University of Ghana http://ugspace.ug.edu.gh AlTO\1ATlO:-; OF PRIVATE SU-IOOl. LIBRARIES I~ GHA!\A: A CASE Sn.:OY OF SOS-IItR\1A:'IIN G:\IFI~r.R LlIITERNA T10NAL COLLEGE. TE\I..\. "\ JAMES P. AWORTWE-.\"8AN A DissertatioD submiHed to the Department of Library and Archi~.1 Studi~ in partial fulrtlment of the requirements for tbe award of. !\1aster of Arts Degree in Library Studies. LniH~rsity of Ghana. legoD Oclo~r, 2000. University of Ghana http://ugspace.ug.edu.gh AUTOMATION OF PRIVATE SCHOOL LIBRARIES IN GHANA A CASE SruDY OF SOS-HERMANN GMElNER INTERNATIONAL COLLEGE, TEMA TO 1lfE DEPARn.tl:NT Of LIBRARY A.'ljl) ARCHJVAL STIJDIES IN PARTIAL FUlFIUdENl' OF THE REQUIRfo.MENTS FOR THE AWARD OF THE MA. DEGREE IN LIBRARY STIJDlES UNIVERSllY OF GHANA. LEOON OCTQ8(:R. 2000 University of Ghana http://ugspace.ug.edu.gh DEDICATED TO MY MOTHER. BROTHERS. AND SISTERS FOR THEIR ENCOURAGEMENT AND ASSISTANCE TO THE ALMIGHTY GOD I ABOVE ALL) fOR MAKJNG MY CHANGE Of COURSE (IN MIDSTREAM) A REALITY University of Ghana http://ugspace.ug.edu.gh DECLARATION I hereby declare that except for references 10 other people's work which have been duly acknowledged. this work is the result of my own research and that it bas neither in pMt nor whole been presented elsewhere (or another degree I therefore take responsibility for any sbon-comJOgsthal may be detected ~t1~~ ~AN (CANDIDATE) ~~ (SUPERVISOR) University of Ghana http://ugspace.ug.edu.gh I 'Nish to acknowledge with thanks the b'eIDefldous contribution made by the following co this w",k Mrs. Gifty Adika, my Supervisor, for her guidance and useful suggestions The "'u. staff of SOS-HGle Librory - Mrs JoY"" Agy. .. (Iho LibRsoftheStudy II 1.6 Methodology 12 1.6.1 Population and Sample 12 l.6.2 DataAnllysis 14 Suuc:rure for Research Repon IS REFERENCES IS CHAPTI'R TWO, 50S-HERMANN GMEINI·.R INTERNATIONAL COLLEGE 18 21 BriefHi ..o ryand~GoaI. 18 II SOS-HGICScIIooILibrary 20 221 Design (and Layout ofSOS-HGlC School) 20 222 StaffingandS'ock 24 22.3 OtherEquip.- 24 2,1 Library',PositionlDtbeSchool 25 2.4 Reuons for Automation 27 2.S FaaorstbllFaYOIftIdAulomatioD 29 University of Ghana http://ugspace.ug.edu.gh 251 AvailableFunding 29 2 5 2 Available Trained Personnel and TecluUcal Support 29 2 5 3 Administrative Suppo" 30 REfERENCES 30 CHAPTER THREE COMPlITERFACILITD'.S AND AUTOMATED HOUSEKEEPING ROUTINES 31 Automation system 31 31.1 Software 32 3.1.2 Hardware 33 3.1.3 Network 33 3.2 Automated Housekeepmg Routines that are Implemented 35 3.2.1 Automated CatalosWl18 36 3.2.2 Automated Circulation 38 3.3 Automated Modules Not Yet Implemented 42 3.3.1 Order/Acquisition 42 3.3.2 Serials Control 44 3.4 MultimediaServices 45 3.4.1 CD-ROM 4S 3.4.2 AudioandVideoTapes 48 CHAPTER FOUR ANALYSTIS OF DATA & PRESENTATION OF RESULTS 50 LIBRARY USE AT SOS-HGIC so 4.1.1 Frequency of Library Use by SlUdents 50 4.1.2 FrequencyofLibraryUeebyStatr 52 PLRPOSE OF LIBRARY USE 53 4.2.1 Time and PurposeofLibruy Use by Students 53 4.2.2 PurposeofUbraryVisitsbyStatT 55 4.3 COMPUTIR t;SE (AT SOS-HGIC LIBRARY) ss 4.3.1 Awareness'" U. of"Computen by Studenu ss 4.3.2 A. ........ 1IId U. . ofCom",lIen by SlaW 58~ (f( University of Ghana http://ugspace.ug.edu.gh vii 44 PERCEPTION OF WORK ENHANCE\11-.NT 60 4.4.1 Student Perception of Work Enbancemem 60 4.4.2 Acadenuc Staff Perception of Work Enhancement 61 4.5 ASSESSMENT OF LIBRARY FACILITIES 62 451 StudM Assessment ofFacililies 62 45.2 Assessmeac ofTeadUng Materials and Other ResoorceslSeMces (SIlIlI) 64 46 USEOFOPAC 67 46 1 Statrand Student Use oflhe OPAC 67 CHAPTER FIVE DlSCVSSIONS, SUMMARY OF ~SVLTS, RECOMMENDATIONS, CONCLUSION AND SUGGESTION FOR FURTHER STUDY 68 5 I DISCUSSION OF PROBLEMS (RELATED TO AUTOMATION AT SOS-HGIC) S I I Education and Training of Penonnd 68 S I 2 SlablcPowerSupply 69 S I J Systems BreakdownlFallurc 69 S I 4 Maintenance (During and After Implementalion) 70 SIS ProcuringUpdates 70 52 DlS(,USSION OF PROSPECTS (RELATED TO AUTOMATION AT SOS·HGIC) 71 5) SUMMARY OF RESULTS n 54 RECOMMENDATIONS 75 5.4.1 Adoption or Project by School Librarics 75 5.4.2 Training of School Librarians 76 5.4) Introduction of New Subjms 76 5.4 .4 InvolvementofSchoolManagemena 76 54.5 GuidelincsforlndividuaJSchools n 5.5 CONCLUSION 17 5.6 SUGGESTION FOR FURTiIER STUDY 78 BIBLIOGRAPHY APPENDIX A • QUESTIONNAIREFORLIBRARIAN 81 APPENDIX B • INTERVIEW WITH LIBRARJAN 86 APPEM>lX C • QUESTIONNAIRE FOR STAFF (ACADEMIC) 88 APPE>;DIX D • QUESTIONNAIRE FOR STUDENTS 92 University of Ghana http://ugspace.ug.edu.gh viii LIS_T~ Page Tobie 11.1 Number and Distribution of PC's in the SOS-HGIC library 34 Table 4.1 FrequencyofLibraryVsebyStudencs 52 Table 4.2 Frequency of Library L'se by Academic <;1 ... 0 ' 52 Tobie 4.3 Purpose of Libruy VISIt by Studentl 53 Table 4,4 Hours Spent on the Computer by Students 56 Table 4.S The Pwpose of Computer Use 57 Table 4.6 Use ofCompl.ller Infonnation by Students 58 Table 4.7 The Use of the Internet (to Acquire Needed Information) byStalf Tobie 4.8 Students PerceptIon ofSkll1a Developed through Computer Use 60 Tlble 4.9 Perceived Effects of Library AUlomation on Staff Table Rating of Library Services and Resources by Students 62 Table StaffRatingofTeac:hing Materials 65 Table Studen:s UseoftheOPAC 67 University of Ghana http://ugspace.ug.edu.gh Page Figure 2 I . SOS-HGIC Library uyout of Main Floor 21 Fipe2.2 . SOS-HGlCLibrary. Layout of Upper Mezzanine 22 Fipe 3.1 - Computer ~ctwOfk II SOS-HGIC Library 35 Figure 3.2 - An Example of the Due-Slip Used in Circulation Control 40 Figure4.1 - Number of Times Studems Visited School Library (HoriwntaIBarChart) Sl Figure 4 2 - How the library was Used by IGCSE and 18 Levels (Horizontal Bit Chin) F1SUCc 4 3 - Student Rating ofResourceslFacilities at SOS-HGIC Library Figure .... - SlaffRatingofResources/Facilities University of Ghana http://ugspace.ug.edu.gh A1SA Association of Internattonal Schools in Africa BND British NationaJ Bibliography CAS Current Awareneu Service CD-RO\l Compact Disc Read Only Memory COSIISIS Computerised Documentatton SystemJllntegrated Sd of Information System FTP File Transfer Protoool IlL HigberL..d lB IntematlOnaJBaculaurtate ICE InlerrwionalCenificaleofEducallon IGCSE IntC1'l\l.tlonaJ General Certificate of Secondary Education IntematlOna1 Monetary Fund (SA Internationa! Schools Association International Standard Bibliographic Number InfonnatlooTcchnology OPAC On-line Public Aceets Catalogue Personal Computer Selective Dissemination of Information SOS-HGIC 50S-Hermann Gmeincr lJO ...... ionaI Coliese UKMARC l ruled KIngdom (Produced) Machine-Readable CatalogUlr\8 UNOP Unned Nations Development Programme UN United Nations UNESCO United N8lions Educ.allon Sciemific Orgamsation University of Ghana http://ugspace.ug.edu.gh LIST OF ABBREV!A TlOI'S (CONTINUED) UPS Uninterrupted Power Supply Organisation VALCO Volta AJuminium Company WHO World Health Organisation World Wide Web University of Ghana http://ugspace.ug.edu.gh - I- CHAPTER ONE I. INTRODUCTION This is the age of computer.based information systems. lnfonnation Technology (IT) has aided the devaopmenl of new information media to keep pace with what is now termed ""the information explosion- The result of tlUi now is I more effective and efficient means of information-provision. lnlibrariesthereforethencv.' trend iii library automation. In the context of Information service. Mtihrary automation" is the use of devices and periphenJs to provide In InsWlt link and Interaction with the central processing um! of a computer system in order to give efficicocy and precision to I library and its house--keepina and information retrieval functiOns A library IS an mfonnation-centre ~ up to provide informatton for the community it seJVeS. And a school library (for a private school) is a library for an elementary sc:bool or a wcond-cyde iuitution th8t is established and maintained by an individual or an organisation to suppa" its cducat;oRlI programmes Much has been writ1en about tbe imponance of computer-based information. Guernsey (I '18S J regards this as a "fundamental pan of the information infrastructure in most developed couatries." Among the ft\IIny and varied benefits of computerised information often cited are that it helps to provide a more reliable and accurate information, makes available external data whM:b C'a. be exploited on a computer-based system, and provides a means of keepina pace with the preserd. information explosion by exploiting the reallting new information-storage moo;. like CD-ROM, _K: joumaI., .nd OIhen (Rowley, 1988) All this has 00fIIC to tC"o"olutlonali!C the functions of the library and other institutions thai providcinfonnaamAsonewriter, Mwinyimbqu(I993)notes University of Ghana http://ugspace.ug.edu.gh "The desi~bility of IT in libraries and information centres rests on its capabilities in two areas of information handllng.- The first is in the field of collection. recording. anaIysins. swring and disseminating informllion. The serond field is that of accessing remoeecomputeriseddatabases." This revolutIOn includes a marked efficiency in the provision of the library housekeeping functiom.. the inlroduction of new services, and the sh&rina of ruourcea as a result of the formIlioa of union catalogues amo"8 C(H)perI1ing libranes For the libraries in educational institutions tbis has cven more fat-reaching implicatIons First and foremost, it promotes curriculum development by introducin8 subjects like computer science, aDd. in the instruction~giving situation of the classroom, kCC'ps teachers up-to-date in lhear methodology and information-provision. It also gives students knowledge and practical sk.1I In the 11K of IT techniques and thereby puts diverse information-storage media at their disposal. This broadens their information-source base and helps them to culti\'llc tbaI informationscnsesovaluableinacademilandresearch halsohelpsthestudentstoexploitthe word-proceseilll capabilities of the computer to compose and formulate answers CO classroom 8IIIipmenu.. and thenby improve on the quality ofthe1r work 1.1 Statement orille Probtem In spite at its many advantages., especiaUy in the school situation. automation il an expensive and prohibitive venture. As Badu (1989) explain&. it involva the establilhmeN of. computer • management u~ IDd the niDina of liS pcnonnel and thai: of the library, the COlt of computer sysrem and tdecommu.nic:alioDS ~ipmena and their installation; and Ihe cost of mairuiniDt and c ........ obtolete systems, among others University of Ghana http://ugspace.ug.edu.gh Apart from rts being costly and prohibitive. library automation is abo a complex and difficult programme to plan and implement As Rowley (1993) notes • Automation is not an easy option In reality withoot proper planning management, any automation project can produce unwaIlled results. To avoid such problems require careful planning. a knowledge of why an application is to be u.ted, vigilm management duringimplementationandeonstantmonitoringoncemuse·' Herein lies the problem of automation. especial ly for countrie5 in the developing world. These countries are behind in exploiting this new technology mainly because they do not have financial reSOW"Cel and the technologjeaJ know-how It is mainly for the problem of cose that library automation ofe\'en tertlar)' Institutions 10 Ghana has become a daunting and prohibitive venture - in the face of ever-dwmdling economic resources. For instance, though the BaJme Library, University of Ghana, Legan, acquired its first computer in 1988, according to Badu (1989), maS( library services like circulation and reference are still not automated The &utomahon of Ghanaian school libraries is, therefore, Quite unthinkable, especially in the govemmenI-()Wf1Od institutions The upshot is that in the developing countries children In the first-and the second--cyde in$lltutlOllS reach· the teniary level without the know-how to exploit the various new information media, to Improve the quality of information they acce55 and enhance their scholarship This is ~Ially so in Ghana h is therefore edifying that a cerujn category of sccood-eydeinstttutions in the Ghanaian educational system have virtuaJly ac:hieved complete library automation These are all private Internalional Schools run by private organjlalionl For tbe3e schools to 80 into 1UI0mation In spite of the many prohibitive constraints lmpties. University of Ghana http://ugspace.ug.edu.gh perhaps. a realiltit ueessmcnt of the. .. curricular DeedS and tbe availability of both funds and tecbPologicaJ know-how" Amoag tbcse ~booIs are (i) The SOS-Hennann Gmeiner International College (SOS-HGIC). Tema - a SecondarylHigh School founded by SOS IGnd",doff Intematwnai, a charitable European Organisation, to provide an "opportunity for teniary education" 10 all the academically gifted childrcn fi"omall SOS Villages in Afiica (u) The Volta River Authority lnternational School, Akosombo. a 5ccond-cycle mstitutlon founded and maintained by the Volta River Authority (VRA) to provide education to the children of VRA staff (Ui) The Ghana International School (GIS), Accra, Bnolher privatc institution provldins education for the children of diplomats and expatriates It .. to Invcaigate the circumstances that have influenced library automation in these pm"ate mSl1tutions that this study is conducted using the SOS-HGIC experience as a cue study 1.1 Objectivrs or the S •• dy The purpMe of this study is to in\"CSCigale present anempu at libruy automation in Ghanaian second-eyc;le iRJIituttons, using SOS-HGJC as a case-stud) The specific objectives of this studyarefour-(old Ii) to hishligIw the eduutional goo1J of SOS-HGIC and atablish .he role Iibrl1}' automation is playing in the realisation ofthe:se goals; (ii) to tdem.ify the factors that have supponed implementation and IIIIialeaance 0( automation o(the SOS-HGIC' scboollibrary, University of Ghana http://ugspace.ug.edu.gh -5 - (iii) to obtain informatioa on planning and implementation of automation. and how automation complements curriculum development and improves teaching and learning at SOS-HGIC. (IV) to make rccornmendaltons as to how the lesson from the SOS-HOle librat)' automation can be adopted in other second-cycle institutions. especially the government-run scho~s in order to improve teaching. learning. and the quality of the knowledgelinfonnation studenlS access. 1.3 Usefulness of the Study The current "information explosion" with its introduction of new informallon-slorage media and techniques for documenting information has made library automation a must In educational iMlittrt:ioM Ho\WVC'l'. pro ..' iding access to the new IT techniques tkrough library automation is " not In eaJy OfItKln", U Rowley (1993) has righlly pointed OUI There is therefore. • need to prO\,de guIdelines on how to plan and implement automation This srudy is a contribution to that body of knowledge. especially in understanding school libruy automatKlft in Gbln&. 5ince very little investigation has been done in this area in the deYdoptng oountnt'S. It will help serve as a guide to aU private schools and also 10 those GovanmtIIt sehooh that have the financial resources and are p1anni.n& tointroduu library automation to improve the teaching-leaming situation In the classroom. 1.4 LileratanRnin. Ever sn-.:.c the autOfftliioft oflibrary services, many studLes have been done to biabJi~ht the ..tvamagesandd1J.dvaatages of automation and adV;lCon how to plan and avoid problem! in University of Ghana http://ugspace.ug.edu.gh - 6 - tile Implementation. Some of these advantageS and disadv8JU8eS hive already been menliooed mthe mtroduction However, most research studies dwell on the problems of automation and how best to deal with them rather than on the benefits Among the problems often investigated are the colt, design and implemeatation of IUtocna1ion projeets. These problems. especiwly that of funding, have far-reaching implications for libraries in the developing countries Mwinyimbegu (1993) underscores the importance of proper planning and implementation of automation in Third WOOd Countries and iCC.i the lack of this as the result of many varied obstadn Heoblervestbat- "AutomatIOn in the Third World is an undenakins 5UJTOUtIded by • number of harsh realities which constrain the whole objective of computerisation and, thus. create obIladca 10 the proper planning and implementation of IT projects. The oblltacJes are varied IDd emanate from a myriad of sources, and of varying intensity The obstacles are embedded in ueas such as personal. ecooomic. operational and infrastnaaural .... Other swdies conducted to identify the many constraints have identified funding as the major culprit For example. in I study conducted by Abifarin (1993) to identify the constraim.s on the ute or information technology in thirty (30) university libraries in Nigeria, the highest number of respoadenas (Sa 820.4) identified the lack of funds as the major constraint lJnpredictable ldecommurucation system placed second with eighteen per cent (1165%) As. resuII of the viW role playtcm., because in case3 where the initial funds are from donations, then the system will need funds for continuOUs maintenance" In IIlJpport of this observation Nkeruwen (1996) explains how .... arious International Organi5llions and agencies like United Slate~ Agency for International Development (USAID), the United NMions Development Programme (UNDP) and The World Health Organisation (WHO), have provided IT for development projects in Africa and reports new initiatives by these international aid agencies to help build and Slrengthen the infrastructure of developing GhinS I ~ltUdy afone such donor·aided IT development programme. Akinfolarin (1998) gIves a progTe!S repon of automation at Adeyemi College of Education Library, Ondo, to underhne how the ~Iopment of the human resource base (which is another aspect of cotl) is Imponant to such I programme. He observes '"The project is likely to be more successful ifat least one ttaffmember oftbe library ha$anadditionatquaJificationin computer.cience." On the need for careful PlatuUnl and implementation of an aulOmltlon project, Khuf'shid (1996) gives the step-by·step planning and implementation of an automatIon programme And, wamingabou: theda:ogers ofgoing into library au1omallon for the sake of "Keeping up with the JoneIa", Badu (1989) points out the pros and cons of auto mali on University of Ghana http://ugspace.ug.edu.gh -1- It is nOl as iftbe issues o(cost, planning and implementation have to do only with automation in thedevelopiPgcoumnes.,especiaJtyinAfriea ThoieareuniversaJ and alwassociMed with library automation in the developed countries. albeit not to the same extent Tbou&h they do not give the cost-specifics of any particular automation projects. most scudies on automation trom the devek>ped countries often give an estimation of the colossal sums involved Epsle:in (1991) gives such an estimation when she describes an automation Iystem as the "most expensive and visible trung you will put in a library," Indeed only a handful ofthepublicariollJ on aulomallOn see an Inexpensive approach One such study is by Kumar and Kar (1995) who describe the comparatl\ely Inexpensive automation system of the TF.RI Delhi library of lndi. and assess the application ofthe CDSlISIS database (the TERI library uses this) in libraries all The issue of cost should not be viewed narrowly from the standpoint of the price of the hardware alone Bawden (1990) underscores this when he observes that the wrona choice of an automation system is not measured in terms of price alone, but alao in staff-time for training and the disruption of library work thai result. among others Planning of the automation project before .election of the system and its installation i, another concem of many articles from the developed countries The plannina stase, most of tbeIe artitlesldvise. !hould eall for very sound initiaJdcfinitionofthelCtUal ncedsofthelibrary and • reastessmenr. of its existing system. Bawden', article cited earlier on and Dickman', (1993) give SOlmd guidelines oa. choosing the SYSiem Bawden (I Q99) focuses 011 tbe need for sound cva..luationand di5CUSlelthii ill decail by looking at the style. criterion and proccss of University of Ghana http://ugspace.ug.edu.gh -9- evatuMioa, among others: and Dickman (I99J) focuses on both plarutinS and implementatton and adv1ses on the need to implement in staaes. begi,gning in a soWl WIly with records design. seuiag of parameters and soon Though some RUdies like that of Olof'UJlJOla (1997) regard the training of library personnel 81 • "eriticaJimplemematlonconc:ern", not many studies, even from Ihc developed countries give this the atteotioo it deserves That the training of personnel is given scanty coverage i. bome OUI by • comprehensive literanu-e survey by Thompson (J 992) when he assesses the types of tramlng programmes and their effectivene»~ and outoomes in the automation of circulation- control systems in New Zealand libraries lndeed his publication i, one of the few stud~ that UlClStraininaalone in all its aspects. There is even much kss literature on training of library staff in the automation of libraries of ~ il'lJlituUons.. especially those dcalinS specifically with school libraries. Amona the ICUW)' liIenture on the training of school library staff arc lIuWes by \.filler (1984) and Gaudet (1987) These two describe the automation of Potomac Senior High School and the Charlon~ MeckJenburg Schools media-centre In Nonh Carolina respectively and menlKm the training of tbelibrarystatrs Many artieies. give advice on the need to implement the system in stases Dickman', (1993) cited earlier on isooesuch study All said and done.. aU the luerllwe revle\ll'ed, in pruticuJ.ar lhate &om the developing countries., faJl to addr'CII the one Issue that is ceatraI to school library automation. especially in Ghana. 8y dweninl oaIy on the 1!lsue5 associated with library aulomalioo JIfCIIl'UIIftle per Ie, all these ~ ~ the aauaI question ofwbetber the !ICbooIlibrviet are Yiabae emitio suitable for University of Ghana http://ugspace.ug.edu.gh -lO- In other words.. !be basic issue to address. as far IS IChool library development is conccmed. ~ the need for a definitive IT poIic:y which in itself must be pan of • well-defined policy on tchoollibrary development HariIl8 (1988) points out that the promulgation «such a. policy will provide standards for "encouragmg regular evaluation of the existing services and facilities" tba1 includc staff. sto<:k and accommodation and allOaddress other aspc.-ctsofscOOot ItbranansIUp II is the absence of such $landards to guide the development of school IIbranes mto viable units that Alemna (1994) bemoans when he righdy observes that - "After thirty-five ye.vs of independence. Ghana still lacks a Nal~ Information Policy " It II also for tlris reason that some of the early studies on school library development in Ghana dec:ry the undesirable s.ituation that has resulted from this lack of a library policy For instance, Pate (1960) c:omrnentina on ICbooilibraries of the time described them a. ". higgledy-piggledy ooUection of booh sood and bid .. only panty classified and catalogued " Before Page, Ofori-Ana (19S1) and Mensah Kane (1963) had decried the absence of qualified personnel in school libraries to give students the necessary orientation and instruction In the UIt: o(library resourceslDdCacilities Some (orty years after t~ studies. the viability o( ~ libranes rCmllnS a oeauaJ issue Only. few Government and pnvate schools have the propes-Iy-established IIbralltS to c:onslder artomIIi,. their faciJitit!l and services The resuh o(mis is that the (ew Go\lerTUllaW: tchools like Cbeaaa Secondary School. Tema. thai now ha\C~ the dOOOf-SUppon (or computCf1sahon tbU* <:L!eU:ing up separate computer UIIib or labor.tones to train then Itaft' and students in IT rather than link computerisation to the re5OUrce-s In the IChooilibrary University of Ghana http://ugspace.ug.edu.gh 1.05 Scope & U.itatiollso(Study thiS i5 a three-moom srudy so time and finaDclal consuaints ha,,,e made It Impossible to wtden the investigailon to cover all the private second-cycle institutions with automated libnriel; bence the reuon for makmg this a case-study. using SOS-HGJC SOS-HOle was selected (or rwomamrea.sons (,I Its small enrolment (229 students) facilitated sampling and data coUe<:tioa within the tlne-month time frame for this research work (II) Prehminary dalahad already been collected from discussions8I'Id meelinglwith the school libranan to serve as a sood bKkground for pursuing this Jtudy formally ThelCOpCoflheinvescigalionw~limitedto- (il the factors that have necessitated and ravouredautomation. (II) the planning and implementation orthe automation system. (iu) the level ofautomatioo and facilities at the disposal ofuscn, (iv) prob&emI and prospects Two &cton affected the results of tbe survey and the contlustons that could be drawn. These "wto do with missing values and wnple size. The iaability of some mpondcnt.s to provide respon~s fOf oeruin questions led to missing values for some variables There was also tM: inability of. few respoMcnu 10 rdurn their questionnaires. Tbis was the case with the IGtSE and Ilatrquestionnaares All this notwitb.Jtandana. the findings ofthe IUIVe)" (e g the 5WI"-Sludents' uscument of library f.:ilitlcs and \IICIB' U.Je ottbae fKilmes) oonfum the r~cher's own impre:sston. formed University of Ghana http://ugspace.ug.edu.gh -12- trom his many visrt§ to the library in lheC0W"5Cofltus sNdy 1.6 Melhodology The melbodoIosy used in the collection of data for this srudy is the crou-sectional survey which anowed the collection of data from a predetennined sample of tbe population of 50S· H(jIC staffand students 81 one POint In time, covering a period of two weeks Dati W8I collected using mainly the mtervlew and survey queshonnaire Data from the academic staff and students were collected using the questionnaire. ThiS helped to illiCit a true cxpreWoD ofrespondencs' views. In order to emure a high participation of the members oCme study group, the d,rcct admJnISlrall~'e method was used 10 glve OUI the questionnaires to faculty and students (W11h the IJd o(,he library staff). Sioee the aucomaaioa Iyllem i. manlged by the librarian and key library personnel. Instead ofa 'lCpVate project managernt'ftt unit. dau. was collected only from the library staff. This was done utia& both the imerview and the questionnaire The interview IlIieited detailed Infonnation on the pt~nillg.. feasibility srudy. implemenWion and the operation of the Illtonwed !)'!tern. while the questtoruWre was designed to oollect inform.llion on the library and it, mlnagement, stock and 5a'VICCS lD Idditiondiscussioa with the tibrarian and assistant librarian andobservatioo of their acti·. . rtla were \died to gain funher insight into some of the operations of the I)'stern such as chlrging and disc.harging ofnems at the Circulation desk. Selec:tq SOS-HGIC fo.- ta5CHtUdy obviously meant hmiting the study's population of interest as weD as the feasible s.mpIe for data~lIection to one individual school. Since one of"tbe University of Ghana http://ugspace.ug.edu.gh -13- objectives ofme trudy was 10 show how automatton has .ffected the teaching-leanung Situation at SOS-HOle, four study units were differentiated in the population of interest They were - (i) theacademicslatr, (a) tho students. (Ui) .helibrarySlalf; (iv) the lUffofthe computef support UOIt Questionnaires were diSlnbuted by random selectMln to fOW1een (14) members of swr (representmg a sample Si7C of 400;' orille total population ofthlrty-five full time teachers) For the students qUeslionnaltes were again randomly distributed to seventy (70) stucSc:nt. (rq>reSCrtt1ll8 30% of an enrolment of two hundred and rwcmy-nine students). This was bated on • stralified sampling method giving a sample IIze of thirty-five (35) students from the Intemalional Geoeral Certificate of Secondary School ( IGCSE) level and another thirty-five (35) IlUdeus &om the IntenwionaJ Baccalaureate (18) level It was believed that these students had been exposed to the automated fatilitics for a longer period and therefore possessed the knowledge and operational skills to provide answen to the qUe!llons raised by the The libriry staffand the computer support unit staff were abo co~ in the study. Since it was di8COYerCd thai the two are one and the same unit, the hbrarian was interviewed. In addrtion she completed a questionnaire Tlus was done to leek a broader and better clanli~tlon of the library automation prosrunmc The respondents were given I'NO weeks to complete the questionnaires The adminittration of the: que!lKW". ...r cs \Ifti done • week before the students started their lona-vacatiOft (after then cad4-,..- aaminahoftS In June) Tbe tintina wu later diJc.ovend to br Inconverutnl as about University of Ghana http://ugspace.ug.edu.gh tbree-quartcrsofbothstafl'-and srudeot-respondentsleft for the holidays without retuming their completed questionnaires. (Fresh questionnaires were then given out on their return in Ausust.) In order not to disrupt the school programme in any way. the researcher sought the help of the library staff to administer the questionnaires. This gave the exercise an added stamp ofscbool autbonty. The sWf'also receivcd their questionnaires through the librarian (again with the belp oftbe1il:nrystafl).afterthe~herhadexplalRtdlhepurposeofthe!lUdy For all rupondents the questionnaires were a mi)(ture of open-ended (e.g .• free response) and cJote...endcd (e.g., multiple-choice) questions in order to prevent t~ exercise from becoming te Group I - (Languages) - English. French., Spanish or PoItuguese or Gennan (b) Gl"OIIp 2 - (Humamll(!') - EaJnomics. Geography, HiSiory, Literature in English, Business Studie!>. ClassicaJ Civiliz.alion. Sociology. Physics. Combined Science. Food Science (c) Group 3 - (Science) - Biology, Chemistry, Physics, Combined Science, FoodScieoOJ Plan o(lhe Upper M~1J'. . nlOt' orSOS·I-1GIC " hlol" IlnmaionlothrlnlinLibrllfY1 K( y !8l IILJi V ' I?lI I"HI W1 · .l- oIC~, ,: 10 "" :", " " " " " "': I"' ': I", =~-----------..::- =:.~ -- - -- -- - - - ---=- =-=:=a:;:- -= =- ~~: __~ University of Ghana http://ugspace.ug.edu.gh - 23- On the Mezzanine is stoc:ked the audio-visual materials (i.e . CD-ROMS. video tapes.. and audio tapes) and a grealer number of the micro-computers serving as enquiry-terminals for OPAC searching On the main library floor the extremities of the two artnI of the lrshape form the main shelving areas for the print-media. At the end of the west w;ng and under the Mezzanine is the fiction and periodical 5e!Ctwn afthe library (See Fig 2 1.). Here too can be found some special coUectioos namely, the Curibean and African collections. At the end of the other urn (i.e. the nonb wing afthe block) is the reference section. Adjacent to this is the main "special coIleclKms" section. made up ofTeacher5.. Juniors, Careers, and Universities collections. At the "elbow" area of tile t.,shape can be found the subjects section. (See Fig. 2. 1) The main entrance into the library is located alona the west Mng (of the block). Close to the door is Installed an electronic sensor for the detection of improperly discharsed materials. The issue and circulation desk is located close to the entrance for the security check and monitoring of the sensor At the comer of the 'elbow' area are two screened-off offices. One is the libranan ', office where the managemem of r~rees, planning. and policy formulation are done The other is the Work Room., a son of genera] offiu, where the processing, cataloguing and dassific:ation of new materiaJs and most c1eric:al duties are perfonned The rest of the library area, especially close to the shelving areas, are the reading areas and are provided with sturdy wooden tables and chairs In addition to the main entrance there are two emergency mualong thenorthwil18 The librvy is spacious and well. lit by big glass covered wiDdows, The place is air~ndilioned to provide a conducive Ito,. arvironment for the lTWerials, especiaJly the magnetic tapes The noor is heavily carpeted to mute the sound oftrcading feet and contribute to silenoe. University of Ghana http://ugspace.ug.edu.gh -2-4 - 2 . 2~~ The 50S-HGle libnry is mana~ by a professional librarian with the help of a semi- profewonailibrarian .nd one none-profe~n.aJ library staff. The library curreat1y has a stock of 15.814 pont and non-print materials comprising the following. 14,242 books, 10 magazines... 252 CD-ROMS, 112 video tapes. and 12 Wking books (audio tapes), All library materials are classified according to the Dewey Decima] Clusificalion system and shelved on metal shelvet wiIh wooden suppons. As already explained tbc Mezzanine IS the audio-visual section of the library; under the Mez:zanine iJ tbe ftctionand the pcriodtcaJ section, tbe 'elbow' atClis lhcsubjectM:C;:tion, ancilhereferenceand !pCCiaJ-collectton sectionS are to the eftd of the nonhem wing (of the block). 2 .2.3Q!bor!irlu~ In addition. the library is well-socked ,",h most of the equipment associated with automation Among these are thlltccn (13) Pet&ium-proccssor PC's each with access to software and programmes (on the server). One oftbese acts u the library server to provide I centre for the hbrary automated system, (our are used as worlc+Sta1ions for data-cntry and various processing activities, and eight are used IS enqu.i:ry-terntinal, for On-Line Public Access c.taIosue (OPAq~hin8 fa help both:affaad 5lUdentJ produce hard-copie5 of their searches at the tenniuJs, the library I' provided with the Hewlett Packard I...uer let 4000M printer The pnnler, which is essemiatly a teleprinter thaJ. is booked to and driven by a computer, IS networked and kK:ated opposite the Librarian' s office (See fla.- 2 I) At the Side of the main entrance and dole to the periodicaI.-ncb is. Ma.a DC 2355 pholooopier for running copies ofprintcd lexU for students udllafJ: At the sldeoftbe Iibranan "loft"see is a SIUllSUll8 televilioa IDd video deck forille University of Ghana http://ugspace.ug.edu.gh -25- sboMl18 of subject vKicos for wry small c(as~. These classes are provided with headphones facilities to mute the sound and avoid diwrbing other library users Two other devices worth mentioning are the bat..code readers and the activating devices The bar-code reader is a data-entry device used for on-line processing of data. It is essentially I ligbt..sensocy device that is able to read certain metallic codes and cOin them as data on the face of the video display unit. There are three of these in use at the library. one IS used at the circultd.ion eounIer for processing Issues. one is used with one of the PC's in the Work Room and lhe third one iJuxd with the Library server in the librarian's office At the issue and circulation counter are the devices for deactivating duly discharged materials That are asentia1ly security devices thai work by deactivating the metallic strips hidden on library matenals. to prevc:ru them from settmg off the alarm of the eLectronic sensor 81 the exit. There is a hand-bdd one for deactivating metallic strips on audio4v1suals and • table-top type (or deactivating mctallie strips on book'> 2.3 The Library'! PMition in Ibe Schooi Since the schOO'! inception in 1990, the school library has grown both in area and the size of its scock Before its transfer to its present commodIOUS accommodation, the school library occupted a ~ilt but smaller hall which has now been convened into an audio-visuaJ room. According to the librarian., the move to the ptesent locatIon was as a resul! or growth and the need for adequate space for seating and ror accommodiling new materials and racilities From the 'iel)' oBtet the library has been right in the c:eutR: of the tchool'l academic programme. Coac:eved and developed as a school media oentre. its growth has been helped by the adoption of. c:oUection developmem. practice that ensures collaboration of the 1CadcnIi~~ University of Ghana http://ugspace.ug.edu.gh -26- staff in the selection of materials This has resulted in the acquisition of a collection tIw. is closely related to the instruCtional programmes of the scbool. Library uomation with its introduction of new servicn and facilities has been an important aspect in the library's growth and development. The inilialautomatton system was a standalone ciratJation package which was inuoduc:ed to speed up some aspects of library operation The system. &pan &om supponing the creuion of loans and book fites, also supported the creIDon and maintenance of an online catalogue and provided. morc efficient control of library stock It was &.'i a result of its many problems and the rlet that it did ROI cover other library housekeepm!/. fiutdions that the present artomalion system. which is comprehensive, was mtroduced The introduction of the present automation system has funber enhanced the lolc of the library in tbedevelopmc:nt of the M:hooJ',cuniculum. It has introduced new information sources like the lntcmcI lad • variety of jnfonnalioD media like the Compac:a Disc Read·Only-Memory (CD- ROM) to provide the broad information-source base so necessary in the pecuhar learning environment of SOS·HGIC. where students come from diverse educationaJ backgrounds with dlfi'erenlleanllng styles It has abo led to the provision of more computers in the library (to act as enqulf)'-termmab for ute by both iliff and students in their search for information), wbicb Iflt also providi"8 pnctlClI !>~III!> In aach subjects as Compulltf Science and Information Skills With the dually.qualified librarian leaching Information S1..11I, across the cwric:ulum and also providingguidanceandcounselling(shc: isalsothlt school GuidanoeCounseilor) especiaJly 10 IS IIUdans in their c:hoic:c of careen and iftllitubons for tertiary education, the school admiDiJInIioo bu fi.uthcr enand thIf. the ICbooIlibrary is right at the centre oftbe 1Cboo(', ~ programme_ It provides uscr--education to students and gWdanc:e in their research University of Ghana http://ugspace.ug.edu.gh - 27 - projects. supponssmalJ-groupc1asses, and collaborates with academic staff in the selection of course-related materials There is therefore a strong perceptioo among both staff and students thai there is a direct link between the library and the high academic staodard set in SOS-HGIe To quote one member of rheacademic staff the library's contribution has been "phenomenal" 2.4 ReasoasforAutollll.tion The library has gone through two automation programmes. The first as indicated earlier was a standalone circulation package mtroduced to provide a better control of the libruy .ock. The earlier system's many problems coupled with the fact that it did not cover other library houIekeepins f'unc1ionsled 10 its replaccment with the presem syslem which is comprehensive and also provides bener enhancement in information-provision. According to the school hbrarian, the immediate objectives orthe present automation system are to provide- (i) Mbetter resource management; (ii) betteracc:esltoinfonnaltonand (iii) better information rctrieval" These immediate objectives of 8Ulonwion should not, however, be isolated nom the overalJ educational aims of SOS-HGJC, which is to provlI:le the "opportunity for tertiary education" to the intellcctua1ly gifted chi ldren of SOS viUages a1l over Africa. II is obviOUlly these educatiouI ideal, with their foc::us on Pan African.ism and a '''wider imemationaJisrn" tbM have IlC(:n~lIalcd the school 's adoption of its course-structure and usnsmenl euminations that are celatedloll,oseoflhedevelopedcountrioa.espociallylheUaioedKiftadom University of Ghana http://ugspace.ug.edu.gh -28- All this bas caUed for the provision of highly modem facilities thas can prov~c the ideal aademic environment to prepare the students to compete favourably with their counterparts in the developed countries who lakl' the same examin·arions, Thus.. the provision of a cornputeriJcd library wilb ils broad-based infonnation resources for both learning and leaching must be viewed as pet of the highly modem facilities that include an audi~visuaJ room and well-equipped computer, language and science laboratories provided by the school to addition this has called for the adoption of certain standards established in the developed countries for educational development These standards that cover various aspects of education&l deveiopmcnl also retate to school librarianship. On the staff to be empk>yed in tdIooI libraries., for instance, the standards emphasise the employment of "dually qualified librarians" (ie with a subject degree and a post-graduate qualification in librarianship) who will be able to teach Information Skills across the curriculum and also be involved in planning the school eumculum. On the U K standards Herring (1988) writes '"The recent UK standards also plIce: emphasis on the role of the new technology in the sctlool library and the linking of lnformation Skills and lnformation Technotogy." In keepioa with these standards !he S05-HGIC Iobrvy has adopted _ ...... practices that are new to acbooIlibrarianship in Ghana. Among these are the employment of. professionally ~6cd lim.ian who also doubles as the teacher ror Information Skills and the Guidance CounseJlorguidiagnudenlsmthechoi<:eofcareen.amollBothers. Apart from the t.echnK:a..l and educ;ation reasons for automation, there is also the need for the SOS-HGIC' runnins IUCh aD interna:tional programme to have a comprehensive collection baed 011 tbenew Informatton media dc\ised to acoommodatethe currmt proIiferalton in SCientific University of Ghana http://ugspace.ug.edu.gh -29- and tecbnicalliterarure. in order to provide teachers and students with current and good-quality informatioolOexpiort. 1.5 Factors that Favoured Automation The felt need to automate all the SOS-HGIC library services would not have been possible if certain factors t..d oot favoured or influenced that decision Among these factors were: (i) available funding, (ii) availabletrainedpenonneJandtechnical5Uppon,and (iv) administrative support In keeping with the school ' s policy of providing highly modem facilities, funding was provided by the school admimstf1.tlon for the planning, selection and purchase of both software and hardware, the provision of adequate accommodation with enough space for offices, shelves., amons othen. and the training of penonnel for implementation of the system with enough budgetary aJLocation for the tUMing and maintenance ofthc automated system 2.5.2 Available Trained Persorm.rl.!P.d TechniCAl Suppan The library system is managed by a professional librarian and a aemi-profcssionaJ library- assistaJJt both of whom Iwve koowledge and skills in infonnuion technology to deal with problems a.'IO(;iatcd wilh software (:KHnetimes using e-mailed instructions from the system', suppliers). All problems associated with the systems hardware are taken care of by the 5<:hool' , twooomputeriabonatorytechnicians University of Ghana http://ugspace.ug.edu.gh -30- 2S,3M~S!J.P.RQ£! The:!Chool administration's awareness of the important role ofa modem school library in the development of the school curriallum and the achievement of its educational programmes, is one important fac10r that has supponed the automation programme right from ils inception by (a) allocating resources for supporting libraryprogranvnes for students and staff'; (b) providiOi time on the time--tabIe for library related .mvities (e.g . orientation and I~ instruction to students) RU-[RE~CES HERRING, James E. ~rMilDlhip. 2nd ed. London: Clive Bingley Ltd. (1988) ppl-2B. 50S-HGle H;gh Scbool Profile" (J 99912000) pp. J-4 University of Ghana http://ugspace.ug.edu.gh -31- CHAPTER THREE COMPUTER fACIUl'l ES AND AUTOMATED HOUSEKEEPING ROUTINES J.l AulOmation Sysl~m: It has already been pointed out that the SOS·HGlC library is DOW running ils secane programme The first system was replaced when the library moved to its new pUlp! accommodation in the one-storey quadraqJu.lar building that allD housea the C( iclence laboratories, offices of Heads of Departments (HOD' s) and classrooms October, 1998. The feasibility study, evaluation, and choice of suitable libnry sy preK11t automation programme, however. started in 1997. The specifications for the present automation system was done in July 1997 by librarian as part of her cnd of 199b197 academic-year report on the library. When office in September, 1996 the IUtomated sy5tem in operation was Keynotes, I packap. ThiS, apan from not being comprehem:ive, was also not user-friendly arl proolemJ. for ina.ance. the operaling system could not cover books without au! though the school Itself was then operating an automated school management sy small library module attached, this was also considered inadequllc to meet the librat As.,.rtofher assessment the librarian lher"efore spccified the need for a compreheJ sySiem that covered all aspec;l5 of library functions, including periodicals manage! the eo.ralualKm of some systems, the librarian with the approvat of the school admini University of Ghana http://ugspace.ug.edu.gh -32- The installation and implementation oflhe new system was not so difficult to effect . since tbe school environrM* was already computerised and there was no need for laying cables Uld providing telecommunication links. The few decisions to be made had to do with how to structw"e the OPAC and identify the appropriate location for the computers and the netWorked printer, amongothe.-s The automated system, according to the librarian, hti no separate electronic unit or a project management team The system is managed by herself and sometimes by key library staff This implies tIw apart from changing the system configuration and implementing the software.. tbe librarian and her key library sWT needed to customise the softwve to input and retrieve local dalaas well as train staffand students in lhe use of the system Since Softlink Europa, the UK. supplier, has no local vendor support this also means that the library stalfmuSl trouble$hoot and manage the system's operational problems most oftbe time CUJTel'ltly the computer laboratory that isadjaeent to the library provides the necessary technical suppan and sees to problems related to the hardware For the software-related problems, the librarian and her assistam anend 10 these sometimes through e~mailed instructions from the vendor. In addition the key library staff must support the autonwion programme by protecting the system from unauthorised access, ensure the proper setting oftbe system parameters and the Jlfoperentfyofdau. 3 .1.I~ As already explained the Operating SySl:em selected to provide computing instruClions for the processing of data and theoperllionoftbelUtOmlled system is ALICE (for Windows). ThiJ is a menu-driven and library-orieated package Among its many useful fatura are its excellent tarch capabilities and casy-lo-foUow instructions. Other features are a programme for University of Ghana http://ugspace.ug.edu.gh for sOOwing the library layout with the variOliS collections and their kK::ations; allowing the cbecking of users' loan-status. and allowing the making of reservations (by UJeB) Among its data-processing functions are circulation. cataloguing, orderina/acquisition. serials management. system control and muhimedia presentation Apart trom these the software allow. the creation of an OPAC with a database covering school resources and which can be accessed from any pan ofille school. It also has a word-page that can be put on the Internet to allow the worldwide accessing of the library catalogue 3 .1.2~ The hardware selected to run the ALICE Operating System is the Gateway (computer) model There are currently thineen G.teway computers in the library. According to the librarian. these are all Pentium-processor PC's ranging from Pentium I to m. For instance, the dedicated machine that suppol1S the charging and discharging of items at the circulation desk is the Gatew.y model GP6-6S0, a Pentium m processor PC with 64 megabytes (MB) of Random Acce5S Memory (RAM) and a hard-disk drive space of IS gigabytes (IS G8); whereas the Gateway SOLO P-300 model in the librarian's office (for administrative tasks) is a Pentium U processor PC with 128 MHZ of RAM and a hard-disk drive of21 12 megabytes (2 112 Ma) Thege thirteen computers are allocated to the various work-area of the library in the following distribution. (See Table 3.1). There are two in the librarian's office, two in the Work Room., oneattbeis~er,seveo01l:theMezz.anineandoneinthemainlibrary 3.13~ The thirteen Pentium PC's are networked 50 that they can communicate with each other and sbaredatabues .... software packases,lUDODIotberthings. At the centre of this computer- University of Ghana http://ugspace.ug.edu.gh network is one of the Gateway computers (another Pentium processor PC) with 256 MB of RAM and located in the hbranan 's office to operate as the library network server. (See Table 3.1) Table 3 I Number and Distribution of Computers in the SOS·HGle Library _~k~~J:~_J I ~I. ~u~'bnria' o!~!'J,~offi~ce~_+2~i,!!"nc~lud!!!!i! lI..!..'Clli,!!!br~!!!!!.4-'D""at!!:Ja-=roc~~'!&'.~ _ ~ 2. Worlo:~ J. ItsueiCircul~ion Counter __1 _ _ Char in dischar in oflssues ) Catalogue, OPAC, 4. Mezzanine I CD-ROM and Internet 5. Main Lib _~hintL t ._. ~tat L_ The maIo work of the library Network Server is to ,hare software. dalaba.se, communication links. and peripheral devices among the tenninals in the network. In short the library Server acts as the host of the network and perfonns the main data-processing functions On the Server thus sits the catalogue database. book files. OPAC. transaction file, and other rccordJ of the library system. The other PC's tbat are hooked to the Server can therefore read and access the library's catalogue records and other data from the library and other parts of the school. Cbarac:tcri5ticaJly the Server is on Uninterrupted Power Supply (UPS) to protect stored dILl in theevem of power outage. before the school', stand·by generator can take over. University of Ghana http://ugspace.ug.edu.gh - .i~ - Fig 3 I Computer 'el\\ork al SOS-HGIC Library Oflne t ..... ehe remaining PC s 10 lOt library four (~) are used by the IIbrary.slaff as \lr,orkstaiions fordata-entr) mainly (See Table ) I) Oneoflhese four (4) 15 localed at the issue coumer and dcchcaled to charging and dl~harglng of IIcm$. 1'-'0 (::) are In Ihe \\'ork Room for usc In cataloguing. word-processing and processing of malenals. and one ( I) IS at the libranan's office for ordenl18 and a.her admlnISITltl .. ~ work The soft\lr,are allows Ihese four PC's plus Ihe library Server to perform \'anous routIne 13::.b like tSSU~ (discharg~ and rene\l,a1) using Ih~ir IUnCllon l..e ~'5 ["he\ can also be used for makang enqulnes Tbe remaining eIght PCs (s.e~en on th~ Meuanlne and one on the main library floor) pro\"ld~ Mpubhc access" and are us.ed as enqulT) lermlnal~ These permIt users (studems and stall) to search book files, library catalogue. the Internet . CD-ROMs and make other enqulnes related to their mdl\ Idual mformatlon nttds 3.1 Aulomaltd HousekH'pin2 ROutmes Thai An Implemenled MHousekeepmg" IS the umbrella lenn for thc range of actl\"lUcs • library perfonns to acquire. Organise and store the mal~naJs In 115 \IUd. 10 maJ..e them a\a.llable for use These activities Include ordenng and ac.qUISIIIOn, cataloglun. Circulation and reference. serial managemen1. etc University of Ghana http://ugspace.ug.edu.gh -36- All these Operat1oM are time-cooiUmiDg and labour-imensive. The main feaaoD for OPtln8 for I computerised housekeeping IS therefore to provide an ea5ier and more efficient means of carrying out these activities. An off-shoot advantage. according to Rowley (1988), is 10 provide a bc1Ter control of5Cockthrough providing more accurate slatisticsofthe stock and indiuteils wbereabouts and SlalUs For instance. the automation of circulation control provides I more acc:urate way ofinvCSligaling whit is on loan at a particular time, through the OPAC A caWogue: ls a list ortbe library stock and shows what is available. Apart from showing what is available, lhe CltaJogue &Iso provides records which describe the individual items in the stoek and where they are located. Among the ~ in such a bibliographic description of items are author' s names. Illle, subject . publisher, and dale of public Ilion and eall number These entriC$ provide the means by which the items can be searched and located Before library autumatlon the r«erds of. library's stock were recorded on catalogue cards. microfilms.. and printed books With automation came the conversion of these 10 rnachiDe- readable formal These computer-tlased catalogue records can be produced more easily and efficiently and provide the suppon for other computerised housekeeping tasks like circulation like the Conner system which it replaced, the present SOS·HGIC automated circulation sy~lem suppons the creation offilcs and pemuts oruine cata10gucs to be created and maintained , Since the catalogue records were computerised at the time of the previous library system, the materials still carried their bar~ when the present system was implemented. In the present system bar In the creation of the online catalosue the present system permits two types of catalogue-dat. entry electronic and manual. The electronic cataloguing is done with the aid of a British National Bibliography (BNS) CD-ROM d.tabase which can be accessed for the bibliographic detail, of newly acquired books A section of the software allows searching of the daubue once the ISBN of the document is scanned in. When the item is avail.ble on the database scanning in the ISBN retrieves the full bibliographic details. This can then be saved on the programmeinatemporaryfilewhichcanbeputtntothecitOJlation syslemtlu"oughanothct" proceu. Whea the bibliographic details are not available on the CD-ROM database abe CIl.IIoJuer can call for another sereea and input the bibliographic details oflhe book (e.g. author, title, and subject). A few suppliers of materials also include diskettes WIth the bibliographic records of ritles ordered TheK are accessed through the "mk51allons and The maruaJ transfer of cataJosue data. is nonna1ly done to direct purclwcs from the bookshops. SiDce tbeIe are DOl co\'a'ed on the BN8 CO.ROM databue the bibliographic details like Inle, IUIhor and publisher are typed in. The software allows the inputting ofsuc:b features ullt'Yel of usageandrecordingofmuhiplecopies University of Ghana http://ugspace.ug.edu.gh The library caWosue records are based on machine readable cataloguing from Vniled Kingdom (UKMARC). Slncc they are generated Ii'om the BNB database Among the catalogue records created and maintained by the hbrary sySiem are I book file of the library's holdings with billie bibliographic data., reoords relating to local data. notes and abstracts and topits. Thescarekept on a master lisa oft.he library's holdings and updated as and when necessary. As already explained all new titles an: first held as I file of temporary records before being merged with tbemaiofile The catalogue records are accessed by author, title, subject, publisher, barcode. among Olben. Though the records have OPAC flleility and allow users to perform their own search., certain optJORS on the ~. like the main catalogue directory and diem' personal transaction, ue password proIea.edand can only be accessed by a certain category of library staff The SOS-HGIC catalogue system has the following features, among others. It- a1lowsboth.Jectronicand .......J dat. ....r y. ii) has records based on UKMARC, iii) usesbar-c:odingto5aVeasM1enlification, iv) allows customIsation such as indicating the level ofusage; (v) permiIs the seJectioa oI'the various modules from the menu bec:amcitismenu-driven The uhimate aim ofoollectins and organls." the library stock is to make them available for use through shon~ lending and ~Iib..-y oon5Ultation (reference). Thus the main concern ofthc librlry is to eftIUtethll a larJenumber of its materials ~ available for circulation University of Ghana http://ugspace.ug.edu.gh ·)9· (lending). This is the main reaJOfI for circulation control This requires the k.eeping of records (i) indica.le what materials are in Slack or available through otherserv:ices like interlending. (ii) indicate what ison loan and when it can be recalled, and (ill) indiC&1cwncn Ilcm!oon loan will be available for other users Traditionally this has been achieved through the use oftbe due--slip (See Fig 1.2) which is kept In a holder inside the back·co\'cr of the book Basically the due-slip is a card aboul the size ofa catalogue-card and bearing the title and class-nurnberofthe book Under the title are three columns for indicating the name of borrower, the date of issue and the return date. To borrow the book the user fills in hislher name and the borrowing date. At tbe clfculallon desk the return dat.eisswnped in by the counter-staff who lheo removes and keeps the due-slip. To remind the bocrowcr of the daeofretwn the recording shm (with due dates attached to the imide of tile bKkcover) is a110 Itlmped The use of the due-slip adequately served to indicate the whereabouts of the borrowed item, but inadequate in talcins care are or other circulation-control func;tiofl5 These,. to cite Rowtey (1988),"'ludo (i) trappms I reserved. book on retum from loan; (ii) ptcpallngoverduenotices. (iii) keepingrecordsormaterialsoo IoaatoeachbofTower. (Iv) keeping issue statistics or items on loan, (v) ca.lad81ins aod coUecting overdue fines University of Ghana http://ugspace.ug.edu.gh -40 - Fig J 2 An Example of a ()ue.slip Uled in Circulation Control RETURN DATE For lheie functions it is necessary for the library to create and maintam two types of files in additaon to tbe file of catalogue records (book file) , These are the transaction file and the borrowers' file . The transaction file is a tile ofpouible borrowable material! and has fields to show such information: as location and whether reserved. The borrower file is a name-addras directory of borrowers and indicates position, sex, age. among other things. Such files are lCaU'1Ilely aDd euily prepared in an automated environment where borrowers' numbers. for tnstance.81eassignedtoldenllfytheborrowersinaumqueway The implementation of the IU10mIted circulation control system of the SOS-HGIC library aaually began with the creation of'the online catalogue records and ended with the creation of borrowen' file The transaction file was in effect aaaed when the book file (catalogue records) was assigned with informaJion designating items ialo borrowable and non-borrowable status and indicating the level of l1II8e. Implementation of the system must therefore be considered to have begun in October. 1998 when the library moved to its preH!nI 10000ion and completed ill April, 2000 when the inputting ofborrowus' records wu finished The bonowtn' file i. a name-address direttory of palronl and bas two difrerent file st:ruc:aa'a for Slaft'aad !lUdads. Whereas the Rudeat file indic:ates name, clau., schoIuticyar,lt8tuI(ie University of Ghana http://ugspace.ug.edu.gh prefect or not). that of staff indicates name, depanment, among others A aiticaI fearure of the borrowers' file is the use of bat-coded identification (1.0) numbers These are assigned to idenlifytbeborrowu'luniquelyandalsoprinleiCloalheusen'lDeards The processing oCtransaCtion is carried on online at the issue and circull1K>n counttf by the Gateway GP6-MO PC with the aid of • barcode reader. Using the barcode reader the borrower's bar-coded lD m.Jmbcr is scanned from hi5lher lD card. This works by emittins luer beams which are reflected off the bar-codina and thea converted to electronic impullts and relayed to the computer storage This opens the individual's file on the terminal screen Then the bar-coded number of the item is also scanned in by the barcode reader to brine out the dttails oflhe b"ansactK:ln (ie author, ri1le. etc). These are al50 scanned in to complete the tranMCrion The 'sea.rity ttrip. that tnggers off&n alarm at the library'sexit is then deactivated uncia" the spine oftbe book and tJJe item given Oul Some additional pnxessing carried out by the circuillion system are (he calculatK>n of due- dalesandover-4ues.,aJeningthceounter-stafflboul I'I()n..borrowtble items, and IOdicatingquota fortbediffCTent calCSO')'oCusen. For instance, the system charges a fine of"IOOOO when it caIalWes OYa'4Iet for .-udents. In the case of staff the system restric;t. lending and does not aUow further loans of items Currently the reservltlon module hat not been put lmO the cirQ1lationsystem. The SOS·HGIC circuwton syaem all~ the following quota to the different categories of UIeR(i.e. students and Ita8) A) Academic staff i) 10 aeoeraJ matcrial:s (fiction and Non--6ction) 0) 4audio-visuals(i.e.videoandubotapes). University of Ghana http://ugspace.ug.edu.gh -42- iii) 1 special material (e·8 Preparatofytext rnaterialsfor SAT. TOEFL. etc) B) Otbersuff: i) 5 general ma1erials ii) 2 audio-visuals iii) I special material C) Gnda2-\3(lB I &2) i) 5genera1nwcrials ji) I audio-visual (j ,e. audio-tapes) OJ Gndes8-11 (PrepllJlllOry& IGCSE I &2) 3aeneraJmaterials ri) I auctio visuo1 (i.e. audiotape). Thoush the school's automalcd library has the software to suppon all housekeepins tasks. lhe actual implementation oftbe subsystems is proceeding in stages - as the need arIses According to the librarian, the implementation of the system will continue next academic session staning with the order/ac.quisition module This will be followed by the implementation of the serials _roImodule J.3 .1~1Q!) It is through the order/acquisition activities that a libnry prOQlret the items in its coll«tion. These involve (i) selectinglrecei,.-tngtitles to be ordered (or direcIpurchase) (Ii) et\IUrin@thalitemslobeordcndarenOialreadyinthestock.oronorder (Ui) c:heckiQslheacxuracyofbibliographicinfonnatioaoaiteatobeordered University of Ghana http://ugspace.ug.edu.gh (iv) orderinsofitems (v) kecpingrecordsofitemsordered (vi) making follow-ups when orders are overdue (vii) receivinsordersand preparing paymenl!l. (viii) reconciling accoums of received items Other .C1iV1t~ to supp:lft the above include preparing a file of ordered items with entries showing for each item the Item number. number of copies, estimated price. etc Another file thai needs to be opened is a file with the names and addresses of book sellers In an adOmIted acquisitions environment libraries can now perform the basic acqUilulion tub (e.g. lCJection, orderift8, c1aimina. fund accounting) online using such Internet utilities as File Transfer Protoml (FTP) and Remote Login These help to reduce the plper-intemive and time- consuming operations of acquisition into paperless, COSI-efl'ective and time-saving tasks thai can be ~combined and processed in a more timely manner'· UIXU the SOS-HGIC library autOmlte5 its acquisitions system. !election and ordering of materials espeeia11y will continue to be carried on manuaUy. This consists in the Heads of Departments forwarding their purchase-requests to the library staff by means of memos and selection lists. These are then Nientltied and verified by the library staff (with the aid of c:omrnercial catalogues and the BNB CD· ROM dattbue) to en!lUre the correct documentation oftbe ordered malaWI. The library then orden the materials from aveneas vendors by mail- onIer. Apan &om ordering materials for the library. the library also does the orderilll and receivina of academicma:teria1sfortbescboolbookshop CopieIoitheordereditCfns&rethenretainedu libJarycoptes University of Ghana http://ugspace.ug.edu.gh 3 3 2 $.miI •.C o!>!m! "'Serials' i. an umbrella term for publicalKms thai are issued In successive parts and include newspapers, journals, periodicals, ma,gazine5 and monograph series. Because of problems mainly associated wnhthetrof18Olns narure. most librvlesrnanageserialsand booksseparatcly This notWithstanding both senals &ad books have idenlicat manasement procedures like orderiacaodacquisition To perform the serials control function the SOS-HGIC library system c::urrently maintain, cards for recording the bibliograpluc deca.ils of periodicals in stock. These arc kepe on fi les and shelved near the circulalion desk. According to the librarian. the serials records have nol yet been put in the gcnc:rallUtomated reeords because of the problems ofblndtng and expiry date The senats are mostly tac:rved for reference, except the back-issues which are aUowed for borrowi .. ovemigt. by both staff and students The processing of these old periodicals is done manually in aa exercise book ruled With columns indicaling name of borrower. tide of magazine, daleofborrowina. dlteofretum and si,gnarureofborrower As already ttaled the libnry subscribes to some seventy periodical titles A few of these are gifts &om organisations like the United Nations (UN) and the lntemal1On.1 Monetary Fund (lMf) Those acquired by direct tubscription are mostly !Ubject-specific and an: selected with the aid of department heeds. Amo"l these are Network Computing. New Scn:ntist . La CIa. Physic, World. and Ph)'1ics Evaluation A few like London Review of Books and New York Rt:vIew of Boob 1ft perticularly useful in the selection of material, by both library and ICademic suff Tbere an: also generaJ and news magazines hke Time. Newsweek. Reeder ' , ~. S""onal Geognphic, EoooomiJt, Weekly Telegraph.1IIId Glob,,1 10 .... University of Ghana http://ugspace.ug.edu.gh - 45- Mulli ..e di.Scn'ita Muhuncdia Services dmJ with those sources of information (hit inco1"pCW1H text. graphics, video and sound imo individual inforrnatioJrmedia that can be aoceued by a computer and have the capabdlty of being transmitted to dislant users. Some multimedia services like the lntemet have tbe Important value of extending the information-provIsIOn Clpabililies of SOS-HGle library beyond the size and lurulatlons ofils actual stock and above all provide &CCC'1S to the mOSlc:urrenlinfonnation The multimedia services available at SOS-HGIC library include CD-ROMs. \;deo and audlu tapes and the Lntemet ).4.1 !J!,RQ\! The CD-ROM is • reIalively new medium that can hold tremendous amount of infOrnlllion on a disk 4.7 inches in diameter and hu the multimedia capacity 10 present data sound, video, graphics and tcxt TuhnoktgteaJly tile Compact Disk Read Only Memory (CD-ROM) is an optica1 disk that is encoded with uneruable daIa by means of • laser device at the time of produak>n During: manufacture eonc:entric tracks of permanent microscopic pits are burnt into a muter di5k. by means of the laser dev;ce. It is from this master disk that cope, are mau produc:ed, During playback (i e retrieval of information) aao.hcr luer device in the CO·ROM disk drive reada the biJwy codes fonnod by the prt.(O'bri. .. 199&) Tbouab the CD-ROM dati is encoded on onJy one side of the diIk. thil can llore over 600 mepbytesrAdaaa, tbeecpvlJent or~tban JOO,OOO paselOfl("'(t, doubled spaced (O'bnen, 1991). Thus ... CD-ROM roduaion> oflarge oounben oC 81'" University of Ghana http://ugspace.ug.edu.gh -46- works Imagine a disk that size hokling the entire 32 volumes of Encyclopaedia Britannica And because of tile multimedia capabilities it combines serious scbolanhip with great fun. No wonder it had been described as the "ideal format for enjoyable learning through play adventure, and di..scovay." (The Good Book Guide, 1997). At the SOS-HGIC library there are two types of reference materials: print and electroruc The des.igT1lled reference section on the main library floor (See fig 2 I) hokis the print reference materials · book.s and monographic scria.Il. 'The electroOic referen~ items are made up of CD-ROMS, shelved on the upper Mezzanine The library stocks various types ofeD·ROMS and these include full-text databases as well as bibliographic databases Some of these d&lab&SCI are c&legoriJOd and ,helved by subjects because they are subject- specific These cover Chemist!)", Biology. Physics. Mathematics, Geography, History, English. An. MUSIC, Careers and Miscellaneous Examples of these are Electricity and Magnetism (Physica), Alom Viewer (Chemistry). Exploring Modem Art. Basic Botany, Rocks & Volcanoes(Gcogrophy) Others too are general, covering many subject areas and are meant for reference. Examples of these are Sirs Researcher. Sirs Discoverer. U W Wilson's Disk and Collins Dictionary of The Co.-ROMS are ather nct",orkcd by nccwork servers or acx.eued by tinale UIef1 vi. the CD-ROM drives oftbe PC's in the library For the networked CD-ROM services there are two network servers for the purpose. the library network server and a CD-ROM server (located in the adja.cm! computer laboratory) This CD-ROM server i, like In)' 5erVer but can only downlood CD-ROM datab..... On ~ ."" nelwOOed ...-. sit !he CD-ROM dalabases (with rrull1plc user hcenc:e) to belCCeSled by any oftbe networked workstations. and University of Ghana http://ugspace.ug.edu.gh .ppropnate for use by eraa-e classes in the computer laboratory Amoo8 these net'wofked CD- RO\.1 databases are Encydopaedia Britannica. Mlcrosoft Encarta. etc For the CD-ROM Wlth single U5er licence they are mainly shelved on the Mezzanine to be 8CCCUed by individual u$cts using the disc-drives of the eight PC's serving as enquiry termiDa1s. Among theIc are Science & Nat\lre, Hutchmson Science Library, GCSE Maths.. GCSE CbemISlry. StMe of Maner, Learning All About Cells &: Biology, etc According to the librarian, whether a CD-ROM database 1.10 to be put to multiple or 5ingle use is indicated III the time of purchase This is a profenionaJ decision made In consultation with Hads of Departments. espcci.ally in the cue of subjea-specific databases which are to be ac:ces.sed for lecture purposa For such CD-ROMS La be put on ~ multiple UKf licences are obtamed from the pubhsher or software house. Those for individual accessing on the CD- ROM drives of eoquiry terminals or workstations in the library have single user licences oo ••" "d tOr them All tbe5eworkttlbool or enqUiry tcrmin.al5 have the hardware, opemingsystem, and memory requirements to meet the varying operation specifications of the different CD-ROM databases Some, like Corel" s Chck &: Create. are nwhimC(ha and run ooly in a Windows environment requiring Windows llX, Wutdows 95, or Windows Nt. Others, like the Redsh.ft 2 muhimeclia CD-ROM on astrology, ate nI.llti-plalform and run in I Windows., Macintosh., or Power Macintosh cnviroament and RlQUire 8MB RAM with 25MB free and double speed CD-ROM dri\'e. Still othen like lhe interac:tive muhimedia Physical Science n run in an MS DOS environment and require 6401(. RAM. a sound blaster or oompIlible cud All these and others COD be a=mmodatcd by .... pawafW ~ 01 .... PClllium processor PC', UJOd by tbe library to run its opentil'lB IOftwue University of Ghana http://ugspace.ug.edu.gh J42~Ta"", TbeseareaJsocircu"edand~OUIlikC'tbeprinl-media. WhilsttheMidio-tapesareloaned to all and iiUndry, the video tapes are loaned to staff and the prefects. Like the print-media and the CO-ROMS. they are also sourced from catalogues in close consultation with academic staff. apeei.II~- the Heads of Departments Aptly referred to as "'talking book~" the audio tapes are in reality audio reproductions of literary works These cover history, biograph)', and fiction (hence literature and English). The "talking books" are shelved mainly on the Me7.zanine though there are some in the main lib rary. Unlike the CD-ROMS these are not accessed In the library. but in the audio-visual room (fonner library) or the dormitories where students use their own tape-recorders for play-back The 'i.deo-tapes may be grouped into subject-rel.ted and general ones (for entenainment). For large or entire classes where sea1ing will be a problem the video lapesare accessed at lhe au, New York !rw;nlMcGrawHiIl .> University of Ghana http://ugspace.ug.edu.gh ROWLEY, J E Computers for Libraries (z-d Ed), london Clive Bingley ltd (1981) PI> 145-184 The Good Book Gwde.. 20· Anniversary Edition (1991) P 39 University of Ghana http://ugspace.ug.edu.gh -50- CHAPTER FOUR 4_0 ANALVSISOF DATA & PRESENTATION OF R[SULTS Two of the most Important spin-offs of library IlItomation are the introduclKMl of new informauoo-media that can be expioited in the teaching"learning situation and the enhancement of UICtI' (i.e. student$) information skills ttwough exposure to Wormalion Technoklgy It is therefore a matterofcourse in this study of library automation In an academic InSliMion to look at the influences of artonwion on the ac.demic: prosramme of the school For this purpose two different quesllonnaues were distributed one set to 70 students from the IG<'SE and m ~vels representins a sample of 30% of the total student enrolment of 229 and the other set 10 ,. 5Iaff(ac.ademic) members representing a sample of 3S% of 40 teachers. The result ofthrdall analYSIS IS as follows 4.1 Library lise.' Sos.nGIC The study tint IOU~ to find out the le-..el of library uSige among both staff and students It is clear from Figure 4 ,) (on pa~ 48) that the frequency orlibrary-use among the students is very high. The greatest number of respondents, fifty-six out of sixty-six (84.9'/0), indicated that they used the library more than thrice in a week TIus total wu made up of (wavy-tine (J49%)framIheIGCSE ...., andthirty-tlne(500"!.)framthemlnd. Only tea (15.10/.) rapODdents indKated that they visited the library three times or less raamber of timet a week. Thi~ tweak" up into five (7 6%) using the facility thrice- ...... e<:k three (4.9'4) using it twice a week. and two (3 0%) using it only onc~ a week University of Ghana http://ugspace.ug.edu.gh - ~I - Fig -41 :"umberoflimes siudents \Isired school hbr8J"!o ~.;~-------~ U "w""'"" , L-......--~ _j. _- --:.------..----Jo "\llnbtrofstudcm, Table 4 I (on Page 49) gives the break-do"'l1 of Ihese totals b) IGCSE and 18 respondents expressed 10 both numbers and percentages Of the fifty-six out of b6 (8-4 .9%) respondenl5 who Vlsited the library more (ban thnc..: a "et'k ~3 ,50 (14/0) are from the lB level The five (7 6%) respondents thai used the hbra~ (hnce a v,1.'"t:k ali came from Ihe IGCSE le\el Oflhe thr~ (450/.) respondents who VISited the hbt1J")· ! ..... (C J. \\\."eJ... IWO (3 .0%) are from the IGCSE level and one (1 5·/.) from the IB le\el -\11 the two () ()I/o) respondents who mdlcated they used the hbraryoruyoncca..-.eek are from the lB level University of Ghana http://ugspace.ug.edu.gh · S2· Frequeacy ofLibrary Use byStudenlS - N-;. of If)- ----r - To'.1 No. oi --1 Rtseo~!~_ _ ~ _~n_ts ___ ---1 More than thrice a week n.;ce.w("":24-",l\'o",-')_+--__J ,,,-O-,,,('4.5~ "'%)L--! 7109houn._ 111 .5%) 21,0'/0) 2 (l ,0'1o) IOhourund""", Total The r~1tsofthe in .... estlgatlon ofcomputef usc and the use of the Information denved are gIVen in Table 4.5 and Table 4.6 respectively Table 4.5 indicates that eight out ofsixty-six (12.10/.) respondents used the computer solely for word-pnx:essina and three (4.~/.) respondenu tiled it IOIely for lncernet searching Only two (J.()%) respondeats indiclted that they UNd the computer for activities other than (bote lilted. Tbooeinduded_prosramntinsond ..n wl University of Ghana http://ugspace.ug.edu.gh .57· The greatest number of respondents put the computer to multi-purpose use Forty-one out of sixty-six (62.1%) respondents indicated that they put the compu1er CO two or more uses and eight(121%)useditforaJltheoJK~nslisted The nil reipOllie indicated for the use of the computer by the students for CD-ROM searching shoukl not however be taken to mean that the students do noc do any CD-ROM searchmg (It bas already been explained that all the networked CD-ROM databases are accessed at the computer- laboratory) The nil reipOlliC for CD-ROM searching at the library itself (this men to tho5e with single- user license that In! stocked on the Upper Mezzanine) may perhaps be due to the inability of tile IlUdaws to exploit the !CIII'dI engiocs of thae single-user CD-ROMs on their own Aoother reasen may be the breakdown oflhe CD-ROM jukebox that iSIJso on the Mezunine Table 4.5. The Purpose of Computer Use UscofCodl IIte~ t !GCS[ C[)'~O~~£..hm8 Word- oceui All tions Two Of more 66(100%) On the type of Iftformatton accessed with me computer fourteen out of siltty-six (21.2%) respond .... ;ndicatedthatthey ...... ~;of..-ion Therespondenuwbo University of Ghana http://ugspace.ug.edu.gh accesxd informalioo fot general knowledge were nineleen (28.9"/.). A total of twenty-one au( of sixty-six (31 8%) respondents used the computer 10 access both types of information and only two (30%) of the rctpandents used the computer for information other than these two Among these activities were searchin! web sites of owneas universities and entertainment Concerning the: Ide of the acquired information eleven out of sixty-six (16.7%) respondents tndiated using it iG the writi"8 of class-assignments WIth seventeen (258%) indiCab1l8 that they acquired the infonnation for general knowledge Only five (76%) respondems used the lIICquired information to supplement classroom notes. The greater number of respondenls however, indicated thal they used the acqUired infonnation for more than two purposes T.t»e 4.6. Use of Com puler Information by Students ---'uscorCompuler -r'C(,SE ~ m r IaforlD!I!iO--.!!. _._ ~ondents _ Responde.1S ~ 432 AW.Jl"~---AmI~I~lU;lifI) For the staff seven our. of twelve (583%) respondents indic.akd t.Iw they used the computer factlityattbe hbrarywith five (41 ~/.)i.ndic.ati.hgtbeydid DOt UJetomputcn at the hbr&T\l University of Ghana http://ugspace.ug.edu.gh - 59- Three Oul of these five respondenas indicated that they hid access to the facility in their dqwtment or office. One respondeol (out of the five) also indicalcd she could nOl use the racilitybecause'hewasstill"1cchno~shy." On the use of the computer to acc::ess infonnltion the survey al50 revealed thai the twO utilities IOOIIly lded by the staff are e-mail and the World Wide Web (WWW) Five out of tweJve (41.7%) respondents indicated using e--mail solely for personal correspondence with three (2S .0%) iocliea. .. tim they used the e-mail for more than one purpose, like reaching colleques with similar subject Interest or sending and receiving inter-depanmentll messages On the ux of the World Wide Web nine (75.(>-/.) indicated that they used the facility 'to seek infonnaliononnewmatcrials' (SceTable47fordetails) The majority of staff, ten (83%), also indicaled using CD-ROM to access information for theu work. Only one (8 _ 3~.) Indicated not using this racility (There was also a missing value of one) TIble4.7: The Use of the Intemetby Sufi' No. 0'-- 'trcc~ ~·1 Tl'IDIferofFilesbetwecnComputen(F!P) + _0_ I Btowsiofte5OUlccsUSlng~_~ I I ~....!!!!!s.lhrOUgh hypCl1ex1 d-ocum-ents (WWW} I' --7 --- ~8,J% §'~ t' --'--- :-::- - -:t:=W-=::"":,,,-:_-, __ Total __12_ _ • IOO~~ University of Ghana http://ugspace.ug.edu.gh 4.4 Pen:eptioa of Work EnhanceI1Iut To understand the influence of ..t ornation 011 the teactung-leaminB situllion at SOS-HGIe. the study also invesaigaled staff and students' perceptions oftbe effectiveness of computerised infonnationonthelTwork 4.4.1 SJudmi perq:ption nfWork; fnbancement The survey abo revealed that the mljority of the students perceived an improvement in Iheir academic work as a result tA access to compulensed information This repraeoted fifty-three out of 5ixty-six (80.We) respondents. Only twelve out of sixtY-SIX (182%) respondents indiClledtblt.tbeydid not perceive any enhancement in their academic work Table 4 8 Students PerceptlOft ofSklll~ Dt·,eloped Throuah Computer Use All sixty-six respondems however agreed that access to the computer helped them to develop theU mlOrmation !!kills. Two (3.(1'1.) ;ru!icaled dl8l they de.olopod skills ia.....tins (i.e skimming, scanniDg, etc.) with the same number and percentage indicating development in their note-takinglword processing and database m&nagftnent respectively. Founeen (21.3-/0) University of Ghana http://ugspace.ug.edu.gh -61- indicated deveioping abilities to locate. retrieve. organise and evaluate information with forty- five (68 r/.) mdlcatlng Impro"'emems in two or more of the skills Iilled Table 4 .8 indicates the dilitribution of the results in both IGCSE aDd 18 courses. 4.4.2 p~~Work Enhancement (Staff)' The staff respondents also iodicatcd that library automation has affected their teadUns The reaalls revealed IIw four out of twelve (33 .3%) respondents were introduced to different teaching techniques while three (25 OO~) indicated being introduced to new resources (i.e sJK1ei, tapeS, multimedia kits). Two (16.";,) also indicated being introduced to new sources of informalKm Only one (183%) indicated being affected in more ways than one (i .e. beiDg Introduced to new tcuces of information as welles to different teaching methods (See Table 49) TabJe4.9: Perceived Effects of Library Automation on Stalf No. or Pe~ ResahofAulo ••t io. - t Respondnl! 0/0 Introduction lodiff.!:.r~I_~~~~hods 33.3% Provt~nofnewresources(i.eslides..u.pes, Multimcdiakits 25% 16.7% l1VOduclion to two 'ons 13% iMissingvalue ~2~ _ ~ .-i_-",16C.!1.'I;:!.V,_-i ___1 _2_ _ . University of Ghana http://ugspace.ug.edu.gh -62- 4.5 AlSCSsmentolLibraryfacili.ia The study sought an assessment of the library provision by the staff and studenas in order 10 provide an insight into the quality and adequacy of both the library rnource5 aad facilities a. 5OS-HGIG 4S1~llblefac:jlitj'$(Studeot5) Table 4 10 iodicatcs the studerWs' perception of the adequacy of some services and resourc:a at SOS-HOle library expressed in ratings ranging from Excellent. Good. Satisfactory and Poor The number and pe:rceotage of responses for each ser.i.celresource is entered under the ranking atdtbe sumrnary ofthetotaJ retpOOXI recorded at the bottom to indicate the frequeacy The table indicates that the majority of respondents. fifty-one out of sixty-six (184%) ranked the resources and services at the library very high. An average of twenty-seven (40 S%) respondents rated them Excellent with an average of twenty-five (37.9%) rajin8 them Good OaIy. aegtigib'e a'm'l8c offOUl' (S .(fl.) respondents found some services to be poor Table4.10: RIlingofUbruy Services and ResourteSby Studcnl5 ~~~.rtt ----r- _ J:~e-'!~t_ General Radin ~ Readin S Phfltooo 'n P!s!Exanun'''''''FiIes lAudioV,suals ~ University of Ghana http://ugspace.ug.edu.gh -63- Fig. 4.3 is a stacked w chart giving a graphical presentation of these results and emphasismg the relative proportion oflhe differenl ratings for the various servi~ expressed in perceJJta&eS It reveals at a glance the very minimal rating for Poor in each service category There wu no Poor rllil'l8 for Reference Books and the Poor ratmgs for Photocopying, Past Examinatton Files and Audio-Visuals.-e indeed negligible Though negligible, the Poor ralins for these resources/facilities require some explanation. In the case of the PhotocoPYing facilily the rating for Poor may be valid. considering lhe high frequency and large number of users of the hbrat)' . 11 may be that the Mil, DC 2JSS Photocopier is not enough to eater for the pbotocopying needs of the users, espec:iallythe For the Audio-visuals. it must be pointed out that the library stocks only CD-ROMS, video- tapeS and audio-tapes. The Audio-visuals like slides. film strips, etc (traditionally referred to as ~-aKlI) are stocked in the former library, which now serves u the audio-visual room. So it is noclhe lack ofthele per se in the library provision but their phYlical absence from the library tbat accouats for Ihe albeit insigniflCaJ1t rating ofPoorfi"orn the students The Past Examination Files has the highest rating (comparatively) for Poor, accounting for II (167%) respoodeoIs. The fact lhat the majority (i.e. 9 out of the 11) are respondent. from the lB level indicala perhaps that (he available fila do noc hold enouah of the materials that these ed.ema1-eu.mioa1ion ItUdeMs need to prepare for JUch examinations u PSA T, TOl-.FL, etc University of Ghana http://ugspace.ug.edu.gh rig -\) Student RatIng of Resourcn. Facliltles.t SOS-HGIC llbrar) '.c. -:}/ Good ~ t: ..c clkrl o'" •. '~ """n,,,'~ ',.usfaao. ... 4.5.2 AW:SSmCot of TeachIng \-Iatenals and OIher I 'brm' RnourcnlSmicn f slam All respondents ,"chealed dw there .... a.s adequate Pf(H 1~10n ~lf lea,h~l1c r.lalcnals allhe librlr) for thear subjects In rllln8 the adequlc\ 01 tClchln~ malenals \1' out of l\I,clve (50'1., respondents rated them IS being Excellent With anmher srI( (SO%) rllmg them IS being Good Table 4 II shows the results and indicates that no rnpondent riled the teaching matenals as being Satnfactoryor Poor University of Ghana http://ugspace.ug.edu.gh -65- Tabie4, 11 : Stafl"RatingofTeaching Materials Stair Rating ---r- ~o.or I PertentaKc OfTea~.binLM .,e!!!!! t ~nd!:Dts _ _ _ _JY~ Excel~ . 50'/. Good Satitfacto •.~ -'-"----~- The staff raring for other library resources and services was equally high. Figure 4.4 indical~ thai there were no Poor rating for any of the resourcesfservices and that the lowest rating (i e Satisfaaory) for tome services involved vt:cy negligible number of respondenls. For irwtance, threeoftbe serviceslresources with Satisfactory rankings (i.e. Photocopying. Research material5 and computer programmes) involved only one respondent each Only Audio-visuals received a Satisfactory ranking that involved as many as four (H.llYe) respondents This notwithstanding the same resources received high rating of Excellent and Good from the majorityofrespoodents. Audio-visuals. forenmple, were rated Excellent by five out of twelve (41 7%) respondents. Almost half of the servicesfresources (e.g. Reference Books. Jouma1s, Fiction) received Excellent and Good ratings from all the respondents For instance, bach Journals and Fiction had ratings of Eltcellem &om six out of twelve (500/0) of respondents and Good from another six (S()fIA) respondents III summary, it is clear &om the high staff-student ratings that the SOS-HGle library has adequae ~litiesto suppon both teaching and learning i.n the xbooI. University of Ghana http://ugspace.ug.edu.gh However the staif.studem ralmgs sho",ed some differences III certain particular re:sourcesJfaclhlles For Instance: . w~UISI 7 (10 bOD). I (I 5'%), and ; (760/.) of student- respondenls raled Photooop~lns- FiCtiOn and Audio·\lsuals respectively as being Poor. no Slaff· respondemr;ued&1ly ut"lhestasbelngPwr This dlfTere~ In the ralln~ plnenl may be due 10 Ihe fact lhal $tnce staff are nOI as man\ and do not ust: lhc~ facllitlti as ol\~n. lhe) find .... hal Ii provided sal15facl0ry (al 'Worst) for Ihen Fl~ 4 oS SlaJTRaun!!- ot"ResourcesI'F.cllilin University of Ghana http://ugspace.ug.edu.gh ·67· 4.6 UseortbeOPAC The resuhsoftbe study also indieatetbal: the majority of the srudems acc:osed DPAC to find outaboutthedifferentmatcrials IOlheir subject areas Table 4. 12 gives the extent of student use of the OPAC and shows the distribution by COUfse level" It reveals that thiny-cighl out of flxty-six (S7 .6~.) respondents indicated using OPAC whil. seventeen OUI of sixty-six. (2580/.) respondents indicated not using the DPAC There was a missing value ofeJevcn (16.6%) The results further shows that the lB level indicated a higher rate orOPAC use with twenty-five out of sixty-sill (31.80/.) respondents and • lower rate or non-use with eight (12.1%) rapondenu, whereas the IGCSE level indicated a lower rate of OPAC use with thirteen (18.8%)respondents.,andahisberlevelof non-usewithnineteenrespondem5(13 .7'%) For the staff the results abo indieatcd that only one out of twelve (8 .30/.) respondents indicaced using the OPAC There was however a miSSing value of eleven (91 T'/e) suggesting that the maJOnty of respondents missed the point of that question (It was later learned from the library staff woo helped to collect the completed questionnaires that most or the academic 51aff had indicated not knowing what OPAC meaDt) Table4. 12 ~udenuL;seoftheOPAC University of Ghana http://ugspace.ug.edu.gh CHAnt:R FIVE ""(TSSIONS, SUMMARY OF RESULTS, RECOMMENDATIONS, CONCLt:SION AND SUGGESTION FOR H'RTHER STUDY S.l Discussion or Problems (Relaled to AutomatioD at SOSoHGIC) Automation u an oog.oiog process is fraught witb many probkmls. especially in the implementation and eva1uation stages Most of these Implementation and evaluation-related probiemsarc financiaJ and havc 10 do mainly with (i) theeduCitionandlfainingoflibrarypersonncl (ii) stable power supply (iii) sysIems breakdown or failure (iv) maintenance dwing and after implementation (v) PJocunngupdates Witb the SOS-HGIC automation., however, a number of factors have made it possible to overcome many of dJe5e problems. Among these factors are the availability of profesoonaJ and tedWcal ttaff and the provision of adequate budgetary :support The implementation of any automated system requires an initial education and traming of the penomel Itw will operate it This is often orpniled through vendor or Mlppher sponIOnhip IDd becomaaproblemwbentbevaadorisoveneasand has notocal vendorlUppoR, as it is the cue with the SOS-HGIC automIIIed syIlem This polentia1 probJem area bas however been readily overcome It 50S-HOle by the availabiliry of a profesStonai and competent 118fT WIth knowtedse of IT University of Ghana http://ugspace.ug.edu.gh -69- Here t.be:re has been 110 formal training in the sense of donor-sponsored oonfereoces, demonstnlioos leciuteS, etc. Trmning has been effected largely through practice using self- teaching and vendor-prepared manuals by the librarian who has yean of practical and professional experience with automated systems in the U.K. For the want of an appropriate term let us call this a case of the trainer training herself 10 train the other Ulers of the system. This situation has also been helped perhaps by the fact that the present system is not the library's first automlled system S . 1.2S1~1~.P.R!x One of the most critical factors affecting the smooth running of any automated system is a stable power supply. Frequent power outages do not onJy halt operations and lead to the loss of vaJuable data, they also lead to the eventual breakdown of the system To ensure a stable power supply the school has a standby generator to provide computing power once there is a power cut To emure a seamJess power-supply before the take-over by the generator the library network server has also been put on UPS (uninterrupted power supply) 5. 1.3 £r;t~ms BreakdQM) or fail" re As this is a new system still under implementation, there has so fat been no major problema affecting the systems operation This hal been helped perhaps by the provision of a stable powersupplyalrcadymentioncd So far all operational problems have been minor ones and these have been reldily taken care of by the available professional and technical staff_ All problems relali"l to hardwarc have been referredtotheleCbnicaistaffofthecemralcomputcrlabontory. AlIlM)~relatedproblem5 University of Ghana http://ugspace.ug.edu.gh -70- have also been 901ved by the Iibnuian and her assistanl sometimes through e-maiJed instructions from tbe overseas vendor 5.1.4 MiinlfmaJ1ceJP.utin8andAfter~~nYlWml Once the automated system becomes fully operational if has to be maintained through monitoring, evaluation and modification to ensure iti continued improvement Monitorins and evaluation consist in obserVing and reviewing the implemented system to ensure that it is meetins its stated objectives and involve making the necessary alterations in programma and procedures. etc (Obrien. 1996 and Rowley 1986). All this require knowledge and skill in the use of the proper maintenancetecluUque which in ilselfpartly depends on the adoption of the Ippropriete implementation methods The implementation technique adopted for the system at SOS-HGIC library is the phasing-oul method This consists in implementing the various operations of the system in stages to aJlow the library to develop the system according to its lmmediate needs Thls method is an appropriate approach and is helping the staff to relate and adjust to the various operations in JtI&eI SO thIt they can better handle the monitoring. evaluation and modification of the system opc:ntion by operation 515~ Another means of ensuring an Improvement in the opendions of the system once they arc implemented is to procure back-ups and updates (i.e fi'om the vendor or supplier). Thne may iDvolve changing prosrammes and procedures (software) for the current and improved venion,. replacing swaclatd equipment thai become obsolete. among other trungs. At SOS-HGIC the JibraJ:y ensures the timely procuremem of upcIares through the renewal of annual registrMion of licences with the suppliers. according to tbe librarian University of Ghana http://ugspace.ug.edu.gh -71- 5.2 DiscussioDorprospects (Related to Automation at SO~HGI(,,) The SOS.HGIC library automation is not yet fully operational owing to the relative newness of the current system and, perbaps, to the phasing-out implementation method adopted. Accordins to the librarian the order/acquisition and serials management are mil to be implemented. Once the system becomes fully operational and the overall systems maintenance is done, the benefits thai will accrue to thc educa1ional programme of the school will be endless. Currently the central computer laboratory together with the library automated system are helping to expose the students to the use of micro-computers (to search and locate information) thereby enhaDcing their information skills ~ skills in word-processing and desktop publishing Abo the integration of the library's programmes with the school's curriculum development bas led to the students' involuntary use of the library (as the survey results show) 10 pursue their individual enquiries (in their vanous subjects) and develop their sense of independent learning Given the availability of budgewy allocations from the sehoo~ the library i5 in the position to introduce new library services to funher promote the curricular and recreational needs of both staff and students. For instance, tbe library can introduce new online information sources like electronic jouma1s and the electronic bulleting board system The introduction of electronic journals will enable staff and the lB-level student (theft have to IUbmit a four-thousand word lons-essay as put oftbe requirements for their coune) to view ideas and text that are related to their raeereh interest from a computer database. The introduction of the bulletin board syttem eaneoable the students to publish an electronic school mapzinc Ofelectmnic notice-boards to advenise studem. programmes University of Ghana http://ugspace.ug.edu.gh ·72· Apan from thete the library can also undertake current awareness services (CAS) for the staff and the m students in their resean::h projects. Doe way of doing this is through matching the interest-profiles of ~ and IB-Ievel students with current publications and notifying them through the electronic notice-boards. Another way is by providing selective Dissemination of lnfomwion (SOl) for staff and LB students by conducting searches of appropriate databases thai I'IWch me;r imereSl-profiles This can be done online using the Internet and the resulting citations e-mailed to them This can also be done by accessing the networked or single-ule1' CD-ROM databases This may involve the scanning of the appropriate CD-ROM database and down-Ioading the appropriate citatiOllS for the staff and the students. Another area that may be beneficial to the library and must be considered is the possibility of SOS-HGIC library fonning a union with other automated school libraries. At present the SOS- HGIC system is operating independent of any library co-operation. According to the librarian inananswertoaq~ionnairethisPOsslbi1ityhasnol been explored because most school libraries in Ghana are not lUtonwed. Entering into such a co-operation with other school libraries will help to put tbe resources of other libraries at the disposaJ of the school through Inler library lending and document delivery based on the establishment of a union atatogue The opportunity aJM) ex.ists for SOS-HGle libruy to put its atalogue on the Internet (the ALICE Operating Syslem hu a capability for this) in order to advenise and sell the IChool', programmes to uruvenities worldwide and make them receptive to .drrussion applicariom &om them studentsof"the school S.3 SammaryofResutb Part of the aim of this srudy i, to determine the son of improvemem brousbt: imo the teaching- learning situation by the SOS-HGle bbrary IUtomation to tc:rve u a basis for making recom- University of Ghana http://ugspace.ug.edu.gh -73- mendatlons for the adoptiOl'l of the programme in other school libraries The rault. of the survey indicate tbat the library is well integrated into the academic programme of the school and dllt the introduction of automation has introduced new informatIon media that are being exploited by both staff and students to enharlce the leac.hing-leuning situation in the school It is evidenl ti-omtbe survey re5Ults that the library and rtsfacilnies8!e 001 II all under-utilitcd in spite of Ihe relatively small enrolment of 229 students. The survey slatislies of 84.9"10 of rc:&pOOdents using me library (among the studenu) more than tJuicc • week indicate the kveJ of This high rme of library use is in itJetf an indication of how the library is well-integrated into the sdlool curnculum and this IS further borne QUI by the type of &c't1\"lties thai the studenta eDil8e in once in the library The survey indicates that of the singl~puI1)Ose visits to the library reading 10 SUpplemcnl lenon notes came nrst Even for the 21 (51.6%) respondents who iDdicarcd going to the library on muill-pu~ visits the. majority also indicated that supplementary rading was pan of their reason for being in the library. Another possible explanation for the high level of library~use may be the library orientation glyen to fresb studenuintothelChool As to whecher the students can ICGaI the comp'lIaiteci informllion &I the library. the fClUlts of' the sW've')' are alJo poYIIVe that they can. It is perllaps for this reason t.hat of the thirteen computers in the library local area network eight are dedicated to public--acceu., to enable: both staff and students to do Internet, CD· ROM and online: xarehin8. The: students' kDowtodF of the ~ may be panty exp1ai.oed by the inclusion of Computer Studies on the curriculum for tberwo.yar Prepantoty and Intermediate IGCSE counes. The rauh oflhi$, wttich the: University of Ghana http://ugspace.ug.edu.gh survev results indicate. IS Ihil even those wbo gain admission Into lilt s<:hool WIthout computer kno\\ledge later gam this knowlcdse from the Computer Studies on the ti~table This hal ensured. as the survey results also indicalc, thai as much u 43 .8% of respondents spenI not less than one hour on the computer In the library once a week All retpandents _ sraffand students alike - were unanimous in thr., appr&Jsal of the adequacy oflibraty materials fortCIChing and for learmng Half or 5oe"'ofstaffrespondenlJ rtled the teaching nweriaJs Excellent with the remaining 500/, ratinsibem Good. And whilst two-thirds (72 .,.;.) of the students rated the Genera] Reading materia1s IS Excellent. about • quarter (24.3%) .-.d!hem .. Good. However there were minor differences in the ratins panems for .atr and students in the cue of resources/faclhties like AudiO-Visuals, Photocopying.. and Fiction. For inslance whilst there weft no staff ratiQg of Poor for these services., there were studem rllings of Poor for the same semC.CS,a1bei1 negJigible A poSSible reason has already been given 10 explain this divergence in the ralinS-pattern for staffandstudents Since the issue of adequacy of these resources IS basic:.ally a CORSlderation of the numeric:.al strengths of tbe two respondent-groups, the staff' who are comparatively (ewer may find wisfaetory what d~ students COft!idcr inadequate Explanations haYe also been offered for the rating of Poor for these resourc,e, by • few of the students With the Audio-visuals., the stocking of teaching-aids hke slides, film-ttrips, etc in the former library (which now tefVa .. the lUdM>-vi!UIJ room) and noe the lack of'tbeIe per !Ie ia the Iibnry-provUion w!Uch acwwu r", this poor I'<'~ of 0..;, adequacy by! (70%) ofthe_~ University of Ghana http://ugspace.ug.edu.gh For the pboIocopyi1l8 facility it was conceded tbat in view of the high rate of library use. the Mig DC 2355 photocopier might not adequately meet the photocopying needs of the users, especially the studems In the case of the Past Examination Files, it was suggested thlt since OIne oul of eleven (81 .8%) respondents who rated them Poor came from the 16 level, the available files might be inadequale only in the materiaJs ooeded by these external-examination studenli The conclusion can also be drawn that the students are also k.now~8eable about the computerised catalogue covering school subjects and materials from their use of the OPAC Fortbe aasdemic 51affw high number or missing value (II out of12 or 91 ."/.) only suggested tbat the majority of respondents did not perhaps know what OPAC means S.4 Recommeadations On the basis of the results of the study, it iJhereby reconunended that 541 AdoptjonQr'kPmiecthy'ltS~~ Ln view of its pe:rcejved enhancement of leaching and learning, it is recommended that the Ministry of Education make it a policy (or all private instituttons (they have the means) to implemem library lUtomation in their schools For government-run iNtituciona it is recommended tJw the miniItT)' introduces school library automatIon through • pilot scheme involving some ecademieally good scbools through sponsorship by the leadin. industries like V ALCO or through donor-aid from organisations like UNESCO. It should be possible for the Ministry of Education to ask such philanthropic organisations like the RanfuJly Ubruy Services (now Book Aid lnternattonal) to commute their usual donation of books into donatioat of old but workIng computers to such ICboob University of Ghana http://ugspace.ug.edu.gh 45 .2I1Ji.~_l.cihrN.ial1'i For such. pilot scheme to be succ\.'SSful it is ftuther recommended that the University ofCapc Coast be a1l0wed to run its progamme to train teacher-librarians with the requisite knowledge in Information Technology to implement and supervise library automation programmes in these S.4.3 Introduction nfNew SubjectS The Mmistry of Education is further advised to integrale libraries into the edueational programme of second-cycle institutions by introducing subjects like Computer Studies and lnfonnation Skills that will he1p the students to develop their abilities to locate, eva!ual eanduse information efTectively and purposefully in their aeademic work As nwtagers of second-cycle instItutIons. headmasters and headmistress do not only define the role of the Khool library in the instructional programmes of their schools, they also determine the ,UOcalton of money and resources for library development It is therefore advised that school managers change their present lukewarm attitude 10 libruy deveLopment in their schools.. if they intend to embark on the introduction of IT into their school libraries. They can begin by ensuring thII: only academic staff with genuine interest in the library are put in charge of the sehoollibrary, in situations where there are no qualified librarians (e 8 teacher-librarians) Where the school has a teacher-librarian. maftIIement muse ensure lhat sbc/be is not saddled wilh too much classroom teaching, to enable himlher to concentrate on developing the library University of Ghana http://ugspace.ug.edu.gh -77- Ia. thelC ~ of ~gre budgetary ~tioo for school librariCi., ~ool mm.tgcmc:nt muI2 .abo be m the fOR-fran! of .ill fun6..gmcr:lIlZl& programmel for librOlry development inlheir!Chools. For the Purpose of adopnng mon: proacl1ve tund-ral'lUl£ pro~amme II '" further ad\,L~d ~oi1clT ior funds trom uKic'pcndcm local orgarusallons.. mear l'.ucnI-Te.1cner :\ss.octahOnl solicit for donalion~ of o&d t'oul worlang ~omi'ut(n from Io.:.aI or O\Ia'KA!l l'u~tIlc: .~, It is furtbcT acMted thaI all .chao! lihranct involve heads of department .. (if nOI the C111tre' ~.5 ('oft(I~lon n..:retUllloftbestud)'~tUtlObclUUableforJ,UIOtr\.lIMJn,lChoollibr.lric:.(.md requisite stoclt., pmf~si0ll011 staff and adequate accommodation. The mul1!l further indicate that to C IUCccssful '\Choat library autonution progr3rnm::~ mUll be wen planned >dequotely financed and Pf"PCTly impl ...... ted University of Ghana http://ugspace.ug.edu.gh -78- The SIUIiI)' abo IboM that h"....,.· olUlOmalion is an effective mcalli of inlroducina Pew inform3tian--mcdi:! to ~e the infonnalion pro\WCJrI of school Iibr.uiCI and hence i:nJpnM:tbetC,lching_leamingsituationmschool. These and other rauJlI of lhc ltudy lead 10 the drawmg of the foUowm~ carnclusions' I) that Ihoogh a prohIbirive venture. ~hoollibrary .lUIO~llon I' .. nc;;c!'tllty. If ICCQNI.. C'\~1c UlSUh1Uono; In the .. ountry are 10 enhance theu ",bolanlup.;md 2, lhal the 50S-HGle library autOmation programme can DC adopted in moll !I~..;onci· ~, thac ;.ondu~ion".:an only be put inlo effc:t whm lh.:rc i. the adoption of Ihc necess:rry' standmls or policies b~' the olpprOptUte authorities 10 prO\ide gujdelut:s for both IT and school library development in Ghana and "'here ~ is abo tbe adequate pnMflon of govemmenl fmuting or donor-5uppon ~ tbcIc: condihOn" are satisfied the automation ofmo!l1 school hbranes will become iI reab~ and lead to the enhancernc:nl of the leanung-lltuatlon In most 8ccond-c:ycle 5.6 Sllg$Ecstion rorFurtherStud}' Pet of 1M objoctiw of this study was to esublish the role of automation Ul mlcgrMmg the SOS-HGJC Iibrvy in the ae~c procnnune at the school by m\1:S1igniaa &be I!"\lent and purpose ofbbr~' UK. 11. IUgHlcd. 1bIt a follow-up ~ be conducted 10 estabbshrelallOTUhrr" mpcc;aally bcIwcen library use and the high acadeau, standard 11'1 lbcodiooL University of Ghana http://ugspace.ug.edu.gh 8LBUOGRAPHY ABINFARlN. F.P. "Availabililyand Use of InJOnnatioR Technology in Nigerian University Libraries," ~."",Vol 42 No 5(1993) AKINFORLARIN, W A. "Automatlon In the Adeyemi College of Education." Lib.(Il): MaJl8gemtnt Vol 19, Nos. I & 2 (1998) ALEMNA, A.A Libraries &. Infonnation PrOviSK>R in G~. Accra Type Co. L~d (1994 ) BADU, E.E "AutomatWn and Use of Computers In Ghana Libl"Viel: Justlfication.- G~ Vol Viii (Nov. 1989) BAWDEN, o.vid. "Choosing an Automated System.," ~ Vol. 18, No. 9 (1990) DICKMAN, Julia " How to Choose Your Automated System." ~ Vol . 21. NO.4 (1993) EPSTEIN, Susan B. "Adml0l5tIlt;on of Automated Systems," ~ Vol. 44, No. I (1995) GAUDET. l .A "Automating theCirculatton Services ofa Small Library," tdb~ MdTechniL.llServicesVol.l , No 3(IQ87) GUERNSAY, lohn. The In{0nnattOn ProfruioM in the ElearorUc Ale, London . Clive Bin81ey Limited (I98S) HANNESDOTTlR, Sigrun Klan "Guidelines for Conducting National Survey of School Libranes and Their Needs," A ReprodUC1ion of Authors' TeX! of Research Projec:t for the General Information Programme and UNISIST Paris. UNESCO, 1994 HERRfNG, Jame! E ~QOlli.l"!rJ,[:iJ(I.w.!R r ed London Clive Binsley Ltd . (1988) HOPKINS. ()janne McAfee "The School Library Collection . An Essential HUlldlng Block 1.0 Teaching and Learning, - Sdmll jboriq Worldwide Vol. S. No.2 (July 1999). KHl 'RSHU>, Zahiruddin ~M.anaaing a Library Automation Project," ~~iDII Vol 48, No. 1(1996) KUHNE. On..., • . "'The Dubstorp Project lDvestiptiog School Library U..," Sq>IIia why D.~ 21 Which software does your automation programme use'! 22 How was this prOCUf'Cd'J I) J""- h) J~""modified <) j ..W ._ University of Ghana http://ugspace.ug.edu.gh 23 How does the softwareopmtle? a) I rnenu-driV!t.!&!'.£9l!ACADmK .£.T.t\ff llilll\J.LCIlillI Please. tick the rip option in a multiple-choice or a YeslNo questton. Where questions require wnncn.in answers, use the space provided. Teaching Experience Years ) female Teachingsubjcct I How oftm do you U$C the school hbrar),,' a) J once a week b) J tWlceaweek c) J thrice a week d) ) morethanttuiceaweek e) J ..... all. 2 lfanlWa'tolboYeis[eJ,whydoyounotUJelhelibrary" .) J have other means of gettins infom\ltton b) ] librarydoesnotprovideformysubjectarea c) ) other (please state) J lfyauvildthclibrarywhltisthepurpoxofyourvisit? Il) I seekinfonnationforresearch b) lseekiafonrwionfortetdlins e) 1 seek infonnalion for genenll knowledge e) I other (pi .... state) 8 ~~arenesu._n4~ 4 Atlbelibrtry,doYOUUlethecomputer to access IOronnatlon1 0) I J V .. b) I No University of Ghana http://ugspace.ug.edu.gh S Ifanswer to above is {b], please explain why 6 Ifarawer to question [4] is Yes, what do you use the computer fot? a) I e-mail b) ) OPAC c) J Internet-searching d) ) CD-ROM-searching 1 If you use the e-mail, what do you use it for? a) I penonalcorrespondence b) J reachingcolleagueswithsimilarsubjectandrHearchintereiC c) J sending and receiving inter-departmental mesugcs d) ) olher(pleasespecify) 8 Apart. from the e-mail which of lnternet services do you use to acquire needed information? I FTP(i.e. transfer of files between two computers or dow!rloadinJ information) b) I Gopher (i c. browsing for resources using menus) c) I World Wide Web or WWW (i .e. ~lrchjng through hyper-text document.). c) I Reading of news (i e discussion groups on a buDeting board). d) ) olher(pleasespecify) 9 Do you use the CD-ROM to access some of the information you use in your teach.ias? 10. (fyes. wtw would make you prefer, say, the interaaive CD-ROM to akx:a1 database in dotng your searching? a) ] It gives morecomprehenst"e infOrmafion by extending the xarch to otherdataballC$, b) ] ttismorcUItf-fricnd.ly, c) ]oth«(pIeasestau:) University of Ghana http://ugspace.ug.edu.gh 11 How has libnry Ml10mllKm affected your teach.ing techniques? a) ] introduced me to different teaching methods to provide variety. b) J provided me with new resources - slides, tapes, muhimedia kits - thalpromotecogrulJVeawarencssandenhancerecalJ ; c) J Introduced me to new sources of information and favours "teaching by assignments"; d) ) OIhcr(pleox .....) 12. How has allihis improved the quaJity of information you use In your classroom teaching? 13 Wouki you l>I.y the library hu provided enough malerWs (or teach.ins your subject? a) J Yes b) ) No 14 If No, io wtncharea(s) isn lacking? a) ) GeDetalref. ...c e b) ) Specificref. ....c e c) ) JoumaI, d) 1 Audio-visuals/teachtngalds e) J other (please state) I S. Do you like the cunem: aulomalion system" a) ) Veo b) ) No. 16. tfNo, ute reuon(s) University of Ghana http://ugspace.ug.edu.gh e) J No MARC records o looher(p_stale) 17. If Yes. how would you.-.ethefoUowing? (Use-gradingbelow In space provIded, ABC D (Excellent) (Good) (Satisfactory) (poor) a) J search capabilities b) ) speed c) J systemsandsoftwaresuppon d) I a«onllnodltion of MARC r«e>rdI e) J importallon/exportllionofdala 18 How would you rate the library resources/services available? (Use letter grading in space provided) ABC D (Excellent) (Good) (SII;,factory) (Poor) .) ) Rer. ...c :eBooIu b) ) Journals c) J Photocopyingfacilities d) J ResearchmateriaJs e) ] Audio-viaW/teaching aids f) J Computer programmes 8) I F;a. .. 19 How would you file the materials a~ailable for teaching in general? A. Excellent B. Good C Satisfactory D. Poor [J [J [J [ [ 20. What are the problems of the automallOn sySlem, if any? University of Ghana http://ugspace.ug.edu.gh APPENDIX D V~EQEllBRARY AND RESOURCES Ql.!llSIIO"",\IRE-IQJ\-.SIlmIiliIS PIe&.se. tick the rigbt opc:ion in a YeslNo or a n-..ltiP'e--choice question_ Where quesuons reqUire written-in answers, use the $pice provided A. Rl&kerp15ndlnfOfJDltiOO Gender [ J male level J IS Department I I female IIGCSE 8 Awareneuand Usc of Library I How often do you vi5it the library? a) ( ) onccaweek b) I J tWlceaweek cJ I I 'hriceaweek d) [ I more than thrice a week eJ [ I never. I S. When do you normally visit the library? aJ [ I duri"llnighr-studies b) [ I afterclass-hoursintheaftemoon e) ( I duringfree--periodJonlirne-lable d) [ l ..h er(pleaoespecify) 16 What is the purpote of your visits? a) [ J recreational.reading b) [ I computer-te&lching cJ [ I writi"llclua-auignment d) [ I atppl. ......a ryreading e) [ I bonowingboolu C Awwmna'ndlJgofC9!'O!!!dcr 17 Before)'OUr mroIment. did you know how to Ute the computer? aJ [ I Yea b) [ I No University of Ghana http://ugspace.ug.edu.gh 18 No. are your now able to uaetheoomputer'? .) I I Yes b) I I No 19 How wen you introduced to the computer? a) [ J tlwougbself-tuition a) I I tIwou8I>privale-tW'K>n c) [ ) tbroughc:ourse-subjectontime--table d) I I other (please specify) 20 Which of the followin. are you able to use the computer for? a) I ) CD-RO\1 searching b) [ ) Word-pro