CHAPTER IV Data Presentation, Analysis and Interpretation: Part- - - PDF document

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CHAPTER IV

Data Presentation, Analysis and Interpretation: Part-

• 4. 1. Introduction

The data collected from Librarians has been analyzed in this part keeping in view of the objectives of the study. The data is presented using tables and graphs/pie charts wherever necessary and

• desired. Descriptive and Inferential statistics were used in the analysis
• f data which is described and discussed in the forthcoming sections

sequentially. 4.2. Extent of Responses The data is collected from the sample Colleges of Education in two sets of questionnaires. 1) Questionnaires distributed to the College Librarians and; 2) Users of the College Libraries under study. There are 91 Education Colleges at the time of data collection (See Annexure-1). These colleges offering B.Ed. course. Majority 81 (89.0%) of education colleges are un-aided, followed by aided Colleges 9 (9.89%) and only one (1.10%) college is administration by the government. As it is found there is some conditions of stability and continuation of affiliation of the colleges. Taking this in view for the study only active colleges were short listed, identified and selected as fully functioning colleges. It also further examined the criteria like, the students admission, continuation of affiliation faculty strength and statures and establishment and so on. For this purpose the researcher sought the help and guidance from the Academic section of the Bangalore University for authentic information in this regards. From among the total of 91 colleges as mentioned in the beginning 62

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colleges were selected under the identified criteria and the questionnaires were distributed to the Librarians of respective

• colleges. Out of which 62 B.Ed. colleges about 51 colleges have

responded positively and response rate is 82.25%. 4.3. Year of Establishment of Colleges: The year of establishment of colleges is an important characteristic for assessing its length of service to the budding

• teachers. It is already mentioned in the literature review that in 1978

there were only 30 colleges of education in Karnataka and only 4 were affiliated to the Bangalore University. The study has taken stock of colleges of education established since then. The year of establishment is reckoned as parameter to present the data and data is presented under Table 1. The years of establishment have been grouped in three blocks viz. before 1980, between 1981-2000 and 2001 onwards, with a span of 20 years each. It is found from the Table 4.1 that 37 (70.56%) colleges of education colleges are established after new millennium i.e., 2000. Only 8 colleges were established before 1980 and 7 (13.75%) colleges were established during 1981-2000. Thus based on the above statistics, it can be inferred that the number of education colleges is established after 2001 are large in number compare to all the earlier periods (Figure 4.1). This is due to compensate with growing demand

• f the course and to meet the trained teachers for secondary

education sector in the state. This growth can also be viewed from the number of schools that have also come-up during the last one decade proclamation of free and compulsory education by the Government of India.

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Table 4.1: Year of Establishment of Colleges of Education Sl. No. Year of Establishment Number of Colleges estd. Percentage 1 Before the year 1980 8 15.68 2 Between 1981-2000 7 13.74 3 After 2001 36 70.58 Total 51 100.00 Figure 4.1: Year of Establishment of Colleges of Education 4.4 Gender-wise Distribution of Librarians Table 4.2: Gender-wise Distribution of Librarians

• Sl. No.

Description Number of Respondents Percentage 1 Male 36 70.58 2 Female 15 29.42 Total 51 100 Out of 51 Education College Libraries 36 (70.58%) are headed by male librarians and remaining 15 (29.43%) librarians are women librarians (Table 4.2). Here the relevance of this distribution is not

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very significant, but it can be presumed that male librarians in college

• f education libraries have been predominant as there might be some

reluctance from women library professionals to join the colleges of education (Figure 4.3). 70.58 29.43 10 20 30 40 50 60 70 80 Male Female Figure 4.2: Gender-wise Distribution of Respondents Table 4.3: List of B.Ed Colleges, website and Librarians working in Education College Libraries of Bangalore University.

Sl. No. Name and Website of the College Name of the Librarian Gender Status 1 Acharya College of Education, www.acharya.ac.in Paramesh, K Male 2 Al-Ameen College of Education, www.alameen.edu/bed Jilani Amhammad Male 3 Amitha College of Education www.amithabedcollege.org Jayaram, K Male 4 Anugraha B.Ed. College Padma, H.S Female 5 Anupama College of Education, Shambulinge Gowda Male 6 Bapu college of Education www.bapugroupofinstitutions.com Manjushree, H.S Female 7 BES College of Education, Archana Female 8 Cauvery B.Ed. College cauverybedcollege@gmail.com Ravichandra Male 9 C.M.R. College of Education www.cmr.ac.in Vishnuvardhana Raju, H.Y Male 10

• Dr. Ambedkar College of Education,

Manashetty, V.G Male

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Sl. No. Name and Website of the College Name of the Librarian Gender Status www.kpesocity.org 11 Huliappa Mallma B.Ed. College www.srsect.edu.in Chandanna Female 12 J.S.S. Institute of Education www.jss.ioebng.com Keerthi Kumari M. Awati Female 13 www.klebed.org Shivalinga Swamy Male 14 Lourdes College of Education, www.lgibangaloer.org Marry Kutti Manoj Male 15 M.E.S. Teachers College www.mesinstituions.org Girija, S.R. Female 16 Miranda college of Education

• www. Mirindacollege.co.in

Babu Male 17 Mother Teresa College of Education www.motherteresainstitution.org Jesinta Female 18 M.S. Ramaiah college of Education, www.msrcasc.org Umeshkumar Male 19 New Horizon college of Education www.newhorizon.india.edu Venkatesha, Male 20 Padmasree College of Education www.pactedu.org Sunil,C. Male 21 Rajajinagar college of Education www.ktstes.com Muniraju Male 22 Reva Institute of Education www.revainstitution.org Sadashiva Naik, K Male 23 R V Teacher's College www.rvtc.co.in Umadevi, G. Female 24 SCT college of education www.sctinstitutions.net Shobha, A.S Female 25 SJB College of Education www.sjbcoe.ac.in Kumar Gowda Male 26 SJES College of Education, www.sjeinstitution.com Sharvani, T.S Female 27 www.smt.education .org Kokilavani, M Female 28 Sree Sarvajna College of Education www.survajna.org Vardhaiah, G.C. Male 29 Sanjay Gandhi college of Education, www.sjce.ac.in Vijayalakshmi Female 30 The Oxford College of Education www.theoxford.edu Gopal, K Male 31 The Regency College of Education, Hamsa veni Female 32 Vijaya Teachers College www.bhshes.org/vtc Suresh, N.P. Male 33 Vivekananda college of Education Narayan, R.E Male 34 G.M. College of Education Srikanth Male 35 Nalanda College of Education Nagaraj Male 36 Crescent B.Ed college Jainulla Abedien Male

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Sl. No. Name and Website of the College Name of the Librarian Gender Status 37 M.H. B. B.Ed. Education www.mes-group.org Leela, K. Female 38 Sree Nirvanaswamy College of Education, Nagesh Male 39 Sree S. Kariyappa College of education, Mamatha Female 40 Sree Raghavendra college of Education, Prasanna Kumar Male 41 Sree Sharada B.Ed. College, Srinivasa Murthy Male 42

• Govt. College of Education

Aswathappa, V. Male 43 Sree K. Venkatapatheppa College of Education, Guru Prasad Male 44 Gold Field College of Education Deve Gowda, K.G. Male 45 Rajiv Gandhi College of Education prasadayns@gmail.com Muralidhar, R. Male 46 Ravi B.Ed. College, Ramesh Kumar Male 47 R.R. B.Ed. College, www.rrinstutions.com Chandramoulesh Male 48 Srirama, J Male 49 Sree Hemadri B.Ed. college Suresh Male 50 Suguna B.Ed. College, Muniraju Male 51 Vishnu B.Ed. College, Babu Prasad Male

4.5. Official Website of the College The birth of Internet and World Wide Web (WWW), popularly known as Web given more avenues and opportunities for the

• rganizations and institutions to showcase the products, services and

administrative activities. The official website of a college will act as an intermediary between the institutions and all stakeholders of the

• college. It is good noted that majority 31 (60.8%) of the education

colleges are having their own official website. However 20 (39.2%) colleges are not having website (Table 4.4 and Figure 4.3). Table 4.4: Availability of the College Website

• Sl. No.

Answer Number of Colleges Percentage 1 Yes 31 60.8 2 No 20 39.2 Total 51 100.0

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Figure 4.3: Availability of the College Website 4.6 Distribution of Respondents by Age the data is presented in Table 4.5. It is found from the Tabulated data that the librarians in the age group 31-40 are higher than the other two categories. The majority of them with strength of 36 (70.59%) are in the age group of 30-40 of the total population of librarians. This is followed by12 (23.52%) are in the group of between 41 and 50 years and only 3 (5.89%) are in the age group of above 51 years. It was observed that the age group of education college librarians under the study well compensated in terms year of establishment of Education College libraries, as the number of colleges started between 1981-2000 higher and this interpretation of comparing the age with the year of establishment is

• justified. Like the gender categorization results the Age-wise

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distribution has focused characteristic but is of only academic interest. The age-wise distribution of data is quite obvious. The number of colleges established after 2001 and gender-wise categorization would reflect some hints on this aspect. Hence the age-wise distribution can be examined separately as it may not be within the purview of this

• study. Next, the number years of experience possessed by the

Librarians is tabulated and explained (Figure 4.4). Table 4.5: Distribution Respondents by Age

• Sl. No.

Description Number of Respondents Percentage 1 Below 30 years 17 33.33 2 Between 31 and 40 years 19 37.26 3 Between 41 and 50 years 12 23.52 4 Above 51 years 3 5.89 Total 51 100

Figure 4.4. Age-wise of distribution of respondents

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4.7 Years of Experience of Librarians: criteria for which the data has been computed and Tabled under table 4.6. It is found from the table that more than half (54.9%) numbering 28 librarians have less than 5 years of experience, followed by 14 (27.5%) respondents are having experience between 6 and 10 years, 6 (11.8%) number of librarians have experience between 11 and 20 years and only a small number of 3 (5.8%) have above 21 years of experience in the libraries. Table 4.6: Number of Years of Experience Sl. No. Description Number of Respondents Percentage 1 Less than 5 years 28 54.9 2 Between 6 and 10 years 14 27.5 3 Between 11 and 20 years 6 11.8 4 Above 21 years 3 5.8 Total 51 100.0 This data can again be correlated to the number of Colleges established in different years. 4.8 Professional Qualifications of Librarians The basic and professional qualifications of the Librarians working B.Ed. Colleges are presented in Table 4.7. The prescribed qualification for librarians in colleges, as per the recruitment norms is programmes are offering M. Phil. Ph.D. degrees too so the librarians have tended to acquire and upgrade qualifications (Figure 4.5). In the light of this background the qualifications of Librarians might also be

• bserved. It was observed from the study most of B.Ed. Colleges have

appointed professionally qualified librarian with professional qualifications.

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Table 4.7: Professional Qualifications of Librarians Sl. No. Description Number of Respondents Percentage 1 UG with BLIS 6 11.8 2 UG with MLIS 26 51.0 3 PG with BLIS 5 9.8 4 PG with MLIS 8 15.7 5 PG with M.Phil 6 11.7 Total 51 100.0 Figure 4.5: Professional Qualifications of Librarians It is noted that more than half the 26 (51%) respondents possess UG with MLIS followed by 8 (15.7%) Librarians possess PG with MLIS, and 6 (11.7%) each PG MLIS with M. Phil. It is interesting to note that some of the Librarians still have P.G. with BLIS, 5 (9.8%) numbers and also 6 (11.8%) still with UG and BLIS qualifications. It is desirable that why these Librarians could not update their qualifications despite many distance education programmes also available for Librarians to improve their qualifications.

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4.9 Nature of Appointment of Librarians: The nature of appointment Librarians has be on the policy change since last 2-3 decades as government has imposed some ban

• n appointment of permanent positions. Hence there is more and

more contractual appointment of consolidated honorarium. However the natures of appointment have also their positive and adverse

• effects. This is also an influencing factor for the responsive and good

management of library and also helpful to provide quality library and information services to the users. In this context the response of B.Ed. college librarians are collected on the nature of appointment of librarians and presented under Table-4.8 (Figure 4.6). Table 4.8: Nature of Employment

• Sl. No.

Description Number of Respondents Percentage 1 Permanent 25 49.0 2 Temporary 21 41.2 3 Consolidated 5 9.8 Total 51 100.0 Figure 4.6: Nature of Employment

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Out of 51 education college libraries around half of the 25 (49%) the librarians are working on permanent basis and the remaining Librarians are working on Temporary and consolidated basis. 4.10 Specialized Training Acquired: There are number of professional training programmes available to Librarians now. So a question was asked about librarians of colleges of education having acquired such training. It is expected that with specialized training the services to the users can be improved. It is noted from the Table 4.9 that, the majority of the 32 (62.7%) librarians have not acquired any specialized training and only 37.3% librarians are expressed that they have undergone some specialized training programme to upgrade their knowledge and possess new skills to serve the user better (Figure 4.7). If fact presently the bodies of assessment of evaluation of educational institutions have also made it essential that staff upgrade knowledge and skills periodically. Table 4.9: Specialized Training acquired by librarians

• Sl. No.

Answer Number of Respondents Percentage 1 Yes 19 37.3 2 No 32 62.7 Total 51 100.0 Figure 4.7 Specialized Training Acquired by Librarians

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4.11 NCTE Norms vis-à-vis Library Staff: National Council of Teacher Education has set certain norms towards the qualification, experience and the nature of employment of and acquisition of specialized training by the Library staff for the colleges of education. It is important that these norms are followed as they are mandatory on the Institutions. The NCTE has fixed these norms and standards in 2007 and 2009. In this context, the study of standards suggested by Setty has to be observed too. Though the standards were suggested way back in 1975 when the number of colleges of education in the state was quite small, the standards still have relevance to provide appropriate and user oriented services in the Libraries. The NCTE (2007, 2009) Norms and Standards for Secondary Teacher education Programme leading to Bachelor of Education Degree course has suggested a fulltime Librarian and with Bachelor of Library and Information Science Degree. Besides the library staff the NCTE has also prescribed space and learning resources for the library. 4.12. Availability of Supporting Staff in the Library According to Dr. S.R. Ranganathan the trinity concept of library i.e., Uses, Collection and Staff. Therefore libraries necessary to have qualified and competent professionally qualified and support are very much essential to serve the all type of users. The availability of supporting staff in Education College libraries under the study is presented in Table 4.8. It was observed from the table that there are 22 assistant librarians and 30 library assistance are working in Education College libraries under the survey. In addition these there are few non-professional staffs are also helping librarians to routine functions of the library (Figure 4.8). But when we look at the total number of libraries and library collections the supporting staffs are inadequate.

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Table 4.10: No. of Supporting Staff

• Sl. No.

Category

• Asst. Librarian

Library assistant 1 No sub staff 22 (43.13%) 30 (58.82%) 2 1 sub staff 22 (43.13%) 19 (37.25%) 3 2 sub staff 7 (13.72%) 2 (3.91%) Figure 4.8: No. of Supporting Staff 4.13. Open and Closing Hours of the Library: Library opening and closing hours always should be user

• friendly. As per as academic libraries are concern library should kept
• pen before commencement of classes and after closing hours classes.

Then only students and faculty members can visits the library for browse and access to library resources. The table 4.11 presents the library opening hours of education college libraries under the study. It is noticed from the table the opening and closing hours of the library is varying from one library to another library. Some libraries 11 (21.57%) are kept open from 10.00am to 5.00pm, 9 (17.65%) libraries

• pens from 9.00am to 5.00 pm (Figure 4.9).

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Table 4.11: Open and Closing Hours of the Library Sl. No. Library opening and Closing hours Number of Colleges Percentage 1 7:45- 4:00 1 1.96 2 8:00 - 6:00 1 1.96 3 8:30 - 4:30 1 1.96 4 8:30 - 5:30 2 3.92 5 9:00 - 4:00 2 3.92 6 9:00 - 5:00 9 17.65 7 9:00 - 5:30 1 1.96 8 9:00 - 6:00 2 3.92 9 9:30 - 4:00 1 1.96 10 9:30 - 4:30 5 9.80 11 9:30 - 5:00 3 5.88 12 9:30 - 5:30 1 1.96 13 9:30 - 6:00 2 3.92 14 10:00 4:00 4 7.84 15 10: 00 5:00 11 21.57 16 10: 00 5:30 2 3.92 17 10: 00 6:00 1 1.96 18 10.30 4.30 2 3.92 Total 51 100 Figure 4.9: Open and Closing Hours of the Library

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4.13.1. Extension of Library Hours: The academic libraries need to be extended their library hours particularly during the examination period. This period is very crucial for the serious students to prepare the semester and annual

• examination. Table 4.12 reveals that, the opinion of the librarians on

the extension of the library hours. More than half 29 (56.9%) of the education college librarians are expressed that they extend the library hours during the examination time and remaining 22 (43.1%) librarians said that they are not extend their library hours (Figure 4.10). Table 4.12: Extension of Library Hours Sl. No. Answer Number of Respondents Percentage 1 Yes 29 56.9 2 No 22 43.1 Total 51 100.0 Figure 4.10: Extension of Library Hours

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4.14. Collection Development and Management: Collection development is one of the important functions of libraries. Collection development involves selection, accessing,

• rganization and management of library collection. Book selection is

an important activity which library works helps in meeting the information need of users. Books, documents selection is an intellectual and responsible work of users and library staff. Book selection is based

• n

some selection principles. Collection development should be based on good collection development policy. This has ultimately helps in building quality/need based collection in the library. books/any documents depends on effective organizations of library books/documents and its promotion. The selection of books is not enough, but the selected documents must be timely acquired,

• rganized and put it for use. Hence, collection management

/organization of library documents (information sources) have to be guided by sound policies, procedures and suitable guidelines and methods/techniques. Document/collection

• rganization

provides various access provisions. The following questions examine the status of collection

• rgnisation and management practices in various B.Ed. Colleges

affiliated to Bangalore University.

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Table 4.13: Procedure for Book Selection Sl. No. Categories Number of Respondents Percentage 1 Library Committee 25 49.0 2 Librarians 12 23.5 3 Users 31 60.8 4 On approval 13 25.5 Figure: 4.11. Book Selection Majority of the libraries 60.8% are purchasing (Table 4.13) the books as per the users recommendations and same place it before the book selection committee and in few cases book selection was done on approval basis (Figure 4.11). 4.14.1. Profile of the Library Collection: Books and Periodicals The data on collection development in the last five years was collected and it is progressive. The data on Books, Reference books, Current periodicals and Back volumes of periodicals is presented in Table -12 below.

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Table 4.14: The Strength of Library Collection

• A. Books and Reference Books

Sl. No.

• No. of books
• No. of B.Ed.

Colleges Reference Books

• No. of B.Ed.

Colleges 1 < 5000 32 (62.74%) < 500 36 (70.58%) 2 5001-10000 15 (29.41%) 501-1000 11 (21.56%) 3 10001-20000 4 (7.84%) 1001-2000 01 (1.96%) 4 Above 20000 Nil Above 2000 03 (5.88%) Total 51(100%) Total 51 As on 31st March 2011 The Books and Reference books are the main sources for teaching and learning and for reference in any academic library and more so in a College of Education, as there is always emphasis on inculcating reading habits among students, motivated by teachers. As mentioned to know the progress collection development, the data for five years is collected and the final collection as it stands on 31st March 2011 is given in the Tables above and below (Table 4.14A and B). The final collection was grouped in ranges and the number of colleges falling in the range was counted and given here.

• B. Current Periodicals and Back Volumes

Periodical

• No. of B.Ed.

Colleges Back Volumes

• No. of B.Ed.

Colleges < 20 16 (31.37%) <100 09 (17.64%) 21-30 07 (13.72%) 101-200 05 (9.80%) 31-50 03 (5.88%) 201-500 NIL Above 51 NIL Above 501 02 (3.92%) No Response 25 (49.01%) No Response 35 (68.62%) Total 51(100%) Total 51 As on 31st March 2011

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• A. Books and Reference Books:

Among the 51 sample libraries of colleges of education, majority

• f them with 32 (62.74%) numbers posses a book collection of 5000

volumes only. This is not a fairly good collection. The next is libraries having collection in the range of 5001-10,000 and the number is 15 (29.41%) and none of the libraries have collection beyond 20,000. On the other hand it is interesting to know that 36 (70.58%) libraries have a good collection of reference books numbering up to 500 and 11 (21.56%) of them have in the range of 500-1000 volumes, and three libraries have above 2000 volumes. The collection of the B.Ed. colleges as presented above has to compare with the norms and standards suggested by NCTE. In this context the project proposal of cooperative acquisition policy suggested by Dr. K. Setty, Umpathy be considered to augment a good books and reference books collection for the libraries of colleges of education. The data shows 16 (31.37%) of the 51 colleges have less than 20 current periodicals and less than 100 Back volumes and 7 (13.72%) colleges have in the range of 21-30 current periodicals and 5 (9.80%) libraries have back numbers in the range of 101-200 volumes.

• B. Current Periodicals and Back Volumes:

The profile of libraries in case of collection of current periodicals and back volumes gives a very poor picture. Among the 51 sample colleges 25 and 35 colleges have not responded to the question of the collection of current periodicals and back volumes. It may obviously mean they have no numbers to mention. This status of Collection is rather poor and it is important that the Libraries should go for a Resource sharing plan and use the services from the information resources networks like INFLIBNET,

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State Educational Resources Information Centre, Bangalore (STERIC) and ERIC (USA) 4.14.2. Organisation and Management of Library Collection: The well organized collection will reach to the right users. The knowledge organization is one of important aspect in information storage and retrieval. The knowledge organization tools such as DDC, CC and UDC is widely used in all most all types of libraries. Table 4.15 shows that 35 (68.62%) education college libraries are classifying the books in their library and remaining 16 (31.38%) are not classifying the books (Figure 4.15). Further it was noticed from table 4.16 that among the 35 colleges 31 (60.78%) college libraries are classifying the books using Dewey Decimal Classification (DDC) and

• nly 4 (7.84%) colleges are following Colon Classification (Figure 4.12).

Table 4.15: Uses of Library Classification

• Sl. No.

Answer Number of Respondents Percentage 1 Yes 35 68.62 2 No 16 31.38 Total 51 100 Figure 4.12: Library Classification

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Table 4.16: Types of Classification Scheme Sl. No. Types of Classification Scheme Number of Respondents Percentage 1 DDC 31 60.78 2 CC 4 7.84 3 No Classification followed 16 31.38 Total 51 100

60.78 7.84 31.38 DDC CC No Classification

Figure 4.12: Scheme of Library Classification 4.15. Cataloguing of Library Documents: Catalogue is an access tool, helps to users to identify and locate the documents in total library collection. Catalogue is also a document/information retrieval tool. Library catalogue provides good access provision to the user through various access points such as Author, Title, keywords/subject heading etc. Hence, organisation of library documents using catalogue is an utmost essential activity of

• library. An attempt is made in the following sections to study the

their library collection. Since several decades, the experts in Library and Information Science has designed various cataloguing procedures, polices, rules,

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codes, guidelines and standards. Catalogue codes, rules and standards are very essential to into only for provides necessary bibliographical details of documents but also to maintain uniformity in library cataloguing which is turn helps in sharing of catalogue data. In the coming section, attempt has been made to examine and identify the usage of/practice of catalogue standards for various B.Ed. college covered for the study. A library catalogue is a list of all bibliographic items found in a

• library. A bibliographic item can be any information entity (e.g., books,

journals, A.V. materials, computer files, cartographic materials, etc.) that is considered library materials. In total the library catalogue has been considered as a mirror of the library. Table 4.17 reveals that, half

• f the 26 (50.98%) respondents were following the AACR2 while

cataloguing of documents and 2 (3.92%) are following CCC. But 21 (45.1%) education college libraries are not cataloguing the library documents (Figure 4.13). Without proper cataloguing it is very difficult to know whether the document is available or and also difficult to trace out the documents.

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Table 4.17: Kinds of Cataloguing Practice Sl. No. Types of Cataloguing code Number of Respondents Percentage 1 CCC 2 3.92 2 AACR2 26 50.98 3 No Cataloguing 23 45.1 Total 51 100.00 Figure 4.13: Cataloguing Practice 4.16. Types of Library Access Access to library usage is an important component of library functions and services. Access to library collection and services promotes the use

• f

document/information. Extending easy, convenient and timely access to library collection is an essential

• requirement. Thus an attempt is made to examine the status of

access provision among B.Ed. colleges of the study. Libraries are a traditional form for the open exchange of

• information. Some libraries block access to certain materials by

placing physical or virtual barriers between the user and those

• materials. For example, materials are sometimes plac

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• Access to certain materials is sometimes restricted to protect them

from theft or mutilation, or because of statutory authority or institutional mandate. Therefore in this survey it was sought to know the type of access system being adopted in libraries and the data is given in Table 4.18. It is noted that 22 (43.1%) education college libraries are following open access system followed by 10 (37.3%) both

• pen and closed access and only 10 (19.6%) were following closed

access (Figure 4.14). Table 4.18: procedure for Access documents Sl. No. Type of Library Access Number of Colleges Percentage 1 Open access 22 43.1 2 Closed access 10 19.6 3 Both 19 37.3 Total 51 100.0

43.1 19.6 37.3

• 5

5 15 25 35 45 55 65 Open access Closed access Both

Figure 4.14: Type of Library Access 4.16.1. Broken arrangement: A library is an organized collection of information resources made accessible to a defined community for reference or borrowing. A library's collection can include books, periodicals, newspapers,

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manuscripts, films, maps, prints, documents, microform, CDs, cassettes, videotapes, DVDs, E-resources, databases, and other

• formats. Table 4.19 reveals that the majority 48 (94.1%) of the

respondents are not following Brocken arrangement of books and only 3 (5.9%) were following Brocken arrangement (Figure 4.15). Table 4.19: Brocken Arrangement Sl. No. Answer Number of Colleges Percentage 1 Yes 3 5.9 2 No 48 94.1 Total 51 100.0

5.9 94.1 Yes No

Figure 4.15: Brocken Arrangement 4.17. Methods of Issue of Documents: Through the years, libraries are following different methods for transactions of library documents such as lodger system, issue register, card system etc (Table 4.20). It was observed that 24 (47.1%)

• f the college libraries are using Card system for transaction of books

followed by 23 (45.1%) Ledger System and interesting to note that only few libraries 4 (7.8%) are using Barcode system (Figure 4.16).

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Table 4.20: Types of Methods of Issue of Books to users S. No. Methods of Issue of Documents Number of Colleges Percentage 1 Ledger system 23 45.1 2 Borrowers card system 24 47.1 4 Bar code system 4 7.8 Total 51 100.0 Figure 4.16: Methods of Issue of Documents 4.18. Overdue Charges: Library is a democratic institution. All users of the library have to equal access to documents for timely use of such documents. Library documents should not be monopolized by a user or section of library users each user must get equal access to such documents. To avoid delay in receiving the documents also to provide equal access to documents the penalty to library users through library fine or overdue charges should be collected. It is interesting to note that 28 (54.9%) education college libraries under the survey charging overdue charges for lately returned books and remaining 23 (45.1%) were not charging any overdue (Table 4.21a). Further it is observed from the table 23 among the fine collected colleges (28) they are charging Rs.50/- paisa per day and few libraries collecting Rs.1/- per day (Table 4.21b, Figure 4.17).

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Table 4.21: Collection of Overdue Charges from users Sl. No. Answer Number of Colleges Percentage 1 Yes 28 54.9 2 No 23 45.1 Total 51 100% Table 4.21b: Rate of Overdue Charges Sl. No. Answer Number of Colleges Percentage 1 50 Paise 25 89.28 2 1.00 rupee 3 10.72 Total 28 100% Figure 4.17: Overdue Charges

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4.18.1. Methods used to Recovery of Loss of Books: The attempt is made in the following sections to examine the methods and procedures followed in B.Ed. College libraries to recover the loss of books. The maximum number of education college libraries 33 (64.7%) were following asking the user to replace a new book with same title and author, this has been followed by collecting the actual cost of the book (23.5%), and only few libraries (11.8%) are collecting double the cost of the book (Table 4.22, Figure 4.18). Table 4.22: Methods of Recovery of Loss of Books from users Sl. No. Description Number of Colleges Percentage 1 By replacing new book 33 64.7 2 Collecting double the cost 6 11.8 3 By collecting the current cost of the book 12 23.5 Total 51 100 4.18. Methods of Recovery of Loss of Books

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4.18.2. Responsibility of Loss of Documents: Table 4.23 presents that the opinion on the person responsible for loss of books in the library. Majority of the respondents 56.9% replied that Joint responsibility of whole library staff, followed by 39.2% replied that librarian is the responsible and only 3.9% replied that library subordinate staff are responsible (Figure 4.19). Table 4.23: Person Responsible for Loss of Books S. No. Responsible for Loss of Books Number of Colleges Percentage 1 Librarian 20 39.2 2 Library subordinate staff 2 3.9 3 Joint responsibility 29 56.9 Total 51 100.0 Figure 4.19: Responsibility of Loss of Documents 4.18.3. Total Number of Books Missing: Table 4.24 present the total number of books are missing from 2006 to 2011. On an average per year 50 books are missing in Education College libraries and only few libraries are reported that more than 50 books are missing per year. It is observed that looking at the total number of books available and number of transactions in the library and number of books are missing manageable (Figure 4.20).

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Table 4.24: Total Number of Books Missing

Sl.

• No. Number of

Books 2006-07 2007-08 2008-09 2009-10 2010-11

• No. of

Libraries

• No. of

Libraries

• No. of

Libraries

• No. of

Libraries

• No. of

Libraries

1 Below 50 Books 46 (90.4%) 46 (90.4%) 47 (92.4%) 46 (90.4%) 49 (96.6%) 2 Between 51 and 100 2 (4%) 2 (4%) 2 (4%) 3 (5.9%) (0%) 3 More than 100 3 (5.9%) 3 (5.9%) 2 (4%) 2 (4%) 2 (4%)

20 40 60 80 100 120 2006-07 2007-08 2008-09 2009-10 2010-11 Years Below 50 Books Betw een 51 and 100 More than 100

Figure 4.20: Total Number of Books Missing 4.19. Maintenance of Library Visitors Register: The library is intended for the use of all members of the

• community. It is g

register to know the how many users visits every day. Table 4.21 shows that majority 45 (88.2%) of the education college libraries are re (Figure 4.19).

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Table 4.25: Maintenance of Register for Library users Sl. No. Answer Number of Colleges Percentage 1 Yes 45 88.2 2 No 6 11.8 Total 51 100.0 4.21. Maintenance of Library Visitor Register 4.20. Financial Management and Financial Resources: Finance is an essential resource to carry out any work of the

• library. Every work/activity of the library requires support of

financial resources. Libraries use to mobilize the financial resources through various sources such as library cess, library fees, and grants from the government/private organization. An attempt is made in the following sections to study and examine the sources of finance for B.Ed. college libraries selected for the study. 4.20.1. Library Fee One of the interesting observation found from table 4.26 i.e., majority of the B. Ed. college libraries 41(80.4%) were not charging library membership fees for the users and only 10 (19.6%) charging Membership Fees (Figure 4.22).

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Table 4.26: Charging of library Membership Fee Sl. No. Answer Number of Colleges Percentage 1 Yes 10 19.6 2 No 41 80.4 Total 51 100.0 Figure 4.22: Charging of Membership Fee 4.20.2. Source of Library Finance: The financial assistance is required for staff salary, purchase of books, journals, furniture, maintenance etc. The sources of finance to academic libraries are coming from multiple sources such UGC, State Government and parent institutions. From the study it reveals that (Table 4.27) most of the 44 (86.3%) education college libraries are received the financial assistance from the parent institutions, 20 (39.2%) libraries are added library fine to compensate with library finance and only few libraries (9.8%) are received grants from UGC (Figure 4.21).

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Table 4.27: Source of Library Finance N=51 S.No. Sources of Finance Number of Colleges Percentage 1 UGC 5 9.8 2 State Government 6 11.8 3 Trust 44 86.3 4 Donations 5 9.8 5 Library fees 20 39.2 6 Overdue charges 13 25.5 Figure 4.23: Source of Library Finance 4.21. Stock Verification: Stock verification is an essential activity of all the libraries. It is an annual feature; stock verification helps the libraries to examine the status of the stock status of documents in the library. Stock verification also helps to identify the number of documents lost in the

• library. The results of stock verification process shows the attitudes
• f users in using the library, availability and working of security

provision including human beings.

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Stock verification results also helps to development and implementation of various measures in avoiding miss use of documents in the coming days and also strength and weakness of existing security measures, procedures, policies, rules and regulations etc., The table 4.28 indicates about the periodicity of stock verification of documents done by the education college libraries. Out

• f 51 education college libraries 35 (68.6%) are conducting annual

stock for its resource verification and rectification and remaining libraries are conducting stock verification twice a year (19.6%) and

• nce in six months (11.8%). On the other hand more than half of the

libraries (53%) are conducting stock verification using a separate sheet containing accession numbers verifying method; followed by accession register (23.5%) and only a few libraries (15.7%) are adopted separate register with accession number (Figure 4.24). Table 4.28: Frequency of Stock Verification Sl. No. Frequency Number of Colleges Method of stock verification Number of Colleges 1 Every year 35 (68.6%) By Accession Register 12 (23.5%) 2 Twice a year 10 (19.6%) Separate Register with Accession Number 8 (15.7%) 3 Once in three months 6 (11.8%) Numerical Counting 4 (7.8%) 4

• Sheet Containing

Accession Numbers 27 (53.0%) Total 51 (100%) Total 51 (100%)

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Figure 4.24: Frequency and Methods of Stock Verification 4.22. Library Committee Library committee is a pre-requisite component of any library. The guidelines responsibilities of the committee helps in not only guiding for development of library functions, services and other activities, it also helps in monitoring the activities of library and to suggest to the authorities for necessary support for improvement of library work and services. The following section examines the existence of library committee in B.Ed colleges under study.

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Table 4.29 shows that the majority of the libraries 54.9% are not having the Library Committee, and only 45.1% are having library

• committee. Table 41 presents that the majority of the respondents

60.86% replied that librarian is a member secretary and only 39.14% are not (Figure 4.25). Table 4.29: Information about Library Committee Sl. No. Answer Number of Colleges Librarian is a Member Secretary Role of Librarian in Library Committee Number of Colleges 1 Yes 23 (45.1%) 14 (60.86%) Convener 20 (86.95%) 2 No 28 (54.9%) 9 (39.14%) Member 3 (13.05%) Total 51 (100%) 23 (100%) Total 23 (100%) Figure 4.25: Library Committee 4.22.1. Nature and Functions of Library Committee: Only 23 Education college libraries are having library committee for library collection development and decision making of all library activities. Among the availability of library committee 14 (27.5%) libraries to act as an Advisory Committee followed by recommended committee 6 (11.8%) and only 3 (5.9%) libraries are

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function like executive committee to execute all types library related activities Table 4.30a and Figure 4.26). Table 4.30a: Nature and Functions of Library Committee

Sl. No. Nature of Library Committee No. Colleges

1 Advisory 14 (27.5%) 2 Executive 3 (5.9%) 3 Recommended 6 (11.8%) Table 4.30b: Nature and Functions of Library Committee

Functions of Library Committee

• No. of Colleges
• No. of Committee

Members

Selection of books/periodicals 19 (37.3%) 1 (4.35%) Budget allocation 11 (21.6%) 3 (13.05%) Frame rules and regulations 10 (19.6%) 8 (34.78%) Other administrative matters 2 (3.9%) 11 (47.82%) Figure 4.26 Nature and Functions of Library Committee

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4.23. Library and Information Services Library is a service organistion which has to offer number of support services in providing timely information to the users. Users need for information is vary. Accordingly library has to develop appropriate information service to meet the information needs of

• users. Keeing this in view, an attempt is made in the following section

to examine the types of information services offered by the B.Ed. college libraries under Bangalore University. Library and information services offered by the education college libraries are presented in table 4.31. The majority of the libraries 42 (82.4%) offers circulation service, Followed by the reference service 39 (76.5%), News paper clipping service 30 (58.8%), Reprography service 23 (45.1%). The online searching and e-mail services are 19 (37.3%). Inter Library Loan service only 3 (5.9%), SDI 7 (13.7%), indexing and abstracting services 9 (17.6%) respectively (Figure 4.27). Further e- journals 6 (11.8%), and CD-ROMs database service 8 (15.7%) respectively. Table 4.31: Types of Information Services offered for users N=51 Sl. No. Information Services Number of respondents Percentage 1 Circulation service 42 82.4 2 Reference service 39 76.5 3 Inter Library Loan service 3 5.9 4 Current Awareness service 23 45.1 5 SDI Service 7 13.7 6 Indexing and abstracting service 9 17.6 7 Reprography service 23 45.1 8 Bibliography service 17 33.3 9 Newspaper clipping service 30 58.8 10 E journals service 6 11.8 11 Online Searching service 19 37.3 12 CD ROM Databases service 8 15.7 13 e-mail service 19 37.3 14 intranet - LAN service 9 17.6

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Figure 4.27: Information Services Provided by the Libraries 4.24. User Education Programme (UEP): activities are kept on changing as pr the changing environment. Accordingly one can witness changes in collections structure, mode of communication, adoption of new tools and techniques and technology, policies and procedures etc. It is essential that any changes and improvements in various aspects of library have to be brought to the notice of the user to create awareness about various aspects of library. Thus, user education is a programme which enlightens the users about the various changing aspects of library also promote in development of library skills. The study reveals that all most half of the 26 (51%) education college libraries are conducting user education and orientation program to know about varies library collection, services and other infrastructure facilities available in the library. However, remaining libraries 25 (49%) are not conduction such programme for better utilization of library (Table 4.32a). For this purpose libraries are

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following different methods of conducting user education programme more prominent among the B.Ed. College libraries are library instructions 20 (39.2%) and personal guidance 16 (31.4%) (Table 4.32a and Figure 4.28). Table 4.32a: Conducting of UEP for users Sl. No. Answer Number of Colleges Percentage 1 Yes 26 51.0 2 No 25 49.0 Total 51 100.0 Table 4.32b: Methods of Conducting to UEP Sl. No. Users educational programme Number of Colleges Percentage 1 Lecture 11 21.6 2 Video 1 2.0 3 Library Publication 1 2.0 4 Assistant service to user 12 23.5 5 Library Instruction 20 39.2 6 Extension activity 3 5.9 7 Display exhibition 6 11.8 8 Personal guidance 16 31.4 Figure 4.29: Distribution of Respondents by Conducting of UEP

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Figure 4.28: Distribution of Respondents by Conducting of UEP 4.25. Status of Library Automation: Library automation will to libraries to greater control over the entire library housekeeping operations. It minimizes the operational time for the staff and also saves the time for users. Table 4.32 depicts that, the majority 30 (58.8%) of the education college libraries are not automated their library activities and functions. Only 21 (41.2%) libraries are computerized their activities. Thus, based on the above

• bservations it can be inferred that the concept of library automation

is yet to take its roots in majority (58.8%) of B.Ed. college libraries of the study (Figure 4.29).

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Table 4.33: Status of Library Automation with libraries

• Sl. No.

Answer Number of Respondents Percentage 1 Yes 21 41.2 2 No 30 58.8 Total 51 100.0 Figure 4.30: Status of Library Automation 4.25.1. Software Used for Library Automation: There are different software are available for library automation such as free and open source software i.e., e-granthalya, Koha, NewGenLib, OpenBiblio, ABCD

• etc. There

are good number commercial software is available but the cost of software is very high Among the automated education college (21) libraries under the study 6 colleges using in-House software, followed by Easylib (5 libraries), Libsys (5 libraries), Koha (2 libraries), E-granthalaya (1 library), Library manager (1 libraries) and Libsoft (1 libraries).

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Table 4.34: Types of Software Used for Library Automation Sl. No. Types of Software used Number of Colleges Percentage 1 E-granthalaya 1 2.0 2 Easylib 5 9.8 3 In-house 6 11.7 4 Koha 2 3.9 5 Library Manager 1 2.0 6 Libsoft 1 2.0 7 LibSys 5 9.8 Total 21 41.2 Figure 4.31: Software Used for Library Automation 4.25.2. Availability and Use of OPAC: Table 34 shows that more than half 30(58.8%) of the education college libraries were not maintaining the Online Public Access Catalogue (OPAC) for search and retrieval of library documents. However 21(41.2%) libraries are providing OPAC service to the users. Further it was noticed from the table out of 21 libraries 19 of them made a provision of access to OPAC within the premises of the library and Figure 4.32).

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Table 4.35a: Use of OPAC Sl.No. Answer Number of Colleges Percentage 1 Yes 21 41.2 2 No 30 58.8 Total 51 100.0 Table 4.35b: Access to OPAC Sl.No. Description Number of Colleges Percentage 1 Within the library 19 37.3 2 Web OPAC 2 3.9 Total 51 100.0 Figure 4.31: Availability and Use of OPAC 4.26. Local Area Network (LAN) Connectivity: The Local Area Network (LAN) will helps to sharing data and information between and among the computers. It is easy to share and transfer the data from one section to another section of the

• library. Further it provides a platform for sharing of hardware and
• software. Table 4.36 depicts that more than one third 40 (78.43%) of

the education college libraries under the study not established the

• LAN. But only 11 (21.57%) college libraries are having LAN

connectivity in their college libraries (Figure 4.32).

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Table 4.36: LAN Connectivity

• Sl. No.

Answer Number of Colleges Percentage 1 Yes 11 21.57 2 No 40 78.43 Total 51 100 Figure 4.32: Availability of LAN Connectivity 4.27. Participation in National and Regional Library Network Local, regional, national and international network facilitate exchange and interchange the bibliographical as well as full text

• databases. It also helps to import and export the bibliographic data to

avoid duplication of work and also achieve the consistency and accuracy of data. It is very unfortunate to note that all most all the education college libraries 49 (96.8%) is not participating any local as well national library network except 2 (3.92%) libraries (Table 4.37 and Figure 4.33). Both libraries are member of INFLIBNET and accessing UGC-NLIST e-resources for the benefits of users.

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Table 4.37: library Participates in National and Regional Library Network

• Sl. No.

Answer Number of Colleges Percentage 1 Yes 2 (INFLIBNET) 3.92 2 No 49 96.08 Total 51 100 Figure 4.33: Participation in National and Regional Library Network 4.28. Internet Access Facility Table below 4.38 reveals that more than half 27 (52.95%) the education college libraries are not providing Internet access and browsing facility in the library. However 24 (47.5%) college libraries made a provision to access the Internet (Figure 4.34).

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Table 4.38: Internet Access Facility Sl. No. Internet Access Number of Colleges Percentage 1 Yes 24 47.05 2 No 27 52.95 Total 51 100 Figure 4.34: Internet Access Facility 4.28.1. Extent of Use of Internet by the Users: Majority of the education college libraries not offering internet service to the users even though we are leaving in a networked

• environment. Among the internet provided libraries users are using

moderately 11 (21.6%) followed by satisfactory 9 (17.6%) and 3 (5.9%) college libraries experienced that internet are used heavily by the students and faculty members (Table 4.39 and Figure 4.35).

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Table 4.39: Extent of Use of Internet by the Users

• Sl. No.

Extent of Internet Number of Colleges Percentage 1 Moderate 11 21.6 2 Satisfactory 9 17.6 3 Heavy use 3 5.9 4 Not offered 28 54.9 Total 51 100.0 Figure 4.35: Extent of Use of Internet by the Users 4.29. Learning Support Technological Equipment: There are many learning support system, learning and teaching aids supplement to check and talk method or block board method the

• teaching. Computer Aided Learning (CAL) and Computer Aided

Instruction (CAI) are widely using around the world for greater and easier understanding of the through content of the subject. Table 4.40 clearly shows that how education college libraries using modern technological tools for support to effective teaching and

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• learning. The majority of the colleges uses the Audio and Video

Cassettes 19 (37.3%), Slide/film strip projectors 19 (37.3%), LCD and OHP 16 (31.4%) and VCR 13 (25.5%) and Loud speakers 11 (21.6%). The web Camera and micro-phones are less used in education college libraries under the study (Figure 4.36). Table 4.40: Types educational technology & equipments available in library N=51 Sl. No. Types of educational technology and equipment Number of Colleges Percentage 1 TV 15 29.4 2 OHP 16 31.4 3 Web Camera 6 11.8 4 Blank audio cassette 8 15.7 5 Microphone 6 11.8 6 VCR 13 25.5 7 Audio and video cassette 19 37.3 8 Slide/Film strip projectors 19 37.3 9 Loud speaker 11 21.6 10 LCD 16 31.4 Figure 4.36: Learning Support Technological Equipment

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4.31. Library Extension Activities: In addition to the provision of traditional library services, Librarians were asked to state the nature of extension services offered. The data is provided in the table 4.41. It is found that majority of the libraries 37 (72.5%) display of new arrivals, followed by 32 (62.7%) of the libraries having suggestion box, 26 (51%) having library signboards, 20 (39.2%) conducting library exhibition, 12 (23.5%) arranging library tours, and only 9 (17.6%) conducting information literacy programmes though it vital components of information and knowledge society (Table 4.41). Table 4.41: conduct Library Extension Activities to the users N=51 Sl. No Types of extra activity Number of Colleges Percentage 1 Library Exhibition 20 39.2 2 Display of New Arrivals 37 72.5 3 Library Tours 12 23.5 4 Library Signboards 26 51.0 5 Suggestion Box 32 62.7 6 Information Literacy 9 17.6 Figure 4.37: Library Extension Activities

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4.31. Library Building: Library building is an essential physical requirement of the

• library. Library building promotes the use of library. Hence, while

planning library building various procedures and principles has to be

• followed. The library building has to provide adequate space for

various purposes such as housing and browsing the library collection, transactions of library documents, space for reading area, and provision for doing technical activities such as classification, cataloguing and processing the documents including space for library automation process. The following questions examine the existing of independent library buildings among B.Ed. college libraries also provision of space for various works and activities of library. Table 4.42 relates to opinion about the separate library

• building. Out of 51 surveyed education colleges only 2 (3.9%) libraries

are having separate library building and remaining 49 (96.1%) colleges are not having separate library building. Further the librarians are asked to give their opinion (Figure 4.0) with regard to whether the library building is functionally planned for the requirements of library staff as well as users. 32(62.7) librarians are expressed that the library building is functionally planned and 19 (37.3%) of them said

• No. As per as total comfort and ambiance of library building is

concerned 32(62.7) librarians are in positive aspects and remaining 19 (35.3%) of them said not comfort for well functioning of library activities. Table: 4.42 Library Building Sl. No. Status of library building Number of Colleges Library building functionally planned Comfort and ambiance 1 Independent building 2 (3.9%) 32 (62.7%) 32 (62.7%) 2 Part of a College building 49 (96.1%) 19 (37.3%) 19 (35.3%) Total 51 51 51

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3.90 96.10 62.70 37.30 62.70 2.00 35.30 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 100.00 Number of Colleges Library building functionally planned Comfort and ambiance Separate building Part of a building Cannot Say

Figure 4.38: Library Building 4.32. Summing Up of the Chapter In this chapter the Librarians point-of view and the

• rganizational administrative, services and the adoption of ICT

aspects of the libraries of the selected colleges of education have been presented. The libraries selected 51 colleges still need improvement in

• rganisationsal aspect. In particular despite the mandate by the

regulatory organizations like NCTE, UGC and NAAC the libraries have failed to recruit full complement of permanent and full time staff to manage the libraries. The collection management and development is entrusted to the library committee as well and in most cases it is advisory and recommendatory. The collection organization obviously uses the traditional classification and cataloguing practices. In case of user services most

• f the traditional services are offered by the libraries. The user

education programme is also partially implemented by the libraries. The use of ICT and Library automation needs to reach a desirable level of satisfaction. Even after nearly two and a half decades

160

• f diffusion of library automation technology in the academic libraries

it is disappointing to know that only 40 to 50 percentages of libraries have automated their functions. Use and connectivity internet is yet to reach a satisfactory level of application in the libraries of colleges of

• education. The summing here is not a conclusive one as more findings

and conclusions would be presented at the end of the study as still the user survey part is to be investigated and analysed and that is carried out in the next chapter.