UNIVERSITY OF GHANA COLLEGE OF EDUCATION SCHOOL OF INFORMATION AND COMMUNICATION STUDIES DEPARTMENT OF INFORMATION STUDIES AVAILABILITY AND USE OF E-RESOURCES BY POSTGRADUATE STUDENTS OF THE UNIVERSITY FOR DEVELOPMENT STUDIES (UDS) BY: GEORGINA AKERIWE ALORIBASUA (10700757) THIS THESIS/DISSERTATION IS SUBMITTED TO THE UNIVERSITY OF GHANA, LEGON IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF MPHIL IN INFORMATION STUDIES DEGREE DECEMBER, 2021 University of Ghana http://ugspace.ug.edu.gh ii University of Ghana http://ugspace.ug.edu.gh iii DEDICATION This thesis is dedicated to my dear late sister, Mrs. Nelly Addah Abugah, we started this academic journey together from childhood with so much excitement, but never got to finish it together. I did it for us. Continue to rest in peace till we meet again, Amen. University of Ghana http://ugspace.ug.edu.gh iv ACKNOWLEDGEMENTS First and foremost, I want to say a big thank you to God Almighty for His immense favour and guide through this journey, I am forever grateful. My sincerest gratitude to my supervisor, Prof. Emmanuel Adjei for his time, guidance and patience that got me to this success. I am equally thankful to Dr. Mrs. Florence Entsuah- Mensah, my co-supervisor for her assistance during the period of this research. Special thank you to Dr. Monica Mensah (Balme Library), for her time, suggestions, comments, and guidance through this work. Many thanks to Mr. E. S. Thompson, University Librarian (UDS), and Ms. Miriam Linda Akeriwe, Head of Information Services (UDS), for their encouragement and support throughout this programme. I wish to express my heartfelt gratitude to the participants of this research, for taking time out to participate in this research. To my good friend, Frederic Baada, who has always been supportive and always at my beck and call, thank you so much for the love and support. Last but definitely not the least, a big thank you to my dear mum and sisters for all the love and support always. May God bless each and every one acknowledged here. University of Ghana http://ugspace.ug.edu.gh v TABLE OF CONTENT Table of Contents DECLARATION ..................................................................... Error! Bookmark not defined. DEDICATION ......................................................................................................................... iii ACKNOWLEDGEMENTS ...................................................................................................... iv TABLE OF CONTENT ............................................................................................................. v LIST OF ACRONYMS AND ABBREVIATIONS .................................................................. x LIST OF TABLES .................................................................................................................... xi LIST OF FIGURES ................................................................................................................. xii ABSTRACT ........................................................................................................................... xiii CHAPTER ONE ........................................................................................................................ 1 INTRODUCTION ..................................................................................................................... 1 1.1 Background .......................................................................................................................... 1 1.1.1 Overview of the University for Development Studies (UDS) .......................................... 7 1.2 Problem statement ................................................................................................................ 8 1.3 Purpose of the Study ............................................................................................................ 9 1.4 Objectives of the Study ........................................................................................................ 9 1.5 Scope of the Study ............................................................................................................. 10 1.6 Theoretical Framework ...................................................................................................... 10 1.7 Significance of the Study ................................................................................................... 14 1.8 Organisation of the Study .................................................................................................. 15 University of Ghana http://ugspace.ug.edu.gh vi CHAPTER TWO ..................................................................................................................... 16 LITERATURE REVIEW ........................................................................................................ 16 2.1 Introduction ........................................................................................................................ 16 2.2 E-resources and their significance ..................................................................................... 17 2.3 Awareness and Use of E-resources by Postgraduate Students .......................................... 19 2.4 Challenges Faced by Postgraduate Students when Accessing E-resources ....................... 22 2.5 Promotional tools Employed by Academic Libraries to Create Awareness ...................... 22 2.6 Challenges Faced by Librarians in the Provision of E-resources ...................................... 31 2.7 Awareness and Use of E-resources .................................................................................... 35 2.8 Challenges with the use of e-resources .............................................................................. 36 2.9 Promotional tools libraries employ to create awareness of information resources ........... 37 2.10 Challenges faced by librarians in the provision of e-resources ....................................... 38 2.11 Summary .......................................................................................................................... 39 CHAPTER THREE ................................................................................................................. 41 METHODOLOGY .................................................................................................................. 41 3.1 Introduction ........................................................................................................................ 41 3.2 Research design ................................................................................................................. 41 3.3 Selection of Case................................................................................................................ 42 3.4 Population of study ............................................................................................................ 42 3.5 Sample Size ........................................................................................................................ 44 3.6 Sampling Technique .......................................................................................................... 44 University of Ghana http://ugspace.ug.edu.gh vii 3.7 Mode of data collection ..................................................................................................... 45 3.8 Data Collection Instrument ................................................................................................ 45 3.9 Pre-testing .......................................................................................................................... 46 3.10 Data Analysis ................................................................................................................... 46 3.11 Ethical consideration ........................................................................................................ 46 CHAPTER FOUR .................................................................................................................... 48 DATA ANALYSIS AND INTERPRETATION ..................................................................... 48 4.1 Introduction ........................................................................................................................ 48 4.2 Biographic Data of Respondents ....................................................................................... 48 4.2.1 Gender of Respondents ................................................................................................... 49 4.2.2 Ages of Respondents....................................................................................................... 49 4.2.3 Academic Levels of Respondents ................................................................................... 50 4.3 User Awareness and Source of Awareness of E-resources ............................................... 51 4.4 User Awareness of Types and Essence of E-resources available ...................................... 53 4.4.1 Preferred Source of Information ..................................................................................... 54 4.4.2 Source of Web base Information .................................................................................... 55 4.4.3 Usefulness of E-resources ............................................................................................... 56 4.5 Publicity of E-resources ..................................................................................................... 57 4.6 Ease of Use of E-resources ................................................................................................ 59 4.7 Patronage of the Various E-resources ................................................................................ 60 4.7 Training on the Use of E-resources ................................................................................... 62 University of Ghana http://ugspace.ug.edu.gh viii 4.7.2 Mode of Access to E-resources....................................................................................... 63 4.7.3 Frequency of Use of E-resources .................................................................................... 64 4.8 Challenges Faced in Accessing Electronic Resources ....................................................... 65 4.9 Biographical Data of Librarians......................................................................................... 66 4.9.1 Gender ............................................................................................................................. 66 4.9.2 Level of Education .......................................................................................................... 66 4.10 Need for E-resources and Types available in the UDS Library ....................................... 67 4.11 Training on E-resource .................................................................................................... 67 4.12 User Awareness of the E-resources ................................................................................. 67 4.13 Usability of E-resources ................................................................................................... 68 4.14 E-resource Promotion, Benefits and Promotional Tools Employed ................................ 68 4.14.1 Benefits of Promotion ................................................................................................... 69 4.14.2 Promotional Tools Employed in the Library ................................................................ 70 4.14.3 Frequency of Promotion ............................................................................................... 70 4.15 Challenges Encountered by Librarians in the Provision of E-resources.......................... 71 CHAPTER FIVE ..................................................................................................................... 72 DISCUSSION OF FINDINGS ................................................................................................ 72 5.1 Introduction ........................................................................................................................ 72 5.2 Availability of E-resources ................................................................................................ 72 5.3 Postgraduate Students‟ Awareness and Use of E-resources .............................................. 73 5.4 Challenges Encountered by Postgraduate Students when Accessing E-resources ............ 75 University of Ghana http://ugspace.ug.edu.gh ix 5.5 Promotional Tools Employed by the library ...................................................................... 77 5.6 Challenges Faced by Librarians in E-resource Provision .................................................. 78 5.7 Relating the Findings of the Study to the Theoretical Framework .................................... 80 CHAPTER SIX ........................................................................................................................ 82 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS .................... 82 6.1 Introduction ........................................................................................................................ 82 6.2 Summary of Findings ......................................................................................................... 82 6.2.1 Awareness and Use of Electronic Resources by Postgraduate Students ........................ 82 6.2.2 Awareness and Use of E-resources by Postgraduate Students ....................................... 82 6.2.3 Challenges Encountered in the Use of E-resources ........................................................ 83 Promotional Tools Employed by the UDS Library ................................................................. 84 6.2.5 Challenges Librarians Face in the Provision of E-resources .......................................... 84 6.3 Conclusion ......................................................................................................................... 85 6.4 Recommendations .............................................................................................................. 85 6.4.1 Awareness and Use of E-resources in the Library .......................................................... 85 6.4.2 Challenges Faced when Using E-resources .................................................................... 86 6.4.3 Challenges Faced in the Provision of E-resources .......................................................... 87 6.5 Suggestions for Future Research ....................................................................................... 88 References ................................................................................................................................ 89 APENDIX A .......................................................................................................................... 100 APENDIX B .......................................................................................................................... 108 University of Ghana http://ugspace.ug.edu.gh x LIST OF ACRONYMS AND ABBREVIATIONS AACR2 Anglo American Catalogue Rule Two AGORA Access Global Online Research in Agriculture ARDI Access to Research for Development and Innovation CARLIGH Consortium of Academic and Research Libraries in Ghana CD-ROM Compact Disc-Read Only Memory DoI Diffusion of Innovation EIFL Electronic Information for Libraries ETDs Electronic Thesis and Dissertations GOALI Global Online Access to Legal Information HINARI Health Internetwork Access to Research Initiative HTML Hypertext Markup Language IFLA International Federation of Library Associations and Institutions INASP International Network for the Availability of Scientific Publications IT Information Technology OARE Online Access Research on Environment OPAC Open Public Access Catalogue PDF Portable Document Format PERI Programme for the Enhancement of Research Information UDS University for Development Studies University of Ghana http://ugspace.ug.edu.gh xi LIST OF TABLES Table 3.1: Population of students of each academic programme 42 Table 3.2: Population of librarians 42 Table 4.1: Age distribution of respondents 49 Table 4.2: Academic programs of respondents 50 Table 4.3: Source of awareness of e-resources 52 Table 4.4: Types of e-resources 53 Table 4.5: Source of Web base information 55 Table 4.6: Means of publicization 58 Table 4.7: Patronage of the various e-resources 60 Table 4.8: Purpose of use of e-resources 60 Table 4.9: Frequency of e-resource usage 65 Table 4.10: Challenges faced in accessing e-resources 65 University of Ghana http://ugspace.ug.edu.gh xii LIST OF FIGURES Figure 1.1: Rogers‟ Diffusion of Innovation Model 12 Figure 4.1: Gender of respondents 48 Figure 4.2: Awareness of e-resources 51 Figure 4.3: Preferred source of information 54 Figure 4.4: Usefulness of e-resources 56 Figure 4.5: Publicity of e-resources 57 Figure 4.6: Ease of use of e-resources 59 Figure 4.7: Computer Competency 62 Figure 4.8: Training on use of e-resources 63 Figure 4.9: Mode of access to e-resources 64 University of Ghana http://ugspace.ug.edu.gh xiii ABSTRACT With the advent of technology, tremendous changes have occurred in the digital information environment that has brought about a diverse and sophisticated change in taste and preference of information needs of library patrons. This has necessitated a paradigm shift in library resource collection process, with e-resources now becoming core resources for information delivery in academic libraries. To keep pace with this technological trend and change in information preferences of users, academic libraries have focused on making available electronic information resources for both local and remote users. However, making available these electronic resources without full utilization by users leads to wastage of scares financial resources used to subscribe to the resources. The study sought to examine ways to promote greater effective use of electronic resources by postgraduate students in the University for Development Studies (UDS) library. The research design was a quantitative survey approach. Sample size was determined with the aid of the Krejcie and Morgan sample ratio table, while sampling technique was convenience sampling. Postgraduate student population was 750 with a sample size of 256. Four (4) librarians were engaged for the data collection as well. A well-structured questionnaire was administered through Google forms to respondents. Response rate was 85%. Responses were analysed with Google forms and transferred to Microsoft Excel version 16 for representation of results in Tables and Pie charts. The findings of the study revealed that majority of postgraduate students were not aware of the e-resources available in the UDS library. It was revealed that there was low publicity of the resources resulting in the low awareness of their existence. The study also showed that training on e-resources for users was inadequate, hence rendering the e-resources not easily accessible and usable for the students. University of Ghana http://ugspace.ug.edu.gh xiv Major challenges identified were limited internet bandwidth, intermittent power outages, and insufficient budgetary funds. It was recommended that library management acquire adequate internet bandwidth to ensure faster internet connections for smooth use of e-resources and easy downloads, procure a standby power supply to keep the library running continuously even when there is power outage or a fluctuation, solicit for more funds from university management to enable the library to undertake activities like trainings and workshops, exhibitions, and other promotional activities on a regular base to create awareness of the library‟s resources and services. Management of UDS library should also advocate for the academic board to incorporate the teaching of information literacy as a compulsory course for postgraduate students. University of Ghana http://ugspace.ug.edu.gh 1 CHAPTER ONE INTRODUCTION 1.1 Background With the advent of technology, the use of web-based information materials has become the order of the day. This is because it affords patrons with the convenience of being able to access information anytime and anywhere. Before computers and the internet were introduced, information was in print format only and was found mostly in libraries (Woodward & Rowland, 2011). This gave libraries the power of monopoly in information provision. It therefore, meant there was never really the need for libraries to make efforts in marketing themselves. In recent times however, tremendous changes have occurred in the digital information environment that has brought about a diverse and sophisticated change in tastes and preferences of patrons. This has necessitated a paradigm shift in library resource collection process, with e-resources becoming core materials for information delivery in academic libraries. According to Dongardive (2013), the library represents the hub of information, and transforms the acquired information in organized manner with searchable options that connect past and future. It is the brain centre of any institute, as it gives glimpse and reflects new ideas and the activities carried out in any institute. In the information age, the role of libraries and librarians is changing dramatically. The concept of library without “walls” is catching up and becoming popular among patrons. In this information centric user community, libraries are expected to provide online access to information in 24/7 mode as they are used more in online environment (Tofi, Tondo, & Gbaaikye, 2018). This has necessitated the provision of e-resources in academic libraries to be able to meet the University of Ghana http://ugspace.ug.edu.gh 2 continuous desire of patrons to have access to information in and out of the library hall, and at any time. The Anglo-American Catalogue Rule Two (AACR2) as cited by Ankrah & Atuase (2018) defines electronic resources as materials consisting of data and/or computer programme(s) encoded for reading and manipulation by a computer by using a peripheral device directly or remotely connected to the computer or via a network such as the internet. Saye (2001), defines electronic resources as “the resources that are generated through some electronic medium and made available to a wide range of viewers both on-site and off-site via some electronic transferring machine or internet”. E-resources are basically digitized information resources that can be accessed via electronic transmission. In this technological era, academic libraries cannot operate effectively and efficiently without electronic resources in their collection. E-resources come in various forms that suit the diverse preferences of users. (Kavithanjali, 2019) gave examples of electronic resources as follows:  E-books: electronic version of a conventional print book that can be accessed in full text via computer, phone, and any other electronic gadget that can be used to read. Patrons can access full texts of electronic books in PDF or HTML formats online, using any e-reader application. E-books can be downloaded and saved for later use.  E-journals: electronic journals are periodical publications in an electronic format usually on the internet. An e-journal is a journal online that contains research papers, review articles, scholarly communications. E-journals more or less give adequate access to information. They are easier to disseminate to users than the conventional print materials; with the tight funds in higher educational system, e-journals have become an economical means than the conventional print journals. University of Ghana http://ugspace.ug.edu.gh 3  E-thesis and dissertations (ETDs): electronic version of thesis and dissertations written by intellectuals that are archived and can be retrieved whenever they are needed via the internet. It is an advanced technological means for conveying ideas. It is cheaper, consumes little space, easy to access, and guarantees lifelong storage. Access to and storage of e-thesis is usually facilitated by open access repositories such as the UDSSpace (institutional repositories), and research archives.  Online databases: these are organized collections of electronic information sources by publishers from various fields and disciplines. They include periodical articles, books, graphics and multimedia that can be searched and retrieved from the internet. Publishers/vendors like AGORA, provide free access to their database for academic libraries. Others like Emerald require subscription fee to access its database. Access to these databases provides information seekers with a pool of diverse scholarly articles in various fields to meet their desired information needs.  E-zines: these are electronic magazines that are displayed on the internet. They are also called web-Zine.  E-newspapers: electronic newspaper is a self-reliant, reusable, and refreshable edition of a conventional newspaper that is accessible online. Unlike the print newspaper where today‟s news will be captured in tomorrow‟s paper, the e-newspaper is refreshable, so every important news that occurs in the day is being uploaded in the e- paper by the editor, and the reader can read and download the news any time. It is very convenient as readers can access current news in any language at any time anywhere. Previous news can easily be retrieved by date. Examples include Daily Graphic, Pulse, Ghana Page, etc. University of Ghana http://ugspace.ug.edu.gh 4  E-Reference books: these are a collection of books and directories found online covering a whole range of topics like business, accounting, hospitality, information technology, etc. they include Atlas, Dictionary, Thesaurus, Encyclopedia, etc. There has been an immense growth in African university libraries in terms of electronic information resources through some institutions‟ initiatives enhanced through programs such as Access Global Online Research (AGORA), Online Access to Research on Environment (OARE), HINARI Access to Research Initiatives, to mention but a few (Rosenberg, 2006). These institutions have tremendously contributed to provision and accessibility of e-resources in Africa universities. Aside from these, majority of African universities now make the journal articles of their faculty, annual reports, inaugural lectures, intellectual works such as post graduate students‟ thesis/dissertations, and past questions accessible from their websites. Due to the high demand for information in electronic format in recent times, most universities have made it mandatory for postgraduate students to present softcopies of their thesis to the university upon completion. Ghana is not left out. There has been a significance improvement in making available and accessible information in electronic format in higher educational libraries and others research centres, by the kind intervention of information institutions like PERI and INASP. These institutions have been in charge of negotiating e-resource prices on behalf of academic libraries with international publishers since 1990s and 2000s (Kwadzo, 2015). Through the initiatives of these information institutions, majority of academic libraries in Ghana have been able to acquire electronic resources like e-databases and e-journals. This has made it easy for researchers and other information seekers in higher educational institutions to access various electronic information materials for academic work. Many academic libraries are able to subscribe to diverse electronic resources such as online journals and databases at a cheaper cost through University of Ghana http://ugspace.ug.edu.gh 5 the initiative of the Consortium of Academic and Research Libraries of Ghana (CARLIGH), compared to subscribing as an individual library. This has made it possible for Ghanaian academic libraries to meet user information needs. Electronic resources have become a key source information in academic libraries. Electronic format of information resources has become a necessity in academia and research in recent times because of the convenience with which they can be accessed (Ankrah & Atuase, 2018). E-resources have updated information that is very useful to information seekers. Information seekers such as students and researchers worldwide now have at their disposal a variety of access to e-resources due to their electronic formats. It is for this reason that ICT application in libraries today is crucial in delivery of timely information especially in academic institutions. Akussah, Asante, & Adu-Sarkodee, (2015), in their article on impact of electronic resources and usage in academic libraries in Ghana, mentioned that e-resources serve as complementary research tools to print-based materials in conventional libraries. This makes them invaluable in today‟s academic libraries. They highlighted e-resources as being advantageous because they are up to date and users are able to access them remotely. The introduction of technology has therefore made it possible for the adoption of modern technology trends by academic libraries to organize library collections and enhance service delivery. The nature of e-resources makes it vital for postgraduate students to have basic computing skills to be able to access the needed information for their academic work. Computer literacy includes being able to explore computer systems to get needed information (Fraillon et al., 2010). Being able to navigate through a computer system builds personal confidence in users and serves as an encouragement for continuous access of the system. Due to this, it is University of Ghana http://ugspace.ug.edu.gh 6 essential for users to have skills and knowledge in computing which is a crucial requirement for successful access to e-resources. In this 21 st century where information can easily be accessed online, academic libraries are compelled to compete with online e-book dealers, big publishing houses, and academic database vendors. Amidst a plethora of challenges such as library budget cuts, evolving information environment, diversity of user needs, new information technology applications, and the ever-growing information sources now available. It is easy for libraries and information centres that do not incorporate information technology appropriately in their service delivery to be defective or even collapse (Ankrah & Atuase, 2018). In view of this, the UDS library is left with no choice than to adopt the idea of digitizing its information resources, creating information repositories, purchasing and subscribing to relevant e-resources with diverse information for academic purposes with the hope of staying relevant. The UDS library in the past year has acquired electronic books to the tune of 1,746 mainly with the support of the African Textbook Partnership Project. These e-books are core text books which can be accessed on a software application called the Imano Portal Limited (South Africa). Patrons are aided to install a mobile version of the application on their phones which allows them to access these e-books in full text wherever they are, provided they are connected to an internet source. The UDS Library subscribes to and provide access to 32 e- journal databases from reputable publishers (Emerald, Taylor, Wiley Blackwell, Sage, and EbscoHost), with over 10,000 journals. Aside from the subscribed databases, the library also provides access to other excellent online databases (AGORA, HINARI, OARE, ARDI, and GOALI), through partnerships with Researchforlife and EIFL (Electronic Information for Libraries). UDSSpace is yet another resource pool where over 2,367 items and counting (published articles, academic papers, and graduate thesis) are archived for patron usage. The University of Ghana http://ugspace.ug.edu.gh 7 Online Public Access Catalogues (OPAC) is another online resource that allows multiple users to browse the library‟s catalogue via the internet. This is to enable the UDS library keep up with the needs of patrons and competition as well. In the view of the researcher, the UDS library users, postgraduate students for that matter, should be aware, accept, and should be able to access e-resources available in the library to satisfaction. But are all these being realised or achieved? 1.1.1 Overview of the University for Development Studies (UDS) The University for Development Studies (UDS) is Ghana‟s first public University in the northern part of Ghana. It was established in May, 1992 by the Government of Ghana (PNDC Law 279) to “blend the academic world with that of the community in order to provide constructive interaction between the two for the total development of northern Ghana particularly, and the country as a whole” (UDS, 2018). The university runs a multi-campus system: Tamale Campus, Nyankpala Campus, City Campus, Tamale North Campus, and Eastern Campus in Yendi. It currently has six (6) Schools, six (6) Faculties, three (3) Institutes, and four (4) Centres (including two Centres of Excellence). The vision of UDS is to be a Home of World Class Pro-Poor Scholarship. This reflects in its motto: “Knowledge for service”, and its method of teaching, research, and outreach programs. (UDS, 2018). The University for Development Studies library was established in 1992 to support the university‟s goal of achieving academic excellence. It was first situated at the Nyankpala Campus (premier campus of the university), and currently has satellite libraries in all its campuses: The Central Library (Nyankpala Campus), the City Campus Library, Medical School Library, and the E-library situated at the Tamale Teaching Hospital. The library has a staff strength of sixty-three (63). It is the leading academic library in northern Ghana, and University of Ghana http://ugspace.ug.edu.gh 8 provides access to a multitude of information sources to affiliated colleges of education and other institutions. The UDS Library is a well-fitted department with excellent facilities that aid effective academic work. The library provides information materials in both digitized and print form; online and offline. It has a total holding of 23,088 volumes and counting. Even though many print information materials are still available in the library, its current focus is more on the digitized format of information materials which tend to meet the evolving preference of patrons. In a bid to increase services to users, and generate internal funds for the library as well, the technical service unit provides commercial printing, photocopying, binding, and embossment to users (UDS Library Report, 2020). 1.2 Problem Statement In this technological age, the provision of electronic resources by academic libraries worldwide has become very vital. This has resulted in many institutions investing in e- resources to improve information provision and maximize usage by patrons. Despite the crucial role e-resources play in the 21 st century research and studies, and the many benefits derived from them by researchers, available literature on use of e-resources shows that they are underutilized. This is a peculiar problem faced in developing countries. The study by Bankole (2012) confirms that limited access by patrons to credible and relevant information for their academic work is as a result of low awareness of more qualitative e-resources available locally in their academic libraries. It is one thing for an academic library to digitize their resources or make available information materials in electronic format. It is another for patrons to have knowledge of and have easy access to these electronic resources and utilize them efficiently. The UDS library is not left out when it comes to this problem. Massive funding goes into the subscription of University of Ghana http://ugspace.ug.edu.gh 9 these electronic resources every year. However, statistics from the e-resource unit indicate that just a few of the resources (Emerald, AGORA, HINARI, EBSCOhost, SAGE) are constantly being used suggesting a low patronage, considering the shift in user preference of information material format from print to digitised and or online. Per the nature of postgraduate studies, it is expected that students would want to use more of the online information materials because of the fact that they do not need to come into the library hall to be able to access the materials (remote access). This low patronage factor has drawn the researcher‟s interest to look into postgraduate students use of e-resources in UDS library. The researcher believes that conducting this research would help understand the nature of e- resource use by postgraduate students and help give necessary recommendations based on the findings to boost usage of the library‟s e-resources. 1.3 Purpose of the Study The purpose of conducting this research is to discover ways of promoting effective use of e- resources among postgraduate students of the University for Development Studies. 1.4 Objectives of the Study The objectives of the study are as follows: 1. To identify the electronic resources being provided in the UDS library. 2. To find out postgraduate students‟ awareness and use of the e-resources in the library. 3. To identify the likely problems encountered by postgraduate students in the utilization of the e-resources. 4. To identify the promotional tools employed to create awareness of the e-resources. 5. To ascertain the challenges encountered by the UDS Library in providing e-resources. University of Ghana http://ugspace.ug.edu.gh 10 6. To make recommendations for effective ways to create awareness and improve utilization of the e-resources available in the UDS library based on the findings of the study. 1.5 Scope of the Study The study was conducted in the University for Development Studies (UDS) in Tamale. The study focused on postgraduate students and some librarians (the University Librarian, Head of Department for Information Services, and the Head of the E-resource Unit). The study examined post graduate students‟ level of awareness and use of e-resources, and acceptance of technology by postgraduate students, the significance of e-resources, and the possible challenges the librarians face in their attempt to make available these resources. 1.6 Theoretical Framework Adom et al., (2018), mentioned that a theoretical framework is made up of interrelated theories that guide research. It is the frame used to support research by illustrating how a particular theory is pertinent to a specific research topic and explains why a particular problem exists. For a researcher to understand and know the main purpose of a study, a theory has to be adopted to guide the study and reveal the related factors. In view of this, the study adopted the Diffusion of Innovation (DoI) theory. 1.6.1 The Diffusion of Innovation (DoI) Theory The diffusion of innovation theory was developed by E. M. Rogers in 1962. It is a popular and one of the earliest frameworks in the social sciences. It demonstrates how people in a social system gain knowledge of a new technology and its benefits. It expounds how a new idea or product gains awareness with time, and spreads through a population or social system. It is expected in diffusion that people as part of a population or social system, will adopt a University of Ghana http://ugspace.ug.edu.gh 11 new idea, product, or behaviour. Adoption of a new idea or product (innovation) requires a systematic decision process, to accept and exploit a new product or idea that has been considered better than one already exists. Adoption basically demands a person to recognize an innovation as a new one (Rogers, 2003). Adopting a new innovation does not happen at the same time in the social system; rather, it is a process where some individuals in the social system are willing to adopt a new idea than others are. It has been revealed by researchers those early adopters of an innovation have different characteristics from those who adopt late. Therefore, it is necessary in the promotion of an innovation to be aware of the characteristics of the target social system. Knowledge of these characteristics will help determine adoption or rejection of the innovation. Rogers (2003) established five categories of adopters, and different strategies are employed when promoting an innovation to these adopter categories. The categories include;  Innovators: these are individuals who are willing to explore a new idea or product. They are often the first to try an innovation and are risk takers. Many times, very little or no influence is needed to appeal to this population.  Early adopters: this group of people are already aware of the existence of an innovation and are interested in adopting it. They embrace change opportunities, and are comfortable adopting new ideas. They do not need information to be convinced to use a new idea or product.  Early majority: they are people who would use an innovation before the average person. They assess thoroughly a new innovation and would consider testimonials that an innovation works before they accept to use it. Convincing this category requires the use of success stories. University of Ghana http://ugspace.ug.edu.gh 12  Late majority: this group is very doubtful, does not accept change easily, and would only adopt an innovation that has been proven effective by majority of the population. They are hard to convince, therefore enough information about an innovation is needed to help make decision of adoption or rejection. Strategies to convince this group include information on how many people tried the innovation and adopted it successfully.  Laggards: this category entails people who are mostly last in considering the adoption of an innovation. They are bound by tradition, very conventional, and sceptical about change. This is the hardest category to convince to adopt an innovation. Strategies to convince this group include pressure from people in the other adopter groups (Rogers, 2003). Figure 1.1: Rogers’ Diffusion of Innovation Model Source: http://sphweb.bumc.bu.edu. Rogers (2003), stated that in order for an innovation to be adopted and diffusion accomplished, a person must go through these stages; University of Ghana http://ugspace.ug.edu.gh http://sphweb.bumc.bu.edu/ 13 Knowledge stage: this is when a potential adopter has knowledge about an innovation and begins to seek for understanding on how it functions (Burges and Paguio, 2016). Persuasion stage: this is where a person makes the decision to adopt or reject an innovation. Decision stage: these are events leading to the decision of adopting or rejecting an innovation. Implementation stage: an innovation is put to use at this stage. Confirmation stage: assessment of the result of a previous decision of an innovation to determine continued use (Rogers, 2003). He further explained that there are five main factors that influence adoption of an innovation, and each of these factors play roles to a different extent in each of the adopter categories. These factors include;  Relative advantage: the extent to which an innovation is seen as better than the idea, program, or product it substitutes.  Compatibility: the extent to which an innovation is considered to be consistent with the existing values, proficiencies, and the needs of the potential adopters.  Complexity: the degree to which an innovation is perceived difficult to understand and use.  Trialability: the extent to which an innovation may be tried for confidence, assurance or experience.  Observability: the extent to which the outcome of an innovation is visible to others. University of Ghana http://ugspace.ug.edu.gh 14 The DoI theory has been successfully implemented in many fields including communication, agriculture, public health, marketing and it is considered appropriate in advanced learning environment to explore technology adoption (Wainwright & Waring, 2007). In this study, the postgraduate students of UDS constituted the social system and the e-resources as the innovation. It is assumed that postgraduate students can be categorized into the various adopter groups as far as e-resources are concerned. Electronic resources are part of technological innovation, therefore, the adoption of DoI theory in this study was appropriate. It will help investigate user awareness and utilization of e-resource by postgraduate students of UDS, source of awareness, frequency and purpose of use of e-resources, perception of e- resources, ICT and information searching skills of the postgraduate students, and the challenges they encounter in utilizing the e-resources. 1.7 Significance of the Study It is hoped that this study would bring to light an awareness of the e-resources, improve patronage, and identify and address the problems encountered by postgraduate students in their attempt to access electronic information resources in UDS library. The outcome of this study would let the library staff know their deficiencies and work to improve the library and its services. It will also aid library management know which resources to continue subscription, and which ones to cancel. It is also hoped that this study would add to the gap in literature on user awareness and adoption of information resources in electronic format provided in academic libraries and recommend means and ways by which academic libraries can provide more appropriate databases and promote the use of e-resources in an era where technology has taken over and learning via the internet has become the norm. University of Ghana http://ugspace.ug.edu.gh 15 Last but not least, the study hopes to aid further research in this field. Findings would guide academic libraries in their provision of e-resources and other resources, and create the necessary awareness needed on the significance and utilization of e-resources. 1.8 Organisation of the Study The study is organised into six chapters. The first chapter entails background of the study, statement of problem, purpose of study, objectives of the study, the scope of the study, the theoretical framework, significance, and organization of the study. The second chapter entails review of literature. Discussion of literature was done in accordance with these themes; e-resources and their essence in academic libraries, awareness and use of e- resources by post graduate students, challenges encountered in the use of e-resources, promotional tools employed by academic libraries, and Challenges faced by librarians in the provision of e-resources. The third chapter has the methodology. This chapter provides information on the research approach, sampling procedure and technique used, sources of data, procedures and instruments for collection. It explains the techniques for analysing data and presents findings of the study. The fourth chapter is comprised of analysis of data, results and findings of the study. The fifth chapter consists of the discussion of results. The sixth chapter has summary of the major findings of the study, conclusion based on the results of the study and recommendations. University of Ghana http://ugspace.ug.edu.gh 16 CHAPTER TWO LITERATURE REVIEW 2.1 Introduction A literature review is conducted to link the current study being undertaken to the larger area in relation to the topic (Creswell, 2014). It provides an outline of the information sources that would be explored while undertaking a particular study and to demonstrate to readers ow the study fits into a larger field of study. Relevant books, scholarly articles and other credible information sources related to the study have been explored to provide a description, summary, and careful evaluation of these sources and their content. Review of literature is very significant to research because it puts the present study in focus and connects it to the wider area in relation to the topic (Creswell, 2014). Aside giving the researcher the chance to know the previous investigations done already, it aids in building a basic explanation for observed variations in behaviour or phenomenon. So, to research the topic under study, literature employed were examined from global view, to African view, down to Ghanaian view under these thematic areas: 1. E-resources and their significance. 2. Awareness and use of e-resources by postgraduate students. 3. Challenges encountered by postgraduate students in the use of e-resources. 4. Promotional tools libraries employ to create awareness of information resources. 5. Challenges faced by librarians in providing of electronic resources. University of Ghana http://ugspace.ug.edu.gh 17 2.2 E-resources and their significance The internet is a heterogeneous channel with extensive educational resources that are accessed by various researchers and information users to meet their needs when it comes to electronic format of information resources. The essence of e-resources cannot be overemphasized. In this digital age, e-resource has radically changed the activities of academic libraries and research activities across all universities and research institutes. According to the Anglo-American Cataloguing Rules (AACR2), an electronic resource is any material (data and/or program) encoded for manipulation by computerized device or a computer network connection. The Library and Information Science Community defines e- resource as any information resource that needs an electronic device to access its content. E- resources could be complete contents in databases, electronic journals, image collections and other multimedia products that are numerical or graphical which may be delivered on CD ROM, on tape, or via internet. The International Federation of Library Association and Institutions (IFLA), also defines e-resources as “those materials that require computer access, whether through personal computer or, mainframe, or handheld mobile device. They may either be accessed remotely via the internet or locally”. (Sukula, 2010) in her book, “Electronic Resource Management: What, Why, and How, defined e-resource as “an electronic information resource accessed online, on or off campus, and user can get the information he/she wants whenever it is needed”. E-resources have been defined by many authors but they all boil down to the same meaning; digitized information materials that can be retrieved via electronic transmission. These are web-based resources or electronic information materials provided by a libra through a computer network (Kenchakkanavar, 2016). University of Ghana http://ugspace.ug.edu.gh 18 Globally, user preference of information format has moved drastically from print to electronic (Kumar, 2015). Electronic resources have therefore become a household name when it comes to research and other academic disciplines. This is because of the convenience they come with. They can be accessed from the comfort of your location; you do not have to go to a library before getting access to them. By using several search phrases, techniques, and terms, e-resources can be browsed and retrieved for research purposes, and they also interlink related publications and databases that can be browsed, downloaded and saved for immediate and or later use as well. The most convenient feature of e-resources is that they save the library a lot of space in terms of storage space. The library never runs out of space for the over thousand electronic resources acquired by the library (Kenchakkanavar, 2016). An observation by Shukla and Mishra, (2011) showed that researchers prefer using e- resources to print materials because e-resources are convenient to access and are updated frequently, mostly on a daily or weekly bases. Online information resources are updatable on a daily base unlike the print materials, they can be accessed by multiple users concurrently, they support distance education, they have remote access, they are not time or space constraint, they are crucial research tools that supplement print materials in academic libraries (Jotwani, 2014). Researchers use internet resources, search engines, an email regularly in their field of work. With the advent of technology and the shift in user preference from print to electronic, academic libraries ought to conform with such shift and provide more electronic resources with less print. With the sudden outbreak of COVID-19, academic institutions all over the world have switched overnight from the conventional face-to-face teaching and learning mode to a more advanced technological method of online teaching (Dhawan, 2020). Teaching and learning materials are now in digitized form and this has created the need for academic libraries to have more of their information materials in the digitized format on the library website for University of Ghana http://ugspace.ug.edu.gh 19 easy access by patrons no matter their location. Libraries around the world are trying to minimize physical contact and in-library use by patrons during these difficult times of COVID-19, e-resources come in handy. Users go on academic library sites, and even social media handles where links to most of the information resources are displayed, and are able to access diverse information materials in electronic format, right at the comfort of their location (Connell et al., 2021). This has saved a lot of researchers the time and risk of exposure to the Corona virus, having to go to library halls to access the necessary information needed for their studies (Mandrekar and e Rodrigues, 2020). The evolution of information format preference by users is no different in Africa. There has been a drastic change with the introduction of e-resources, in how information is collected, sorted, saved, retrieved and used in academic libraries across Africa. This has led to a switch to electronic resources from print materials in most academic libraries (Oyedapo and Ojo, 2013). E-resources have become a vital tool in accomplishing many endeavors in research and academic field. This has resulted in a total embrace of electronic resources by many researchers and information users to support their works and studies (Oyedapo and Ojo, 2013). 2.3 Awareness and Use of E-resources by Postgraduate Students Academic libraries may possess all the relevant and current information resources, but if patrons are not aware to access them, then these resources are worthless. Therefore, awareness is key when it comes to full utilization of electronic resources by postgraduate students. Users must first of be aware of the e-resources before any access can take place. There have been many studies worldwide on awareness of e-resources by university students with diverse findings. University of Ghana http://ugspace.ug.edu.gh 20 Prangya and Rabindra (2013) stated that awareness is crucial to e-resource utilization. Where information materials have limited access, it becomes difficult to retrieve than when access is open, where it is easy for users to retrieve the needed information. Their study viewed the level of exposure of research scholars to e-resources, and the problems they encountered. It confirmed that though the researchers knew of the resources and the types, access was limited. They recommended an improvement in the access facilities and increase the web resources to support their research activities. From the study by Anaraki and Babalhavaeji (2013), it was revealed that students engaged general search engines like Google search and scholar to meet their information needs when they have no knowledge of the existence of e- resources in their libraries. Their results showed that only 16% of the medical students in Iran had knowledge of the electronic resources that their library portal provided them. According to the study by Swain (2010), on keenness of students to use of e-resources in the Business School of Orissa, India, it was revealed that EBSCO and Emerald Management Xtra were the most known databases among students. Awareness of the other databases was on the low. It was discovered that print material use was slightly higher than e-resources, and OPAC use was also lower than expected. Wu and Chen (2012) in their study on how graduate students perceive, use, and manage electronic resources in National University of Taiwan, showed that e-resource use differed among students because of their different subject backgrounds. For example, students in the humanities regarded electronic resources as insignificant compared to those in the other disciplines. Sinh and Nhung (2012) claimed that the behaviour of a user would affect their choice of e-database and usage, and that the elements that influence the use of a database are the reason for accessing the database, the type of information desired, search techniques, expectations of accessing the database. University of Ghana http://ugspace.ug.edu.gh 21 As much as African universities are trying to subscribe to expensive e-resources for their students and faculty, the patronage isn‟t as exciting as expected. Adequate awareness creation is therefore imperative to play a pivotal role in the level of usage of these e-resources. A study that examined the problem of LIS postgraduate students in the Makerere University by Okello-obura (2010) revealed that students used some of the databases more than others. Ninety-two percent used Emerald followed by Blackwell synergy (76%). Other e-databases like AGORA, and Palgrave Macmillan Journals were rendered redundant. This was because students accessed the e-resources that they knew, hence, the reason behind high patronage. The study by Ndinoshiho (2010) on nursing students in the University of Namibia goes to confirm that students only use e-databases they are familiar with. In his findings, majority of the students did not access the library‟s e-databases because they did not know them. Medline database, though a distinguished medical database, was not used by the students because they did not know it. The findings from the study by Akinola et al. (2019) on awareness and use of databases by postgraduate students in the University of Ibadan showed that students knew of the databases in general. However, majority did not know the individual databases available in the university library. The findings of the study by Muhammad and Binta (2017) on awareness, access and use of academic databases by faculty members revealed that most faculty members knew of the e-databases available in the library. However, their level of awareness varied in respect to the databases available. Adam (2017) who also undertook a study on the awareness and use of online scholarly database by academics of Kaduna State University, Nigeria, came up with findings showing that 56 out of 130 respondents accessed e-databases on a daily. 28 used them weekly, while 15 used monthly. 25 used them occasionally and 6 did not respond. Kwadzo (2015) mentioned in his study that students place importance on ease of access to e-databases than any other reasons. University of Ghana http://ugspace.ug.edu.gh 22 2.4 Challenges Faced by Postgraduate Students when Accessing E-resources Cothran (2011) discovered in his study that Google Scholar was used more than any other information sources by graduate students. This was because they found its interface to be user-friendly (easy navigation and usage), than any other databases. Prangya and Rabindra (2013) came to a conclusion that the low utilization of electronic resources by graduate students in their study was as a result of inadequate e-resource access training, high cost of some e-resources and poor infrastructure. In the findings of Ahmed (2013) on students faculty use of e-resource in universities in Bangladesh revealed that restricted access to subscribed resources; inadequate IT facilities, information retrieval difficulties, slow download speed, limited remote access, impeded user satisfaction. 2.5 Promotional tools Employed by Academic Libraries to Create Awareness Promotion, in a library setting, may be considered as the means used to provide information to users about the library‟s services and resources, guaranteeing users awareness of the services and resources available (Patil and Pradhan, 2014). These methods include digital/online media adverts (library website, mailing lists, podcasts, blogs, Facebook, Instagram, YouTube), print advertising (brochures, bookmarks, flyers), and also library souvenirs and giveaways (pens, mugs, books, wristbands, flash drives) with inscriptions that will serve as reminders to users the products and services of the library (Hinchliffe & Leon, 2011). Word of mouth is another effective way of advertising where library staff through interactions with users, tell users about the library resources and services. User-to-user interactions could also promote the products and services among users. It is an undeniable fact that social media has a huge influence on today‟s generation. Information put on a social media site will gain more attention than one placed on a noticed board. Social media platforms are suitable for promoting library services because they are reliable for disseminating information, they have a prompt feedback mechanism, and they University of Ghana http://ugspace.ug.edu.gh 23 promote a very positive image of the library. In recent times, the commonly used tools for promotion by most libraries in African universities are websites, social media, brochures, library publications, and posters (Edewor et al., 2016) Bakare, Yacob, and Umar (2018), outlined the various social media platforms that libraries can employ to showcase their resources and services effectively. These include; Blog: also known as weblog is an informational website or a kind of journal online that displays continuing information but with latest posts or subject appearing first or topmost. Blogs can be used to promote library resources and services because it allows information dissemination, library outreach, library image building, showcasing already existing materials, and announcing addition of new materials to library collection. Facebook: social networking site that make social interaction between individuals and groups easy. It gives users the opportunity to create profiles and pages with unique identity where individuals or group members get to interact and share messages, videos, and images. Libraries can use Facebook exhibit or showcase their resources and services like hosting library homepage where educational videos can be uploaded, advertise opening and closing hours, location, website information, newly acquired materials and discussions on special subjects. WhatsApp: asocial networking application that has instant free messaging and voice over telephoning services. Instant messages can be sent by librarians to users and vice versa. Urgent information that requires library users‟ attention could be conveyed to users, even documents and materials can be sent to users during or even after working hours. Twitter: an online real time news and social media networking platform where users post and interact with messages. The ease of posting, interacting and sharing of information on this platform has made it very vital platform for librarians to reach and interact with library University of Ghana http://ugspace.ug.edu.gh 24 users. Information on the go with users‟ responses can be retweeted at everybody‟s convenience. A good library website for example is a unique collection of the library‟s resources and services. It is the link between the library and its target users, and the services it seeks to promote (Yi, 2016). It also makes communication easy and effective via the e-mailing lists of clients (e.g., Faculty members). Conventional promotional tools like posters, flyers, and brochures can be used to promote events and programs of the library. While new developments in the library can be introduced in Newsletters where current services can be highlighted. Raul et al (2016) equally noted that employing e-marketing sets as a platform for librarians to assist their patrons to access information through electronic media, using a variety of methods such as e-mail, websites, Facebook and similar applications, blogs, chats, etc. this helps improve clients‟ satisfaction and also ensures consistency of information. Considering how expensive it is to purchase and subscribe to these e-resources by academic libraries, there is a crucial need for them to be utilized as expected (Ankrah and Atuase, 2018). This can only be realized if the libraries create awareness of these resources available, how to identify and access them by users, their essence and benefits. Running promotional activities usually aid to spread awareness more effectively. Numerous researches have been done to prove that promotion is relevant in academic libraries. According to Kaur and Rani (2007), academic libraries put in a lot of financial effort in processing, storing, and building their information collection. They added that these resources often remain unutilized because after all this is done, the library fails to create awareness of those resources to users, letting them know what is available. This goes to prove that the absence of promotional activities in a library to create awareness of its resources and services, can lead to underutilization, while the presence of it increases utilization (Mohammed and Ibrahim, 2021). Ugwoke (2017), also mentioned in his work that abundance of information does not automatically guarantee its University of Ghana http://ugspace.ug.edu.gh 25 accessibility, likewise its awareness and usage. Therefore, promotional activities such as library orientations and seminars for students especially freshmen, should be a regular activity carried out by the library. Patil and Pradhan (2013) go on to say that even though preservation of information materials is key to libraries, there is equally a need for them to create awareness of these materials such as creating websites which would market and promote all the materials in the library‟s holding and can be found and accessed by users at all times. Findings from the study by Dhanavandan et al. (2012), on electronic resource usage at the library of Krishnasamy College of Engineering and Technology, showed that majority of the library‟s patrons were aware of the electronic resources and they actually used them. Efforts of the library to promote and train patrons on e-resources led to this level of awareness. It also revealed that only a few (5.5%) of respondents did not know about the available e- resources in the library and this was because these patrons had no use for e-resources. Another study by Haque and Kazi (2018), on student perception of electronic resources in a Bangladeshi university revealed that acceptability of the e-resources by students was high. 90% of respondents admitted that e-resources were relevant to them. They encouraged the university authorities (library for that matter) to continue to promote the use of e-resources by the students, and invest more in building e-resource collection in the library. This shows that sensitization among students by library management has been effective and this led to the high awareness level. In a study by Natarajan (2017), inadequacy of undergraduate students at the Jimma University in Ethiopia to find vital information was a common problem faced in using e-resources. There was lack of searching skills and adequate knowledge of how to access the resources. This meant a lack of awareness and the need for sensitization of the students. University of Ghana http://ugspace.ug.edu.gh 26 On the contrary, a study by Dadzie and Van Der Walt (2015), on access and use of digital resources in Ghanaian universities, showed that less than half of faculty members were aware of and used digital resources such as the online databases, institutional repository, library website, and the online public access catalogue. This was as a result of lack of awareness on the part of faculty and lack of promotion of the resources on the part of the library. When a research was conducted on the use of e-journals at the Kwame Nkrumah University of Science and Technology by Borteye et al. (2010), it was proven that there was an underutilization of the e-journals that the library subscribes to. This was as a result of patrons not being aware of the e-journals and even the few who were aware, had no idea how to access them, so they found it a waste of time going to look for them. It was then recommended that the library does more of promotion and marketing to help sensitize students and faculty on what is in stock in the library. Friday and Ngozi (2020), stated that libraries that engage social media in their provision of services to patrons, have seen an increase and improvement in the awareness and usage of their e-resources especially. Users get to know of the e-resources and how to access them, and they have realised the convenience that comes with using e-resources, leading to a high rate in usage. A research conducted by Ndakalu (2014), on access and utilization of digital information services in academic library at the Nairobi university, revealed that users face major challenges when accessing and utilizing digital information due to lack of adequate information search skills, lack of awareness and training, and poor information structure. In this technological age where information needs of users are getting more and more sophisticated, libraries need to employ more of promotional and marketing activities in their operations to stay relevant in information provision. In a study by Kumarjit and Mohan, (2014), they stated that academic libraries need to be actively involved in promoting and marketing their resources as there are numerous alternatives that users can acquire University of Ghana http://ugspace.ug.edu.gh 27 information from aside the library. Employing some promotional tools such as creating library website, creating social media pages, off campus system, and organizing seminars and talks to sensitize users. This in effect will help reach their target users, create awareness and increase usage of the library and its resources. The study on marketing library and information resources and services in the Covid-19 era by Mandrekar and e Rodrigues (2020) revealed that many librarians have adopted social networking tools like websites, YouTube, Facebook, and WhatsApp, as platforms that enhances effective promotion and marketing of library information resources and services to users in this Covid era. Opoyemi et al. (2014), in their work on marketing strategy for library and information services, it was stated that marketing in academic libraries has become a necessity. It is a way of identifying the variety of library patrons‟ demands and expectations and leveraging to serve the increasing potential clientele. and so, librarians must endeavour to adopt marketing strategies such as the use of mailing lists to send alerts of library activities and services to users, „Library 2.0‟ (a trend away from the traditional repository approach to a more distributed range of digital services for staff and students, with particular emphasis on Web 2.0 social media, which is a more familiar tool to them). Osinulu et al. (2018) in their work, mentioned social media tools as a means of creating awareness and encouraged libraries embrace the use of social media networking sites to build community-based input, interaction, content sharing, discussion and collaboration. They further stated that users of academic libraries (mostly faculty and students) are more familiar with social media, so the library using it as a means to create awareness of the information resources available at their disposal will be more effective and yield a high utilization. Special events on campus, posters, websites, emails, word of mouth, social media, have also been mentioned as promotional tools that helped academic libraries in this technological era to reach their users, create awareness and achieve satisfaction of user needs (Yi, 2016). University of Ghana http://ugspace.ug.edu.gh 28 To reduce expenses involved in library promotion and marketing, Kumar (2017) listed a number of cost effective promotional activities that require minimal expenditure on the resources yet the targeted users are reached; Digital media: these include library portals, social media sites such as Facebook and YouTube, library websites, blogs, OPAC, online advertising, Wikis. Print media: these include annual calendar, newsletters, booklets, bookmarks, flyers, feedback form, library publications, posters. Activities and Events: seminars, user orientation, training sessions, exhibitions, library tours, word of mouth. According to the Ranganathan‟s 5 th law, “Library is a growing organism”. This goes to confirm the information explosion globally where more and more information keeps coming up every second of the day. Especially in this 21 st century where today‟s information becomes old already by tomorrow due to how fast updates come up, libraries need to adopt marketing strategies which will help convey what is unique about them (products and services) to their users (Etukudo and Aliu, 2019). Also, libraries need to adopt these strategies to compete favourably in today‟s information world where other information providers spring up every day. Ahmad and Panda (2013) stated in their work that even though a large number of faculty members know and use e-resources, some used only specific resources in the library like e- thesis and CD-ROM databases due to limited knowledge. Opoyemi et al. (2014) mentioned in their work on the need for marketing as a tool for service delivery in academic libraries in Southwest Nigeria, it was revealed that even though these libraries implored the use of promotional tools, the traditional ones such as notice board and face-to-face approaches were top of the list of promotional tools. Most of the technology-based strategies are not so University of Ghana http://ugspace.ug.edu.gh 29 accepted in the delivery of service. In the advent of technology, this is very bad for academic libraries who have so much competition going on with regards to information provision. Most users of late would read anything online on the go rather than stand at a notice board or go all the way to the library hall to make enquiries. It was therefore recommended that academic libraries embrace technological means such as library website, social media sites, e-mailing list, and the likes to reach their users since technological means is more likely to draw the interest of users than the traditional means. Okello-Obura (2010) deduced that information resource patronage in the library improves after being advertised to potential users. According to Osinulu et al. (2018), libraries need to market themselves, not to increase profits, but rather to create awareness of their products and services and increase user satisfaction as well. When libraries engage in marketing and promotional activities, it gives users the opportunity to know what is available, what is of essence to them and at the long run, satisfy their needs. Saravanan (2010), backs this by stating that librarians and information professionals have the responsibility to improve access to their resources and services. Anafo & Filson, 2014), remarked that if the value information resources is defined by user needs, then the success of that resource is determined by user preference and perception. Libraries need to build marketing plan that would help discover user preferences to aid marketing their products and services. Librarians and information professionals need to create avenues that will inform users of their products and services because lack of awareness among users posed as a challenge to their ability to access the information resources available. When users do not know of the resources in the library, it becomes difficult for them to see the significance of these resources in their academic and research work (Katabalwa, 2016). In a study in Tanzania by Samzugi (2019) on user perception on use of print and electronic resources in selected universities, it was revealed that majority of library users still prefer University of Ghana http://ugspace.ug.edu.gh 30 print materials to the electronic ones. In this technological era where most libraries are digitizing their resources, it is discouraging to have users still demanding print materials. This is as a result of lack of user sensitization on the essence of e-resources, and the lack of awareness creation on the part of library staff. Promotion comes in handy in situations like this, to create awareness of the significance and use of e-resources. Academic libraries fulfils the teaching and research needs of their parent institutions, it is therefore the library‟s responsibility to make sure that its information sources, resources, and services are fully utilized to users‟ benefit; hence, the need for marketing these available resources (Dantus and Park, 2018). They stated that social media, bookmarks, e-mails, posters, brochures, flyers can serve as tools to extend outreach efforts. With the advent of technology, there has been an increase in electronic resources with libraries digitizing almost all its information materials. Faculty members, students, and other patrons may be uncertain about e-resources and their relevance, resulting in underutilization. (Bhukuvhani et al., 2012). He then stated that this is an important reason why libraries should promote their resources and services. Since every library‟s mission is to meet and sufficiently satisfy user information needs at all times, it is important for libraries to engage in marketing activities that will effectively showcase their services and resources to users. Kutu and Olabode (2018), stated that the survival of a library in this current climate depends on many things including its image. Quality and effectiveness of the resources and services, the ability to anticipate the desires and requirement of actual and potential user and their fulfilment are attributes that make up the image of a library. Adopting marketing strategies helps librarians to create and maintain this image for their libraries. Maximum utilization of library resources and services means success to every library. This success can be realized if the library creates awareness of its resources to users, enlightening them on the essence and benefits of using the resources available in the library. Librarians University of Ghana http://ugspace.ug.edu.gh 31 therefore need to adopt numerous marketing strategies to be able to achieve this aim of creating awareness (Igwela and Owate, 2016). Marketing strategies are just techniques employed by libraries to promote the resources and services available. Adegoke (2015) pointed out some techniques for promotion as exhibition and display of library resources and services, bulletin boards, generating links on the library portal for information dissemination. These strategies if implemented by libraries, will help achieve its ultimate mission of satisfying user information needs. 2.6 Challenges Faced by Librarians in the Provision of E-resources Mulla (2010) identified limited subscriptions to pertinent fields of study, and lack of orientation/training for users as a hinderance to e-journals access. This means that some library patrons may lack vital information needed for their studies and research works. Bhatt and Rana (2011) listed slow internet connection, low level of e-resources awareness, insufficient e-resources, technical challenges, high cost of subscriptions and purchases, lack of legal provision, as the major challenges associated with electronic resources. In a study by Olorunfemi and Ipadeola (2018) on marketing information resources, other problems that challenge the creation of awareness of information resources were equally mentioned as follows: 1. Library‟s failure to conduct needs assessment but rather focused on developing their collection without considering which particular information resources and services are essential to patrons. 2. Inadequate human resources to work in IT environment precisely. With the advent of ICT in libraries, there has been a need for library staff to acquire the essential skills needed to survive in a computer world. Unfortunately, that is not the case in most of University of Ghana http://ugspace.ug.edu.gh 32 the academic libraries in the developing countries as most of the libraries lack staff with IT skills. 3. Good customer relation is an essential skill needed by library staff in their daily operations. The library as a product and service provider needs staff who have good customer relation, to be able to interact with users to achieve the satisfaction of the need for which they came to the library. A lack of this skill by staff may lead to poor response to users, cause misunderstandings between staff and users and dissatisfaction, and subsequently lead to a low patronage. 4. Due to budgetary cuts, essential journals and books may be compromised by library management which may cause a poor delivery of service and may result in poor satisfaction of users‟ needs. Findings from a study conducted by Isibika and Kavishe (2018) showed that awareness of the library‟s subscribed e-resources was average, and the barriers that caused underutilization were unstable network connectivity and lack of searching skills. Infrastructure in the library is a major need in order for a successful and smooth provision of e-resources to users. As far as technology is concerned, the internet connection needs to be super good, as the e-resources require easy accessing. That is, the digital bandwidth, satellite connection, wireless connection, must all be very good and available at all times (Erich, 2013). These can only be achieved through investment in the infrastructure and technology. Often times, because of the very limited budget funds allocated to library, getting a good investment in the internet can be a huge challenge and this easily interferes with the provision of e-resources. The study by Erich (2013), revealed that inadequate hardware equipment (computers, printers, scanners, etc.) is a great impediment on the library‟s ability to provide e-resources. University of Ghana http://ugspace.ug.edu.gh 33 The persons responsible for the provision of these equipment must be informed the need for an investment in them, and also an update with time. Maintenance expenses; repairs, supplies, replacements, updates (subscriptions), trainings for personnel (computer literacy, information literacy, library literacy), all these amount to a huge budget but due to the limited funds, infrastructure has become a challenge in most academic libraries because the library budget funds are usually very limited. Okon and Umoh (2014), in their study identified insufficient funds, lack of marketing skills and knowledge by library staff, lack of value for information disseminated by library on the part of users, are all factors that impede the need to create awareness of the various resources available in Nigerian university libraries. Insufficient funds have become a major challenge in academic libraries and research centres in recent times. In view of this, Shija (2009) stressed that sufficient funds are a very vital component of successful trainings to enhance user ICT skills and ability to access the e-journals. Again, effective operation and functionality of technological gadgets, internet bandwidth, database subscriptions, need sufficient funds to successfully facilitate easy access to e-materials in a library (Katabalwa, 2016). Chegwe and Anaehobi (2015), identified a number of problems such as the indifferent nature of some library staff in giving out information, lack of marketing in library operational plan, limited knowledge of staff on marketing concepts, poor attitude of library management towards library carrying out promotional activities, as the perceived factors that hinder library‟s ability to provide and promote the resources available. A study by Antwi et al. (2020) on e-resources sharing in academic libraries in Ghana, findings revealed that majority of participants indicated inadequate budgetary allocation, University of Ghana http://ugspace.ug.edu.gh 34 inadequate ICT facilities, subscription and maintenance cost, and staff training, as the hinderances faced by academic libraries in Ghana. An investigation done by Buruga and Osamai (2019), on operational challenges with the provision of library services in Uganda, the findings revealed that both library staff and users were faced with a number of challenges such as poor internet connectivity, lack of access to essential text books and journals, inability of staff to assist users due to lack of skills in technology. Interlibrary sharing was therefore recommended to the library management to help meet user needs. Jelagat (2016) in her study on challenges faced by university librarians in creating awareness of library services, revealed that indiscipline among library users, low number of library staff, lack of cooperation among the students and staff, lack of adequate information resources, poor finances for the running of the library, inadequate skills by staff to assist users in information retrieval, were major challenges faced by staff in the Moi University Library. It was then recommended that the number of staff be increased to help in efficient delivery of user needs, information literacy should also be introduced to library staff to enhance their skills in aiding users, and also introduce library rules and regulation which will help keep users disciplined in the library hall at all times. A similar study conducted by Amaechi et al. (2019), disclosed limited funds, indifferent attitudes of library staff, absence of well-defined library policies and disregard to the demand for ICT, as the challenges that were faced in the transformation of libraries and information centres. Nigerian libraries were challenged with the aforementioned problems in their efforts to improve library resources to meet user needs. Fagbola et al. (2011), argue that all though there has been immense growth since the introduction of ICT, certain challenges continue to interfere in library‟s attempts to make knowledge accessible in Nigeria and other developing countries. these challenges include; University of Ghana http://ugspace.ug.edu.gh 35 poor funding, erratic power outages, scarce adequate operational human resource, lack of maintenance, and poor funding. Opoyemi et al. (2014) in their research findings revealed that the skills necessary for library and information professionals to deliver services in the library was of concern and needed enhancement. It was therefore recommended that library and information professionals obtain the necessary skills required in running the library especially with regards to ICT in this technological era. Technology requires continuous uninterrupted power supply. Agber and Agwu (2013) reported that continuous power outages in Nigeria break down gadgets such as computers and this affects adequate function. The study by Katabalwa (2016), on use of e-journals by postgraduate students discovered that majority of the respondents mentioned frequent power cuts as a major hinderance to accessing e-journals. The results from the study by Akinola et al. (2018) goes to confirm this claim by stating that erratic power cut is a common problem at the Ibadan University. 2.7 Awareness and Use of E-resources in Ghanaian Academic Libraries Ghana has seen a tremendous growth in the provision of access to electronic information materials by academic libraries and other research institutions. A number of studies conducted showed that these e-resources are not just being provided, but also there is fair knowledge of their availability in the various universities. A study by Ankrah and Atuasa (2016) revealed that postgraduate students of the University of Cape Coast were aware of the e-resources available in the library. Another study by Kwadzo (2015) on the awareness level of geography graduate students and usage of electronic resources in the university of Ghana found out that the students were very much aware (96.9%) of the resources available to them, as well as use them (93.8%). It was also found that majority of students accessed e-resources from the central library and they got to University of Ghana http://ugspace.ug.edu.gh 36 know about them through their lecturers. Subject librarians especially were urged to improve cognizance of e-resources among students and faculty to enhance familiarity and effective usage. Acheampong et al. (2020) revealed further in their study that scientists in Ghana were aware of e-resources and were using them for their research, with databases being the most used e- resource. The use of e-resources has improved research activities of research scientists. Kwafoa, et al. (2014), in their study at the University of Cape Coast stated that there was a high percentage level (92) of awareness among faculty members about academic databases in general, but they did not know that the university library subscribed to such databases. It was further revealed that despite 83 out of 217 respondents being aware of the databases, they did not access them. Okyere, (2020) who conducted a study on undergraduate student awareness and use of e-databases at the University of Ghana stated in his findings that there was wide knowledge and contentment of e-databases among students, however, they hardly accessed, and even when they did, it was mostly to help in their academics. Ameyaw et al. (2016) said users of the Valley View University library knew of the electronic resources and actually accessed them for research, teaching and learning purposes. Students are aware of e-resources, and perceive them important for their studies because they help in improving their understanding and ability to find desired information for their academic work easily (Amoo, 2018). 2.8 Challenges with the use of e-resources Okyere (2020) stated in his study that when current information is mixed up in the databases, retrieving related content becomes difficult. This discourages users to access the resources. Konlan (2019) stated in his findings that in spite of how available and beneficial e-resources are to higher learning, usage among students and faculty is low due to some impediments like University of Ghana http://ugspace.ug.edu.gh 37 lack of awareness, inadequate information retrieval skills, and inadequate ICT skills in general by users and library staff as well. To add to this, Amoo (2018) revealed from her study that students had knowledge of e-resources but did not use them fully because of problems like weak internet access, limited subscribed titles, inadequate skills in information retrieval, and information overload causing difficulty in retrieving desired information. Poor internet connection was identified as the most faced challenge by respondents in accessing online resources in a study conducted by (Ankrah & Atuase, 2018) at the university of Cape Coast on postgraduate students‟ use of e-resources. Kwafoa et al. (2019) identified poor level of information literacy skills as one of the challenges faced by postgraduate students of the Cape Coast University in their attempt to use online resources at the University library. This has resulted in underutilization of the resources. Special time allocation for training of graduate students on electronic resources was therefore recommended. Kwafoa et al. (2014) stated that though research and teaching depended largely on e-resources, faculty members did not patronise much the online databases in the library. Reason being that faculty was either unaware of the availability of the databases or they were unaware of the library‟s subscription to these databases. Awareness creation was nil so this became a challenge to faculty members. Boakye (2015) found out from his work on awareness and use of scholarly electronic journals by staff of Christian Service University and Garden City University in Kumasi that knowledge and use of scholarly electronic journals in both universities was low, hence a challenge that leads to underutilization. He then recommended awareness creation, training, and other relevant activities to guarantee full access and use of the e-journals. 2.9 Promotional tools libraries employ to create awareness of information resources In Lamptey (2016), study on marketing library services, she stated that libraries‟ use of social media platforms to make known their products and services available has become a common yet vital tool for marketing and promotion, and this has helped improve significantly the University of Ghana http://ugspace.ug.edu.gh 38 utilization level of these resources. Social media in today‟s world is essential and has become a part of our daily routine. It is therefore an easier platform to reach users as everyone visits social media at least once a day. Mohammed & Ibrahim (2021) mentioned in their work social media sites like Twitter, Blogs, YouTube, Facebook, were appropriate tools for effective promotion of resources and services by academic libraries. They also mentioned library website as a tool that showcases the library‟s services and products. In the years gone by, academic libraries used marketing and outreach strategies such as brochures, fliers, word of mouth, seminars, to mention but a few to create awareness of their existence and the various products and services available to patrons (Kumah et al., 2018). 2.10 Challenges faced by librarians in the provision of e-resources Most academic libraries in developing countries like Ghana, face a lot of obstacles in their attempt to keep up to date with the technological evolution and staying relevant (Lynch et al., 2020). The most common of these challenges include inadequate funds to support library budgets, erratic power outages, weak internet connection, inadequate skills in ICT and infrastructure, to mention but a few. Several studies have been done in the Ghanaian academic community whose findings go to confirm these claims. Acheampong et al. (2020) identified poor ICT infrastructure and inadequate skills in ICT as some of the impediments to accessing e-resources in their investigation on awareness and use of e-resources among research scientists in Ghana. Kwafoa et al. (2014) added that because the subscription fees to these e-resources keep increasing, it becomes a challenge when the library is unable to continue subscription, therefore access to these resources gets denied. Lamptey (2016) again, stated in her findings that several academic libraries in Ghana, especially the private universities, face challenges like insufficient funds