Information and communication technology skills among library and information science professionals: A predictor of enhanced library services

Abstract

The purpose of this study is to measure the information and communication technology (ICT) skills of library and information science professionals considering it as a predictor of enhanced library services. The study also finds out which ICT skill is the best predictor for better library services. A questionnaire was designed to collect data from librarians at university libraries in Punjab, Pakistan. Four constructs – computer skills, information storage skills, information retrieval skills and online utility software skills – were taken as the independent variables and a construct measuring library performance was taken as the dependent variable. After checking all assumptions, a multiple regression was run to predict the dependent variable from the independent variables. Further, comparison among the independent variables was made to check the level of contribution towards library performance. The regression model shows that the explanatory power of ICT skills for enhanced library services is slightly high, which indicates that a higher level of ICT competency among librarians is important for enhanced library services. Furthermore, the beta coefficient illustrates that the contribution of information retrieval skills towards enhanced library services was relatively high compared with the three other ICT skills. The study concludes that ICT skills are a prerequisite for better library services and the professional development of librarians.

Keywords

Information and communication technologies computer skills information retrieval skills information storage skills utility software skills competencies of LIS professionals library services regression analysis

Introduction

‘Information’ refers to the knowledge obtained from investigation, study or instructions (Merriam-Webster, 2020a), and ‘communication’ is an act of transmitting messages (Merriam-Webster, 2020b), whereas technology means accomplishing a task especially by using technical processes, methods or knowledge. Information and communication technology (ICT) denotes a form of equipment which is used to convey, store, generate, display, share or exchange information through electronic sources (Kalbande and Chavan, 2016). ICT is the assorted set of scientific tools and resources used to communicate and create, disseminate, store and manage information. In other words, ICT is an electronic means of apprehending, processing, storing and disseminating information (Alemna and Sam, 2006). ICT has simplified the creation, procurement, storage, arrangement, location, retrieval and transmission of information through electronic apparatuses (Haneefa and Shukkoor, 2010). The massive adoption of ICT has brought a worldwide change in information and knowledge creation and its transmission (Purnomo and Kusnandar, 2019). It has impacted not only our daily routine lives but also other segments of society – for example, railways, air travel, the banking sector, postal services, medical services, printing, electronic resources, the digitization of official papers, library resources, library networking, electronic commerce, trade and entertainment (Sinha et al., 2013). A similar impact has been observed in university libraries. Through the use of ICT in universities and research centres, it has become very easy to communicate quickly among people and organizations (Janakiraman et al., 2016). The application of ICT has revolutionized the traditional concept of libraries from a storehouse for books to an intellectual information centre (Ahire and Shewale, 2016). ICT has made it possible to control the information explosion in such a way that it is now possible to collect information from any library in the world regardless of the topographical location of the user and the library. This has only become possible due to computer software, telecommunications apparatuses, and memory and input–output devices (Gill, 2016). The adoption of ICT in libraries has resulted in a remarkable improvement in their services. ICT apparatuses and services are being used in libraries to organize materials more professionally and fulfil users’ needs rapidly (Kaur and Gaur, 2017; Kude, 2016). Various studies have substantiated the impact of ICT in different fields. However, a review of the literature shows that there is a scarcity of research regarding ICT skills as a predictor of enhanced library services. This study is therefore an attempt to fill this gap in the research.

Literature review

Bansode and Viswe (2017) report that due to rapid advancements in the technology environment, an increasing number of academic libraries have started to use digital technologies and resources. Looking at their infrastructure, libraries now allocate more space to ICT-related facilities and services. Moreover, they are offering automated circulation services and online digital reference services (Ayoku and Okafor, 2015). It is because of ICT that libraries are not restricted to their physical walls and people can consult essential information resources from anywhere in the world (Oyedokun et al., 2018). Technology has also transformed the role of librarians from a traditional to modern role. Eze (2012) states that cataloguing has a vital role to play in library operations, and applying ICT to cataloguing has made this work much easier, saving time and being more accurate than manual card or book records. Today, library and information science (LIS) professionals are using machine-readable cataloguing (MARC) standards for electronic cataloguing. Remote library catalogues are accessible to users through the Internet (Patel, 2012).

Mani et al. (2019) stress that librarians should always be aware of technological advancements. Oza and Mehta (2018) report a positive approach on the part of library professionals towards ICT applications and their usage in providing library services, but mostly LIS professionals did not have opportunities to develop their skills and competencies in their prescribed work. According to him, librarians’ skills will define the future of academic and research libraries. Fakkirappa Kattimani and Naik (2013) argue that, considering the advancements in ICT, the adoption of new ICT skills, as well as library management skills, is necessary for LIS professionals and subordinate staff. In other words, the skills of LIS professionals must be in accordance with the technological infrastructure (Iqbal and Khan, 2017). Raju (2014: 167) points out that the knowledge and skills required by academic librarians include ‘digital library development and handling of softwares’, technical support, quality standards, HTML coding, web mark-up languages such as SGML (Standard Generalized Markup Language) and XML (Extensible Markup Language) and in some extent skills in programming and scripting languages’.

Given the above scenario, many researchers have conducted studies on the ICT skills of LIS professionals. Ayoku and Okafor (2015) carried out a study to assess the ICT skills among librarians at Nigerian university libraries. The findings of their study reveal that many of the respondents did have knowledge of and skills in using email and word processing but lacked knowledge of search engines and directories, catalogues, e-resources, database management, web design and related applications. Iqbal and Khan (2017) conducted a study to examine the level of awareness of LIS professionals about ICT in a Pakistani university. Their findings disclose that a vast majority of the respondents were computer literate, having a good knowledge of library automation, digitization, and web-based services such as email, search engines, chat rooms, e-resources and online public access catalogues, for example. Yet most of them possessed less knowledge about programming languages. Kumar (2013) investigated the current ICT skills among librarians in Andhra Pradesh State, India. The respondents demonstrated knowledge of online utilities and services – for example, email, online LIS groups, networks and blogs – but had less knowledge with regard to technical skills such as optical character recognition and imaging technology. The main hurdles faced by these LIS professionals in obtaining ICT skills were the poor infrastructural facilities and a lack of support from management.

Dzandu and Dadzie (2012) conducted a study at six selected institutions in Ghana. Their study reveals that the use of ICT apparatuses, resources and services had a great impact on the research activities and work performance of research scholars. Ukachi and Anasi’s (2019) study also reports the positive impact of ICT on women’s access to material and child-health information. The study by Buarki et al. (2011) points out that, in spite of having rich resources, there are many flaws in the ICT applications in the field of library science in Kuwait. The main reason for this deficiency is the lack of training of LIS professionals in the use of computer applications. Gireesh Kumar (2013) argues that, in order to achieve the desired results from technology, it is necessary for LIS professionals to be equipped with the required ICT skills. Safahieh and Asemi (2010) conducted a study to assess the computer literacy skills of librarians at the University of Isfahan, Iran. Their findings show that the majority of the LIS professionals were comfortable with their level of ICT competency. Safahieh and Asemi recommend that the library management teams at university libraries should arrange programmes and sessions to train LIS professionals in the latest innovations and advancements in information technology. Mani et al. (2019) propose that a separate budget should be allocated to libraries for the purchase of computer hardware, software and such equipment that can be used to access information.

Uwaifo (2009) carried out a study in Nigeria to determine computer self-efficacy as a predictor of ease of use in librarians’ routine library operations. The findings of this study reveal that a majority of the respondents were self-efficacious with regard to computer skills, and that there was a significant positive relationship between computer-related self-efficacy and the use of computer-based libraries by the library staff. Uwaifo also claims that his study was helpful not only for the librarians, but also for the IT staff, university management and system administrators.

Mani et al. (2019) investigated the awareness of ICT skills among library professionals in Tirunelveli district, Tamil Nadu, India. Their findings reveal that due to an increasingly automated environment, LIS professionals needed to focus on training in the use of ICT-related equipment. Training in the use of the library’s software was extremely important. The provision of hardware and software, and subscription to electronic databases are also highlighted in their study. Okwilagwe and Ogbomo (2012) conducted a study on computer competencies as a predictor of the performance of lecturers in using electronic publications for research in university libraries in Nigeria. They observe that the lecturers had sufficient computer-related competencies to complete their scholarly tasks. Computer-related skills were proved to forecast lecturers’ utilization of scholarly electronic publications. In light of their observations, Okwilagwe and Ogbomo recommend that there is a need for training in ICT skills so that lecturers may use the scholarly publications more effectively, thereby enhancing their performance.

Owoeye (2011) conducted a study on ICT usage as a predictor of lawyers’ work productivity. Owoeye observed that the adoption of ICT had enhanced the performance of lawyers working in several law associations through the speedy provision of justice in the courts of Nigeria. The researcher also observed that the law profession in Nigeria was facing many challenges. He emphasized that there is a need to adopt ICT skills to enable rapid access to legal information by judges, lawyers and researchers. He also recommended that the government should provide such opportunities and facilities in that may help in appropriate usage of ICTs. Bajpai and Madhusudhan (2019) looked at the ICT skills of LIS professionals at the University of Delhi, India. Their study reveals that most of the library professionals had a basic knowledge of ICT. However, they were weak with regard to the use of operating systems and library software. Their study emphasizes that, in order to provide efficient library services, LIS professionals should focus on acquiring ICT-related skills.

Statement of the problem

ICT skills play a vital role in achieving the desired results in any organizational commitment. ICT skills have been studied as a predictor of performance in the research activities of researchers, lawyers’ achievements in their profession, and lecturers’ use of electronic resources to improve their research output (Adekunle et al., 2007; Okwilagwe and Ogbomo, 2012). Studies in the LIS field have disclosed that librarians feel comfortable in an automated library environment (Uwaifo, 2009) and that professionals with a high level of computer-related skills are likely to use electronic and digital information resources more efficiently than those with insufficient skills (Quadri, 2012). This demonstrates that ICT skills are a prerequisite for running daily library operations effectively. Considering this, many studies (Ayoku and Okafor, 2015; Bajpai and Madhusudhan, 2019; Bansode and Viswe, 2017; Fakkirappa Kattimani and Naik, 2013; Iqbal and Khan, 2017) have been conducted to determine the current position of ICT deployment in libraries; the impact of ICT on the library environment, including staff, services and users; and the skills of library professionals. However, the performance of libraries on the basis of these skills is yet to be explored. This study will therefore examine the ICT skills among librarians in university libraries as a predictor of enhanced library services. In this study, competencies in computer skills, information storage, information retrieval and online utility software will be looked at in relation to the performance of libraries.

Research objectives and hypotheses

The main objective of this study was to measure the ICT skills – computer skills, information storage skills, information retrieval skills and online utility software skills – of LIS professionals as a predictor of enhanced library services. The following two hypotheses were developed to achieve the objective: (1) How well do the four measures of ICT skills (competencies in computer skills, information storage skills, information retrieval skills and online utility software skills) predict better library performance/services? (2) Which of the ICT skills (computer skills, information storage skills, information retrieval skills or online utility software skills) is the best predictor of library performance/services?

Research design

Instrument

A quantitative research method – a questionnaire – was considered appropriate for this study as Creswell and Creswell (2017) describe that quantitative surveys help in gathering a large amount of data in a short time and present a numeric or quantitative description of a population’s attitudes. Consulting the literature, a questionnaire was designed to collect data from the respondents. The questionnaire was divided into two parts. Part A comprised ‘Acquired competencies’: (1) competencies in computer skills, (2) competencies in information storage, (3) competencies in information retrieval and (4) competencies in online utility software. Part B looked at the impact of ICT competencies on library performance with regard to the acquisition, technical, circulation and reference sections. A five-point Likert scale was used in Part A of the questionnaire to measure the responses for ICT skills, ranging from 1 (very low in competencies) to 5 (very high in competencies); in Part B, a five-point Likert scale was used for the measurement of library performance, ranging from 1 (Strongly disagree) to 5 (Strongly agree). The researchers also maintained the content validity of the instrument by consulting with a group of five experts in LIS. To verify each question, the questionnaire was tested by the group of experts in LIS. This test was measured by careful coding of the data and statistical data analysis software (SPSS). The Cronbach’s alpha coefficient of the instrument was computed and reported as a Cronbach’s alpha value for measuring competency in computer skills (n = 17, α = 0.903), competency in information storage devices (n =11, α = 0.831), competency in information retrieval methods (n = 18, α = 0.915), competency in online utility software (n = 5, α = 0.797) and library performance (n = 4, α = 0.896) (see Table 1).

Table 1.

Study variables, number of statements/items and Cronbach’s alpha values.

Study variables		Number of items	Cronbach’s alpha
ICT skills	Competency in computer skills	17	0.903
	Competency in information storage devices	11	0.831
	Competency in information retrieval methods	18	0.915
	Competency in online utility software	5	0.797
Library performance		4	0.896

Population

The population of the study was LIS professionals working in public and private sector university libraries in Punjab, Pakistan. The data collection was carried out by distributing the questionnaire among LIS professionals and the researchers collecting the completed questionnaires. A number of approaches (i.e. personal visits to librarians’ offices, mailings, emails and social media tools) were used for data collection in order to get the maximum response. All of the respondents participated in the survey on a voluntarily basis. The total population of the study was 360, while the sample size for the current study is 187, as suggested in Krejcie and De Morgan’s (1970) table of sampling. A total of 180 completed questionnaires was gathered; 12 questionnaires were rejected due to either incomplete or invalid responses, and the remaining 168 were considered to be fit for data processing by following systematic random sampling.

Measure

After checking all the assumptions, a multiple regression was run to predict the dependent variable (enhanced library services) from the independent variables (computer skills, information storage skills, information retrieval skills and online utility software skills). Further, a comparison among the independent variables was conducted to check the level of contribution towards enhanced library services.

Multicollinearity

The relationship between all the independent variables and the dependent variable was found to be above 0.3 (see Table 2). Further, the independent variables having a relationship of less than 0.7 between them were taken for the analysis. Two factors – competencies in application software and competencies in library automation software – with a more than 0.7 relationship were merged and renamed ‘computer skills’.

Table 2.

Relationship between enhanced library services (dependent variable) and the four dimensions of ICT skills (independent variables) (n = 168).

Variables	Enhanced library services	Computer skills	Information retrieval skills	Information storage skills	Utility software skills	p
Enhanced library services	1
Computer skills	0.626^**	1				0.000
Information retrieval skills	0.572^**	0.564^**	1			0.000
Information storage skills	0.536^**	0.567^**	0.401^**	1		0.000
Utility software skills	0.353^**	0.416^**	0.371^**	0.440^**	1	0.000

Correlation is significant at the 0.01 level (two-tailed).

The tolerance value for the independent variables was found to be between 0.533 and 0.747, which is not less than 0.10, therefore we have not violated the multicollinearity assumption. This is also supported by the variance inflation factor values of 1.338 to 1.631, which are less than the cut-off value of 10 (see Table 5).

Normality, outliers, linearity, homosedacity and independence of residuals

The normal P–P Please spell out P in full] plot shows that all points lie in a reasonably straight line, suggesting no major deviation from normality. Most of the residual scores in the scatter plot of the standardized residuals are distributed rectangularly, concentrating in the centre.

Further, the outliers were also checked by inspecting the Mahalanobis distance. In this study, four independent variables were used. According to Tabachnick and Fidell (2007), the critical value for the four independent variables is 18.47. One case was found to have a Mahalanobis distance value of more than the critical value given in the residual statistics table. Pallant (2010) states that if only one case has a higher Mahalanobis distance value, it does not matter and it may be ignored. Similarly, in the casewise diagnostics table, only one case has a residual value of −3.67, which is more than the desired residual value of below −3.0 or above 3.0. The recorded score (51) of this respondent in the casewise diagnostics table did not predict well against the predicted value of library performance (101). In normally distributed cases, only 1% of cases would be expected to fall outside the range −3.0 to 3.0. Further, in the residual statistics table, the maximum value for Cook’s distance is 0.071, suggesting no major problems.

Limitations of the study

There are various factors that can be used to measure ICT skills and library performance, as discussed in the literature. However, this study is limited to the following ICT factors: competencies in computer skills, competencies in information storage, competencies in information retrieval and competencies in online utility software. Two factors – competencies in application software and competencies in library automation software – were merged into competencies in computer skills by following the assumption mentioned in the multicollinearity section above.

Results

The descriptive statistics show that most of the respondents use the Windows operating system and have abilities in working with Microsoft Word, Excel and PowerPoint, compared with other application software. As far as automation is concerned, most of the librarians have the ability to use Koha integrated software for library automation. Furthermore, they use Google Drive and Dropbox for the storage of data. It was found that most of the respondents are proficient in using the URL and Web OPAC search engines for online information retrieval. However, less competencies were found in the usage of online utility software, except for electronic document delivery services. The results of the current study show that a statistically significant difference was found between all of the independent variables (computer skills, information retrieval skills, information storage skills and utility software skills) and the dependent variable (enhanced library services) (see Table 2).

After checking all the assumptions, a multiple regression was run to predict library performance from the multiple factors (computer skills, information retrieval skills, information storage skills and utility software skills). As shown in Table 3, library performance of a value of 0.706 indicates a respectably high level (70.6%) of prediction. The coefficient of determination (R²) of 0.486 explains that the independent variable (ICT skills) explains 49.8% of the variability from the dependent variable (library services).

Table 3.

Evaluation of the model.

Summary
R	R ²	Adjusted R²	Standard error of the estimate
0.706	0.498	0.486	13.61947

The analysis of variance (Table 4) shows that these independent variables (computer skills, information retrieval skills, information storage skills and utility software skills) statistically significantly predicted the dependent variable (library services): F(4, 163) = 40.405, p < 0.000, R = 0.706.

Table 4.

Summary of statistical significance prediction.

Analysis of variance
	Sum of squares	df	Mean square	F	p
Regression	29978.643	4	7494.661	40.405	0.000
Residual	30234.874	163	185.490
Total	60213.518	167

Evaluating each of the independent variables

The researchers were also interested in comparing the contribution of the independent variables to the same scale, so standardized coefficient values were taken. As shown in Table 5, the largest beta coefficient is 0.349 for information retrieval, indicating that information retrieval makes a respectable contribution to explaining library performance when the variance explained by all of the other variables in the model is controlled for. The beta values for information storage (0.269) and computer skills (0.221) were slightly lower, indicating that they made less of a unique contribution. Utility software (0.029) was much lower, indicating that it made much less of a contribution. The results show that the three variables of computer skills, information retrieval skills and information storage skills made a significant unique contribution to the prediction (library performance) but the utility software skills variable did not.

Table 5.

Summary of regression results.

	Unstandardized coefficients		Standardized coefficients	t	p	Correlations			Collinearity statistics
	β	Standard error	β			Zero order	Partial	Part	Tolerance	Variance inflation factor
Constant	29.09	5.033		5.780	0.000
Computer skills	0.490	0.159	0.221	3.086	0.002	0.550	0.234	0.173	0.613	1.631
Information retrieval skills	0.426	0.083	0.349	5.157	0.000	0.581	0.373	0.290	0.690	1.449
Information storage skills	0.449	0.117	0.269	3.836	0.000	0.540	0.286	0.215	0.642	1.558
Utility software skills	0.116	0.261	0.029	0.444	0.658	0.363	0.035	0.025	0.748	1.338

The results presented here help to answer the hypotheses posed in this study. The model of this study (including computer skills, information retrieval skills, information storage skills and utility software skills) explains 49.8% of the variance in library performance. Of the four variables, information retrieval skills (β = 0.349) make the largest unique contribution. However, computer skills (β = 0.221) and information storage skills (β = 0.269) also make a significant contribution, while utility software skills (β = 0.029) make less of a contribution to the hypotheses posed for the current study.

Discussion

The regression model, which compares the independent variables of ICT skills with the dependent variable of enhanced library services, shows that ICT skills explained 49.8% of the variance in enhanced library services. This means that the explanatory power of ICT skills with enhanced library services is at a slightly high level, which shows that higher levels of ICT competencies (computer skills, information retrieval skills, information storage skills and utility software skills) are important for enhanced library services. The results of this study are consistent with the findings of Uwaifo (2009), which suggest that computer self-efficacy helps librarians in their routine operations. The underlying ICT features of the current study’s findings are also elaborated on by Bansode and Viswe (2017) and Ayoku and Okafor (2015), state that ICT-related competencies help in offering automated circulation services and online digital reference services to users. ICT skills enable librarians to work confidently, which helps them to offer better library services to users. If a library provides opportunities for librarians to share their ICT skills with each other, it may stimulate library services in a positive way.

In light of the results obtained, the variables of ICT skills may greatly facilitate the enhancement of library services in several ways. First, the findings regarding operating systems seem to be true in light of the overall picture of society using Windows and its popularity. The current findings may support the proposition of Dougherty and Schadt (2010), as well as Kumar (2013), in favour of the Windows operating system, as they claim in their studies that knowledge of operating systems is essential for librarians.

As far as application software is concerned, the LIS professionals indicated their familiarity with Microsoft Office but less familiarity with Microsoft Publisher and Microsoft Outlook. However, Microsoft Outlook is considered suitable for sending emails, as well as the personal management of information and record keeping. It is called a personal information management apparatus due to its features, which include a calendar, assignments, contacts and notes. Outlook is very useful in libraries for notifying staff of a meeting schedule if, for example, a meeting is called at short notice between library professionals and library administration within or outside the library. Outlook is also suitable for sending emails to users about overdue materials and keeping users updated in providing current awareness services and selective dissemination information services. The findings of the current study regarding application software are consistent with the study of Ayoku and Okafor (2015), as they also report that skills among librarians in using Word, Excel and PowerPoint were found to be satisfactory.

The results also show the ability of LIS professionals to use either customized library software or online library integrated software at a high level, except for Virtua library software. Virtua is library integrated software and is considered to be a comprehensive library tool; it was developed considering flexibility and ease of use by either staff or patrons. In their study, Husain and Ansari (2007) outline that Virtua is Windows-based client/server library integrated software which provides Unicode support due to its technology. Virtua is also flexible for defining and setting rules according to the concerns of a library, and integrating all library activities, from library management to providing services to users, especially control over increasing circulation, cataloguing, serials, acquisitions and managing vendor records.

Second, the competency of LIS professionals in using information storage devices was at a moderate level, except for Google Drive, where the competency level may be considered relatively high. So, there is a need for LIS professionals to enhance their skills in using online storage devices such as iCloud, Microsoft SkyDrive and Dropbox. One the other hand, the skills of LIS professionals were not satisfactory in using magnetic tapes, magneto-optical discs and microfiche cards. An important aspect of microfiche cards is that manuscripts can be converted and preserved through microfiche cards.

Third, LIS professionals were proficient in using information retrieval methods, particularly accessing information by using search engines like Google and Alta Vista, and accessing web pages using URL and Web OPAC. These results are consistent with the study by Bronstein and Tzivian (2013), where they observe that LIS professionals reported a high level of self-efficacy with regard to information retrieval; they also found a correlation between self-efficacy perceptions and several socio-demographic variables.

The competency of LIS professionals to access information from metasearch engines, especially information from metadata, may be very helpful in using open-source library integrated software. Reddy and Kumar (2013) observe that libraries with small budgets remained under constant pressure due to a lack of financial resources, and considered the automation of their housekeeping operations as a financial burden due to the high cost of commercial software. According to Reddy and Kumar, this problem has been solved in the shape of the development of open-source software. They also recommend that librarians in the modern era need to gain the necessary training in using open-source software considering the demand for it, due to it being low cost or free of cost; that this is the only way to face the challenges enforced by the commercial software in the market; and that libraries should reserve their budgets for other necessities. Competency to search for information using social networking sites like Facebook and Twitter seems to be at a high level, which is a positive aspect of LIS professionals because it indicates that they are sharing new ideas, trends and information in the field of LIS among themselves. However, competency in information retrieval skills among LIS professionals was identified to be at a high level and they had a good command of retrieving information. Kavulya (2007) recommends in his study that the LIS curriculum should include hardware and software skills, as well as skills for database development and maintenance, digitization processes, electronic information, Internet use, and information storage and retrieval.

Lastly, the results also show that LIS professionals are very familiar with using online utility software – for example, antivirus, WinRAR and WinZip. One can compress huge files by using WinRAR software, so that they can be transferred easily between storage devices as well as uploaded in an email. WinRAR is also called an archive administrator due to its data backup features and the fact that it can be used to decrease the size of email attachments, expand RAR, ZIP and other files downloaded from the Internet, and generate new archives in RAR and ZIP file formats. Competency in the use of this software enables LIS professionals to send huge data files after compression and to extract large original files on receiving them, particularly for inter-library loan services, current awareness services and selective dissemination of information services. Ademodi and Adepoju (2009), Choudhury and Sethi (2009), Cobblah (2002), Omotayo and Fadehan (2008), and Safahieh and Asemi (2010) all emphasize that some type of training in the use of ICT should be given to LIS professionals to prepare them to cope with future technological demands.

ICT skills and enhanced library services

The regression model shows an overall significant contribution of ICT skills to the prediction of enhanced library services. An examination of the standardized beta coefficient illustrates that the contribution of information retrieval skills was higher compared with information storage and computer skills, while utility software skills were observed the make the least contribution towards enhanced library services. Theoretically, ICT skills were composed of four components – information retrieval skills, information storage skills, computer skills and utility software skills. All four components have a relationship with each other, which is why a librarian who has retrieval, computer, storage and utility software skills can perform their duties efficiently and facilitate users in a better way, impacting positively on the performance of their library as well as expanding their personal capabilities. For instance, a librarian’s information retrieval skills could help in acquiring and developing library material. Such skills are also helpful for librarians in searching, locating, downloading and providing material for users and researchers. Expertise in computer skills – operating systems, application software and automation software – also helps librarians to perform library services. Proficiency in information storage skills helps with online storage devices like iCloud, Microsoft SkyDrive and Dropbox. Competency in the use of utility software enables LIS professionals to compress huge amounts of data for inter-library loan services, current awareness services and selective dissemination of information services. Finally, learning, establishing and implementing the processes of ICT in a library could be helpful in the provision of advanced services to users and the enrichment of libraries’ effectiveness at universities.

Conclusion and recommendations

The results of this study reveal that both hypotheses are supported by the findings and a significant correlation was found between the ICT skills of LIS professionals and enhanced library performance. The role of ICT is considered to be very positive in every field of life, and libraries are no exception in this regard. Today, libraries offer digital and automated library services to their patrons at their desktops. The focus of librarians’ roles has also changed, from the acquisition, storage and conservation of printed materials to searching, accessing, retrieving and disseminating information. As in previous studies, this study emphasizes the application of ICT in libraries. Similarly, LIS professionals’ ICT skills are a significant predictor of enhanced library services. Therefore, it is essential that LIS professionals equip themselves with the skills that are necessary to work with ICTs.

In light of the findings of this study, it is recommended that LIS professionals concentrate on learning ICT-related skills. They need to get the required technical and ICT-related training in this respect. LIS professionals should learn to use operating systems other than Windows. They should learn to use the application programmes which are run on these operating systems, particularly the library integrated automation systems that are mostly run on Linux and Macintosh. Although LIS professionals demonstrated their competency in using application software, especially Microsoft Office, there is a need to enhance their skills in using Microsoft Access, Microsoft Publisher and Microsoft Outlook. In particular, competency in using Microsoft Outlook can be useful in circulation, current awareness and selective dissemination of information services. LIS professionals could consult the audiovisual tutorials for this software, which are readily available online. The respondents of this study expressed their proficiency in using the Library Information and Management System library automation software, which is used in small libraries in Pakistan. However, there is a need to gain skills in using other library integrated automation software, including Virtua, Insignia and Koha. Competency in storing information in online storage drives is necessary for saving data and sharing points of view. Microsoft SkyDrive, iCloud, Google Drive and Dropbox are suitable for LIS professionals to use for saving official and personal data. Skills in using metasearch engines are also a prerequisite to deal effectively with user queries.

Footnotes

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship and/or publication of this article.

ORCID iD

Arslan Sheikh

Author biographies

Shamshad Ahmed is an associate professor in the Department of Information Management at the University of Sargodha, Pakistan. He has been associated with the profession of teaching since 2010. Shamshad is a dedicated academician in the LIS community in Pakistan. He has published in a number of national and international journals. He can be contacted at: shamshad.ahmed@uos.edu.pk

Arslan Sheikh serves as in charge of the Reference and Research Section in the Library Information Services at COMSATS University Islamabad, Pakistan. He earned his Master of Library and Information Science from the University of the Punjab, in 2006 and his MS in Library & Information Science from Sarhad University of Science and Information Technology, in 2019. Arslan has been associated with many educational institutions. He is a dynamic researcher, with several national and international research publications to his credit. In addition, he serves as a reviewer for many highly ranked international research journals and has been the editor of the Library Information Services Bulletin, a quarterly newsletter for all COMSATS campus libraries. Arslan is also the recipient of many appreciation and research awards, including a consistent recipient of the Research Productivity Award, conferred by COMSATS University Islamabad since 2014. His research interests include open-access publishing, social media networking, digital reference services, scholarly communication and research data management. He can be reached at: arslan_sheikh@comsats.edu.pk and by cell at: +92-3219423071.

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