CHAPTER SIX

E-RESOURCES IN SOCIAL STUDIES TEACHING

Concept of E-Resources

According to AACR2 (2005), electronic resources are “Material (data and/or program(s)) encoded for manipulation by a computerized equipment. The usage of a peripheral device that is directly connected to a computer device may be necessary for these materials (for example, CD ROM drive or a connection to a computer network like, the internet). In light of this, another definition of e- Resources is “a collection of online publications showing an author, title, date, place of publication, publisher’s detail, as well as edition” (electronic resources).

Electronic resources were created as a result of the development and expansion of the e-publishing sector in the ICT sector. It serves as a catch-all phrase for all digital materials. A computer has the ability to organize, store, display, and transmit digital data in a format that does not require any intermediate conversion steps. It is referred to as being “born digital.” They make reference to the electronic distribution of text through computer terminals as well as the utilisation of information technology in the creation of publications. These resources are crucial for the production, exchange, and storage of information. Numerous genres, formats, storage options, and delivery methods are included in electronic resources. It is made up of both “born digital” and “made digital” resources. The term “storage” refers to the method by which users’ material is stored and delivered. The delivery method could be a CD-ROM, magnetic tape, or an Internet-based server (Johnson, 2004). As a result, the electronic information industry includes resources for a wide range of subjects, such as indexing and abstracting services, electronic books and serials, electronic databases provided by information aggregators, document delivery services, and websites. Many of these materials can be accessed locally by mounting them on a library’s server or remotely by modem or directly through the library’s managed Internet connections.

Sources of electronic information are transforming progressively and consistently significant in academic settings. Their main guiding principle is to offer access rather than ownership. University libraries are developing and gaining momentum with projects including consortium techniques and e- resources, such as the utilization of UGC Infonet and NPTEL Courseware. University libraries must transition smoothly from a library paradigm focused primarily on material ownership to one where access and delivery take center stage (R. M. Michalko & Hughes, 1991). Electronic resources that librarians have located and remotely accessed have shown consistent, incremental expansion in their offerings. They raise special issues like comparing various delivery and access media for the same content, intricate pricing schemes, access to back-files, copyright, security, bibliographic control, indexing, archiving, contractual licensing issues, high costs, and issues with indexing, security, and bibliographic control. The widespread availability of electronic resources created additional difficulties for libraries in their acquisition process, such as site licensing, copy right issues, and ways to provide access to varied electronic resources (D. Sivaraj et al, 2007). The development of the best standards and techniques for handling system compatibility, common formats, interoperability, data encoding, and information transmission schemes is still on going.

The following is how several writers and organizations define electronic resources:

E-resources are materials (data/programs) encoded for manipulation by electronic equipment, according to AACR–2. Therefore, the usage of a peripheral directly linked to a computerized device (such as a CD-ROM) or a connection to a computer network (such as the Internet) may be necessary. E-resources have been characterized similarly by C. Tenopir (2000) as “those digital information assets and services that a user accesses inside the library via a computer network or distant to library. “Electronic resources are referred to as “a wide word that incorporates the availability of information aggregators, electronic journals and other full-text resources, abstracting and indexing services, article delivery services, etc.” by the International Coalition of Library Consortia (1998). Electronic resources can be mounted locally by a consortium or one of its member libraries or accessed remotely through networks from information providers.

These are “computer-controlled materials, including materials that needed the use of a peripheral (a CD ROM player) coupled to a computer; the items may or may not be used in the interactive mode,” according to IFLA/FAIFE (2007). Publicly accessible information sources that may be accessed through a personal computer are referred to as electronic resources. These include commercially produced materials like bibliographic databases that can be accessed online or via CD-ROM, electronic journals, electronic books, as well as materials that are freely accessible through the Internet in particular to higher education institutions or to the general public (www.roehampton.ac.uk/customer/erpolicy.pdf). Numerous organizations and authors have varied perspectives on how the e-resources should be characterized. However, for the sake of the current study, the term “electronic resources” refers to materials that may be accessed remotely via the internet or locally mounted objects that require computer access.

According to Aderibidge and Ajiboye, (2013:248) Information that is only accessible through computer systems and other associated technologies is referred to as EIR. This information is maintained in a computer-readable format.

Electronic information resources are thus described as “resources in which information is stored electronically and which are accessible through electronic systems and networks” by Haridasan and Khan (2009: 118). As a general word “for electronic information stored both offline and online,” this is congruent with the definition of an electronic information resource (Thanuskodi, 2012: 326).

Similarly, Islam (2013:112) defines digital information resources as " that could be either accessed from libraries’ internal databases or from the world wide web” and “which deal with both born digital and digitized resources that can be accessed from libraries’ internal databases or from the world wide web” are referred to as “those.”

Electronic information resources, according to Ellis and Oldman (2005: 35), “are more of a tool to assist in performing research, a way of scanning a lot of items fast.” Electronic information services relate to the act of the university library granting users access to electronic resources. Electronic information services are described by Appleton (2006: 620) as the delivery of information tools or goods to “requesting consumers electronically,” typically through computer mediation.

Islam (2013) further divides digital resources into “born digital” and “digitized” categories. E-books, e-journals, e-newspapers, e-magazines, theses, dissertations, reports, websites, www-resources, and other related materials are among the born-digital materials (Ibid. p.112). Internet-accessible publications and CD-ROMs are among them (Stark 1996). On the other hand, items that have been transformed from another media into a digital format. Electronic information resources and electronic resources are both considered to be digital resources, for the purposes of this essay.

Unlike electronic resources, which are more modern, for many years, people have used printed sources of information. The printing press invention “in Germany in the mid–1400s” was a result of the existence of printed materials, according to Rubin (2000: 6), who claims that they have existed since the invention of written languages and paper. Print publications have thus been the primary sources of information that have been available, usable, and employed for research in universities throughout history.However, accessible in printed materials (journals, books, dissertations/theses) is presently seen and accessible in electronic format thanks to the development of information and communication technology (ICT) and electronic publication.

Information kept in electronic format in computer or computer-related facilities is what is meant by “electronic information resources” or simply “e-resources” (CD-ROMs, flash drives, digital libraries or the Internet).

The university libraries currently utilise electronic resources as a supplement to printed information sources. The main advantage of using electronic resources at the university library is that academic staff can access them remotely from their homes, offices, or laboratories without physically visiting the library, making it easier for them to get the information they need. Therefore, electronic resources encourage effective information transmission for research goals in universities (Thanuskodi, 2012). Once more, e-resources are easier to update than print ones.

Access to and use of e-resources is quickly evolving into the norm in research at universities all over the world due to the possible advantages and benefits of e-resources over print in the present electronic information environment. In order to assist academic staff in their research, “access to electronically stored material in computers has been increasing routinely” in universities (Rubin, 2000: 11).

E-books, e-journals, online databases, e-theses and e-dissertations, electronic conference proceedings, electronic technical reports, electronic reference materials, and CD-ROM databases are some examples of different sorts of electronic resources (Costa & Meadows, 2000; Lee, 2002; Dadzie, 2005; Appleton, 2006; Swain, 2010; Parameshwar & Patil, 2009). E-resources that can be accessed online are essentially referred to as Internet resources. Internet resources are divided into “freely available web-based resources” and “scholarly web-based resources such as electronic journals” by Appleton (2006: 620). Electronic books, electronic journals, and online databases are comparatively priceless e-resources which possess significantly changed how research is conducted in institutions.

An academic staff member’s major source of information and intellectual communication in a university is typically a journal. The change from print-on- paper journals to electronic journals is one of the most exciting changes in the information sector, according to Meera and Ummer (2010: 540). Electronic journals have introduced a new paradigm in university research with the development of the electronic information environment (Ungern-Sternberg & Lindquist, 1995; Kumar & Ansari, 2012). Open access or fee-based e-journals are both possible. Open Access Journals are a type of online publication that academic personnel can access for free and use for research. Christian (2008: 2) claims:

The idea of open access developed in response to commercial publishing companies’ subscription-based restrictions on readers’ access to knowledge in scholarly and scientific journals.

The use of open access to research journals and literature will speed up research, improve education, and spread knowledge from wealthy industrialized nations to underdeveloped and developing nations. Due to insufficient budgetary allocation to libraries for subscription to fee-based journals/e-publications, open access journals are observably more accessible and used in African universities. Since there are no payment restrictions, academic employees at African universities can directly access open access journals online. Therefore, it is reasonable to conclude that open access publications encourage information accessibility and use in academic research. Journal crises has had a detrimental influence on access to and use of information resources in universities over time as a result of the declining financial fortunes or economic depression in the majority of African countries. The introduction of e-journals, especially open access journals, has eased this restriction. As a result, and because there is no financial expense, open access journals have enhanced innovative research in African universities.

Online databases and e-journals are also essential for university study in the modern era. Online databases are typically collections of e-books and e-journals in order to offer end consumers affordable access to these e-resources (academic staff). Each database has different content depending on the discipline. MEDLINE, ScienceDirect, AGORA, HINARI, Lexis-Nexis, and EBSCHO HOST are a few instances.

EIRs contain any electronic resources that are anticipated to replace printed items, including e-books, e-journals, e-newspapers, full text databases, statistics, reference, indexing, and abstract databases. “Material that requires computer access, whether through a personal computer, mainframe, or handheld mobile device,” is how EIR are characterized. They can either be accessible locally or remotely over the Internet (IFLA, 2012).

In a typical library context, print-based materials are a beneficial supplement to electronic resources, according to Dadzie (2007). Her list of benefits from them includes: access to information that could be unavailable to the user owing to finances or location; access to more recent information; and availability of broad linkages to other similar sites.

According to Shariful, “The Digital Information Resources” are those that deal with both born electronic and digitized material and can be accessed via the World Wide Web or the library’s internal database.

An information retrieval system that uses a computer terminal, communication lines and linkages, models, disk drives, and databases in machine-readable form is known as an electronic information resource that are available in an interactive, online mode (Harper,2006).

Ekwelem, Okafor, and Ukwuoma (2009) define electronic information sources as those that are accessible and available electronically through computer network infrastructure. Examples include online library catalogues, the internet, digital libraries, government portals and websites, CD-ROM databases, online academic databases like Medline online, or commercial bases like LEXIS and NEXIS.

Therefore, different infrastructures employed in the production, processing, storage, and distribution of information, as well as different services provided by these infrastructures, can be described to as electronic information resources (Nnadi, 2010).

Informational materials in the library that can only be accessed electronically are described to as “electronic information resources” in this work, utilizing tools for information and communication technology (ICT). The CD-ROM databases, Internet, Online Public Access Catalogues (OPACs), online databases, electronic books, digitized materials, electronic journals are a few examples of the electronic information sources that students frequently examine. Due to their capacity to deliver timely and current information, these resources are gradually displacing the use of print media. Ukachi (2013). (2013).

They are resources, according to Reitz (2004), made up of data and/or computer programs that have been encoded for reading, learning, and manipulation by a computer linked to the internet. Similarly, EIR databases are defined by Appleton (2006) as the categories of digital documents that are made accessible to users through computer-based information retrieval systems. The category comprises electronic books, electronic newspapers/magazines, bibliographic databases, e-journals, collections of theses and dissertations, etc. There are free and paid electronic materials available online, some of which need license and authentication in order to be accessed by users.

Electronic information resource databases are a grouping of electronic journals, books, and other study resources accessible via a computer and the internet, according to Ahiauzu (2009). Some online resources can be accessed without payment, whilst others require university or organization subscriptions in order for consumers to access them. According to Hundies (2002), most of the information in the databases is available without charge, while others require payment. In order to access these resources, libraries must pay subscription fees. However, a sizable number of databases are accessible for free searches; a few examples are the Directory of Open Access Journal and numerous others. To help teaching, learning, and research efforts, certain universities, foundations, and international organizations in developing countries offer free access to EIR databases to higher education institutions and research centres in such countries. One of these international organizations is the World Health Organization (WHO), which provides research institutions, hospitals, non-governmental organizations, colleges, universities, and government ministries with discounted access to online databases like HINARI, AGORA, and OARE (Research4life, 2012).

A resource that needs computer access or any electronic product that delivers a collection of data is referred to as an electronic resource. This includes full text databases, electronic journals, image collections, other multimedia products, and numerical, graphical, or time-based data. An electronic resource is also defined as a commercially available book that has been published with the intention of being marketed. These could be transmitted via CD-ROM, tape, Internet, etc (Kenchakkanavar, 2014).

A traditional library’s print-based resources are complemented with the useful research tools available through electronic sources. Their benefits include giving users access to information that might otherwise be out of reach owing to financial or geographic restrictions, access to more recent information, and extensive links to related or other resources (Dadzie, 2005).

In a study conducted by Ani and Electronic Information Resources, According to Saye (2001), these resources are those that are produced using an electronic medium and distributed to a large audience both on- and off-site using an electronic transferring device or the Internet. All types of digital collections in the form of e-books, online databases, e-journals, the Online Public Access Catalogue (OPAC), and the Internet are included in its scope.

According to Ku (2008), electronic resources are those documents that must be accessible through a computer, whether it be a microcomputer, mainframe, or another form of computer, and that can either be mounted locally or accessed remotely via the Internet. The phrase “electronic information resources” is frequently used synonymously with phrases like “electronic resources,” “virtual resources,” “online resources,” and “digital resources. “Both the developed and developing world’s university communities have found use for electronic information resources. Electronic information resources are defined by the University of Kansas Information Service (2005) as any hardware or software that is used to store, transmit, or utilise information, as well as any digital content files that may be used with such hardware or software. These include voice systems, local and remote databases, CD-ROM, DVD, video, recorded magnetic media, digital movies, photographic files, and other digitized data. They also include email, voice systems, local and remote databases, and databases that can be accessed externally.

Academic staff employees at the university use an expanding range of electronic information resources, such as online databases, OPACs, e- conference materials, email, full-text databases, e-books, and scholarly websites in the current technological environment (Jirojwong & Wallin, 2000). Because they may give users fast, convenient, and up-to-date information, these tools are essential for academic and research operations. For instance, ScienceDirect, a database that stores e-books, provides enough support for research in the social studies, engineering, food science, and natural science sectors, allowing users to access the most recent scientific knowledge.

But the abrupt increase in these resources is the result of a number of adjustments made possible by the growth of cutting-edge and growing information technology. By forcing a change in the roles, resources, and services offered by library and information professionals, the growth of information technology has drastically altered the landscape of the library and information practice worldwide. According to Ray and Day (1998), factors such as the rapid growth in student numbers—which is not mirrored by a comparable increase in the number of library and information services staff—growth in non-traditional students, such as mature students and part-time students, inflation in the cost of printed materials, and growing demand for library services—were responsible for the rapid advancement in the adoption of information technology and its accompanying e-resources.

Due to these modifications, the emphasis has shifted from an initial focus on ownership to providing access to library resources through the library. Due to a number of research and development projects that produce an increasing amount of information, information on almost all sectors and subjects is growing. The need for more diversified, user-friendly, or upgraded resources and services to fulfill the changing needs of users has arisen as awareness of the significance of information in human activities has expanded (Edoka, 2000). There are currently a huge number of electronic information resources available from various sources. According to Khalil (2004), the rapid expansion of electronic information resources has made it possible for educational institutions to be on the cutting edge of this rapidly changing world. For research to be trustworthy, it must be founded on reliable and current information.

Electronic information sources include a wide range of items, such as CD- ROMs, databases, mailing lists, and electronic periodicals, all of which can be utilized and occasionally modified by computers (Thanuskodi, 2012).

A resource is considered to be electronic if it necessitates computer access or if it gives a collection of material electronically, whether it be text referencing full text databases, electronic journals, image collections, or other multimedia goods as well as acommercially available book that has been published with the intention of being marketed, whether it be numerical, pictorial, or time dependent. These could be transmitted over the internet, tape, CD-ROM, or another medium.

In relation to systems used to support learning, teaching, administration, or management, this includes virtual learning environments (VLEs), platforms (such as XCRI), research software (such as NVivo, Endnote, or SPSS), and other e-resources (such as the use of Web 2.0 technologies, social networking technologies, or mobile phone technologies (Anthony Hudson and Karina Berzins, 2011).

Resources whose content is not restricted to printed resources are known as electronic information resources (EIR), as well as They can open up access to data that would otherwise be out of reach for people because of their location or financial position. Jayasundara & Alahakoon (2015).

Databases, books, journals, newspapers, magazines, theses from old archives, papers from conferences, research papers, screenplays, and monographs are all examples of electronic resources (Hikmany, 2014).

The Imperatives of EIRs in Teaching Social Studies

According to several social studies education specialists, adding technology to the classroom, particularly web-based technology, may increase engaged student inquiry (Martorella, 1998; Mason et al., 2000; Van Fossen, 1999; Warren, 2000; Whitworth & Berson, 2003). Some experts contend that the usage of online resources has a special impact on one type of social studies inquiry, authentic historical inquiry (Berson, Lee, &Stuckart, 2001; Doolittle &Hicks, 2003; Lee, 2002; Milson, 2002; Saye & Brush, 1999; Shiveley& Van Fossen, 1999). However, some research indicates that the enthusiasm surrounding the incorporation of technology into social studies and history may be exaggerated (Cuban, 2001; Cuban, Kirkpatrick, & Peck, 2001; Martorella, 1998; Wilson & Notar, 2003).

Due to its many advantages over conventional print-based sources, electronic information resources have become crucial for tertiary institution studies and are very well-liked by most teachers and students. Given the aforementioned, Tella, Tella, Ayeni, and Omoba (2007) emphasized the following benefits of networking and using online resources: “the user can receive the necessary information from the most suitable source; the user can dynamically revise his or her demands; since the knowledge is retrieved when needed, it is “just in time” as opposed to “just in case”; The information is only saved if the user wants it to be and is frequently chosen by the user rather than the library. The user just chooses the information required to answer the specific inquiry.

The advantages of electronic resources are discussed by Dadzie (2007), who claims that they are crucial research aids that complement print-based resources in a typical library system. Obtain to material that a user would not be able to access owing to finances or location; access to more recent information; and providing of comprehensive linkages to other similar resources are among the benefits she lists from them. Due to the fast introduction and development of electronic information technology, it is now feasible to envision drastically alternative methods of arranging the collections and services the library has historically provided. As libraries near a moment of financial crisis in collection expansion, these new technologies provide prospective ways to save expenses and enhance information availability. According to Navjyoyi’s 2007 research, quick publication and desktop accessibility are the main benefits that draw research scientists.

Utilizing electronic information sources is usually quicker than using print indexes, especially when going backwards, and it is easier to use keyword combinations with them, according to Ray and Day (1998). They allow for the simultaneous searching of several files, which is easier to do than with printed equivalents. Electronic tools are updated more frequently than printed ones and can be printed as well as have searches saved for later use. Another advantage is that they may be accessed through a dial-up connection from locations outside the library, which is useful for individuals who choose to learn remotely or have limited time to attend the library.

Libraries favor digital collections, according to Montgomery and King (2002), for the following reasons:

1. Digital journals can be linked to and from indexing and abstracting databases,

2. Regardless of whether the physical library is open, it can still be accessible from the user’s classroom, workplace, home or hostel,

3. Usage data that are not available for print collections can be obtained by the library.

4. Electronic collections may also help reduce overall library expenditures when processing and space costs are taken into account.

Electronic information sources give today’s students different chances than those available to them in the past, as noted by Ray and Day (1998). These are evident in Brophy’s (1993) list of benefits for the user, which includes:

1. The user can receive the necessary information from the most reliable source;

2. The user can dynamically revise the needs that are being met.

3. Since the information is obtained when needed, it is “just intime” as opposed to “just in case.”

4. Only data necessary to respond to the particular inquiry is chosen by the user, who reserves the right to save additional data if desired.

5. It is frequently quicker to browse electronic information sources than print indexes.

They are practical, timely, and give you the option of simultaneously looking across many files (Tenopir, 2003 and Liew, et al, 2001).

Challenges of Using E-Resources in Social Studies

Despite being a welcome addition to the information profession, these electronic resources and services present significant difficulties and issues when used by library users (Gwazah, 2011). Some of the obstacles stated by Chisenga (2004), as referenced by Egberogbe (2011), that prevent higher education institutions in Nigeria from using e-resources are, Lack of strategic planning: insufficient or trustworthy finance. Lack of internet use to provide users with information services as well as inconsistent user training for new ICT services. Oduwole and Akpati (2003) also listed a few obstacles to adopting e-Resources, including a dearth of terminals despite high demand and a scarcity of energy. However, Egberongbe (2011) identified a fundamental problem that contributes to students’ exceptionally low level of resource usage: a lack of information retrieval skills for using electronic resources.

High prices for hardware, software, and especially internet service providers were cited by Asheroft and Watts (2005) as major obstacles to the provision of electronic resources. Isa (2010) observed that the two main obstacles impeding the use of electronic resources were inadequate and slow internet connections (30.0%) and an inconsistent power supply (30.0%). Other, less restrictive factors included a distaste of reading from a screen (13.3%) and the lack of online resources appropriate to my information needs (20.0%). A lack of energy also made it very difficult to utilise electronic information resources, according to Damilola (2013). 117 (46.7%) of the respondents, or this, were present. Another barrier that significantly hindered the utilization of electronic information resources was poor internet access, which was acknowledged by 100 (or 40%) of the respondents. Other factors included a lack of necessary abilities, a financial difficulty, a substandard training program, and an excessive academic workload.

Students have to acquire and hone the abilities needed to utilize the expanding array of electronic databases, according to Ray and Day (1998) and Borgman (1996). According to Dutton (1990), examining printed sources requires far fewer abilities than using electronic resources to their fullest extent. These abilities include understanding the layout of the database and the instructions that the searcher must type into the computer, and the relationships between the instructions. In addition, Ray and Day (1998) asserted that being able to locate and retrieve information efficiently is a lifelong talent that will help students make the most of electronic resources while they are in school. According to a research by Agaba et al. (2007), inadequate facilities are another issue that users of electronic resources deal with, which causes overcrowding in libraries. According to Ibrahim (2004), one problem that may prevent the use of e-resources is the irrelevance of database search results.

The content quality and authenticity of electronic resources, as well as the accessibility of library websites, are comparable. According to Ashcroft and Watts (2005), there is also a weak computer communication system, which can be translated as weak bandwidth, which results in weak utilization of these resources. Similar to this, Tenopir (2003) said that even if consumers continue to complain about the inconvenience of reading from screens or low graphic quality, the benefits surpass any alleged limitations or issues as use increases and more resources are made accessible. Palmer and Sandier’s (2003) observation that users of electronic resources will prefer reading from paper printouts lends credence to this. In a study of Nigerian libraries by Ashcroft and Watts (2005), Watts and lbegbulam noticed that expensive hardware, software, and especially internet service providers were major obstacles to the availability of electronic materials. Shija (2009) evaluated the usage of e- resources in Tanzanian special libraries and found that low awareness, inadequate computer literacy, subpar infrastructure, and bad connectivity were the main causes of this low patronage.

Students have to acquire and hone the abilities needed to utilize the expanding array of e-resources. These abilities include an awareness of the layout of the database, the instructins that must be input into the computer terminal by students, and the relationships between the various commands. A gulf between individuals who have access to information and communication technology and those who do not is referred to as the “digital divide.” According to Noris (2001), there is a digital divide on a global, social, and democratic scale. The democratic gap is between individuals who are or are not able to use information communication technology to engage in public life, whereas the global divide is between citizens’ access to resources.

Review Questions

1. What are E-Resources? Identify other names by which electronic information resources are known.

2. Itemize and discuss any five types of electronic information resources utilised in social studies sharing of knowledge and learning.

3. Discuss the potentials of electronic information resources in social studies instructional delivery process.

4. Determine the difficulties in implementing e-resources in the delivery of social studies curriculum.