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International Journal of Library and Information Science (IJLIS), Volume 1,AND1, JanuaryINTERNATIONAL JOURNAL OF LIBRARY Issue April 2012

INFORMATION SCIENCE

ISSN: 2277 3533 (Print) ISSN: 2277 3584 (Online) Volume 1, Issue 1, January- April (2012), pp. 81-88 IAEME: www.iaeme.com/ijlis.html

IJLIS
IAEME

A STUDY ON THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) TOOLS IN PHARMACY COLLEGE LIBRARIES OF TAMILNADU AND PUDUCHERRY
B.Mahadevan
Ph.D. Scholar Department of Library and Information Science Annamalai University, Tamilnadu, India. b_maha84@yahoo.co.in

Dr.K.Vijayakumar
Assistant Professor Department of Library and Information Science Annamalai University, Tamilnadu, India. dr.vijay_1973@rediffmail.com

ABSTRACT The study explores the pros and cons of ICT tools which are required for teaching and learning in Pharmacy Colleges of Tamilnadu and Puducherry. The sample population was confined to only Faculty Members among which 360 out of 400 questionnaires duly filled were received back with a response rate of 90%. The result shows that majority of the faculty members are aware of various ICT tools required for teaching and learning. The ICT tools and resources like Computers, CD-ROM, E-Journal, E-book, Video conferencing, Digital camera, Internet, Scanner, etc. are used to a large extent. Keywords: ICT tools, pharmacy colleges, Tamilnadu and Puducherry INTRODUCTION The term "Information and communication technologies "(ICTs) is defined as a diverse set of technological tools and resources used to communicate and create, disseminate, store, and manage information (Blurton 1999:46). ICTs encompass a range of rapidly evolving technologies and they include telecommunication technologies (telephony, cable, satellite, TV and radio, computer-mediated conferencing, video conferencing) as well as digital technologies (computers, information networks (internet, World Wide Web, intranets and extranets) and software applications (Chisenga, 2006).

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International Journal of Library and Information Science (IJLIS), Volume 1, Issue 1, JanuaryApril 2012

The key purpose of any library is to provide a quality service: access to relevant information (Buckland, 1992), to computers, information networks and software applications. These technologies are making it possible for libraries to provide a variety of library and information services to clientele. All the functions and services that academic librarians used to provide manually can be provided now through the use of ICTs which can do things better and faster. To mention some of the opportunities presented by ICTs to the libraries according to Haliso (2007) and Chisenga (2006) are: Internet is one of the most important and effective tools and resource in ICT. Internet is such an information super market that when you enter it to purchase or acquire some thing of your need, there are so many options available to satisfy your need exactly and relevantly that you thought of one thing and got some thing else. You wanted to get some thing from vegetables but after entering the market, you saw the fruits with such a packaging and display that they attracted your attention and you spent all of your money and time on browsing selecting and acquiring them and forgot your basic need that drove you to this market for a while. REVIEW OF LITERATURE Rehman and Al-Awadhi (2011) conducted pre- and post-tests of the undergraduate students of KU and found that the course was significantly associated with differences of ICT skills of the students. They noted that ICT content needed to be further strengthened in the course by having intensive hands-on treatment. They viewed that the students who had taken information studies undergraduate courses they expected to be equipped with adequate ICT competencies needed for gainful employment in the Kuwait job market. Ebrahimi (2009) discussed the effect of ICT on teaching LIS in Iran and observed that there was a need to incorporate more ICT modules and enhance the instructional methods in ICT courses. It was reported that LIS curriculum in Iran considers three approaches for coverage of ICT: introductory units and workshops; units focusing on the use of ICT as means of information storage and retrieval; and ICT as a channel for delivering instruction. It was suggested that a continuous review of curriculum for integrating ICT into LIS was needed. He argued that the instructors need to upgrade their skills for more effective teaching.

OBJECTIVES In order to pursue this study, the following objectives are framed in accordance with the scope of this investigation: To analyse the respondents extent of access to information through ICT tools; To evaluate the respondents Education wise ICT tools; To find out the respondents extent of utilization of various journals and dependence on various information; To find out the respondents utilization of pharmacy software in research work; and To find out designation wise respondents in terms of using ICT tools.

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International Journal of Library and Information Science (IJLIS), Volume 1, Issue 1, JanuaryApril 2012

HYPOTHESES The following hypotheses are formulated on the basis of content and coverage of framed objectives and they are tested by employing appropriate statistical tools: 1. There is a significant association between occupation status of the respondents and their extent of access to information through ICT tools 2. There is a significant inter institutional variation with respect to respondents Education wise ICT tools 3. There is a significant association between socio economic status of the sex wise respondents of ICT tools 4. There is a significant association between socio economic status of the respondents and their extent of utilization of various journals and dependence on various information 5. There is a significant variation between socio economic status of the respondents and their respondents utilization of pharmacy college library software in research work 6. There is a significant variation between socio economic status of the designation wise respondents of ICT tools METHODOLOGY This study attempts to examine the impact of information and communication technology on information access pattern of faculty members in pharmacy colleges in Tamilnadu and Pudhucherry. 400 questionnaires were distributed with 360 responses (90%) received. It is primarily a fact-findings venture in terms of identification of factors relating to extent of access to information, services provided by the library, purposes of library visit, utilization of pharmacy software in research work, extent of dependence on formal and informal sources of library information and extent of utilization of information communication technology for information storage and retrieval. The identified facts are cross tabulated with the institutional background and designation background of the respondents. Thus, it gives an analytical orientation to this study and the design of this study is partly exploratory in nature and partly analytical in nature.
Table 1: Area Wise Respondents Access of information through ICT Tool ICT tool Computer CD-Rom E-Journal E-book Video conferencing Digital camera Internet Scanner Others Average North zone 3.71 4.62 3.76 3.77 4.15 2.66 4.22 3.22 2.11 3.58 South zone 3.52 4.44 3.46 3.44 2.92 3.21 4.1 2.96 2.01 3.34 East zone 4.33 3.11 3.16 2.11 2.69 2.33 3.98 2.88 2.52 3.01 West zone 4.48 2.75 3.78 3.08 3.04 3.04 3.86 1.42 3.28 3.19 Average 4.01 3.73 3.54 3.10 3.20 2.81 4.04 2.62 2.48 3.28

Source computed

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International Journal of Library and Information Science (IJLIS), Volume 1, Issue 1, JanuaryApril 2012

Two-way ANOVA
Source of Variation Rows Columns Error Total SS 10.86356 9.621489 15.42171 35.90676 df 8 3 24 35 MS 1.357944 3.207163 0.642571 F 2.413298 4.991139 F crit 2.355081 3.008787

Data presented in Table 1 indicates the area wise respondents access of information through ICT tool. It can be assessed with the help of 9 factors on a 5 point scale. These include computer, CD-Rom, e-journal, e-book, video conferencing, digital cameras, internet, scanner, and others. It could be noted that out of the total 9 ways of accessing information through ICT tool, the respondents rate first order priority of CD-Rom access of information through ICT tool. In this context, they secure a man score 4.04 on a 5 point rating scale. The respondents have second order priority of access of information through ICT tool in terms of collection of computer. In this purpose they secure mean score 4.01 on a 5 point rating scale. The respondents rate third order priority of access of information through ICT tool towards other internet as they secured mean score 3.73 on a 5 point rating scale. The respondents rate fourth order form of access of information through ICT tool in terms of E-journal as they secured mean score 3.54 on a 5 point rating scale. Video conferencing form of access of information through ICT tool takes a fifth order priority as per the respondents secured mean score 3.20 on a 5 point rating scale. The respondents have sixth order priority of access of information through ICT tool towards E-book as they secured mean score 3.10 on a 5 point rating scale. The respondents rate seventh order priority of access of information through ICT tool towards digital camera as they secured 2.81 mean score on a 5 point rating scale. Scanner access of information through ICT tool takes eighth order of priority as per the respondent secured mean score 2.62 on a 5 point rating scale. Other access pattern of information through ICT tool takes ninth order of priority as per the respondent secured mean score 2.48 on a 5 point rating scale. The area wise analysis reveals the following facts. The respondents in the north zone top the position with respect to overall access of information through ICT tool as they secured a mean score 3.58 on a 5 point rating scale. The south zone respondents rank the second position with respect to overall access of information through ICT tool as they secured a mean score 3.34 on a 5 point rating scale. The west zone respondents hold the third position with respect to overall access of information through ICT tool as they secured a mean score 3.19 on a 5 point rating scale. The east zone respondents reached the last position with respect to overall access of information through ICT tool as they secured a mean score 3.01 on a 5 point rating scale. The Anova two way model is applied for further discussion. At one point, the computed Anova value is 2.41, which is greater than its tabulated value at 5 per cent level of significance. Hence, there is a significant variation among the chosen zones with respect to respondents overall access of information through ICT tools. At another point, the computed Anova value is 4.99, which is greater than its tabulated value at 5 per cent level of significance. Hence,

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International Journal of Library and Information Science (IJLIS), Volume 1, Issue 1, JanuaryApril 2012

variation among the attributes relating to respondents overall access of information through ICT tools is statistically identified as significant. It could be seen clearly from the above discussion that respondents rate high priority to access of information through ICT tools towards Email and search engine In general, north zone respondents make access of information through ICT tools for getting more information than those of others.
Table 2: Education Wise Respondents Access of information through ICT Tools ICT tool Computer CD-Rom E-Journal E-book Video conferencing Digital camera Internet Scanner Others Average Source computed Doctorate 4.6 4.22 4.04 4.22 4.36 3.71 4.62 3.76 3.77 4.15 Post graduate 4.52 4.10 3.96 3.87 3.96 3.52 4.44 3.46 3.44 3.92 Under graduate 4.44 3.98 3.88 3.52 3.56 3.33 4.26 3.16 3.11 3.69 Average 4.01 3.73 3.54 3.10 3.20 2.81 4.04 2.62 2.48 3.28

Two-way ANOVA
Source of Variation Rows Columns Error Total SS 3.811467 0.915756 0.238444 4.965667 8 2 16 26 df MS 0.476433 0.457878 0.014903 F 31.96943 30.72432 F crit 2.591096 3.633723

Data presented in Table 2 indicates the education wise respondents access of information through ICT tool. The doctorate level educated respondents top the position with respect to overall access of information through ICT tool as they secured a mean score 4.15 on a 5 point rating scale. The post graduate level educated respondents rank the second position with respect to overall access of information through ICT tool as they secured a mean score 3.92 on a 5 point rating scale. The under graduate level educated respondents hold the third position with respect to overall access of information through ICT tool as they secured a mean score 3.69 on a 5 point rating scale. The Anova two-way model was applied for further discussion. At one point, the computed Anova value is 31.97, which is greater than its tabulated value at 5 per cent level of significance. Hence, there is a significant variation among the chosen education groups with
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International Journal of Library and Information Science (IJLIS), Volume 1, Issue 1, JanuaryApril 2012

respect to respondents overall access of information through ICT tool. At another point, the computed Anova value is 30.72, which is greater than its tabulated value at 5 per cent level of significance. Hence, variation among the attributes relating to respondents overall access of information through ICT tool is statistically identified as significant. It could be seen clearly from the above discussion that the doctorate level educated respondents make access of information through ICT tool for getting more information than those of others. Data presented in table 3 indicates the designation wise respondents access of information through ICT tool. The designation wise analysis reveals the following facts. The professor respondents take the first position with respect to overall access of information through ICT tool as they secured a mean score 3.86 on a 5 point rating scale. The Associate Professor respondents rank the second position with respect to overall access of information through ICT tool as they secured a mean score 3.45 on a 5 point rating scale. The Assistant Professor respondents hold the last position with respect to overall access of information through ICT tool as they secured a mean score 2.53 on a 5 point rating scale.
Table 3: Designation Wise Respondents Access of information through ICT Tool ICT tool Computer CD-Rom E-Journal E-book Video conferencing Digital camera Internet Scanner Others Average Source computed Professors 4.46 3.89 3.96 3.88 3.76 3.46 4.42 3.59 3.36 3.86 Associate Professors 4.26 3.77 3.89 3.77 3.52 3.26 4.05 2.42 2.11 3.45 Two-way ANOVA Source Variation Rows Columns Error Total of SS 8.147667 8.411756 2.529244 19.08867 df 8 2 16 26 MS 1.018458 4.205878 0.158078 F 6.44 26.60 F crit 2.59 3.63 Assistant Professors 3.31 3.53 2.77 1.65 2.32 1.71 3.65 1.85 1.97 2.53 Average 4.01 3.73 3.54 3.10 3.20 2.81 4.04 2.62 2.48 3.28

At one point, the computed Anova value is 6.44, which is greater than its tabulated value at 5 per cent level of significance. Hence, there is a significant variation among the chosen designation groups with respect to respondents overall access of information through ICT tool. At another point, the computed Anova value is 26.6, which is greater than its tabulated value at 5 per cent level of significance. Hence, variation among the attributes relating to respondents overall access of information through ICT tool is statistically identified as significant.
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International Journal of Library and Information Science (IJLIS), Volume 1, Issue 1, JanuaryApril 2012

It could be seen clearly from the above discussion that professor respondents take the first position with respect to their overall access of information through ICT tool, associate professor respondents the second, and the assistant professor respondents the last. Data presented in Table 4 indicates the sex wise respondents access of information through ICT tool. The male respondents take the first position with respect to overall access of information through ICT tool as they secured a mean score 4.03 on a 5 point rating scale. The female respondents rank the second position with respect to overall access of information through ICT tool as they secured a mean score 2.53 on a 5 point rating scale.
Table 4: Sex Wise Respondents Access of information through ICT Tool ICT tool Computer CD-Rom E-Journal E-book Video conferencing Digital camera Internet Scanner Others Average Male 3.6 4.22 4.04 4.22 4.36 3.71 4.62 3.76 3.77 4.03 Female 4.42 3.24 3.04 1.98 2.04 1.91 3.46 1.48 1.19 2.53 Average 4.01 3.73 3.54 3.10 3.20 2.81 4.04 2.62 2.48 3.28

Source computed t calculated value - 4.23 df = 8

t tabulate value = 1.86

The t test is applied for further discussion. The computed t value is 4.23, which is greater than its tabulated value at 5 per cent level significance. Hence, there is significant difference between male and female respondents with respect to their overall access of information through ICT tool. It could be seen clearly from the above discussion that male respondents take the first position with respect to their overall access of information through ICT tool and the female respondents come to the second position. FINDINGS The findings of present study leads to the following observation the respondents rate high priority to access of information through ICT tool towards Email and search engine In general, north zone respondents make access of information through ICT tool for getting more information than those of others.

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International Journal of Library and Information Science (IJLIS), Volume 1, Issue 1, JanuaryApril 2012

The second finding reveals that the doctorate level educated respondents make access of information through ICT tool for getting more information than those of others. Third findings found that the professor respondents take the first position with respect to their overall access of information through ICT tool, associate professor respondents the second, and the assistant professor respondents the last. The last findings deals with the male respondents take the first position with respect to their overall access of information through ICT tool and the female respondents come to the second position, the male respondents dominating the female. CONCLUSION The findings of the respondents access of information through ICT tool indicate the following facts. The respondents rate high priority to access of information through ICT tool towards Email and search engine In general, north zone respondents make access of Information through ICT tool for getting more information than those of others. The doctorate level educated respondents make access of information through ICT tool for getting more information than those of others. The professor respondents take the first position with respect to their overall access of information through ICT tool, associate professor respondents the second, and the assistant professor respondents the last. The male respondents take the first position with respect to their overall access of information through ICT tool and the female respondents come to the second position. REFERENCES 1. Blurton, C. (1999). Chapter 2: New directions in education. In: UNESCO's World communication and information 1999-2000. Paris:UNESCO, 46-61 2. Chisenga, J. (2006). Information and communication Technologies: Opportunities and Challenges For National and University Libraries in Eastern, Central and Southern Africa. Keynote paper presented at the standing conference of African National and University libraries of Eastern, Central and Southern Africa (SCANUL-ECS), The courtyard Hotel, Dar es Salaam, Tanzania, 9-10 July 2006 3. Haliso, Y. (2007). Internet availability and use in academic libraries in south west Nigeria. Babcock Journal of Management and Social Science, Vol.5 No.2.January 2007 Special Edition.pp:246-261 4. Rehman, S. and Al-Awadhi, S. (2011), Effect of formal course of information literacy on student performance, paper presented at the 4th ALIEP Conference, Kuala Lumpur, June 20-22. 5. Ebrahimi, R. (2009), The effect of information and communication technology (ICT) on teaching library and information science, Library Philosophy and Practice, April, available at: http://unllib.unl.edu/LPP/ebrahimi.htm (accessed on March 16, 2011).

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