, 2000).
According to this paper’s findings, this is not the situation in Namibia
as Librarians are facing challenges when it comes to retrieving
e-resources and especially accessing academic articles. In most cases librarians do not find the
right and exact information required by users.
Furthermore,
librarians encounter difficulties when retrieving information from electronic
databases. Most of the resources now
exist in electronic formats. Besides,
the industry is requiring librarians to be familiar with new ways of searching
electronic information sources and the ability to evaluate the validity and
authenticity of the information sources.
Nonthacumjane, (2011)
notes that online search
engines, online search databases search are skills required for librarians, hence
acquiring these skills for the new environment is the demand of the time.
Furthermore, due
to the advent of information and communication technologies, new hybrid skills
and competencies are required (Singh & Pinki, 2009). Lack of search and information retrieval
skills are obstacles to the provision of library services. Farkas (2008) says that librarians cannot
provide services especially reference services without basic internet and
research skills. Some librarians are
slow to respond to users’ requests and provide them with information they need. In this era, time management is a skill
required. “I would say I am too slow to
respond to their requests at times and I don’t always get the right information
needed”. According to Singh & Pinki (2009) time management is a
managerial skill which is necessary for library professionals as this skill
fulfil the fourth law of Ranganathan (save
the time of the user).
Therefore
librarians have to be adequately trained in information technology to excel in
the new environment of librarianship.
However, the paper discovered that most LIS professionals are not well
prepared for the working environment particularly in the new era environment. Thus
universities should equip students with adequate research and information
retrieval skills. The paper revealed
that some librarians would like to improve on their research and information
retrieval skills if given any opportunity.
For
library professionals to be effective in their working environments there is a
need to improve skills in how to develop, access and maintain databases. Moreover, it is essential to improve
cataloguing and classification skills particularly on-line cataloguing and classification. Moreover,
universities should focus on providing students with longer internship and concentrate on more
practical rather than theory.
As
for language barriers, is not necessary a lack of skill but rather a challenge
which is an obstacle for librarians to be effective and efficient in services
provision. Another essential skill
lacking among Namibian LIS professionals is information literacy.
Information literacy is the ability to taper
the required knowledge from the pool of information available from different
resources (Shrestha, 2008). Naik and
Padmini (2014) defined information literacy as a set of skills needed to find,
retrieve, analyse and use information.
To survive in the information age, one needs information literacy skills
(Naik & Padmini, 2014). This paper
finding tells us that some Namibian library professions are having challenges
surviving in the information age as they lack information literacy skills.
Libraries
should organise information literacy training programme for their users to help
users navigate their information. This
training should include how to formulate search strategies use various
e-resources and databases (Naik & Padmini, 2014). Based on this paper’s findings, how can
library professionals provide information literacy considering they lack the
skill? Other skills lacking among LIS
professionals are customer service skills.
How helpful staff are to users have a big impact on user’s
experience. How you treat and handle
users determine whether they are likely to return or not (Marcus, 2011). Many staff members in public libraries are
trained in providing advice and guidance in customer service (Marcus, 2011). This statement does not correspond with this
paper’s findings as librarians are lacking customer service skills.
It
has been observed that out of 42 participants, only one (1) has a masters’
degree in LIS, this could’ve contributed to lack of these skills among
librarians as the librarianship has not been explored that much in
Namibia. The paper also revealed that most of library
professionals are still new to the profession, majority (8) of them have only
one year of working experience in the profession.
Information overload
The
paper aimed to find out how library professionals help users experiencing
information overload. The paper discovered that in order to assist users
undergoing information overload, Librarians are involved in information
literacy training to well-educate library users. Information literacy is provided with the aim
of ensuring library users are independent to deal with information overload.
The findings confirm the opinions of (Hoq, 2014; Salim, 2003) who noted that
librarians have a responsibility to educate the users on judicious use of
information. The findings also agree
with (American Library Association, 2000) it is very important to educate
end-users in information processing techniques.
To overcome information overload, librarians
assist users to filter their information.
When searching for information online, users are advised to use Boolean
operators which aid to filter information.
According to Salim (2003) information seekers hardly have time and
expertise to find the information that best serve their needs. Therefore, it is
important to develop filtering systems.
The past ideas include a quality information filtering systems which
reduces the quantity of journal literature on a specific subject to a few relevant
and easy accessible items.
Recommendations
·
More courses such as
customer care, information literacy, information technology and web designing
should be added to library and information science curriculum to meet the
requirements of the new librarianship environment.
·
Courses in information
search and retrieval should be taught in-depth, to eliminate lack of these
skills.
·
Internship duration
should be longer to allow LIS students to gain practical skills.
·
Training institutions
and LIS professionals in practice should meet to discuss how best LIS students
can be prepared for the new working environment.
Conclusion
Despite
the fact that a large number of participants indicated ‘satisfying’ in response
to the question of describing their training, the overall result of the paper
has revealed that most of librarians in
Namibia are not sufficiently prepared for the new information working
environment. They lack information retrieval skills which are a librarian’s
daily task and also a skill required in today’s information working environment.
In addition, they lack information literacy and customer service skills. Lack
of these skills is due to inadequate exposure to the field and inadequate
working experience.
Thus there is a need to improve on these
skills in order for LIS professionals in Namibia to be effective in their new
working environment
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