Computer Literacy and Libraries

Computer literacy is whatever understanding, skills, and attitudes one needs to function effectively within a given social role that directly or indirectly involves computers , whatever a person needs to be able to do with computers and know about computers in order to function in an information-based society and that compendium of knowledge and skills which ordinary educated people need to have about computers in order to function effectively at work and in their private lives.

Online Public Access Catalogues (OPACs) enable library users to retrieve their information themselves with minimal help from library personnel. enormous online databases were made available by several vendors such as Dialog, SDC, Wilsonline, BRS, LEXIS, Data-Star, ESA-IRS, and so on and these could be searched by anyone who possessed a terminal and a modem

Problem concerning computerisation in libraries

First,computer fear, anxiety and resistance. fears concerning the computer itself, that is, jargon, technological trends, the 'paperless society'; worries about damaging the computer or databases or making mistakes in general; not being able to learn how to use the computer; and showing an inability to type.  Added to these are fears about computers affecting jobs: job security; downgrading of jobs; fewer career prospects, lack of job interest, greater job isolation and fewer human contacts, fear that the computer will act as 'big brother' and supervise more closely and worsening relationships with users.

Next, clash of methodologies. It concerns the great variety of information retrieval methodologies required to access online databases offered by a particular vendor, identical online databases offered by different vendors, on-disc databases published by vendors which differ from those same databases made available online, and hence require different search methodologies and various 'library packages' on which OPACs and in-house databases are created, the majority of which differ widely in retrieval methods, retrieval terminology, and so on.

Other than that, there are miscellaneous problems. There are times when top management person will introduce new software to librarians or information officers to solve some library problem although it is not suitable for the task. There is also online vendor, CD-ROM publisher and library package marketer that rarely lives up to its promise. Combined with impenetrable error messages, which are not standardised either, and with manuals obviously not written for those unfamiliar with the most abstruse computer jargon, it is not surprising that library personnel, even when computer literate, feel frustrated. Formal training programmes for software and hardware are not frequently available and although it is available, they are often very expensive. There are still some institutions and companies who insist on computerising their libraries on their large mainframes. However, they will not buy the appropriate software packages but constrain their computer departments to develop their own software 'in consultation with the library staff'. Unfortunately, this frequently leads to trouble. Librarians often have not enough knowledge of what the computer is capable of, and of computer jargon to make their requirements understood by the computer staff.  

Solutions to overcome computer anxiety in library staff

First, through communication. Long before any automation project is begun, staff must be informed, indeed, should be consulted during the planning process. Any computerisation planned by management in conjunction with staff will be welcomed and eagerly anticipated by staff. Full information concerning how computerisation will affect staff with regard to relieving their more boring routine tasks, their involvement in computerisation, the proposed methods of training, even job descriptions of those posts involved more intimately and directly with computerisation, must be furnished well in advance. Management must be seen to be enthusiastic, but willing to make computerisation a team effort, with contributions by every member of staff valued and requested.

Next, through training. It is most important, of course, to provide adequate training in the various packages and methodologies, whether formal, that is, provided by an outside agency, or informal, that is, provided by a fully-trained staff member.  certain applications softwares, such as wordprocessing and spreadsheet programmes, are frequently expected to be learnt 'off the screen' since they are so well known that everyone is presumed to be familiar with them. Another important strategy is to suit training to the stage of computer literacy of the trainees.  trainers should make sure that personnel are not trained in too many different software procedures all at once.  getting staff interested in certain types of problem-solving computer games will make them learn to be computer literate in no time. Staff should learn to view computerisation as a means of getting rid of many of the more boring library tasks, leaving time for the more interesting, problem-solving tasks.Training should be made as interesting as possible. There are now many simulation programmes and videotapes available which should all be used in training, although they do not necessarily take the place of hands-on experience.

Other than that, through support. Those institutions and companies in possession of a computer department should make sure that this department acts in an advisory and maintenance capacity for library hardware.

Lastly, through user groups.  creation of user groups for particular software or methodologies, for instance the STAIRS, Online and INMAGIC user groups.  Experiences may be shared and what is even more important, expensive training may be shared. Good ideas for training, for the use of programmes, and for evaluation of results may be disseminated at meetings. Comparisons of search methods are most helpful in self evaluation. Even databases may be shared

Reference : 

Rodríguez, K., & Rodríguez, K. (1994). The Electronic Library.