Digital libraries have the potential to offer unprecedented resources to enhance effective use of library services and resources. This paper addresses gender as a factor in digital library use, how digital library resources are located, and factors inhibiting effective use of the digital library. The paper uses a descriptive survey to explore gender in the use of digital libraries

Anie, Sylvester Ozioma

English

DigitalCommons@University of Nebraska

University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln 7-2011 The Impact of Gender on the Use of the Digital Library at the University of Ibadan Sylvester Ozioma Anie Delta State Polytechnic, sylveyoz@yahoo.com Follow this and additional works at: https://digitalcommons.unl.edu/libphilprac  Part of the Library and Information Science Commons Anie, Sylvester Ozioma, "The Impact of Gender on the Use of the Digital Library at the University of Ibadan" (2011). Library Philosophy and Practice (e-journal). 531. https://digitalcommons.unl.edu/libphilprac/531  http://unllib.unl.edu/LPP/Library Philosophy and Practice 2011ISSN 1522-0222The Impact of Gender on theUse of the Digital Library atthe University of IbadanSylvester Ozioma AnieReaders Services LibrarianDelta State PolytechnicOzoro, Delta State, NigeriaIntroductionTechnology offers opportunities to be innovative, but not all e-learners have thesame approach to the use of digital library resources. The level of ICT knowledgeand use varies from one learner to the other. Not all information resources that e-learners need are available in electronic format. Many of our most valuableresearch materials are still print-based (Sharifabadi, 2006). There has been a shiftaway from purchasing print materials to be housed in a physical building towardsproviding access to the licensed digital resources made available over a computernetwork, librarians continue to work to revolve issues pertaining to distancedelivery of resources that are available in digital format. Online catalogues andindexing and abstracting systems provide researchers with convenient access tobibliographic information about valuable scholarly documents.With an increase in digital library collections that are accessible outside the libraryvia the internet, students of the University of Ibadan still visit the University libraryfrequently. Most students cannot afford to purchase laptops and lack search skillsto access the Internet outside the library.Digital libraries have become a force in transforming the educational systemglobally. Without information technology, there is little chance for institutions inNigeria to develop. Women in developing countries may be more disadvantagedthan men when int comes to information technology. For the sake of educationaland social development, it is important that women in developing countries haveaccess to these technologes (Olatokun, 2008).Hargreaves (1997) describes education systems now as more "porous andpermeable". In the traditional education system, learning takes place mainly in aclassroom. The abundance and availability of digital information makes informationubiquitous. The University of Ibadan, Nigeria, was established in 1948 and was thefirst university library to introduce library and information science in WestAfrica.The universitys quest for effective organisation and dissemination ofinformation led to the automation of the university library in 1993. The universitylibrary is now completely computerized. Castells (1993) asserts that it has becomeincreasingly impossible for any society to innovate entirely by itself withouttransferring knowledge from other parts of the world and adapting it to the localsituation. Davenport (2000), claims that this creates a demand for a skilled labourforce. Castells (1993) maintains that it requires human resources to adapt theirskills continuously to the fast pace of technological change and apply researchfindings to local situations and be part of global scientific networks.Olatokun (2008) states that the university sector in sub-Saharan Africa has a highconcentration of skilled human resources. The training infrastructure outside theuniversity system is weak and poorly developed. Swartz (2000) contends that insuch a situation, society relies heavily on te universities to provide technology bothin specific skills general learning ability to promote development. Universities arealso challenged to establish connections with other knowledge-producingorganisations. This ccalls for increased access to information resources. Thatincludes a digital library with e-learning resources. Kachel (1993) believes thatsuch innovations will be beneficial to students, cognitively and educationally. Mehta(2000) asserts that access to these resources, and cooperation among institutions,is essential for economic transformation and development.Adomi and Ogbomo (2003) found that students used the library effectively, withmore than 70 percent using the library daily. Though studies have been carriedout on the use of university libraries, none has focused on gender in the use ofdigital libraries in Nigeria. this study can help bridge that gap. It is hoped that itsfindings can help library administrators make materials more useful, accessible,and relevant to all users.MethodologyThe instrument used for collecting data for this study was a questionnaire. It wasmade up of two sections. The first section sought demographic data while thesecond section contained structured items that were developed through extensivereview of literature in order to ensure content validity of the instrument.The population for the study was users who were in the University of Ibadan in themorning of 24th February, 2009, to make use of its services. Three hundred copiesof the questionnaire analysed in this study were administered and returned fromthem by hand.Frequency, percentage, and chi-square were used to analyse the data generatedby the questionnaire.The users who were present in the library at the time of the administration of theinstruments were students from different levels of study and departments of theUniversity. The three hundred respondents included one hundred and fifty-sixmales and one hundred ad forty-four females.FindingsTable 1: Gender as a factor in digital library useReasons GenderMale FemaleNo. % No. %To consult/use e-learning resources 104 66.7 73 50.4To consult Library Staff on how to use the e-learning resources 138 88.5 130 90.3To down load materials for my research activities and project works 160 106.4 166 113.1To browse 88 56.4 68 47.2For chatting 30 19.2 31 21.5To do my assignments 105 72.6 121 77.6X2 = 11.35; df = 10; critical value at 0.05 level of significance = 18.31Downloading information materials for research activities and project worksattracted the highest response rate for both males 160 (106.4%) and females 166(113.1%). The price of textbooks and other journals is very high in Nigeria, andmost students cannot afford them. When books or journals are available morecheaply, they are usually discovered to be plagiarized materials with blank pagesor illegible printing. Female respondents downloading information more frequentlythan males. Male respondents ranked consulting library staff on how to use e-learning resources second (88.5%). Doing assignments was ranked third byrespondents.The percentage of males and females differs with respect to their reasons forusing the university digital library, but the difference is not significant, as thecalculated chi-square (X2) value (observed value) of 11.35 at 0.5 level ofsignificance.Table 2: Gender as a factor in locating library materialsHow Materials are located GenderMale FemaleNo. % No. %OPAC 69 46.0 52 36.9Browsing 102 68.0 103 73.0Assistance of library Staff 41 27.3 39 27.7Assistance of friends 19 12.7 22 15.6X2 = 1.68; df = 3; critical value at 0.05 level of significance = 7.82Number of responses from 6 malesNumber of responses from 3 femalesA majority of both sexes uses browsing to locate library materials, with 68% ofmale and 73% of female respondents. The percentage of males (46%) who usethe catalogue as a location device is higher than that of the female users (36.9%).In spite of difference in the ways males and females locate library materials, thedifference is not significant, since the observed chi-square value of 1.68 is lessthan the tabled chi-square value of 7.82 at 0.05 level of significance.Table 3: Gender as a factor in frequency of library useFrequency of Library use GenderMale FemaleNo. % No. %Daily 101 68.7 100 71.9Once in a while 35 23.6 18 12.9Only when examination is fast approaching 7 4.7 12 8.6Once in a week 5 3.4 9 6.6X2 = 7.3; df = 3; critical value at 0.05 level of significance = 7.82Number of responses from 8 malesNumber of responses from 5 femalesThe percentage of females (71.9%) who use the library daily is higher than that ofthe males (68.2%). Also, more females (8.6%) than males (4.7%) make use of thelibrary only when it is very close to examination. The difference in the frequency oflibrary use of both sexes is not significant as the calculated chi-square value of 7.3is lower than the tabled value of 7.82 at alpha level of 0.05.Table 4: Gender as a factor inhibiting effective use of the digital libraryInhibiting Factors GenderMale FemaleNo. % No. %Restricted Library Hours 54 36.5 43 3.1Un-conducive Library Environment 46 31.1 66 66.4Frequent interruption of Electricity Supply 114 77.0 102 72.9Lack of searching skills 156 106.1 128 91.4X2 = 16.83; df = 9; critical value at 0.05 level of significance = 16.92Number of responses from 8 malesNumber of responses from 4 femalesLack of searching skills ranked first among inhibitors for both sexes (106.1% formales and 91.4% for females). This is because ICT is not fully implemented andembraced in tertiary institutions in Nigeria. Some students own laptops but usethem to watch films or listen to music. Frequent interruption of electricity supplyranked second. The "Power Holding Company of Nigeria" (PHCN), which isresponsible generating and distributing electricity, has not been able to ensure asteady supply of power. This has also deprived the students from effective use ofthe digital library especially at night.The gender differences among these factors is not significant, as the calculatedchi-square value of 16.83 is less than critical (tabled) value of 16.92 at 0.05 levelof significance.RecommendationsRespondents were asked to suggest ways to improve the use of the digital library.Suggestions included:Train and retrain library staff and students to enhance effective searchingskills for the use of University digital library.Students in all tertiary institutions in Nigeria should be encouraged to becomputer literate to access information personally on the Internets.The library should be open all night.Electric power must be upgraded to enable the university to functioneffectively at night.ReferencesAdomi, E. E. , & Ogbomo, M. O. (2003). Gender factor in utilisation of libraryresources at Delta State University, Abraka, Nigeria. Education Libraries Journal46(1) Spring.Castells, M. (1993). The university system: Engine of development in the newworld economy. In: Ransom, A., et al. (Eds.). Improving higher education indeveloping countries. Washington, D.C.: The World Bank.Davenport, P. (2000). Development and the knowledge of economy. In: Bourne,R., (Ed.) Universities and development. London: ACU.Hargreaves, A. (1997). Rethinking educational change with heart and mind.Alexandria, Virginia: ASCD.Kachel, D. (1993). Document delivery and school libraries. Wilson Library Bulletin.Mehta, G. (2000). Science and technology. In: Bourne, R., (Ed.) Universities anddevelopment. London: ACU.Olatokun, W. M. (2008). Gender and national ICT policy in Africa: Issues,strategies, and policy options. Information Development 24(1).Sharifabadi, S. R. (2006). How digital libraries can support e-learning. TheElectronic Library 24(3).

The Impact of Gender on the Use of the Digital Library at the University of Ibadan

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The Impact of Gender on the Use of the Digital Library at the University of Ibadan

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