Computer literacy skills oflibrarians: a case study of Isfahan

University libraries, IranHajar Safahieh

Central Library, University of Isfahan, Isfahan, Iran, and

Asefeh AsemiDepartment of Library and Information Science, University of Isfahan, Isfahan,

Iran

Abstract

Purpose – This paper aims to assess the level of computer literacy skills of librarians in theUniversity of Isfahan, Iran and attempts to examine their avenue of computer literacy, software used,benefits derived from computer and problems militating against effective usage of computers.

Design/methodology/approach – The paper uses a survey research approach to carry out thisinvestigation.

Findings – The investigation reveals that the majority of the librarians do not yet possess a goodlevel of computer skills and even their long duration experience of computer use has not necessarilyimproved their level of computer literacy.

Practical implications – The findings can be utilized by library managers in order to organize andoffer regular training programmes to train or re-train librarians with the latest advancement ofinformation technology.

Originality/value – The paper provides insight into the state of computer literacy of librarians inone of the public universities in Iran. This shows the urgent need for the librarians to be adequatelyequipped with the computer skills to take advantage of all computerized library facilities.

Keywords Computers, Librarians; University libraries, Iran

Paper type Case study

IntroductionWe live in a computer-centric information age. For many centuries pen, pencil, paperand printed books have been the primary mode of writing, reading, recording andtransforming information. But that mode is rapidly changing in today’scomputer-centric society. Now, every facet of our lives is affected by computers andthe worldwide number of computers in use for learning, working and doing job-relatedtasks is increasing rapidly. This number rose from 820 million PCs in 2004 (Gupta,2006) and surpassed over 1 billion in 2008 and is still continuing to grow at almost 12per cent annually (Gartner Inc, 2008). The use of computers and communicationtechnologies has arisen as a result of the increased work load involved in coping withthe information explosion. Computer technologies have enabled individuals to handleinformation possessing effective with greater speed and accuracy regardless of thetime and distance (Aina, 2004).

Nowhere has the impact of the computer been felt greater than in the field of libraryand information services. Before the introduction of computers, libraries were

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Received 5 November 2008Revised 30 December 2008Accepted 21 January 2009

The Electronic LibraryVol. 28 No. 1, 2010

pp. 89-99q Emerald Group Publishing Limited

0264-0473DOI 10.1108/02640471011023397

book-focused institutions. There were just print card catalogs and library routines suchas acquisitions, cataloging and circulation were done via paper or managed by usingprint ledgers, pens and card pockets. Spreadsheets, internal databases or otherproductivity software was never used to manage library data. But the advent of newtechnology has brought many changes to the way libraries collect, store, retrieve,disseminate information and serve their users. Therefore libraries, particularly indeveloping countries, are moving further and faster towards total automation andthose libraries that cannot adjust to these trends will not survive (Choukhande, 2003).

Computer technology holds the promise of increased productivity; however thispromise is not realized due to the limited abilities of those who make use of computers.In fact, effective use of computers depends on an individual’s computer literacy andthis has been widely recognized as a vital skill (Liao and Pope, 2008). Computer literacyis the knowledge and ability a person has to use computers and technology efficiently.Computer literacy can also refer to the comfort level someone has with using computerprograms and other applications that are associated with computers. Another part ofcomputer literacy involves the knowledge of how computers work and operate(Wikipedia, 2008).

The ability of operating computer systems to perform personal, job-related tasks, useweb browsers and searching on the internet to retrieve information needs andcommunicating with others by sending and receiving e-mail is an essential part of everyone’s skill especially librarians (Singh and Singh, 2002). Computer-literate librarians areable to communicate information more effectively when they know how to create and useand Excel spreadsheets or a Power Point presentation. Librarians can also reach easilybeyond boundaries of their communities when they are able to use HTML to create webpages so that they can publish their resources, articles, their opinion and documents tothe world. Allison (2005) pointed that those without basic computer skills have a difficulttime finding jobs and staying connected with the local and global society. Sinceemployees, including librarians, with computer literacy are more efficient and productiveand therefore more valuable to their organization, employers prefer workers who arecomputer literate to those who are not (Gupta, 2006). It has already been demonstratedthat the demand for computer-related skills has moved from insignificant to critical formost academic library positions (Jiao and Onwuegbuzie, 2004).

Library automation in IranComputerization of library systems and services in Iran started in the late 1970s andresumed after an apparent gap in late 1980s. However this trend has accelerated in thelast decade especially in institutions of higher education as a result of an increasednumber of users, greater demand for the use of library materials within and outside thelibraries, increase in the amount of materials being published, changes in the nature ofreading materials (i.e. more use of CD-ROMs, electronic journals, on-line sources ofmaterials, etc.), and the development of new and cheaper computers (Ramzan, 2004;Farajpahlou, 2002). These are the reasons today more than ever before which havenecessitated the automation of many Iranian university libraries. In order to exploit thecurrent information explosion, which is important for rapid development, informationtechnology (IT) is necessary. These important facts are convincing many universitylibraries in the country that computerization is no longer a thing of the past(Davarpanah, 2001).

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Automation of Iranian libraries, however, will not lead to work productivity andgreater efficiency of libraries unless librarians acquire essential skills to use thistechnology effectively. Hayati and Jowkar (2008) pointed that implementation ofcomputers and information technology in academic libraries of Iran does not mean thefinal acceptance and work productiveness. Moarefzadeh and Sannei Dehkordi (2006)on investigation of librarians’ training needs in university libraries of Iran found thatalthough librarians use computer in their day to day work, many of them lack theadequate computer literacy skills. They demonstrated that in order for these librariansto keep up with the information technology innovations, an in-house continuoustraining program is needed for them. Therefore it is necessary to ensure that whateverresources expended on information technology acquisition in the libraries are notwasted through inappropriate use, underuse or lack of use by unskilled librarians.

This study was designed to assess the computer literacy skills of librarians inIsfahan University which is one of the most reputable universities in Iran. Aspectssuch as the librarians’ level of computer skill, their computer use experience, avenuesof computer literacy, software used, purpose of computer use in their day to day work,benefits derived from computers, as well as problems militating against effective use ofcomputers are what this paper intends to unveil.

Review of related literatureSeveral research studies have been carried out which examine the computer literacyand skills of different social groups such as academics, teachers, professionals anduniversity students (Majid and Abazova, 1999; Fathiyan, 2004; Gibson et al., 2007;Tella and Mutula, 2008). However, this review focuses primarily on the studies relatedto librarians and library professionals.

A survey was carried out among librarians in college libraries of Yavatmal district(Maharashtra) to find out the proportion of librarians’ computer awareness and use ofIT applications (Choukhande, 2003). Results of this survey indicated that a majority ofthe librarians in college libraries are not aware of IT and have not yet started utilizingIT applications even in the house keeping functions of the library due to inadequatefinance and manpower.

The findings of the study by Idiodi (2005) revealed that despite the advent ofinformation and communication technology in Nigerian universities and automation oflibrary systems, very few students have the capability to use information technologyeffectively in the libraries. The earlier attempts at library user education also have notbeen very successful. The researcher concluded that a high level of computer illiteracyamong librarians is one of the major factors militating against promoting higher levelof information literacy of library users. Ramakrishnegowda and Walmiki (2004) assertthat librarians have very important role in computer and information literacyacquisition of library users.

In a study of professional librarians (Adomi and Anie, 2006), a majority ofrespondents perceived their level of computer literacy skills as average or less. It wasalso found that professionals acquired their computer skills from computer/IT trainingprogrammes, and used the computer for personal purposes more frequently thanlibrary routines. The participants indicated that electric power failures and inability toown a PC were the most popular hampers to their learning and computer usage.

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Adekunle and colleagues conducted a study to investigate attitudes of librarianstoward the use of ICT in selected Nigerian libraries (Adekunle et al., 2007). The resultsof the study showed significant correlation between levels of skills, training andknowledge of technology use in the libraries and librarians’ attitudes towardinformation technology. According to Adekunle adequate training and knowledge ofICT is essential in encouraging librarians to show a positive attitude toward usage oftechnology in the libraries. Prestamo (2001) indicated that academic librarians in thisage are faced with an ever-increasing number of electronic resources with uniqueinterfaces and technical requirements. Therefore it is crucial for library administratorsto provide adequate and timely training opportunities to meet this need.

Survey methodology and resultsAs already mentioned, this study aims to assess the level of computer literacyskills of librarians in University of Isfahan (UI) and it is expected that knowledgegained through this study would be useful to the UI libraries managers for theplanning of training programs and improving the level of computer literacy amonglibrarians. The results of this study may also be useful for university libraries inthe country in evaluating of the librarians training needs in computer-centricinformation age.

The questionnaire-based survey method was used for data collection. A total of 73questionnaires were self-administered to librarians of UI; 41 questionnaires (56 percent) of the entire sample returned were found usable and analyzed. The questionnairewas self - administered. The questionnaire was used to collect data on computing skillsof librarians and their use of Microsoft word, excel, access, power point, librarysoftware. Data on librarians’ use of computers for different routines, benefits andproblems associated with using computers was also collected.

RespondentsGeneral questions relating to gender, educational qualification and LIS experiencewere asked. Among the 41 respondents 35 (85.4 per cent) were female and six (14.4 percent) were male. Figure 1 shows that a total number 30 (73.2 per cent) of respondentshold either Bachelor’s or Master’s degrees. The rest of respondents 11 (26.8 per cent)had high school diploma or associate degree. This indicates that a majority of theparticipants are professional librarians.

Figure 1.Percentage distribution ofrespondents byeducational qualification

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Figure 2 shows that out of 41 respondents, a majority 35 (85.4 per cent) of respondentshas worked for more than six years in the library. Therefore most of the respondentshave worked long enough to understand and appreciate the roles of computers canplay in their official work and in their personal lives.

Computing skillsKnowledge, skills and confidence with computer technology are now an asset for thoseentering the competitive employment market. Respondents were asked to assess theirlevel of computer literacy skills. The levels of the skills ranged from “very limited” to“very good”. Data analyzed revealed that overall a majority 28 (68.3 per cent) of therespondents considered their level of computing skills as “fair” or lower. In contrast,only 13 (31.7 per cent) of the respondents perceived their level of computing skills as“good”. None of the respondents perceived their level as “very good” (Table I). This issurprising considering the high educational qualifications of many. It might be due toinsufficient or inadequate higher education/LIS curriculum on meeting the librarians’real needs of computer literacy skill. Okiy (2005) indicates that in the information age,library staff are expected to be more knowledgeable, forward looking, creative,productive, more focused and more competitive. Therefore it is necessary for them toprovide leadership in computer application, internet capabilities and CD-ROMtechnologies. He adds librarians with adequate IT skills mostly possess these traits.

Figure 3 clearly shows that overall 26 (63.4 per cent) of the respondents startedusing computer some seven or more years ago. This implies that although a majority of

Figure 2.Number of respondents by

years of work experience

Level Number Percentage

Good 13 31.7Fair 19 46.3Limited 7 17.1Very limited 2 4.9

Note: n ¼ 41

Table I.Self-assessment of level

of computer literacy skills

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respondents had a long duration of computer use experience, this did not necessarilyimprove their level of computer literacy skills. It could be because of the lack ofcontinuous and compulsory training programs to equip librarians with the essentialknowledge of computer and ICT skill. Therefore, it can be concluded that effective useof computer and information technology in this new era goes beyond merely buyingcomputers, launching computer labs and connecting libraries to the internet andexpecting that things will automatically improve. Agbonlahor (2006) indicates thatuniversities’ investments in information technology can only yield meaningful returnswhen the technology is used by its intended users in ways that enhance theuniversity’s major goals. He added the successful integration of computer andinformation technology into the universities including university libraries depends notonly on access and availability but also on the extent to which staff embrace andeffectively use this technology to increase their performance.

For anyone to use computer technology s/he needs to possess certain computer skillswhich can be acquired through various means. Of the respondents 20 (48.8 per cent)acquired computing skills by participating in formal computer/IT programs while 15(36.6 per cent) were self-taught. A total of 12 (29.3 per cent) of librarians acquired thenecessary skills by guidance of friends/colleagues and 10 (24.4 per cent) by computer/ITbooks (Table II). The implication of the data is that a majority of the librarians haveacquired their computer skill through informal channels. This not surprising as in theprevious findings it was found that majority of the respondents had fair or lower level ofcomputer literacy. Ramzan (2004) asserts that unlike developing countries, librarians in

Figure 3.Number of respondents byyears of computer useexperience

Avenue Number Percentage

Formal computer/IT programs 20 48.8Practical self-teaching 15 36.6Friend/colleague guidance 12 29.3Computer/IT books 10 24.4Error and trail 10 24.4

Note: n ¼ 41; Respondents were permitted multiple answers

Table II.Avenues of computerliteracy

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developed countries gained knowledge of technologies through continuing educationprograms, professional training, and revisions to library school curricula, which helpthem benefit from the new technologies.

Use of different softwareRespondents were requested to rate on scale from one to five (where l represented neverand 5 represented very often) their frequency of use of certain types of software. Asshown in Table III library software, which is an application software installed bylibraries only for circulation and search of libraries’ materials, was the most commonlyused among librarians (mean ¼ 4.12) followed by word processor (mean ¼ 3.29). Incontrast, the less used (mean ¼ 1.56) software was database management software.

Use of computer for different routinesThe main functions of a library are acquisition, technical processing, storage, retrieval,and dissemination. The traditional methods of doing these result in slow, laborious andrepetitive manual routines. Now, the availability of computers has gradually changedthe library scene. With the advent of modern technologies and their applications inday-to-day activities such as acquisition, cataloguing, circulation, indexing andadministrative, manual routines have been transformed into machine oriented ones.The computer provides flexibility, speed and accuracy, and it enhances effectivenessand efficiency of a library’s routines.

The University of Isfahan library has automated largely its circulation, technicalprocessing, storage, and retrieval functions with some of databases provided online.Information about the use of computer for different routines of UI librarians was collectedand the mean scores of all items are displayed in Table IV. Data analyzed indicated that

Software Mean Std. Dev.

Library software 4.12 1.029Word processor 3.29 1.453Spreadsheets 2.63 1.240Presentation software 2.02 1.193Database management software 1.56 0.950

Note: n ¼ 41; 1 ¼ Never, 2 ¼ Rarely, 3 ¼ Occasionally, 4 ¼ Often, 5 ¼ Very often

Table III.Frequency of software

use

Routines Mean Std. Dev.

Circulation 4.00 1.378Internet/online search 3.83 1.412Serials/dissertation 2.61 1.430Personal use purpose 2.71 1.88Acquisition 2.17 1.498Cataloging 2.00 1.245Administrative 1.85 1.406

Note: n ¼ 41; 1 ¼ Never, 2 ¼ Rarely, 3 ¼ Occasionally, 4 ¼ Often, 5 ¼ Very often

Table IV.Use of computer for

different routines

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respondents often (mean ¼ 4.00) used computers for circulation and occasionally(mean ¼ 3.83) used it to search the internet and online databases. On the other hand theyused computers very rarely (mean ¼ 1.85) for library administration purposes. Thusrespondents use computer more frequently for circulation than other library routines.This is probably because of limited access of the librarians to all of the computerizedfacilities in the library, e.g. confining library staff to one hour internet connection per day.

Benefits of computer useComputer can helps librarians in day-to-day work processes. It does not only allowthem to work more flexibly and faster, it also helps them to do their tasks moreeffectively (Jerabeka et al., 2001). Librarians were asked to indicate benefits ofcomputer use in day-to-day work tasks. The computer has been widely acknowledgedto facilitate operations and to enable users to do their work faster. Data analyzed inTable V confirms that the computer has enabled a majority (82.9 per cent) ofrespondents to perform their official tasks easier, faster and more efficiently. Thisfinding is similar to the previous finding pointed out by Adomi and Anie (2006).

Problems facing effective usage of computersThough computerization of libraries has benefits but there are certain problemsmilitating against effective usage of computer by its users. The specific problems facedby the librarians are given in Table VI. The most common problem cited was frequentbreakdown of the system by 23 (56.1 per cent) people, followed by electric power failureby 19 (46.3 per cent), inadequate computers in the libraries by 14 (34.1 per cent), andinadequate computer skills of librarians by nine (22 per cent). Similarly Emojorho andAdomi (2006) found that an unreliable telecommunication infrastructure and electricitypower outages are the problems most encountered in the use of IT facilities by mostmembers of staff in Delta State University. It seems these problems are common in thedeveloping countries.

Problems Number Percentage

Frequent breakdown of system 23 56.1Electric power failure 19 46.3Inadequate computers in my library 14 34.1Lack of/inadequate computer skills 9 22.0Lack of time 7 17.1Lack of/inadequate organizational sponsorship to computer/ITtraining program 6 14.6

Note: n ¼ 41; Respondents were permitted multiple answers

Table VI.Problems facing effectiveusage of computers

Benefits Number Percentage

Getting my official work done easier and faster 34 82.9Has assisted in typing/preparing my documents/letters 12 29.3Reduction of workload 9 22.0

Note: n ¼ 41; Respondents were permitted multiple answersTable V.Benefits of computer use

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ConclusionComputer technology has become increasingly integrated into libraries in developingcountries. The purpose of this study was to investigate the level of computer literacyskills of librarians at the University of Isfahan in Iran. The findings demonstrated thata majority of respondents do not yet possess a good level of computer literacy. As themajority of respondents hold bachelor or master degrees, one reason could be due toinsufficient higher education and/or LIS curriculum on meeting the librarians’ realneed of computer literacy. It is suggested that higher education/library training schoolsexpand and redefine what it means to have computer literacy in its curriculum.Computer literacy traditionally has been associated with the ability to use computers toperform a variety of application-based tasks, but that definition is no longer adequate.Cesarini (2004) equates computer literacy with information-technology literacy that hedescribes as a combination of several literacies or a “meta-literacy.” This literacy isbuilt on teaching university students to think critically about technology and to useand manage various hardware devices, software applications and online resources.

The findings of the study discussed in this paper revealed that a relatively long periodof computer use has not necessarily improved computer literacy skills of the library staff.This might be because of the lack of continuous and compulsory training programs oradequate manuals to equip librarians with the essential knowledge of computer and ICTskills. This confirms the need for librarians to be adequately equipped with the latestcomputer literacy competencies to take advantage of all computerized library facilitiesand enhance their work productivity. It is recommended that the managers of theuniversity libraries organize and offer regular training programs to train or re-trainlibrarians with the latest advancement of information technology.

Most of the respondents acquired their computer skills from informal channels such aspractical self-teaching, friend/colleague guidance, computer/IT books, and trial and error.Whereas the training programs should be provided in appropriate time for the librarians,they must be encouraged to acquire their essential skills through these formal programs.

It was found that library software and word processing are the most used software inthe libraries, while database management software is less used. Liberians use computersin the library more for circulation than for other routines. This might be due to limitedaccess of the librarians to all of the computerized facilities and/or an inadequate numberof computers in the libraries to be used for other purposes than circulation. Librariansshould be exposed to and have free access to the all computerized facilities which areprovided for them to enhance their performance and efficiency.

Based on the findings of the study, it is emphasized that while computers haveenabled librarians to work easier and faster, some problems do hamper their effectiveuse of them. These problems include frequent breakdowns of systems, electric powerfailures, inadequate computers in the library as well as inadequate computer skills. Tominimize the problems university authorities and other stakeholders should try asmuch as possible to maintain libraries’ automation systems adequately and alsoprovide standby electricity power generating plants that could act as adequatesubstitutes in case of electric power failure.

The outcome of this study can provides a framework for designing computerliteracy programs, not only in Iran but elsewhere, that ensure all computerized facilitiesare utilized effectively by library staff which would lead to the efficiency andeffectiveness of libraries.

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About the authorsHajar Safahieh completed her Master’s degree at the Department of Library and InformationScience, University of Malaya (UM), Malaysia. She is currently a librarian in the central library atthe University of Isfahan (UI). Her research interests include information communicationtechnology and libraries, information literacy, information-seeking behavior and user studies.

Asefeh Asemi is currently the Head of the Department of Library and Information Science atthe Faculty of Education, University of Isfahan, Isfahan, Iran. She was a librarian for 11 years andwas then appointed to different positions at the Isfahan University of Medical Sciences, Isfahanbefore joining the UI in 2005. She graduated with Associate and Bachelor degrees in Library andInformation Sciences from University of Shiraz (1991) and University of Tehran (1993), Iran andobtained her MIS in 1998 in Tehran, Iran and PhD in 2006 from the University of Pune, Pune, India.She has authored many national and international conference and journal papers. She is also on theEditorial Advisory Board of The Electronic Library. Asefeh Asemi is the corresponding authorand can be contacted at: af_asemi@edu.ui.ac.ir or af_asemi@yahoo.com

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