BLI-222: INFORMATION SOURCES AND SERVICES

TUTOR MARKED ASSIGNMENT

Coverage: Course Code: BLI-222

Course: Information Sources and Services Assignment Code: AST/TMA/Jul.18-Jan.19
Blocks: 1 to 4
Units: 1 to 14 Total Marks: 70
Answer all questions.
I) Answer the following questions in not more than 500 words each. ( 4×10= 40 Marks)
1. What are biographical sources of information? Explain the process involved in evaluating
such sources. (10)
2. Who are peripheral information professionals? Explain their role as disseminators of
information. (10)
3. Differentiate between responsive and anticipatory information services. Briefly discuss the
different types of responsive service. (10)
4. Explain the need for user studies in a library. Describe the steps involved in conducting
such studies. (10)
II) Answer the following questions in not more than 250 words each. ( 6×5=30 Marks)
1. Discuss the categorisation of sources by Subramanyam. (5)
2. Explain the importance of reports as primary sources of information. (5)
3. Enumerate the different types of information generators with their functions. (5)
4. Who are aggregators? Describe the services offered by them. (5)
5. Discuss how IT helps in providing user education. (5)
6. Explain the need for conducting information use study. (5)
Answers
I) Answer the following questions in not more than 500 words each. ( 4×10= 40 Marks)
1. What are biographical sources of information? Explain the process involved in evaluating
such sources.
Ans.: Books of biography fail under two categories; individual biographies and collective
biographies. As librarians, we are concerned with books of collective biographies. Collective
biographies are known by various names, the most common being "Biographical Dictionary"
and "Who's Who". Some are also called directory (Artists' Directory), handbook (Handbook
of Information Scientists and Librarians in India) or encyclopaedia (McGraw Hill
Encyclopaedia of World Biography). Mostly they are self-contained books although some
time they also appear as part of a year directory (viz, Times of India Directory and Who's

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Who (now ceased). Standard dictionaries and encyclopaedias also contain brief description of
very eminent personalities associated with philosophy, religion, literature or mythology. In
this Unit we shall restrict ourselves to sources which are exclusive to biographies, and which
are called biographical dictionary. As is evident from the title, a biographical dictionary is a
book of biographies or the details about the birth and death, parentage, education,
achievements in life, contributions in their specialised field, publications of well known
persons, usually arranged by their name or se in alphabetical order.
In most cases, the subject of a search for biographical information is a person who achieved a
measure of distinction (or perhaps notoriety) during his or her lifetime. However, it is
important to keep in mind that the vast majority of human beings live comparatively obscure
lives, leaving little recorded information to remind posterity of their existence, except perhaps
an obituary, a will, a few letters and photographs, personal financial records, and sometimes a
diary, journal, or daily appointment calendar.
Biographical dictionaries can be categorised by using any one characteristic at a time or by
using period or time as a characteristic. They may be grouped as:
• Current biographical information sources, and
• Retrospective biographical information sources
From the point of view of geographical area covered they may be classified as,
• Universal, and
• National, regional or local or institutional
Biographical dictionaries are also grouped as: (i) General (ii) Specialised or subject (iii) By
ender such as men and women and (iv) By language.
The biographical dictionaries available in libraries are often found to possess more than one
of me characteristics in various combinations. Examples of current universal specialised
biographical dictionaries have their counterpart in current universal general biographical
dictionaries. Similar is the case with retrospective dictionaries.
Biographical information sources are available in plenty which are being published. You will
notice that not all of them provide up-to-date and reliable facts. The funds available to
libraries to purchase reference works are limited. It is therefore essential to develop a
thorough understanding of the sources before they are purchased. The following criteria will
help you in assessing biographical reference works.
• Authority: The authoritativeness of a biographical dictionary can be assessed from
the reputation of the publisher, editors and compilers. It will be useful to know the
qualifications and experience of editors/compilers. The learned bodies like
Universities, Sahitya Akademies, etc., are considered as reliable authorities.
• Scope and Purpose: The title and preface generally indicates the scope and purpose
of the work. You should be able to find out whether the source is intended to be -
general international, national or specialized in scope. Whether it is comprehensive or
selective and the work is retrospective or current.

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 • Selection Policy: Another important point that helps in assessment of a biographical
source is to know the criterion it uses in selecting the biographees, i.e. whether it is
solely by merit, as per the decision of the publishers, by invitation, subscription, or on
payment Naturally, where the entries are based on payment, the quality is bound to be
poor.
• Methods of Compilation: Biographical tools are prepared by publishers/editors by
using different methods of compilation. The use of questionnaire method is quite
common. The biographee himself completes the questionnaire and later checks his
own entry. Other method of compilation is publishers researching the material
themselves using all published and unpublished sources. Both methods have
advantage and disadvantages.
• Treatment: Are the biographical sketches brief or lengthy, factual or evaluative? The
style of presentation is another factor, viz., whether discursive or scholarly. You
should look at these factors carefully. This will help you in correct assessment of
biographical information sources.
• Frequency of Publication: How up-to-date is the information provided about the
biographee is equally important. It will be necessary to find out whether, a current
biographical source is an annual, biennial or irregular. If the work is irregular, you
should check the revised edition with the previous edition. A retrospective work
should have supplements. Look if the work in consideration have them. Arrangement:
Entries in a biographical dictionary are generally arranged alphabetically by surname.
Some, however will have a classified or chronological arrangement with a good
index. The usefulness of the arrangement should be checked from the point of view of
enquiries.
• Format: The biographical reference source is frequently used. Therefore, physical
get-up of the book needs to be checked. Are the type-faces used clear and legible? All
these aspects have to be borne in mind while evaluating a biographical source.
• Special Features: It is good to find out as to what are the distinctive features of a
particular biographical reference source. This could be done by comparing with other
similar work. You should check the accuracy, reliability and currency of the work.
Bibliographies, portraits and photographs, will enhance the value of reference work.
2. Who are peripheral information professionals? Explain their role as disseminators of
information.
Ans.: An information professional or information specialist is someone who collects, records,
organises, stores, preserves, retrieves, and disseminates printed or digital information. Since
the term information professional is broad, the skills required for this profession are also
varied. A Gartner report in 2011 pointed out that "Professional roles focused on information
management will be different to that of established IT roles. An 'information professional'
will not be one type of role or skill set, but will in fact have a number of specializations".
Thus, an information professional can possess a variety of different skills, depending on the
sector in which the person is employed.
Some essential cross-sector skills are:

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 • IT skills, such as word-processing and spreadsheets, digitisation skills, and
conducting internet searches, together with skills in digitisation, loan systems,
databases, content management systems, and specially designed programmes and
packages.
• Customer service. An information professional should have the ability to address the
information needs of customers.
• Language proficiency. This is essential in order to manage the information at hand
and deal with customer needs.
• Soft skills. These include skills such as negotiating, conflict resolution, and time
management, which are useful for all interactions at a workplace.
• Management training. An information professional should be familiar with notions
such as strategic planning and project management.
Moreover, an information professional should be skilled in planning and using relevant
systems, in capturing and securing information, and in accessing it to deliver service
whenever the information is required.
An Information Professional (“IP”) strategically uses information in his/her job to advance
the mission of the organization. This is accomplished through the development, deployment,
and management of information resources and services. The IP harnesses technology as a
critical tool to accomplish goals. IPs include, but are not limited to, librarians, knowledge
managers, chief information officers, web developers, information brokers, and consultants.

Information Professionals work for information organizations, which are defined as those
entities that deliver information-based solutions to a given market. Some commonly used
names for these organizations include libraries, information centers, competitive intelligence
units, intranet departments, knowledge resource centers, content management organizations,
and others.
The diverse responsibilities that Information Professionals may have include:
• Developing and maintaining a portfolio of cost-effective, client-valued information
services that are aligned with the strategic directions of the organization and client
groups
• Building a dynamic collection of information resources based on a deep
understanding of clients’ information needs
• Gathering evidence to support decisions about the development of new services and
products
• Maintaining current awareness of emerging technologies
• Assessing and communicating the value of the information organization, including
information services, products and policies to senior management, key stakeholders
and client groups
• Contributing effectively to senior management strategies and decisions regarding
information applications, tools and technologies, and policies for the organization

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 • For full descriptions of the professional, personal, and core competencies for
Information Professionals, consult the Competencies for Information Professionals of
the 21st Century document.
3. Differentiate between responsive and anticipatory information services. Briefly discuss the
different types of responsive service.
Responsive services are offered in response to requests from the users, for making use of the
library tools and facilities, or help users in obtaining answers to any type of reference
questions. The request may come from the users in person, over the telephone, through
correspondence, or via e-mail or online via Internet. The technology now allows users to
submit their requests to the library at any time from any place in the world.
As the name indicates, responsive services are those services which libraries provide in
response to the request from the user. These services are also known as passive services, as
these services are provided, when there is any request from the user. Libraries receive
requests from users in many ways such as in person, over the telephone, through
correspondence, via e-mail or online. On receiving the request, the library provides the
desired service. The following library services come under responsive information services:
• Lending service
• Reservation of Documents
• User Assistance
• Reference Service
Short Range Reference Service
Long Range Reference Service
• Literature Search and Compiling a Bibliography
• Photocopy Service
• Referral Service
Services provided in anticipation of the demands from users are called anticipatory services.
These services are also known as active services. The need for these services was felt due to
i) tremendous growth of published literature, particularly in areas of science and technology,
ii) interdisciplinary nature of research areas, resulting in scattering of information in different
disciplines, and iii) publications of research results in different types of sources and in
different formats. As a consequence of the growth in volume, diversity and complexity of
information sources, the researchers found it difficult to keep themselves abreast of the latest
developments in their areas of interest. To solve this problem, the libraries, particularly S&T
libraries started providing some form of anticipatory services for their users, depending upon
their needs.
These services are provided by the libraries in anticipation of the demands of the library
users. These services are also called active information services. These services in public
libraries are provided keeping in view the key missions of public libraries as per UNESCO
Public Library Manifesto, which relate to information literacy, education and culture.

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Following are the key missions which form the core of active library services in the public
libraries:
• Creating and strengthening reading habits in children from an early age;
• Supporting both individual and self conducted education as well as formal education
at all levels;
• Providing opportunities for personal creative development;
• Stimulating the imagination and creativity of children and young people;
• Promoting awareness of cultural heritage, appreciation of the arts, scientific
achievements and innovations;
• Providing access to cultural expressions of all performing arts;
• Fostering inter-cultural dialogue and favouring cultural diversity;
• Supporting the oral tradition;
• Ensuring access for citizens to all sorts of community information;
• Providing adequate information services to local enterprises, associations, and interest
groups;
• Facilitating the development of information and computer literacy skills; and
• Supporting and participating in literary activities and programmes for all age groups
and initiating such activities if necessary.
4. Explain the need for user studies in a library. Describe the steps involved in conducting
such studies.
Ans.: User studies, use studies, information-need studies, information transfer studies,
communication behavior studies, information dissemination and utilization studies, user-
research, etc., are all closely related and often not clearly defined and there is no universal
definition. There is a need to understand the information need, information seeking behavior
of the user to facilitate library and information centers to provide effective and quality
services to its users. It becomes necessary to point out the limitations of use and user studies.
Use studies may not reveal the effects of use, indirect use of a library and information centers
and many fruitful interactions of users with library. Further, use of a library and information
centers and its utility to users are often quite different. A library or information centre may be
used but it may not be useful; another may be useful but may not be used; a third may be
neither useful nor used and ideal is one which is both used and useful.
In simple term, 'user study' means a study of the users of information. It deals with the kind
of information required by the user, the ways and means used for searching for the required
information, the use of the information, the use of the information obtained, the
satisfaction/dissatisfaction arising from the use of information obtained, the flow of the
information and the relationship of studies. 'User study' is the means for systematic
examination of the characteristics and behaviour of the users of the systems and services. The
'user study' is directly linked with the effectiveness (performance) of the library and
information services provided as they aim at satisfaction of user needs.
The capability of uses of select and use of information independently is a problem of vital
concern to the libraries and information centers. The review of user studies shows a strong

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interest in analyzing the information needs and channels of information flow. Since the first
quarter of this century, library workers have developed curiosity over their users. While a
library is primarily meant for the users, all its activities and operations centered to a library
are directed towards user satisfaction. In order to achieve the optimal satisfaction of the users,
the librarian has to keep a very close contact with its users knowing their reading interests,
behaviour, information privations and attitudes towards the library. These attempts can
largely be considered as informal studies on users.
The libraries during the first quarter of this century are believed to have traditionally used to
study their users through the records kept, especially the circulation record. Sometimes, the
librarian used to find the use of catalogues, reference service related records and records
concerning to library use by various age groups for conducting user studies.
The second quarter of this century witnessed a spectacular change in the structure,
organization and management of libraries, besides their rapid and extensive expansion. The
most popular type of study undertaken during the said period was mainly on this type of
study, almost everything related in anyway to the use of the library was researched (Tobin,
1974, P.100) with new methodology of research called 'Operation Research' which was
entered into the field of library and information science. User studies gradually became an
object of research using the methods of this operation research.
On the onset of second half of this century, a vast number of studies were undertaken. The
'Bibliography of use surveys, 1950-1970' compiled by Atkins gives the evidence of nearly
687 studies for all types of libraries except for special libraries for which, 1200 studies have
been undertaken (Kawatra, 1992, P.100). In Academic libraries, there were over 100 such
studies conducted (Ford, 1978). Wood in his studies 'Factors influencing Student Library use
: an Analysis of Studies' presents a useful analysis and summary of some of the major studies
on library use during the period 1930-1964.
Menzel's (1966) category of user study is as follows:
• User studies: Such studies try to find out relative use of different channels in
response to questions like, "Where would you search for information?" or "How did
you find the reference?" Such studies have found that the common channel used by
people include personal recommendations, abstracting and indexing services, [finding
information] by chance, regular perusal of journals, etc
• Behaviour studies: These are carried to find the pattern of the overall reaction of the
user community to the communication system without reference to any specific
information receiving event. They basically study the communication behaviour of
the users. One survey conducted by Operations Research Group of the Case Institute
of Technology in 1958 found that scientists (chemists) generally spend almost half the
time of their working hours in some form of communication such as consulting
literature, looking up for references, actual reading, talking or listening to a colleague
and so on. Another study found that every scientist has six favorite journals. Out of
this, one may be a primary journal and other may be secondary one.
• Information flow studies: These study the pattern of flow of information in the
communication system. For example, an article is usually published in a journal 30-60
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 months after it has been written. Between the time it was written and the time it is
published, it flows through different stages of report preparation - (i) first the oral
report at a conference, (ii) then the technical report, and finally (iii) it is written for
journal. After it has been published, it will flow through abstracting and reviewing
services in the next twenty-one months.
II) Answer the following questions in not more than 250 words each. ( 6×5=30 Marks)
1. Discuss the categorisation of sources by Subramanyam.
Ans.: While categorising, Grogan, Boon and Smith, and Giljarevskij considered mostly
macro documents (books, journals, etc.). Subramanyam has also included micro documents
(journal articles, preprints, etc.). His categorisation, more exhaustive than others is presented
below:
Primary Sources
• Laboratory Note Books
• Diaries
• Notes
• Medical Records
• Personal Correspondence
• Videotapes of experiments and surgical operations
• Graphs, charts, and tables usually machine-generated during experiments
• Transcripts and audio or videotapes of lectures and discussions
• Internal Research Reports
• Memoranda
• Company Files
• Patent Specifications
• Computer Programs
• Letters to the editor or short communications in primary journals
• Preliminary Communications in “letters” journals
• Preprints and Reprints of Conference Papers
• Conference Proceedings
• Technical Reports
• Theses and Dissertations
• Journal Articles, Preprints, Reprints
• Newsletters
• House Organs
• Standards, Specifications, Codes of Practice
• Trade Literature
In Subramanyam’s categorisation the coverage is wide and it includes quite a few micro
documents such as medical records, videotapes and audiotapes. However, journals and a few
other items seem to be missing. Instead of listing journals as such, he has listed the contents
of the journal such as journal articles, preliminary communications in ‘letters’ journals, letters

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to the editor in primary journals, as well as preprints, reprints, newsletters and house organs
which sufficiently take care of journals. Anthologies (including festschriften), research
monographs, official publications, information leaflets, personal files, data files, etc. are
absent. As this categorisation is based on scientific and technical literature only, newspapers,
information cards, etc. are excluded.
Secondary Sources
• Bibliographies
• Indexes
• Abstracts
• Current Awareness Services
• Dictionaries
• Directories
• Tables
• Handbooks
• Catalogues
• Yearbooks
• Almanacs
• Reviews
• Monographs
• Textbooks
• Encyclopaedias
Tertiary Sources
• Bibliography of Bibliographies
• Directory of Directories
• Guides to Literature
2. Explain the importance of reports as primary sources of information.
Ans.: A primary source provides direct or firsthand evidence about an event, object, person,
or work of art. Primary sources provide the original materials on which other research is
based and enable students and other researchers to get as close as possible to what actually
happened during a particular event or time period. Published materials can be viewed as
primary resources if they come from the time period that is being discussed, and were written
or produced by someone with firsthand experience of the event. Often primary sources
reflect the individual viewpoint of a participant or observer. Primary sources can be written
or non-written (sound, pictures, artifacts, etc.). In scientific research, primary sources present
original thinking, report on discoveries, or share new information.
Examples of primary sources:
• Autobiographies and memoirs
• Diaries, personal letters, and correspondence
• Interviews, surveys, and fieldwork

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 • Internet communications on email, blogs, listservs, and newsgroups
• Photographs, drawings, and posters
• Works of art and literature
• Books, magazine and newspaper articles and ads published at the time
• Public opinion polls
• Speeches and oral histories
• Original documents (birth certificates, property deeds, trial transcripts)
• Research data, such as census statistics
• Official and unofficial records of organizations and government agencies
• Artifacts of all kinds, such as tools, coins, clothing, furniture, etc.
• Audio recordings, DVDs, and video recordings
• Government documents (reports, bills, proclamations, hearings, etc.)
• Patents
• Technical reports
• Scientific journal articles reporting experimental research results
3. Enumerate the different types of information generators with their functions.
Ans.: A function generator is a signal source that has the capability of producing different
types of waveforms as its output signal. The most common output waveforms are sine-waves,
triangular waves, square waves, and sawtooth waves. The frequencies of such waveforms
may be adjusted from a fraction of a hertz to several hundred kHz.
Actually, the function generators are very versatile instruments as they are capable of
producing a wide variety of waveforms and frequencies. In fact, each of the waveforms they
generate is particularly suitable for a different group of applications. The uses of sinusoidal
outputs and square-wave outputs have already been described in the earlier Arts. The
triangular-wave and sawtooth wave outputs of function generators are commonly used for
those applications which need a signal that increases (or reduces) at a specific linear rate.
They are also used in driving sweep oscillators in oscilloscopes and the X-axis of X-Y
recorders.
Many function generators are also capable of generating two different waveforms
simultaneously (from different output terminals, of course). This can be a useful feature when
two generated signals are required for a particular application. For instance, by provid-ing a
square wave for linearity measurements in an audio-system, a simultaneous sawtooth output
may be used to drive the horizontal deflection amplifier of an oscilloscope, providing a visual
display of the measurement result. For another example, a triangular-wave and a sine-wave of
equal frequencies can be produced simultaneously. If the zero crossings of both the waves are
made to occur at the same time, a linearly varying waveform is available which can be started
at the point of zero phase of a sine-wave.
There are a number of ways of designing function generator circuits. However there are two
main approaches that may be used:

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 • Analogue function generator: This type of function generator was the first type to
be developed. First models appeared in the early 1950s when digital technology was
not widely used.
• Digital function generator: As the name indicates, digital function generators utilise
digital technology to generate the waveforms. There are a number of ways in which
this can be done, but the most versatile and most widely used technique for digital
function generators is to use direct digital synthesis, DDS.
• Sweep function generator: A sweep function generator is simply one that can sweep
its frequency. Typically the more versatile sweep function generators utilise digital
technology, but it is also possible to use analogue versions as well.
4. Who are aggregators? Describe the services offered by them.
Ans.: Aggregators are one of the important content providers for libraries. Libraries have
been working with publishers and aggregators for many years; however, the issues related to
aggregators are not well documented. Aggregators have been helping libraries to facilitate
their services to users but they have some disadvantages for libraries such as the lack of
library influence in selecting individual titles; the lack of control over the contents of
aggregator packages and the confusion of library users when accessing different packages.
This paper defines different types of aggregators and discusses their importance for libraries
in the digital era. The paper provides a useful overview to researchers in any field, enabling
them quickly to achieve a clear picture of aggregators in the electronic environment.
The word ‘aggregate’ means the total obtained by adding items together. One may define
aggregation as bringing together in a coherent collection disparate information sources. Ball
believes this is to be the core traditional library business (Ball, 2006). Simon Inger (2001)
made a distinction between three classes of company that have become ‘aggregators’ in this
new world. Firstly, there are those companies whose primary focus is to provide a hosting
service for publishers - the content host. Secondly there are those who index or categorise
disparate content on other content host services - the gateways. And lastly the ‘traditional’
aggregators of licensed full text content - the full-text aggregators.
Generally speaking aggregators have played an intermediate role and their services have
been used by libraries and publishers for many years. They have performed functions such as
handling orders, billing, payments, renewals and cancellations. Although electronic
publishing has had a great impact on the supply chain of library contents, aggregators are
unlikely to disappear. The electronic environment has presented publishers with a new way
to aggregate (without the middlemen) by bringing content together and offering all their
electronic journals to libraries as a package. With the emphasis in the electronic environment
on the aggregation of content rather than services, many traditional aggregators, in danger of
being disintermediated, have redefined their business. The traditional indexing and
abstracting services have enhanced their databases by licensing the rights to include full text.
Subscription vendors have created new lines of business providing access to large numbers
of journals from a variety of publishers. Some primary publishers, such as Elsevier Science
and Academic Press, have decided to take on the role of aggregator, maintaining control of
their content and its distribution (Case, 2001). Aggregations by commercial publishers, often

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called the “Big Deal”, are marketed by publishers as a way to cap inflationary journal prices
and to enable access to large numbers of previously unsubscribed journal titles.
5. Discuss how IT helps in providing user education.
Ans.: During the last two decades computers are increasingly being used for information
activities. This has resulted in rapid growth of computer-based online information retrieval
systems. Databases and computer stored information files are produced by many
organisations such as American Chemical Society (Chemical Abstracts) and the US National
Library of Medicine (Index Medicus) etc. These databases are now widely accessible for
information searching: from local terminals which are' linked to the central computer via a
telecommunication network. Such efforts have resulted in the development of a number of
online information retrieval systems. The use of these systems depends on the education of
users and the availability and functioning of this method of information retrieval: The aim of
this section is to examine the goals and objectives for online user education and to suggest
examples of methods, media and training programmes suitable for accomplishing these goals
and objectives.
Different groups are concerned in online orientation, training and education. They are:
• Database producers
• System operators
• Institutions responsible for terminal operation for example; libraries or information
centres
• Library schools
• Intermediaries
• End users
The motivation for each of these groups is expected to vary considerably. Generally, the
motivation for taking part in such training programmes might be considered partly financial,
and closely linked to the sale of a specific product - database or information system: For the
sake of convenience online education programme may be divided into two components:
orientation and instruction. Orientation is concerned with enabling the user to learn of the
existence of computer-based information retrieval and the services available. On the other
hand, instruction is concerned with enabling the user to learn in detail how to carry out
computerised information retrieval. The goals and objectives for online user education may
be categorised in terms of the two main groups namely the end-users and the intermediaries.
6. Explain the need for conducting information use study.
Ans.: ‘Use’ is the key purpose and `User' is the key and dynamic component of any library
and information system. Customer oriented approach, design and evaluation are the founding
pillars of any enterprise. As such use and user studies including non-use and non-user studies
are required to be carried out as long as library and information systems are required and
existing. Here, the use includes `non-use' and user includes potential user, non-user, under-
privileged, unserved, underserved and deprived users. A non-user could be an involuntary
non-user who do not have a library to use or voluntary (willful) non-user. A voluntary non-

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user is one who has access to a library and lives in an information rich society and yet suffers
from information malnutrition.
User studies are a must at the time of designing a system or service. The efficient and
effective operation of a library system or service also calls for periodic user studies. The
effectiveness of a library and information system depends on the extent to which the system
characteristics correspond with the users and in how much the potential users are willing and
able to make use of it. System designers, planners and managers of library and information
systems have to properly consider the role of human factors and their effect on acceptance
and utilisation of information. Relating the system or product/service being designed to the
perceived needs of those for whom it is intended as well as to guide the operation of the
system by the knowledge about the user and to justify the existence of the system are
essential. User studies can also stem from the efforts of evaluation of a system or service.
A systematic user study can also reveal some un-anticipated data about the dynamic
component of user. It may also promote a new course of action hither to not considered and
hence helps efficient and effective operation of the library and information system. Further,
as no system has the luxury of unlimited resources and funds, user studies are required to
check whether intended goals are served by the system, if not, to alter the priorities and
programmes so as to ensure judicious allocation of limited resources. User studies are also
required not only to determine and confirm the general patterns of use of libraries but also to
identify departures from the norms (in specific cases), even if it is only in small areas. User
studies help improve public relations of a library with its users and explain what librarians
have found out by more indirect means. User studies, like market research, provide effective
ground for marketing service products of libraries. In nutshell, user studies is an area of
continuous librarian-education about users than user- education about library and
understanding users is a must.

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