Evaluation of quality and efficiency of information resources of educational libraries

Abstract

The objective of the work was to analyze the quality of the information resources of educational libraries. Methods: A user survey of ten educational libraries was conducted to achieve this objective. Results: It was found that representatives of different target groups visit libraries for different purposes. Students and pupils use the library mainly to carry necessary textbooks and books, communicate, attend events. Academics, lecturers / professors, use it not only to obtain the book, but also to check references and read new publications in the library, use electronic resources, as well as to work on research. Sometimes pupils and students often need the help of library staff, indicating a lack of information literacy. Scholars, lecturers / teachers, are often able to fend for themselves. Electronic resources are the most effective, according to respondents, but visitors to educational libraries also continue to use traditional resources. Conclusions: Research shows that to increase the efficiency and quality of information resources of educational libraries, employees should focus their efforts on improving the information literacy of library users, as well as demonstrating the values of the library, inform about library services and maintain using information and communication technologies.

Evaluation of educational resource utilization efficiency, regional technological heterogeneity, and total factor productivity change in 35 European countries

“…It suggests that governments should align growth priorities with their developmental stage and regional context while considering competitiveness [38]. Veremchuk et al [39] assessed ten educational libraries and found that users have varied objectives, with students seeking textbooks and interaction, while scholars prioritize reference, research, and electronic resources. Bhutoria and Aljabri [40] analyze school resource and personnel management efficiency in OECD and MENA countries using TIMSS 2019 data from 5,164 schools across 26 nations.…”