Use of electronic resources by law academics: a case study from the University of Namibia

Abstract

Purpose The purpose of this paper is to examine the use of e-resources by the Faculty of Law’s academic staff at the University of Namibia’s (UNAM’s) main campus. The study aimed to determine their level of awareness of electronic resources (e-resources) available to them, how useful and effective they found these e-resources, and the challenges they face in accessing them. Design/methodology/approach A convenient sampling technique was used to select a sample of 12 law academics from the population of 17. The study used both qualitative and quantitative research methods using questionnaires and a semi-structured interview guide. Findings Findings revealed that the majority of the law academics were aware of the e-resources subscribed by UNAM’s library, although some were not aware of the newly subscribed international law databases. The findings further revealed that the academics used e-resources for research, publications and teaching purposes, but irregular training, bandwidth problems and limited searching skills hindered their use of e-resources. Practical implications Findings could be used to inform future collection-development decisions, realignment of information-literacy training and promotion and marketing of library services. Originality/value This study has made a significant contribution in the understanding the use of electronic legal resources by law academics at UNAM. The findings and recommendations could also benefit similar academic institutions in developing countries like Namibia.

Comprehensive assessment of drivers and barriers to electronic information resources usage in academic libraries in uganda using SWOT analysis

“…Researchers, teaching staff, and students use EIRs for various purposes, such as academic purposes (i.e., course works, completing assignments, research, compiling teaching and learning materials, preparing seminar presentations, and disseminating and preserving research findings), acquiring development ideas, communicate and collaborate with friends and classmates, improve knowledge, online registration, materials for a writing project, career development, efficient retrieval of information, curriculum design, and recreation. 5,15,[19][20][21][22][23][24][25][26] Electronic information resources in academic libraries are essential to researchers, teaching staff, and students because they provide a comprehensive and vast amount of information that users can quickly and cheaply access in electronic forms in its latest form: 5,10,27 it helps users to advance their research work; 28 it is readily available as long the users have access to the network or internet connectivity; 4 flexible in terms of storage and interoperable since they are dynamic resulting into the wide dissemination of information; convenience since a piece of data can be easily searched, 5,6 EIRs can easily and simultaneously be accessed by multiple off-campus users in a short period; 8 EIRs are up-to-date, trustworthy, and appropriate, access a wide variety of information, and the time and location of access are unlimited and unrestricted and saves physical spaces. 6,29 Mollel and Mwantimwa (2019) 13 observed that library EIR usage depends on the relevancy of the content and users' skills to navigate the different electronic resource platforms, search engines, and interfaces.…”

“…The low usage of EIRs in Africa became a concern for many librarians; hence, studies were done, and the results varied from one study to another. For example, the survey conducted by Leonard et al (2020) 15 on electronic resources by law academics at the University of Namibia found that 100% of the Law faculty members were aware of the e-resources subscribed to, although the usage of the resources remained low. The studies by Yebowaah (2017), 32 Ahmed and Al-Reyaee (2017), 33 and Adeleke and Nwalo (2017) 34 reported that the majority of the users were aware of electronic resources and also highlighted the benefits of the awareness of EIRs to the academic community.…”

“…41,42 The required skills for utilising EIRs have been elaborated on in many studies and must be tackled to better search, retrieve, evaluate, and use the articles. 15,22,23 Tlakula and Fombad (2017) 30 believe that the cause of the lack of skills for the search and usage of EIRs in academic libraries is due to inadequate guidance given by librarians. Appointing faculty liaison librarians offers a better alternative.…”

“…13 EIRs are prevalent in contemporary libraries because of their availability anywhere and anytime, ease of amending and update, portability, multiple access to one resource by many users, ease of print and save, searchability, and relatively cheap, especially the openaccess resources. 1,10,14,15 Northern Uganda is one of the historically disadvantaged regions, a semi-rural area with poor electricity connectivity, poor ICT infrastructure, and students and teaching staff from underprivileged backgrounds. 16 It is blessed with three (3) public universities, two (2) private universities and four (4) constituent colleges of other Ugandan universities.…”

Re-structuring library resources and services in IIT Delhi library: analytical study from users' perspective

“…Among such studies of the re-structuring library services model, knowing about library users' awareness and uses preferences of resources format is especially important to this study. Ngema and Masenya (2020), Leonard et al (2020), Alfiras and Bojiah (2020) and Odumade-Salako and Amusan (2019) conducted studies to know the level of awareness and usage preference of resources format. All studies found that most respondents preferred to use e-resources and had a high level of awareness.…”