The state of development of digital libraries in Poland

Górny, Mirosław; Catlow, John; Lewandowski, Rafał

doi:10.1108/00330331011064221

Cited by 7 publications

(3 citation statements)

References 2 publications

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“…Yakel (2007) explained that librarians with sufficient digital skills will remain successful and relevant in working with modern information systems. Gorny et al (2010) were alarmed that librarians, who are not technically skilled, should perceive digital libraries as a threat to their employment.…”

Section: Introductionmentioning

confidence: 99%

Digital competencies for developing and managing digital libraries

Khan

Bhatti

2017

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Purpose The purpose of this study was to explore the essential digital competencies for developing and managing digital libraries. The study identified useful training programs for university librarians to acquire digital competencies. It examined their digital competencies for developing and managing digital libraries in universities of Pakistan. This study also evaluates their digital knowledge in applying security measures to protect digital contents. Design/methodology/approach The quantitative research method was used to conduct this study. Research questions and hypothesis were developed to achieve the objectives. In-depth review of related literature was conducted to draft a list of essential digital competencies for developing and managing digital libraries. It was circulated among the panel of experts to get their valuable feedback to make a final list of digital competencies for developing and managing digital libraries. A questionnaire was developed to measure the status of digital competencies of university librarians in Pakistan. It was pre-tested on 20 respondents before applying to the whole population. SPSS software was used to analyze data. Descriptive and inferential statistics were applied to achieve results. Findings The findings of the study showed that digital competencies for developing and managing digital libraries fall into three main categories: digital competencies for developing digital libraries; digital competencies for managing digital libraries; and digital competencies to protect digital contents. The results revealed that training programs offered by Higher Education Commission (HEC), library associations, library schools, in-house trainings, use of online tutorials and trainings offered by skilled professionals are highly important and useful for university librarians to acquire digital competencies. The study concluded that the university librarians working in HEC recognized universities in Punjab province possess basic level of digital competencies for developing and managing digital libraries. Their digital competencies vary on the basis of their university type, i.e. public and private sector. Research limitations/implications This study measures digital competencies of university librarians in Pakistan. The study has practical implications for librarians, library schools, library associations, university libraries and HEC. Practical implications This study has practical implications for librarians, information professionals, libraries and library schools. The results are useful for librarians to get knowledge of digital competencies which are essential for developing and managing digital libraries and protecting digital contents. They can develop their digital competencies in identified areas. This study has identified useful training programs for university librarians for acquiring digital competencies. The university librarians should use these programs to gain needed digital skills. Social implications Librarians can get knowledge of digital competencies for developing and managing digital libraries to face the challenges of digital age. Originality/value In contrast to previous research work on investigating computer skills, information and communication technology skills, technological skills and general digital skills, this study particularly identifies the essential digital competencies for developing and managing digital libraries. It helps library and information science schools, library associations, training groups and university libraries to offer adequate training opportunities in identified areas to meet the challenges of the digital age.

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Section: Introductionmentioning

confidence: 99%

Digital competencies for developing and managing digital libraries

Khan

Bhatti

2017

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“…This also indicates that all of the students, teachers, and experts considered that the presentation and design of DL user interfaces are what users have contact with in the very beginning, and they are important factors in the quality of user interfaces. DLs should meet users' fundamental needs (Górny et al, 2010). The interfaces should be easy to use, the language should be understood by users, and the searching function should be convenient and reliable (Hariri and Norouzi, 2011).…”

Section: Discussionmentioning

confidence: 99%

An evaluation model for digital libraries' user interfaces using fuzzy AHP

Lai

Chiu

Huang

et al. 2014

The Electronic Library

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Purpose -The aim of this paper is to improve the service quality of digital libraries (DLs) through an evaluation model for DLs' user interfaces. This evaluation model can provide a useful reference for existing DLs or relevant research. Design/methodology/approach -Relevant literature was synthesized, an evaluation framework was established, and the Fuzzy AHP was employed to investigate the evaluation model for DLs' user interfaces, obtain the relative weights for the importance of the evaluation criteria, and establish the priority ranking for the criteria of DLs' user interfaces. Findings -The top five criteria are ease of use, searching, language, presentation, and design, respectively. For users, an interface should be intuitive. Good interface presentation and design are critical when users evaluate a digital library. Practical implications -All of the students, teachers and experts considered that the presentation and design of DL user interfaces were what users had had contact with in the very beginning, and they were critical influential factors in DL user interfaces. Furthermore, ease-of-use and searching were fundamental interface functions, as well as important evaluation criteria. Interfaces should also provide interactive functions to improve interaction, while tailor-made services should be taken into account to establish an excellent interface in order to meet each user's need. Originality/value -The evaluation model for DLs' user interfaces employed in this study will help developers of DL user interfaces discover the criteria that they should aim for as a reference, perform comprehensive criteria evaluation according to their actual needs, and employ top criteria for evaluation.

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“…Do (2014) and Nguyen (2017) identified a gap between theory and practice in the Library and Information Management field in Vietnam, in other words between what is taught in universities and what is required in practice. Therefore, Gorny et al (2010) alarmed that librarians who are not technically skilled should perceive digital libraries as a threat to their employment. This may be why, Raju (2014) concluded that librarians must possess knowledge of digitization, metadata creation and management, preservation of digital information and computer skills, which are useful to work in online information environments.…”

Section: Evaluation Of Digital Library Educationmentioning

confidence: 99%

An evaluation of digital library education in library and information science curriculum in Nigerian universities

Okeji¹,

Mayowa-Adebara

2020

DLP

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Purpose The purpose of this study is to evaluate the library school’s curriculum in Nigeria with the aim of comparing it with international and national library and information science (LIS) guidelines regarding provision of “digital libraries” course. Design/methodology/approach This study covered 31 universities offering LIS approved by the National Universities Commission (NUC). The main instrument for data collection for the study was analysis of departmental documents containing the LIS curriculum. Second, some library and information science educators from universities that were yet to integrate the course digital libraries in their LIS curriculum were interviewed. Findings This study revealed that majority of the library schools offer the course “digital libraries” or related areas as core course in their curricula. However, only few library schools have computer laboratories for students to enhance digital library skills. Some LIS educators in the library schools identified challenges such as lack of qualified information and communication technology (ICT) staff to handle the course coupled with lack of computer laboratories equipped with modern computers with stable internet facilities in the LIS departments in Nigeria. Practical implications The findings from this study may inform curriculum revision and updating efforts to make it more relevant by incorporating a stand-alone course on “digital libraries” and provision of computer laboratories in the LIS departments to produce future ICT/digital librarians. Originality/value If university administrators, decision-making body in the departments and LIS educators understand the factors that are currently standing in the way of integrating a course on digital libraries, then those barriers can be removed or lowered. If the enabling factors are appreciated, then actions can be taken to stimulate the implementation of the Librarians’ Registration Council of Nigeria (LRCN)/NUC recommendations in all library schools in Nigerian universities.

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The state of development of digital libraries in Poland

Cited by 7 publications

References 2 publications

Digital competencies for developing and managing digital libraries

Digital competencies for developing and managing digital libraries

An evaluation model for digital libraries' user interfaces using fuzzy AHP

An evaluation of digital library education in library and information science curriculum in Nigerian universities

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