DIGITAL REFERENCE SERVICE AWARENESS AMONG EASLIS STUDENTS

DIGITAL REFERENCE SERVICE AWARENESS AMONG EASLIS STUDENTS

RONALD MUSAASIZI
09/U/1341

A DISSERTATION SUBMITTED IN PARTIAL FULFILMENT AS THE REQUIREMENT FOR THE AWARD OF A DEGREE OF BACHELOR IN LIBRARY AND INFORMATION SCIENCE, MAKERERE UNIVERSITY, KAMPALA

2012

DECLARATION

I, Ronald Musaasizi, hereby declare that the contents of this dissertation have not been submitted anywhere for academic purposes.

…………………………………….. Date…………………………
Ronald Musaasizi
09/ U/ 1341

APPROVAL

This dissertation has been approved for submission under the guidance and supervision of;

…………………….. Date........................................

Dr. Mrs. Eunice. N. N. Sendikadiwa.

Supervisor

DEDICATION

For you, Mercy Tendo Namirimu, you mean a lot to me. “When you stepped into my life, my life became special. You showed me how miracle could happen in the most ordinary of situations. You are the best thing that ever happened to me. The magic of my life is all because of you. “I love you.” I also wish to dedicate this dissertation to my family members, dubbed the -Mayanjas’, you are always my inspiration and lastly to my beloved course mates namely: Rwenkyo Ngobi Yasin, Moses Mugisha, Mable, Liz, Shadia, Sauda, Joan, Joan Nabuduwa, Michael, Stella, Angela, Claire, Sheila, Benita, Shifah, Ephraim, Florence, Joshua, Isaac, Kruger, Wilson, Doreen, Beatrice, Rashida, Hilder, Nicholas, Paul, Charles, John, Margret, Joyce, Hawah, Patrick, Charity, Noreen, Lillian Immaculate, Salma, Stella Morris and Annet, among others for their continued support throughout the course. Thank you

ACKNOWLEDGEMENT

I would like to thank the following people: I am grateful to my research supervisor, Dr. Mrs. Eunice. N. N. Sendikadiwa, for the spontaneous, sensitive and insightful way she shaped this dissertation. Your dedicated courage, knowledge and time accorded to me did wonders towards the completion of this dissertation and above all, you also contributed to the process of imparting knowledge through tutoring and lecturing throughout my academic tenure at EASLIS, Makerere University, I appreciate Doctor, may the almighty Lord reward you abundantly. I would like also to bring forth and acknowledge the good work done by my other course tutors namely: Mr. Robert Kayiki, Mr. Francis Sekitto, Mr. Ekwaro Francis, Mr. Aziyo Godfrey, Ms. Faridah Muzaki, Ms. Joyce Bukirwa Muwanguzi, Ms. Louis Mutibwa, Mr. Kidaaga Joshua Justin, Mr. Khan, Mr. Abidi, Ms. Nina Olivia, Prof. Ikoja Odongo and Prof. I.M.N Kigongo Bukenya. Through your tireless efforts, you have shaped me with knowledge and skills and how to get jig with the exorbitant demands of information creation / collection, processing, storage, retrieval and effective dissemination to evident patrons most especially in the suit of information age. Thank you indeed.
Also, it would not have been easy to process this work on time if it was not for the quality printing services provided by Mrs. Ajambo Suzan and Mrs. Nandyose Kinene Ruth of school of informatics Makerere University and Ms. Kezia Namirembe of URA. Thank you for being there for me, I appreciate.
Colleagues, Mr. Mugisha Moses, Mr. Ngobi Lwenkyo, I salute you for the continued advice, support and effort towards the completion of this dissertation and the course at large within the recommended period of time. All my inspiration and hard work drives from you. Finally, thanks go to my wonderful Tendo Mercy Namirimu, to whom this dissertation is dedicated.

ACRONYMS / ABBREVIATIONS

ARL: Association of Research Libraries

CD-ROM: Compact Disc Read Only Memory

CDRS: Collaborative Digital Reference Service

EARS: Electronic Access to Reference Services

EASLIS: East African School of Library and Information Science

ICTs: Information and Communication Technologies

IM: Instant Messaging

IPL: Internet Public Library

LIS: Library and Information Science

NCES: National Center for Education Statistics

OPAC: Online Public Access Catalogue

VRD: Virtual Reference Desk

LIST OF FIGURES

Figure 1: Questionnaire response Error: Reference source not found

Figure 2: course per respondent category. Error: Reference source not found

LIST OF TABLES

Table 1: Digital reference services that students are aware of Error: Reference source not found

Table 2: Use of digital reference services that students are aware of Error: Reference source not found

Table 3: Student’s level of awareness on the existence of digital reference service Error: Reference source not found

Table 4: Student’s DRS Sources of Information Error: Reference source not found

Table 5: Student’s ranking about DRS preference Error: Reference source not found

Table 6: Users attitudes on the use of DRS Error: Reference source not found

TABLE OF CONTENTS
DIGITAL REFERENCE SERVICE AWARENESS AMONG EASLIS STUDENTS i
DECLARATION ii
APPROVAL iii
DEDICATION iv
ACKNOWLEDGEMENT v ACRONYMS / ABBREVIATIONS vi
LIST OF FIGURES vii
LIST OF TABLES viii
TABLE OF CONTENTS ix
CHAPTER ONE: INTRODUCTION TO THE STUDY xiii
1.1 Introduction xiv This chapter presents the background to the study, statement of the problem, purpose of the study, the intended research objectives and key questions, scope of the study, significance of the study and the dictionary explanation of terms. The study was based on the notion of digital reference service awareness among EASLIS students. xiv
1.2 Background to the Study xiv
1.2.1 Origin and development of reference service xvi
1.2.2 Reference services in Makerere University xix
1.3 Statement of the problem xx
1.4 Purpose of the Study xx
1.5 Objectives of the Study xx
1.6 Research Questions xxi
1.7 Scope of the Study xxi
1.7.1 Geographical Scope xxi
1.7.2 Conceptual Scope xxi
1.7.2 Time Scope xxi
1.8 Significance of the Study xxii
1.9 Dictionary Explanation of terms xxii
CHAPTER TWO: LITERATURE REVIEW xxiii
2.1Introduction xxiii
2.2 The concept of Digital Reference Services xxiv
2.2.1 Models of Digital Reference xxiv
2.2. 1 Digital Reference Service in Libraries xxvi
2.3 Users’ Awareness and their Preferences in Digital Reference xxix
2.3.1 The role of Academic Libraries xxx
2.4 Implications / challenges of Digital Reference Service xxx
2.5 The Research Gap xxxiii
CHAPTER THREE: METHODOLOGY xxxiv
3.1 Introduction xxxiv
3.2 Research Design xxxv
3.3 Area of Study xxxv
3.4 Study Population xxxv
3.5 Sampling Techniques xxxvi
3.6 Data collection Methods xxxvii
3.6.1 Questionnaire xxxvii
3.6.2 Interview xxxvii
3.6.3 Observation xxxviii
3.7 Data Collection Instruments xxxviii
3.7.1Questionnaire Guide xxxviii
3.7.2 Interview Guide xxxix
3.7.3 Observation Guide xxxix
3.7.4 Document Analysis Guide xxxix
3.8 Data Analysis xxxix
3.9 Quality Control xl
3.9.1Validity xl
3.9.2 Reliability xl
3.10 Research Procedure xli
3.11Ethical Considerations xli
3.12 Limitations of the Study xlii
CHAPTER FOUR: PRESENTATION AND DISCUSSION OF FINDINGS xliii
4.1 Introduction xliii
This chapter deals with the presentation and discussion of findings of the study received using the triangulation method about the notion of digital reference service awareness among EALIS students. Using the triangulation method, a number of methods were used in the data collection exercise. These included: questionnaire, observation, interview and documentation. The study was conducted in such a way that satisfies the objectives of the study. xliii
Figure 1: Questionnaire response xliv
Figure 2: course per respondent category. xliv
4.2 Digital reference services that students are aware of xlvi Table 1: Digital reference services that students are aware of xlvii
Table 2: Use of digital reference services that students are aware of xlvii
4.3 Student’s level of awareness on the existence of digital reference services xlviii Table 3: Student’s level of awareness on the existence of digital reference service xlviii
Digital reference service xlviii
High xlviii
Moderate xlviii
Fair xlviii
Level xlviii
E-mail reference xlviii
55 xlviii
60 xlviii
69 xlviii
Fair xlviii
Social networking xlviii
21 xlviii
122 xlviii
41 xlviii
Moderate xlviii
Web OPAC xlviii
34 xlviii
70 xlviii
85 xlviii
Fair xlviii
Instant messaging xlviii
00 xlviii
00 xlviii
00 xlviii
None xlviii
60 xlviii 50 xlviii 74 xlviii
Fair xlviii
Source: Primary Data 2012 xlviii
Table 4: Student’s DRS Sources of Information xlix
Table 5: Student’s ranking about DRS preference l Source: Primary Data 2012 li
Table 6: Users attitudes on the use of DRS lii
4.4 Challenges and solutions faced by students on the use digital reference service lii
4.5 Chapter Summary lv
CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS lvi
5.1 Introduction lvi
5.2 Summary of Findings lvi
5.3 Conclusion lvii
5.3 Recommendations lviii
5.4 Areas for Further Research lix
REFERENCES lx
Appendix A: QUESTIONNNAIRE FOR STUDENTS lxix
This questionnaire is based on academic purposes about the topic, Digital Reference Service Awareness among EASLIS Students. You are kindly requested by the researcher to fill in this questionnaire accordingly to facilitate the researchers’ study findings. Your assistance is highly appreciated. Thank you. lxix
1(c) For what purpose do you use digital reference service? Please choose as applicable. lxxi
SECTION F: CHALLENGES OF DIGITAL REFERENCE SERVICE lxxiv
Appendix B: INTERVIEW GUIDE FOR STUDENTS lxxv
Appendix C: CHECKLIST FOR RESEARCHERS’ OBSERVATION lxxvii
Appendix D: TABLE FOR DETERMINING SAMPLE SIZE FROM A GIVEN POPULATION lxxviii

ABSTRACT
The study was about digital reference service awareness among EASLIS students. The purpose of the study was to explore the notion of DRS in the sense of student’s level of awareness on the existence, preferences in using and attitude toward DRS among EASLIS students.

The objectives that guided the study included; to find out the DRS that students are aware of, find out the students level of awareness on the existence, preferences in using and attitude toward DRS by EASLIS students, to discover the challenges encountered by EASLIS students when using DRS and recommended solutions.

The methods that were used in gathering new data for the purpose of documenting digital reference service awareness among EASLIS students included a descriptive research survey / design, use of sampling techniques and procedures, data collection methods, data collection instruments, data analysis and ethical considerations.

Major findings of the study included; Social Networking, E-Mail digital reference service, and Web OPAC as the digital reference services available; users extent on the level of awareness on the existence of digital reference service is not high, implying a low level of awareness of the mechanism; Varying DRS preferences and negative attitudes; Lack of proper ICT skills, Lack of immediate staff support, Network problems, and Service interruptions comprised as major challenges.

Major conclusions drawn included; DRS that students are aware of are asynchronous in nature, majority of EASLIS students are not aware of the existence of DRS; Users have varying DRS preferences and negative attitudes towards the DRS realm. The recommendations of the study included; Training and equipping students with the knowledge and skills concerning DRS operations to increase on their level of awareness, Development of the DRS marketing plan, and formulation of the DRS policy to guide the facility.
CHAPTER ONE: INTRODUCTION TO THE STUDY

1.1 Introduction This chapter presents the background to the study, statement of the problem, purpose of the study, the intended research objectives and key questions, scope of the study, significance of the study and the dictionary explanation of terms. The study was based on the notion of digital reference service awareness among EASLIS students.

1.2 Background to the Study
"The user is not remote; it is the library that is remote from the user” (Lipow, 1999). One of the most significant developments in reference services these past several years has been the emergence of the digital reference services (Granfield, 2008). Also known as virtual reference services, digital reference service (DRS) is “reference service initiated electronically, often in real time, where patrons employ computers or other Internet technology to communicate with reference staff, without being physically present” (RUSA, 2004).

The reference environment is being transformed by rapid developments in information and communication technologies (ICTs), as collection and information in general become increasingly accessible electronically. Chowdhury (2004) noted that the introduction and development of the Internet and its associated Web technologies in the past decade have significantly influenced both the way libraries provide information services to their users and the way users choose to access information. Academic libraries are trying to meet the needs of the academic and research community by improving their services and enhancing their resources.
Libraries are no longer passive and archival institutions, but are effective service institutions. The responsibilities of libraries go beyond gathering and organizing books and journals to include an active role in disseminating information. One way this can be achieved is through effective reference service. Reference service is a major component of library service, which helps users find the information they require, access it, and use it to meet their needs. According to Han (2003), reference service is not a recent phenomenon in any library, but can be traced back to at least 1876. It helps to establish contact between a user and the right document at the right time, thereby saving the time of the user (Kumar, 2003).
Reference service is one of the library’s primary practices besides acquisition, classification, cataloguing and physical planning. The term reference services or sometimes referred to as reference and information services can be defined as personal assistance provided by trained personnel to library users seeking information. Bunge (2001) noted that such personal assistance is the essence of reference services and is the fundamental role of the reference librarian. The goal of the reference librarian is to meet the information needs of the users. How and to what extent this is done varies from library to library and depends on the type of library. The importance of reference services grew over time with the introduction of new technologies and services in libraries. Bunge (1999) categorized reference services into three broad groups:

1. Information services that involve either finding the required information on behalf of the users, or assisting users in finding information;
2. Instruction in the use of library resources and services (broadly defined as information literacy skills); and
3. User guidance, in which users are guided in selecting the most appropriate information sources and services.

The Reference and User Services Association (RUSA) of the American Library Association has been a leader in formulating standards for reference services. RUSA that has a responsibility for supporting the development of reference services for library users of all ages has issued guidelines for the development and delivery of such services. The guidelines state that:

“Information services in libraries take a variety of forms including direct personal assistance, directories, signs, exchange of information culled from a reference source, reader’s advisory service, dissemination of information in anticipation of user needs or interests, and access to electronic information” (RUSA Reference Guidelines, p.1)

Reference services traditionally have been offered by a person at a designated desk within the library building, over the telephone, and through correspondence. The reference librarian handles all types of queries, from directional questions to in-depth research. The role of the reference librarian is primarily to answer patron questions and secondarily to provide readers advisory services. An important part of a reference service according to Chowdhury (2003) is the reference interview, which involves a personal discussion between a user and reference librarian. Through the interview, the reference librarian tries to understand the specific information need(s) of the user as well as collecting background information about him or her particularly on the individual’s subject knowledge and the reason for searching for the information. With reference interview, the reference librarian is able to filter the retrieved information in order to select the most appropriate source(s) for the user. While reference services are largely reactive, the assistance or service is provided when asked for by the users, libraries have also played a key role in providing information services that anticipate user needs. Such proactive services include various forms of current awareness and selective dissemination of information services.

1.2.1 Origin and development of reference service
Personal assistance was occasionally provided even during the early period of library development. However, it was provided on ad hoc basis. Reference service came into being only when personal assistance began to be considered a basic function of the library in the form of deliberate program. According to Rothstein, in the United States, “the very notion of reference service goes back no further 1875”. Thus in advanced countries like USA, The concept of reference service developed during the last 100years or so.

As a major component of library services, reference services are constantly developing as is the library itself, moving from the traditional, to automated, to hybrid, and eventually to digital. Historically, libraries have been described as the ‘storehouse of knowledge’ and been organized along traditional and functional lines of acquisition, cataloguing and loan services. The invention of printing in the mid-15th century, the wide distribution of books by the 16th century, the growth of literacy among middle classes in the 17th and 18th centuries and the 19th century’s mass education movement increased both the amount of the demand for information. As early as the mid-18th century, people were complaining, there simply was too much to read, too much to know (Katz, 2002). Reference service arose in the late nineteenth and early twentieth century’s in response to several forces and trends, including:

An increase in the number and variety of information resources available in libraries and outside.
An increase in the complexity of those information resources.
These increases (above) combined together, and made it more difficult for people to find the resource they were looking for, and to find the information they needed within that resource, and
An increase in the number and diversity of people using libraries (particularly public libraries), leading to a wider range of information needs, enquiries, and sophistication in the search for information (Janes, 2002).

Historians of reference service usually trace modern concepts of reference work to (Samuel, 1876) paper, ‘Personal relations between librarians and readers’, later published in American Library Journal (now Library Journal) (Bopp, 2001). While it is doubtful that Green actually invented the idea of reference service for library users, he was the first to speak publicly about the concept and was the first to discuss it in writing. In both his speech to the first meeting of the American Library Association and his article, Green discussed the need for librarians actively to assist members of their communities in using library resources. While the term ‘reference’ did not evolve until several decades later (Rothstein, 1953), the publication of Green’s article helped to popularize the new concept of reference service. In his article, Green (1876) introduced four main functions of the reference librarian which remain as the basic tenets of reference service today:

Instructs patrons how to use the library
Answers patron queries
Aids the patron in selecting resources
Promotes the library within the community

His article noted that although catalogs and indexes are valuable, most users require instruction in their use. Users also must be guided in selecting the books that best meet information needs. Green also highlighted the importance of human interaction in the personal assistance process where librarians must be ‘easy to get at and pleasant to talk with’ (that is approachable), and librarians must mingle freely with users and help them in every way.

Many changes have taken place since the publication of that first article. Rothstein (1955) detailed the growth and development of reference service from the earliest times until the mid-twentieth century. Technological innovation has played a key role in reference librarianship in the second half of the twentieth century. During the 1960s, libraries began to explore new technologies such as microfilm and microfiche, tapes and sound recordings. The 1970s, brought full-text databases such as LEXIS and WESTLAW in the field of law. The 1980s brought about significant changes with the emergence of electronic card catalogs in many academic, public, and special libraries (Grohs, 2003). Eventually the electronic catalogue databases became the online public catalogues (OPACs) providing local as well as remote access. Another major change in the process of storage, retrieval and dissemination of information was brought by the invention of CD-ROMs. By the late 1990s, many libraries moved from CD-ROM to providing databases through the Internet.

It is reported that academic libraries were the first to provide digital reference services in the early 1980s (Gross, 2001). One of the first services to go online was the Electronic Access to Reference Services (EARS) launched by the University of Maryland Health Services Library in Baltimore in 1984 (Wasik, 2004 quoted from Weise , 1986). Since that time, the number of academic and public libraries offering e-mail reference service continues to grow making e-mail the most common vehicle for providing digital reference services. However, experience has shown that there are several limitations inherent in trying to provide service this way. According to Bopp (2001), the major drawback of accepting reference queries by e-mail or Web page is the asynchronous nature of the interaction: library staff cannot interview the user in real time. As Abels (1996) has pointed out when e-mail is used to communicate, an interchange of questions and answers to clarify the question can result in substantial delays in providing the answer.

By the early 1990s, Ask a Librarian services were common. By the mid 1990s, at least 75 % of 122 ARL (Association Research Libraries) member libraries and 45 % of academic libraries offered digital reference service via electronic mail or a web form (Goetsch and Janes, 1999). Digital reference services become important and effective resources for meeting information needs of thousands of users, and the number of the user requests to these services has continued to increase. By the end of the 1990s, 99 % of 70 academic libraries offered e-mail reference and 29 % real time reference service (Tenopir, 2001). The year 2000 brought the advent of live reference in academic libraries with the use of chat or commercial call centre software to communicate with users in real time. Collaboration has kept pace with technology with the implementation of regional and international reference services. For instance, the Library of Congress began its Collaborative Digital Reference Service projects to test the provision of professional library-quality reference service to users anytime anywhere (24 hours per day, 7 days per week), through an international digital network of libraries (Wells , 2003).

1.2.2 Reference services in Makerere University
Reference service is one of the library’s primary practices besides acquisition, classification, cataloguing and physical planning. The term reference services or sometimes referred to as reference and information services can be defined as personal assistance provided by trained personnel to library users seeking information. Bunge (2001) noted that such personal assistance is the essence of reference services and is the fundamental role of the reference librarian. The goal of the reference librarian is to meet the information needs of the users. How and to what extent this is done varies from library to library and depends on the type of library. It is unfortunate that Makerere University make efforts to establish the required contact between users and their needed materials as a form of library function through various information institutions at hand. Despite the efforts done, it is evident that there is no documentation and previous research carried out to reveal the background of reference service operations most especially in the digital realm thereby creating a big research gap for the facility. 1.3 Statement of the problem
The vast amount of information available on the Internet can often be confusing, and frequently offers too much choice. Web portals or subject gateways alone do not help in the search for sources. Users looking for a quick, clear path through what's on offer require more direct guidance from information professional. Apparently, different types of digital reference service models are available on the internet as ingredients for information searching. It was expected that EASLIS students would use these resources maximally throughout their search for information. It was against such a background that the study was undertaken to find out the digital reference service awareness among EASLIS students.

1.4 Purpose of the Study
The purpose of the study was to explore the notion of digital reference service among EASLIS students in the sense of user’s level of awareness on the existence, preferences in using and attitude toward digital reference service by EASLIS students, the difficulties or challenges encountered by students on the usage of digital reference services and come up with a manual or document to which reference could be made on the usage and users level of awareness of digital reference services. 1.5 Objectives of the Study The objectives that guided this study were:

1. To find out the digital reference services that EASLIS students are aware of.

2. To find out the student’s level of awareness on the existence, preferences in using and attitude toward digital reference service.
3. To discover the challenges encountered by EASLIS students when using digital reference services and recommended solutions.
1.6 Research Questions The research questions that comprised this study included:

1. What digital reference services are EASLIS students aware of?

2. What is the student’s level of awareness on the existence, preferences in using and attitude toward digital reference service?

3. What challenges do EASLIS students encounter when using digital reference services? And what should be done to solve the challenges faced?

1.7 Scope of the Study
1.7.1 Geographical Scope
The study meant to cover EASLIS students most especially finalists attached to the School of Library and Information Science, one of the long serving institutions in Makerere University.

1.7.2 Conceptual Scope The study covers information underlying the notion of digital reference services in terms of: EASLIS student’s perception of digital reference service, student’s level of awareness on the existence, preferences in using and attitude toward digital reference services and challenges faced by patrons using digital reference services.

1.7.2 Time Scope The study also covers a time scope of a period of eleven months right from the foundation. Probable activities included; working on the study proposal, data collection and analysis of findings, compilation and completion of the dissertation and lastly defending / presentation of the dissertation to the recommended committee for submission.

1.8 Significance of the Study The study was meant to assist in the following instances:

The study findings could help the library improve on strategies of digital reference service awareness not tied to EASLIS students only but also including other clientele as well.

The study findings will also create awareness to information managers and users of various traditionally operated reference services about the need to create awareness of digital reference service as a way of improving information service delivery and reducing on the number of answering physical requests received at a time.

1.9 Dictionary Explanation of terms

Awareness
The Collins Thesaurus of the English Language (2002) defines awareness as the Knowledge of, understanding of, appreciation of, recognition of, attention to, perception of, consciousness of, acquaintance with, enlightenment with, sensibility to, realization of, familiarity with, mindfulness of, cognizance of, sentience of. Or awareness is the state or ability to perceive, to feel, or to be conscious of events, objects or sensory patterns. In this level of consciousness, sense data can be confirmed by an observer without necessarily implying understanding. More broadly, it is the state or quality of being aware of something. The population user group’s knowledge that the service exists (Wikipedia, 2009).

Digital reference service
Arms (2000) define a digital library as “a managed collection of information with associated services, where the information is stored in digital formats and accessible over a network.” He observes that “by intelligently combining searching and browsing, motivated users can usually find the information they seek”. Digital reference services seek to enhance the ability of users to locate needed information through the work of reference librarians providing both direct and indirect services. While one aspect of digital reference services involves assisting users in accessing digital library resources, digital reference services encompass any reference services provided over the Internet and can involve use of print as well as digital resources. Digital reference allows individuals to submit questions to library staff using synchronous (real-time) or asynchronous technology. Because the transaction takes place through written communication (for example: often text chat or e-mail), it is possible to record questions and answers and store them in a searchable database (“knowledgebase”). Library web pages and “webliographies” are new forms of delivery for the products of indirect reference service. Collaborative digital reference involves multiple institutions and requires additional software support in order to route questions to the most appropriate participant

CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction
This chapter focused on the study of the related literature to the research problem. Literature used in this chapter contains all works consulted in order to understand and investigate the notion of digital reference services awareness. Although the literature written about digital reference service awareness is presented in a variety of contexts, this research primarily focused on: the notion of digital reference service, models of digital reference service, digital reference services in a library, user’s level of awareness of the existence and preferences toward digital reference service, the role of academic Libraries, challenges encountered when using digital reference services, recommended solutions and the research gap.

2.2 The concept of Digital Reference Services
The terms digital reference services, or web-based reference services and electronic reference services are used interchangeably by Su (2002) as terms with similar meaning. There are various definitions of digital reference services. Lankes (1998) defines digital reference as Internet-based question and answer services that connect users with individuals who possess specialized subject or skill expertise. Digital reference services refer to a network of expertise, intermediation and resources put at the disposal of a user seeking answers in an online / networked environment. A digital reference occurs when a question is received electronically and responded to electronically (Bertot, 2001).

Janes (1999) definition of digital reference as a mechanism by which people can submit their questions and have them answered by a library staff member through some electronic means (e-mail, chat, Web forms, and so on) not in person or over the phone. A digital reference service generally comprises the following elements:
The user of the service
The interface (e-mail, web form, chat, videoconference, and so on)
The information professional, and
Electronic resources (including electronic or CD-based resources, web resources, local digitized material and so on), as well as print resources (Berube, 2003).

2.2.1 Models of Digital Reference
Several researchers have used the term ‘asynchronous’ and ‘synchronous’ to describe the service delivery of digital reference. (McClennen, 2002; Francoeur, 2002; Wells and Hanson, 2003; Berube, 2003 and Han and Goulding, 2003). According to McClennen (2002), DRS have been practiced in two modes: synchronous and asynchronous. Synchronous digital reference is characterized by real-time two way communication between the question asker and answerer, using mechanisms such as `chat’, `instant messaging’ or `voice over IP’. With synchronous, real time technologies, typically using text, patrons click a button on a web page to exchange messages with a librarian in real time.

Asynchronous digital reference is characterized by communication in one direction at a time, typically by e-mail or Web forms. It involves the use of FAQs (frequently asked questions), e-resources, which are comprised of subject guides, lists, journals, and other content, and e-mail, which may be forms-based or address-based. According to Pomerantz et. al. (2004), since the invention of the World Wide Web, there has been a great increase in the number of reference services utilizing asynchronous electronic communication media to conduct the reference transaction. The two broad categories of digital reference service models are as follows (adapted from Francoeur, 2002 and Berube, 2003):

1. Asynchronous transactions, which involves time delay between the question and answer

a. E-mail
This is still the major format for online information delivery. User sends the library an e-mail with a reference query, supplying whatever information he or she feels is necessary and the library may reply by e-mail, telephone, fax, and correspondence, among others.

b. Web Forms
Web form transactions as found within the UK public library service, Ask A Librarian, can only be initiated from a designated web site, where users must respond to specific queries in addition to asking their questions. In order to send the form, which will usually be received by the library in the form of e-mail, users must click on a button specifically designated for that purpose.

c. Ask A Services
AskA Services are usually corporate-sponsored web sites that allow users to ask questions and receive answers for free from public information located mainly on the World Wide Web or from proprietary databases and networks of field experts.

2. Synchronous transaction which takes place in ‘real-time’ with an immediate response to the query.

a. Text-based chat
Mr. Wan Ab. Kadir Wan Dollah & Mr. Diljit Singh Chat or Instant Messaging is where librarians’ users can ‘speak’ to each other in real time on the Internet using special text-based software. An example is the Live Help service offered by Gateshead public libraries, which uses Swiss software, Click and Care. The transaction involves a split web screen, in one screen users type question and can instantly see librarians’ responses, in the second screen, librarians can call up web pages or other electronic references where the required information can be found. Although chat reference is associated with the 24/7 service model, this level of service is often impossible for single libraries to implement.

b. Video-conferencing or web-cam services
This form of digital reference includes the visual element, which may be an antidote to the communications problems inherent in the more text-based services. Librarians and users are able to use both text and speech for reference transactions. Instead of a window for the textual exchange, there is a window in which librarians and users can see each other while conducting a face-to-face interview.
c. Digital Reference Robots
Digital Reference Robots essentially use artificial intelligence to respond to questions; the most well known of this type of service is Ask Jeeves available on the Internet.

2 The other form of digital reference service is collaborative digital reference where two or more libraries team up to offer reference services using any of the above formats.

2.2. 1 Digital Reference Service in Libraries
According to Wikipedia (2008), digital reference or virtual reference is a service by which a library reference service is conducted online, and the reference transaction is a computer mediated communication. It is the remote, computer-mediated delivery of reference information provided by library professionals to users who cannot access or do not want face to face communication. Virtual reference is most often an extension of a library’s existing reference service program. The word "reference" in this context refers to the task of providing assistance to library users in finding information, answering questions, and otherwise fulfilling users’ information needs. Reference work often but not always involves using reference works, such as dictionaries, encyclopedias; and so on. This form of reference work expands reference services from the physical reference desk to a "virtual" reference desk where the patron could be writing from home, work or a variety of other locations.

The terminology surrounding virtual reference services may involve multiple terms used for the same definition. The preferred term for remotely-delivered, computer-mediated reference services is "virtual reference", with the secondary non-preferred term "digital reference" having gone out of use in recent years. "Chat reference" is often used interchangeably with virtual reference, although it represents only one aspect of virtual reference. Virtual reference includes the use of both synchronous (that is, Instant Messaging, videoconferencing) and asynchronous communication (that is, texting and email). Here, "synchronous virtual reference" refers to any real-time computer-mediated communication between patron and information professional. Asynchronous virtual reference is all computer-mediated communication that is sent and received at different times.

It appears that academic libraries were the first to provide digital reference services and that these services began in the early 1980s. Weise (1986), and colleagues report on the provision of email reference services and make observations and predictions that remain valid today, including the understanding that the proliferation of digital reference was dependent on the adoption of computer technology by users, and that movement toward a computer on every desk would likely feed demand.

Since that time, the number of academic and public libraries offering email reference continues to grow making email the most common vehicle for providing digital reference services. However, experience has shown that there are several limitations inherent in trying to provide service this way. For instance, the idea that users would provide better formulated questions if they wrote them out has not generally turned out to be true and the process of question negotiation via email is rather bulky and time consuming (Abels, 1996). This realization eventually led to a second standard of service in which a web form interface is typically used to solicit specific information about questions from users and to limit digital reference requests to ready reference questions (Abels, 1996). Both of these measures appear to be effective in minimizing the email traffic required to answer a query. However, librarians do report that it takes longer to answer a user’s query when it must be text based, than it does to respond to a similar query orally in a traditional reference desk setting (Ryan, 1996). A lot of what is known about the provision of digital reference services comes from the experiences of those involved in the development, ongoing refinement, study, and assessments of the Internet Public Library (IPL). The IPL began in 1995 as a class project at the University of Michigan. The interested reader can find several useful overviews of its development (Ryan, 1996).

Many libraries continue to offer DRS on both asynchronous and synchronous transactions. Asynchronous reference tools include: e-mail and web forms, while synchronous reference tools include: chat reference, video-conferencing or web-camera services and digital reference robots (Singh, 2004). Today, Web 2.0 tools, which includes Facebook, Second Life, Twitter, blogs and media or resource sharing, are also applied in asynchronous reference services wherein library clients may seek 24/7 help from the reference librarian with time delay response.

Wassik (1999) proposes a structured six-step process of developing and implementing digital reference service:
Informing: this involves preliminary research to identify the areas of expertise and existing service areas;
Planning: wherein procedures, methods and policies on DRS are developed;
Training: where training plans are developed to prepare staff for the service;
Prototyping: which involves pre-testing of the service before launching;
Contributing: which involves publicity and resource development for service support; and,
Evaluating: this includes service assessment to identify improvement opportunities.

Chat reference refers to the services where the “core of the communication between the librarian and user is an exchange of text messages in real-time” (Francoeur, 2001) using either IM or chat.

Many United States academic libraries provide the opportunity to “chat” online with a reference librarian that is more resource-intensive than e-mail reference (Lochore, 2004). Chat reference comes in various types, from chat using simple technologies (also known as IM reference) for example, Yahoo! Messenger, Google Talk and web-based chat rooms, to a more sophisticated using web contact software for instance Virtual Reference Software, 24/7 Reference (Singh, 2001). In this regard, real-time interactive chat software was developed to allow co-browsing feature, such as the e-Gain, Human Click and Live Person. Libraries prefer using free chat software such as Yahoo! Messenger, Google Talk, AOL Instant Messenger, Meebo and many more. Since the integration of chat reference to DRS, libraries and librarians have become concerned with the issues and challenges that have occurred, along with the advantages. Several factors should be taken into consideration when implementing chat reference service. These include cost of chat software, staffing management and viability of the service (Lou, 2006).

2.3 Users’ Awareness and their Preferences in Digital Reference
DRS in academic libraries deserve to have high level of marketing in order to make its clients aware on the availability of such services. In addition, information professionals should have clear understanding on the help-seeking preference of today’s library clients. However, not many studies have been conducted to examine the users’ awareness and preferences in digital reference service (Luo, 2008).

Studies have proven that face-to-face reference or traditional reference desk continues to be the mostly used reference service and at the same time, the first choices in getting help in the library (Grandfield, 2008). Nevertheless, DRS satisfy the needs of library clients who work outside the library. Furthermore, studies suggested that awareness and exposure to the existing DRS can influence the help-seeking choices and preferences of library clients. Students who are not familiar with Ask-a-Librarian using IM tend to prefer e-mail reference over chat reference (Nilsen, 2004). Likewise, faculty members who are not aware with Facebook fan page will most likely submit their reference queries through web form.

Ruppel and Fagan as cited by Grandfield (2008) explored whether a chat reference using IM software to converse in real-time with students would solve some user’s anxiety to the reference desk. Their results show that the students had experienced both traditional and IM reference. IM reference allows them to ask assistance from the librarian with great amount of convenience. In a survey conducted by (Grandfield, 2008), she asked library clients as to their reasons why they prefer to use chat reference over visiting, telephoning or e-mailing the reference staff. They mentioned the following reasons: convenience; hassle in making telephone call; off campus access; and, liked the instantaneous nature of online communication.

2.3.1 The role of Academic Libraries
Academic libraries refer to libraries attached to universities and colleges, serving the teaching, learning and research needs of students and staff. In Uganda apparently, every university has its own main library. According to Badilah (1996), each of the academic libraries comes under the jurisdiction of the respective universities. Compared to other types of libraries such as school libraries, special and public libraries in Uganda, academic libraries hold relatively larger collections as well as they are better funded and staffed. Additionally, the academic community in the country has pioneered the establishment and use of the Internet and Websites. As a result of these developments, academic libraries have been in more privileged position to provide better and more services to their users (Lee, 2000).

2.4 Implications / challenges of Digital Reference Service
Digital reference provides an unprecedented type of service. The academic community and libraries around the country welcome it, as with all innovation there are questions. Some important ones relate to staffing and training, policies, legal issues and assessment of digital reference.

Digital reference has raised expectations about the availability of service. When libraries offer digital reference, they must consider the expectations of the users. Students, in particular, expect to be able to find help anytime. As with in-person or traditional reference service, librarians and libraries must strive not only to provide the best service to their users but also to teach patrons how to use resources available to them. In order to provide the best DRS recommended training must be taken into consideration.

Lack of ICT Training
Frequent advancement in ICT makes the task of training staff and users more challenging. Local LIS researchers have frequently mentioned the need to improve staff ICT skills and expertise. Mahmood (1998) asserts that most library leaders lack the ability to be innovative, creative, imaginative, and visionary, in addition to lacking ICT and communication skills. There is lack of such expertise in working librarians. All participants viewed it as a major challenge. Establishing a digital library without refreshing the information technology and information retrieval skills of library professionals is a difficult task. A breed of experts and continuous training programs to handle and operate the latest technology in libraries is a dire need.

Lack of Awareness
Many studies have found that lack of awareness is associated with lower use of electronic collections. Said (2006) explorers the perception of LIS professionals and users regarding digital libraries. He found out that the low IT literacy rate in Pakistan to be a barrier to digital libraries. Sadique (2005) found out that lack of awareness about Information Resources Center (IRC) in PUL and low digital literacy was the main causes of lower use of electronic services. In a similar vein, a low level of understanding and awareness of available sources and services by the science and technology teachers of Punjab University limit the use of information systems and digital reference services (Muzammil, 2008).

User Orientation
Orienting users to modern library services is another challenge. Mahmood, (2003) and colleagues warn LIS schools that they must produce graduates who are up to the demands of the changing and challenging information market place. A study by Naz (2007) depicts significantly lower use of OPAC due to lack of orientation by librarians and low level of IT information literacy among students. Bashir (2008) asserts that training needs attention from university authorities for better services in libraries.

Bandwidth and Infrastructure
Developing countries may have limited bandwidth available. Universities were faced with purchasing dedicated bandwidth, but HEC provides shared bandwidth via Pakistan Telecommunication Limited (PTCL). Poor connectivity has been a big challenge for accessing and downloading information especially large files.

Tahira (2006) mentions that besides poor and interrupted power supply, the lack of backup sources for primary information systems are commonly issues at Punjab University campuses. Full use of available bandwidth is also personnel there. Often only a limited number of users can search at any one time. The recent emergency steps taken by power and power supply Association of Pakistan to meet the cries of deficiency of electricity make the situation even more serious.

Violation of user’s privacy
Digital reference also provides the opportunity to collect data for statistical purposes. It may also collect user’s information in case a librarian needs to provide more information to a user. However, collection of this type of information can lead to abuse or dissemination of private information. Access to personal information has become an important issue for librarians, especially after the enactment of the USA Patriot Act in 2001. Librarians may be asked by the federal government to supply information about user’s library activities. To avoid potential problems, academic libraries should develop and post privacy policies, as some public libraries already do. One example of such policy is posted on the web page of Internet Public Library (2003). Lankes (2000) provide additional standards on how to develop such policies.

One of the most pressing issues surrounding digital reference is effectiveness. There is not enough data to ascertain how well digital reference works or whether it is as helpful as person-to-person reference. Eisenberg and McClure (2000) emphasizes that librarians must develop a set of criteria for satisfaction, because right now, there is no way of knowing if the service is effective, if people like it, and if people return to use it. Without this information, it will be difficult to improve reference service.

In conclusion, the main purpose of reference service is to help users find information. In a virtual environment, users need to be able to understand how digital reference works and, especially, how to use it. Librarians should experiment with the type of software they want to use, and make changes accordingly. For example, North Carolina State University had to modify its digital reference service because the system was too complicated for the patrons to use (Boyer, 2003).

Policies must be flexible enough to allow for the changing needs of the users and technological developments. These policies, according to Sloan (1997) should include when the service is available, what the service provides, and who can access such service, for example the public or only the academic community.

2.5 The Research Gap
Despite efforts made to ensure efficiency in information searching and provision, research reveals that not much has been carried out on the notion of digital reference service awareness among EASLIS students. The research documents and the findings of the study are intended to supplement on the existing literature and increase digital reference service awareness not only among EASLIS students but the entire academia, hence fill the research gap.

CHAPTER THREE: METHODOLOGY

3.1 Introduction
This chapter presents methodology describing how the study was conducted. In the context of research, these are ways that were used in gathering new data for the purpose of documenting digital reference service awareness among EASLIS students. It includes the research design, study population, sampling techniques and procedures, data collection methods, data collection instruments, data analysis, ethical considerations and limitations of the study.
Research methodology refers to a philosophy of research process. It includes the assumptions and values that serve a rationale for research and the standards or criteria the researcher uses for collecting and interpreting data and reaching at conclusions (Martin and Amin, 2005).

3.2 Research Design
A research design represents a plan of how particular study should be conducted. It is concerned with the type of data that will be collected and the means used to obtain them (Nieswiadomy, 1993). Oswala (2001) refer to research design as the overall plan to use and follow in answering the research questions. Thus it involves deciding on what type of research questions to use and the answers to them while considering the best way to gather data required for the study.
The study employed a descriptive survey design. Orondho (2003) describes a descriptive survey as collecting data in order to get a detailed description of current practices, status of the subject or situation required. It can be used when collecting information about people’s attitudes, opinions, habits or any of the variety of education or social issues (Orondho and Kombo, 2002). A descriptive survey research design was used because it was found appropriate for educational fact finding and yields a great deal of information, which is accurate. The research aimed at gathering accurate information on what digital reference services EASLIS students are aware of, student’s level of awareness on the existence, preferences in using and attitude toward digital reference service among EASLIS students, the challenges encountered. The researcher also used triangulation of both quantitative and qualitative research methods for collecting and analyzing data to describe and interpret it into information.
3.3 Area of Study
The area of study was EASLIS located in Makerere University next to the Main Library along the University main road.

3.4 Study Population
A population is a group of individuals, objects or items from which samples are taken for measurement. Population also refers to the larger group from which the sample is taken (Orondho and Kombo, 2002). The target population included 600 EASLIS students. In the process of selecting respondents to comprise the population, these were sampled using the probability sampling technique.

3.5 Sampling Techniques
Akpa and Angahar (1999) define sampling as the act of selecting a portion of a population for investigation. Also, sampling is the procedure a researcher uses to gather people, places or things to study. It is a process of selecting a number of individuals or objects from a population such that the selected group contains elements representative of characteristics found in the entire group (Orondho and Kombo, 2002). Simple random sampling technique, a form of probability sampling was used in selecting statistical data (Sekaran, 2003).

3.5.1 Simple Random Sampling
The simple random sampling method was used and helped the researcher not to be biased in the selection of respondents to represent the population. With a population of 600 EASLIS students, each individual from the different courses that were randomly sampled was allocated a different number until the representative sample size of 234 respondents was achieved. This was derived at by pulling 234 of the 600 numbers out of the box.

3.5.2 Sample Size
Sample size refers to the number of items to be selected from the universe to constitute a sample (Kothari, 2004).

The sample size that constituted this study included 234 EASLIS students. These respondents were drawn from the population of 600 students, representing 39% of the study population. Course per respondent category were represented as: (78) students doing BLIS, 78 BRAM students and 78 doing DLIS and DRAM students as representative sample. The sample size was determined using a pre-determined sampling figures table (Krejcie & Morgan, 1970) (See Appendix D).

3.6 Data collection Methods Research methods are the particular strategies researchers use to collect the evidence necessary for building and testing theories (Frey, 1991). The data collection methods used included: questionnaire, interview, observation and documentation. A combination of methods were used so as to improve on the accuracy of the results by cross checking each and every method used in the data collection against each other. The research methods that the study used included:

3.6.1 Questionnaire
A questionnaire provides a tool for eliciting information which you can tabulate and discuss (Taylor, 1998). The researcher formulated questions based on the research objectives. A number of the questions formulated were closed ended to increase on the chances of getting thoughtful results. These were hand delivered by the researcher and then collected after a period of a week. The questionnaire method was used to obtain information from students based on digital reference awareness by EASLIS students in Makerere University Main Library.
3.6.2 Interview
Interview is verbal questioning. In research, Gardner (2010) has defined interview as “a two-person conversation, initiated by the interviewer for the specific purpose of obtaining research-relevant information and focused by him on the content specified by the research objectives of description and explanation”.

Interviews were conducted as another method in data collection involving questions and answers. These were discussed between the researcher and the respondents. Direct interviews were carried out to supplement on the information that was received from the use questionnaires. The interview method is where the investigator uses a face to face interaction to exchange views (Amin, 2005). By use of the interview guide, data was collected from key informants who are EASLIS students.

3.6.3 Observation
Observation is a method of gathering data by watching behavior, events, or noting physical characteristics in their natural setting (Taylor, 1998). Observations can be overt (everyone knows they are being observed) or covert (no one knows they are being observed and the observer is concealed). The benefit of covert observation is that people are more likely to behave naturally if they do not know they are being observed. The researcher used covert observation to note naturalistic behaviors of respondents about the notion of DRS awareness among EASLIS students.

3.6.4 Document analysis
Documents refer to materials which contain the information about a phenomenon we wish to study. The study of documents is done in order to extract pieces of information that are relevant to the study (Kakinda, 2000). The researcher consulted documents such as: journal articles, research reports, magazines, textbooks and dissertations related to the notion of digital reference service awareness.

3.7 Data Collection Instruments
These comprised of: the questionnaire tool, interview guide, and observation checklist. These instruments were helpful in the collection of valid and reliable data which was analyzed and finally presented in the following, that is, chapter four.

3.7.1Questionnaire Guide
The questionnaire tool was used as a major instrument in data collection because of its convenience and efficiency in the collection of collective and quantitative data to make triangulation feasible (Amin, 2005). It was also very convenient since some respondents were allowed to carry their questionnaires home and responded freely due to its nature of being anonymous. The questionnaire was based on the closed ended questionnaire format including some open ended questions to allow and cater for probing of data and results classification. This was administered to the EASLIS students. (See Appendix A)

3.7.2 Interview Guide
The interview guide is an alternative method of collecting survey data. Rather than asking respondents to fill out surveys, interviewers ask questions orally and record respondents’ answers. It points out an initial framework for the researcher thought on the subject of study (Finch, 1990). This type of survey generally decreases the number of ―do not know and ―no answer responses, compared with self-administered surveys. The researcher generated a number of simple questions based on the research objectives to serve as a pertinent guide during data collection. (See Appendix B)

3.7.3 Observation Guide The observation instrument served as an additional element in verifying the authenticity of the data given by the respondents. A list of items that the researcher wished to observe physically was generated to serve as a criterion in the observation process. (See Appendix C)

3.7.4 Document Analysis Guide
Numerous data and information sources on the notion of digital reference service awareness were utilized to gather enough data. The end list included: research reports, magazines, journals, textbooks and dissertations. Data from the research instruments was categorized and analyzed manually using descriptive statistics.

3.8 Data Analysis
Quantitative data was analyzed by use of descriptive statistics, namely: frequencies, percentages and tables. This involved checking the data from the different data collection methods that were used for validity purposes. Qualitative data was categorized and reported in emergent themes. Watson (1994) defines qualitative data analysis as a systematic procedure followed in order to identify essential features, themes and categories.

3.9 Quality Control
Data quality control, or data validation, is a stage in data management which is essential whenever data are used by any individual or group other than the originators of the data. Data quality control information tells users of the data in a brief way how it was gathered, how it was checked, processed, what algorithms have been used, what errors were found, and how the errors have been corrected or flagged.

3.9.1Validity
Joppe (2000) provides the following explanation of what validity is in quantitative research: Validity determines whether the research truly measures that which it was intended to measure or how truthful the research results are. In other words, does the research instrument allow you to hit "the bull’s eye" of your research object? Researchers generally determine validity by asking a series of questions, and will often look for the answers in the research of others. Therefore, the validity of this research was determined by asking a series of questions to respondents using the data collection tools, in comparison with the information that has been published or presented in answers from the previous research on the notion of digital reference awareness.

3.9.2 Reliability
Joppe (2000) defines reliability as: The extent to which results are consistent over time and an accurate representation of the total population under study is referred to as reliability and if the results of a study can be reproduced under a similar methodology, then the research instrument is considered to be reliable. Therefore, reliability of the study was maintained by applying similar methodology and data collection techniques at different places of the study geographical scope / case study places. This enabled the researcher to measure the extent and the consistency of the results presented over time and an accurate representation of the total population under study. Charles (1995) adheres to the notions that consistency with which questionnaire [test] items are answered or individual’s scores remain relatively the same can be determined through the test-retest method at two different times. This attribute of the instrument is actually referred to as stability. If we are dealing with a stable measure, then the results should be similar. A high degree of stability in the results indicated a high degree of reliability, which means the results presented were repeatable.

3.10 Research Procedure
The researcher used a research permit as permission before embarking on the process of data collection in the field. This was obtained from the head of department, Library Science EASLIS, CoSIS Makerere University. The research instruments were administered through personal interaction with students on appointment.

3.11Ethical Considerations
To be ethical is to conform to accepted professional practices (Webster’s Dictionary, 1968). Before interviews were conducted, the researcher fully explained the objectives of the study to all the respondents. In addition, their consent was sought and their right to confidentiality assured before interviewing them. Furthermore, the researcher fully observed their right to privacy and anonymity in the following as noted;

Honesty
Honesty was maintained in the reporting of data, results, methods, procedures and publication status. This research study does not to fabricate, falsify, or misrepresent data to the colleagues, granting agencies and the public at large.

Openness
Outcomes of this research were shared in terms of data, ideas, tools, resources and were widely open to criticisms and new ideas from colleagues, eminent supervisor and the panel of dissertation defense about quality assurance.

Respect of intellectual property
The contents of this work honored patents, copyright and other forms of intellectual property. UN published data, methods, or results without permission were not considered at all and with due respect without not forgetting to acknowledging fellow authors where applicable. This is one the reason that contributed to the big number of references attached in the appendix. Credit was given by acknowledging and citing the responsible authors behind the knowledge and information about the notion of digital reference service awareness to maintain quality assurance and avoid plagiarism.

3.12 Limitations of the Study
The researcher faced the following limitations of the study;

There was a problem of data inaccessibility as a result of some respondents being hesitant to reveal out relevant information towards the research findings. This at one point limited the scope of the study. However, a dialogue with respondents ensured their free interaction and participation towards data narration, collection and compilation and hence their agreement to participate realized or constituted the content of this dissertation. Prevention of the researcher by the recommended authorities from accessing viable sources and respondents in the provision of rightful information before the issuance of official authority and permission. The researcher had wished to get jig with the respondents about the research problem before official duty which was nullified hence prolonging on the research study time. The researcher however patiently waited for the right time of data collection after getting a letter of permission from authorities and the end results comprised the findings of this dissertation.

CHAPTER FOUR: PRESENTATION AND DISCUSSION OF FINDINGS

4.1 Introduction
This chapter deals with the presentation and discussion of findings of the study received using the triangulation method about the notion of digital reference service awareness among EALIS students. Using the triangulation method, a number of methods were used in the data collection exercise. These included: questionnaire, observation, interview and documentation. The study was conducted in such a way that satisfies the objectives of the study. The total number of questionnaires that the researcher issued out was two hundred and thirty four (234), out of which one hundred and eighty four were filled and returned (184) and the other fifty (50) not returned. The findings of the study were presented in tables using percentages; frequencies and charts or graphs. Therefore, the findings presented in this chapter are based on 184 responses.
Figure 1: Questionnaire response

Source: Primary Data 2012
Figure 2: course per respondent category.

Source: Primary Data 2012

From the above, it is evident that the questionnaires were equally distributed by each respondent course contributing a percentage of 33.3% of course respondent category as presented;

4.2 Digital reference services that students are aware of
Students were asked to identify varying digital reference services that they are aware of. The following was captured and presented as below;

Table 1: Digital reference services that students are aware of
DRS
Response
Number
Percentage (%)
Chart Reference
No
5
2.71
Instant Messaging
No
8
4.34
E-Mail
Yes
55
29.8
Social Networking
Yes
74
40.2
Video Conferencing
No
8
4.34
Others
Yes
34
18.4
Total

184
100

Source: Primary Data 2012

From the above, social networking a percentage of 40.2% constituted the biggest percentage of the digital reference service that students are aware of, followed by E-Mail with a percentage of 29.8% and lastly, Web OPAC was mentioned by users as another form of digital reference service that students were found aware of in the others’ category as shown above contributing a percentage of 18.4%.

4.2.1 Use of digital reference service
Students we asked to determine the use of digital reference services. The following were reported as presented.

Table 2: Use of digital reference services that students are aware of

Types of Reference activity
Number
Percentage (%)
Locating Materials
50
27.1
Document Delivery
10
5.4
Literature Search
15
8.15
Identifying and Gathering Materials
20
10.8
Bibliographic Verification
15
8.15
Use of Online Databases
70
38
Charting
2
1.08
Others
2
1.08
Total
184
100

Source: Primary Data 2012

From the analysis, it is evident that students’ use of digital reference service depended on a given reference activity but majority used the facility in search of online Databases or OPACS like: University of South Africa Library (UNISA), Makerere University Library (MAKULA), Library of congress, London University among others contributing a dominant percentage of 38%.

4.3 Student’s level of awareness on the existence of digital reference services
EASLIS students as the study respondents were subjected to rate their level of awareness on the existence and utilization of digital reference services. The results were as presented in the following table;

Table 3: Student’s level of awareness on the existence of digital reference service
Digital reference service
High
Moderate
Fair
Level
E-mail reference
55
60
69
Fair
Social networking
21
122
41
Moderate
Web OPAC
34
70
85
Fair
Instant messaging
00
00
00
None
Web forms (in library website)
60
50 74
Fair
Source: Primary Data 2012

From the analysis, students had a reasonable or moderate level of awareness on the existence of social networking DRS and a fair level of awareness about the existence of: e-mail reference service, web OPAC, web forms or library website. No response was given about the awareness and existence of Instant Messaging (IM). Although majority of the respondents were familiar with DRS, the extent of their awareness was not high.

The findings of the study relate to previous studies made and marketing of DRS has been highlighted as one of the important factors in user’s awareness (Radford & Kern, 2006). One way of marketing the DRS is to provide a prominent and easily accessed link in the library website.

4.3.1 Student’s DRS Sources of Information
Users were asked to identify pertinent sources where they got information about DRS. The following comprised as relevant sources as presented;
Table 4: Student’s DRS Sources of Information
DRS Source
Number of respondents
Percentage (%)
Library website
30
16.3
Library brochure
0
0
Library orientation
120
65.2
From a friend
20
10.8
Library bulletin
0
0
From the librarian
14
7.6
Others
0
0
Total
184
100 Source: Primary Data 2012

From the above, it is evident that majority of respondents learnt about the DRS during the process of library orientation contributing the biggest percentage of 65.2%. Some learnt about the facility through the library website with a percentage of 16.3%, a few from fellow friends, a percentage of 10.8% and lastly a percentage of 7.6% constituted a portion of respondents who learnt about DRS from the librarian.

The researcher observed that majority of the students learnt about digital reference services during class sessions most especially finalist students as students from lower classes proved to be green about the facility.

4.3.2 Student’s preferences in using digital reference service Respondents were asked to rank the DRS according to their preference. The ratings were on a scale of 1-5 where 5 being the highest and 1 being the lowest. It was reasonable to rank the DRS into five separate questions, since these options are clearly different depending on the functionality and use. It was found out that users have varying preferences on the use of DRS. The results were as presented;

Table 5: Student’s ranking about DRS preference
Digital reference service
5
4
3
2
1
Rank
When I want to know basic information about library
Facebook (Library fan page)

3
Online tutorials

2
E-mail reference service

5
Web OPACs

4
Web Forms

1
When I need to request for document delivery
Facebook (Library fan page)
124

1
Online tutorials
00

3
E-mail reference service
60

2
Web OPACs
00

3
Web Forms
00

3
When I want to request for library orientation
Facebook (Library fan page)
124

1
Online tutorials
00

3
E-mail reference service
60

2
Web OPACs
00

3
Web Forms
00

3 Source: Primary Data 2012

From the analysis, it was found out that when students want to know basic information about the library, they preferred to use the library website (MULIB) or Web forms which yielded the highest rank of 5 (table 5). This was followed by online tutorials in rank; Facebook (Library fan page); Web OPAC and e-mail digital reference service that yielded the ranks of 4, 3, 2 and 1 respectively. Results imply that respondents favor asynchronous DRS over synchronous when they want to learn more about the library.

The findings of the study do not match with earlier findings were respondents thought for immediate answers through the use of synchronous tools (Ramos, 2011). Asynchronous reference tools include: e-mail and web forms or library website, while synchronous reference tools include: chat reference, video-conferencing or web-camera services and digital reference robots (Singh, 2004).

One hundred and twenty four (124) respondents preferred to use the library fan page-facebook while requesting for a document. This was ranked the most preferred DRS as expected by the teenage respondents while sixty (60) respondents preferred to use the E-mail digital reference service (table 5). As expected, the least preferred DRS used by respondents to request for document delivery are the online tutorials; Web OPACs ( UNISA, MAKULA) and library website wherein all their requests were tied to zero rating and scoped the third (3) rank in row. Results of the study clearly reflect that use and users’ preference of DRS could be dependent on the awareness of the library patrons (Nilsen, 2004; Luo, 2008). Users’ preference in DRS varies according to type of reference and information service.

4.3.3 Student’s attitudes towards digital reference service

Users were tasked to rate their attitudes on the use of digital reference services. Users DRS attitudes are as presented;
Table 6: Users attitudes on the use of DRS
Use of DRS
Attitudes
Number
Percentage (%)

Positive
80
43.4

Negative
104
56.5
Total

184
100
Source: Primary Data 2012

From the analysis, users’ attitudes on the use of DRS turned out to be negative with a dominant percentage, 56.5%. However, those whose attitudes were positive contributed a percentage of 43.4%. This relates to the recent findings that most libraries that provide digital reference services report that they receive relatively few requests from users’ accounts of digital reference services. This indicates that libraries are becoming more in touch with the need to make services visible through continued promotion and publicity (Marsteller & Neuhaus, 2001). It appears that librarian’s reference skills are readily transferable to the needs of digital reference work, and some authors make the point that indeed, traditional reference must form the basis for the provision of reference in the electronic realm (Frank et al., 1999). As Janes (2002) would put it, “experience is a powerful indicator of attitude and opinion.” However, the results are not consistent with the previous study (Janes, 2002). The respondents think that DRS has made their research more difficult and more time consuming leading to negative attitudes.

4.4 Challenges and solutions faced by students on the use digital reference service
4.4.1 Challenges faced by students
The researcher asked students to identify the challenges / problems they faced. The following were the identified challenges;

Service Interruptions
The students reported that they experienced a challenge of digital reference service interruptions. “The service is at times not available due to power shut down”, leading to total blackout and finally making it impossible for users to utilize the services. Power and Internet serves as major ingredients of DRS operations and its absence means total absence of the service.

Lack of basic computer knowledge
Another challenge was faced by students in accessing DRS. “Accessing DRS needs computer knowledge and browsing skills for one to wade through successfully”. First time users of DRS had it that they prefer to use manual reference service because of their inexperience with the use and browsing of computers which serve as an interface in the process of obtaining information using DRS. In addition, this may also be attributed to lack of proper ICT skills was another challenge faced by users.
Lack of support from the staff
Students reported that sometimes they face challenges working with the digital realm which requires assistance from the staff and at times slows down the service due to ignorance by the students.

Technophobia
This challenge was related to the natural fear that users hold towards computers from the very beginning and their entire life span of computer usage. This fear however hinders students from not only getting the perceived knowledge of digital reference and it also became a major hindrance to students in accessing DRS since computers serve as major platform towards DRS and its browsing antics.

Lack of awareness and students’ mindset
This is by far the greatest challenge faced by students in the use of digital reference. There tends to be some vague knowledge and mentality about the digital reference service realm, interpreted as simply an advanced technology that requires a lot of expertise, a lot of money, and very advanced skills and thus leaves out many students who would have benefited out of the facility most especially during research advances. It is not appreciated as a means of creating efficiency and cost-effectiveness.

Lack of enough computers / laptops
The researcher observed that students lacked enough machines / computers to use. Many used to access the digital reference service interface using the provided computers at hand whose number does not tally the large population of students. Therefore, some students missed out due to lack of enough resources available in terms of computer / laptop hardware.

4.4.2 Solutions to DRS Challenges faced by students
Respondents were asked to earmark some of the thoughtful solutions to curb down on the challenges faced by DRS operations. The following were raised as stipulated;

Procure a standby generator
Management should procure and use generators, Solar panels; UPS (UN interrupted power supply). These were seen as immediate and pertinent solutions to DRS interruptions caused by power fluctuations. Students advised management to pave ways of how such can be put in place due to warnings of prohibitive costs that may be incurred to have the facilities in place. Donations were also seen as the lasting boost to purchase and servicing of the supplementary power generating plants.

Train students with basic computer knowledge and skills
Computer lessons and hands on experiences should be introduced to students in order to acquire basic computer. This was vehemently seen as one facility through which students can gain experience from time to time. Or, users were also of a view that concerned factions should make it a strategy and design user and staff skill DRS and computer development programs to apt the latter’s awareness and utilization of DRS. This matches with the previous findings that digital reference is currently accomplished using asynchronous or synchronous computer-mediated communication. Education for digital reference services should include becoming proficient in using such tools as electronic mail and chat to handle questions from remote patrons. Abels and Liebscher (1994) note that LIS schools can play an important role in developing instruments for electronic reference interactions and in educating and training information professionals in communicating over electronic channels. As an understanding of skills needed develops, these should be integrated into educational programs (Tibbo, 1995).

Purchase of modems
Students earmarked that they need to purchase personal modems to keep up with the facility with full access to the internet most especially when the server is down.

Practice with getting online help
To solve the challenge of lack of support staff, students reported that they need to get practice with how obtain help from the Internet most especially by using Instant Messaging platform were students can have all their digital reference service questions answered.
Procure of laptops or computers
The researcher observed that students should procure personal laptops since the numbers of computers that are provided by the institution are not enough to match the total number of students.

4.5 Chapter Summary
This chapter presented and discussed the results on digital reference service awareness among EASLIS students. The results tabled and discussed were reached at after a careful analysis and interpretation of data and presented in emergent themes basing on the objectives of the study. Supplementary information was derived from the researchers’ observation and previous studies carried out on the notion of digital reference service awareness.

CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction
This chapter presents the summary of findings, conclusion and recommendations suggested by the researcher. The varying conclusions are drawn based on the findings of the study presented in the previous chapter and recommendations made based on each and every conclusion drawn per research objective.

5.2 Summary of Findings
Objective number one was to find out the digital reference services that students are aware of. From the findings of the study, the digital reference services offered included both asynchronous and web 2.0 tools transactions: Social Networking, E-Mail digital reference service, and Web OPACs.

Concerning the student’s level of awareness on the existence, preferences in using and attitude toward digital reference service among EASLIS students. From the analysis, students had a reasonable or moderate level of awareness on the existence of social networking DRS and a fair level of awareness about the existence of: e-mail reference service, web OPAC, web forms or library website. No response was given about the awareness and existence of Instant Messaging (IM). Although majority of the respondents were familiar with DRS, the extent of their awareness is not high, implying a lack of awareness on the existence of digital reference service. It was also found out those users had varying preferences on the use of DRS. They preferred to use Social networking or the library fan page-facebook to suit digital reference service correspondences on the verge of other forms of digital reference service mechanisms and students had a negative response on the use of DRS.

Objective number three was to discover some of the challenges encountered by EASLIS students when using digital reference services and recommended solutions. From the analysis, some of the challenges included: Lack of proper ICT skills, Lack of support / help from the staff, Network problems, and Digital reference service interruptions. Thoughtful solutions included: Designing user and staff DRS-skill development programs, Use of proper network topology like: LAN, MAN and WAN and generators to curb down on service interruptions.

5.3 Conclusion
Based on findings about the DRS that students are aware of, it may thus be concluded that the digital reference services in respect to students’ awareness are asynchronous and ineffective in nature to serve patrons digital reference requests on time and utmost.

On the other hand, findings about the student’s level of awareness on the existence, preferences in using and attitude toward digital reference service among EASLIS students, it was concluded that EASLIS students have a low rate of awareness of DRS. This was really a disgrace in that though some respondents had knowledge about the existence of digital reference service it was discovered that although majority of the respondents were familiar with DRS, the extent of their awareness was not high implying a major loophole in the awareness of digital reference service. However, students had varying preferences on the use of DRS and majority had bias or negative attitudes or feelings on the whole facility.

On the objective about the discovery of the challenges encountered by EASLIS students when using digital reference services and recommended solutions. It was thus concluded that majority of the challenges faced were general digital and user oriented problems and the solutions to DRS challenges are adaptable if properly planned.

5.3 Recommendations
Based on the above findings, the researcher recommends some of the following strategies to improve digital reference awareness among EASLIS students.

Design Students digital reference service training programs
Strategies should be laid to design and train students on how to streamline with the digital reference service realm. By virtue, prudent staff development programs like seminars, workshops, among others should also be designed to equip staff with the required digital reference service skills. These can then be passed on to users thereby improving on the level of digital reference service awareness among students.

Marketing of DRS
Marketing strategies of DRS should be another facility to embark on. This can be done by developing a DRS marketing plan to increase on the users’ level of awareness and utilization of DRS. Various methods can be used to market the facility including but not limited to: the use of library bulletin, Brochure, Library website, library exhibitions, and patron user focus group discussions, among others.

Development of a DRS policy
Prudent to guide digital reference service awareness, a form reference and information service operation, the researcher recommends the development of a policy on DRS. A policy is earmarked as a guideline to performed actions / correspondences. Therefore, one of the kind with proper criterion and rules would envisage coordinated DRS operations and in most cases on the awareness bit of it.

In conclusion, the main purpose to improve DRS should be developed on the foundation to help users find information. In a virtual environment, users need to be able to understand how digital reference works and, especially, how to use it. The researcher is of a view that Librarians should experiment with the type of software they want to use, and make changes accordingly.

5.4 Areas for Further Research Future researchers should look at some of the following topics to realize effective DRS;

1. Provision and utilization of DRS in Makerere University.
2. Utilization and performance of DRS by EASLIS students in Makerere University.
3. Assessment study on the utilization of DRS among EASLIS students.
4. Efficiency of DRS towards information provision and access by EASLIS students

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Appendix A: QUESTIONNNAIRE FOR STUDENTS
This questionnaire is based on academic purposes about the topic, Digital Reference Service Awareness among EASLIS Students. You are kindly requested by the researcher to fill in this questionnaire accordingly to facilitate the researchers’ study findings. Your assistance is highly appreciated. Thank you.

SECTION A: BACKGROUND INFORMATION

Instructions
Tick the appropriate alternative or fill in where applicable.

1.0What is your sex? 1. Male
2. Female

1.1What is your level of education?
1. PHD
2. Postgraduate
3. Undergraduate
4. Others

1.2 What is your current course of study?
1. PHD in information Science
2. Masters in information Science
3. Bachelor of Library and Information Science
4. Bachelor of Records and Archives Management
5. Diploma in Library and information Science
6. Diploma in records and Archives Management

B. DIGITAL REFERENCE SERVICES THAT STUDENTS ARE AWARE OF
1(a). Have you ever received assistance in information searching using the interface of digital reference service?

YES NO

1(b). If yes, what kind of digital reference service are you aware of?

Chart references

Instant Messaging

E-mail

Social networking helps e.g facebook on the Library fan page

Video conferencing

Others, please specify
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

1(c) For what purpose do you use digital reference service? Please choose as applicable.

Types of Reference activity

Locating Materials

Document Delivery

Literature Search

Identifying and Gathering Materials

Bibliographic Verification

Use of Online Databases

Charting

Others

C. STUDENTS AWARENESS ON THE EXISTENCE OF DIGITAL REFERENCE SERVICES (DRS)

2(a). Are you aware of the existence of the DRS available on the Internet? YES NO

2(b). If yes, to what extent are you aware of the existence of the DRS facility? Please check the appropriate answer.

Digital Reference Services
Level of Awareness

High
Moderate
Fair
Level
E-mail reference

Social networking

Web OPAC

Instant Messaging (Ask-a-Librarian)

Web forms (in library website)

2(c).How did you learn the availability of digital reference services?
Library website
Library brochure
Library orientation
From a friend
Library bulletin
From The Librarian

Others, please specify
………………………………………………………………………………………………………………………………………………………………………………………………………………
............................................................................................................................................................

D. STUDENTS PREFERENCES IN USING DIGITAL REFERENCE SERVICES

3(a). Have you ever asked help from any personnel in respect to the use DRS? YES NO

3(b). When I want to know basic information about the library, I prefer to ask the librarian through

Please rank the following according to your preference (5 being the highest, 4, 3, 2 and 1respectively)

Digital Reference Services
Rank

Facebook (Library fan page)

Online tutorials

E-mail reference service

Web OPAC

Web Forms

3(c). When I need to request for document delivery, I prefer to do it via _____________

Please rank the following according to your preference (5 being the highest, 4, 3, 2 and 1respectively)

Digital Reference Services
Rank

Facebook (Library fan page)

Online tutorials

E-mail reference service

Web OPAC

Web forms

3(f).When I want to request for library orientation, I prefer to do it via __________
Please rank the following according to your preference (5 being the highest, 1 being the lowest)

Digital Reference Services
Rank

Facebook (Library fan page)

Online tutorials

E-mail reference service

Web OPAC

Web forms

SECTION E: STUDENTS DIGITAL REFERENCE SERVICE ATTITUDES

4. What are your attitudes on the use of DRS?

Use of DRS
Attitudes

Positive
Negative

SECTION F: CHALLENGES OF DIGITAL REFERENCE SERVICE
5(a). Do you face problems of challenges while using the digital reference service?

YES NO

5(b) If yes, what challenges do you face while accessing or using digital reference services?

Service interruptions (at times not available)
Accessing DRS need skills and experience
Network problems
Prohibitive costs
Lack of enough assistance from the staff
Technophobia (Fear to use DRS)
Lack of ICT skills

Others please specify
…………………………………………………………………………………………………………………………………………………………………………………………………....................

5(c) .What should be done to solve or mitigate on some of the challenges faced above?
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Appendix B: INTERVIEW GUIDE FOR STUDENTS

This interview guide is based on academic purposes about the topic, Digital Reference Service Awareness among EASLIS Students.. You are kindly requested by the researcher to respond to users thoughtful simple questions and have a dialogue accordingly. Your assistance is highly granted.

(1a). Have you ever received assistance in information searching using the interface of digital reference service?

(b) If yes, what kind of digital reference services are you aware of? And what do you use it for?

(c) If no, what other means do you use in reference to viable places or documents where to obtain needed information?

(2a). Are you aware of the existence of the Digital Reference Services as a form of information searching mechanism?

(b) If yes, how did you learn about the availability of digital reference services?

(3a.) Have you ever asked help from any personnel about the use of DRS?

(b)When you need to know basic information about the library, I prefer to ask the librarian through……………………………….
(c) When you need to request for document delivery, I prefer to do it via…………………………

(d) When you want to request for library orientation, I prefer to do it via......................................

(e) What is your level of preference on the use of digital reference?
(f) What attitude to you posses in your view on the use of digital reference service?

4(a) Do you face problems or challenges while using the digital reference service?

(b) If yes, what challenges do you face while accessing or using digital reference services?

(c) .What should be done to solve or mitigate on the some of the challenges faced above?

Appendix C: CHECKLIST FOR RESEARCHERS’ OBSERVATION

This observation checklist is based on academic purposes about the topic, Digital Reference Service Awareness among EASLIS Students. It includes some of the priority aspects that the researcher wished to observe physically to serve as a supplementary data collection tool and a mechanism in the verification and making of valid conclusions on the data collected from the respondents.

1. Check and see whether EASLIS students are aware of digital reference services?
2. Check on the forms of digital reference services used?
3. Asses the EASLIS student’s awareness on the provision and usage of digital reference service in the library and beyond library parameters?
4. To observe and see how often digital reference service is used by EASLIS patrons while seeking for information? Is there any staff member ready to attend to users?
5. How do EASLIS students seek assistance when they need assistance in digital reference service? What platforms do they need and who do they ask?

Appendix D: TABLE FOR DETERMINING SAMPLE SIZE FROM A GIVEN POPULATION

N
S
N
S
N
S
N
S
N
S
10
10
100
80
280
162
800
260
2800
338
15
14
110
86
290
165
850
265
3000
341
20
19
120
92
300
169
900
269
3500
246
25
24
130
97
320
175
950
274
4000
351
30
28
140
103
340
181
1000
278
4500
351
35
32
150
108
360
186
1100
285
5000
357
40
36
160
113
380
181
1200
291
6000
361
45
40
180
118
400
196
1300
297
7000
364
50
44
190
123
420
201
1400
302
8000
367
55
48
200
127
440
205
1500
306
9000
368
60
52
210
132
460
210
1600
310
10000
373
65
56
220
136
480
214
1700
313
15000
375
70
59
230
140
500
217
1800
317
20000
377
75
63
240
144
550
225
1900
320
30000
379
80
66
250
148
600
234
2000
322
40000
380
85
70
260
152
650
242
2200
327
50000
381
90
73
270
155
700
248
2400
331
75000
382
95
76
270
159
750
256
2600
335
100000
384

Note: “N” is population size “S” is sample size.