Information and communication technology ( leT ) knowledge and skills of subject librarians at the university libraries of KwaZulu-Natal

This article is based on part of a survey that investigated the ICT knowledge and skills of subject librarians at the university libraries of KwaZulu-Natal. A study population of 43 subject librarians, in the university libraries of the Universities of Durban-Westville, Natal (Durban and Pietermaritzburg), and Zululand were surveyed by means of a mailed questionnaire to establish in what ways subject librarians were using ICTs, what the level of ICT knowledge and skill was amongst the subject librarians, what problems the subject librarians faced in the use of ICTs and what their ICT training needs were. Interpretation of the results revealed a low level of ICT knowledge and skill amongst subject librarians and a general lack of formal training for ICTs amongst the subject librarians.


I. Introduction and Problem Statement
The subject librarian's role has changed rapidly in recent years, in response to new forms of information and new methods of teaching and learning. Increased student numbers have spread existing subject staff more thinly; widening modes of accesshave brought in more part time students; more student centred learning demands a greater variety of teaching skills; and the explosion of electronic information (from CD-ROM (Compact Disk Read Only Memory) to the Internet) requires continuous updating of knowledge and skills (Bluck 1996: 97). Convergence between libraries and computer centres may also broaden the academic liaison role to include the information communication technology (ICT) needs of students and staff.
Furthermore, user expectations of the ability of a library service to deliver high quality services are growing. Linked to user demands for services is the influence of information technology (IT). Students, for example, are becoming more computer literate and the academic library environment has changed substantially in the increased variety of technology used for service delivery. The subject librarian has become more of a consultant in information services and many users want to conduct some of their searchesfrom their own workstations (Viljoen and Underwood 1997:47). If users wish to be more independent in their search for information, user education in the use of information systems and databasesis very important. Bluck (1996: 98) arguesthat: ... the changesdue to new technology and information systems mean that all subject/information librarians will be expected to master "navigational skills" to get through electronic databasesand show others how to do so. Also, continued financial constraints have placed greater pressure on collection development policies, and given impetus to the move towards networked information in electronic format. Therefore, for subject librarians to perform their roles effectively and efficiently in such a demanding electronic environment they will have to possess the necessary ICT knowledge and skills and therefore will have to be computer literate. Only then can they impart ICT skills to their users.
The purpose of the study was to investigate the ICT knowledge and skills of subject librarians at the university libraries of KwaZulu-Natal. The specific objectives of the study were to: investigate the ways in which the subject librarians were using ICTs, establish the level of ICT knowledge and skills amongst the subject librarians, identify problems the subject librarians faced in the use of ICTsand to identify the subject librarians ICT training needs.
In this definition, the ability to use microcomputers confidently means that a person has the ability to respond via keyboard, and perhaps a mouse, to questions or other types of communication that might be part of a software programme. The fundamental understanding of microcomputer operations in general includes a basic comprehension of an operating system and the ability to perform routine tasks such as looking at directories of diskettes or copying a file.
Application packages that are now part of the computer literate persons repertoire are word processors, spreadsheets, and perhaps, database management systems.

ICT and the academic library
Academic librarianship is purported to have changed more over the last few decades than in its entire previous history.
The factors affecting such change may be divided into four categories: economics, technological, higher education and organisational (Farley, Broad-Preston and Hayward 1998: 238). The wide spread use of ICT in libraries, and especially the development and access to digital information resources via the Internet, has raised a number of challenges and concerns for librarians. These include the impact of ICT on the role of librarians and the resulting need for new skills and competencies suitable for the digital information environment. According to Chisenga and Rorissa (200 I: 5) the role of librarians in the digital information environment is evolving. Librarians are now being expected to possess skills and expertise, in addition to the traditional library and information management skills specifically in the use of ICT, electronic publishing, digital information management and knowledge management.
Technological changes have resulted in librarians constantly questioning their future and the competencies they will need to survive professionally (Woodsworth 1997: 46). Job advertisements today give some clues as to the skills required.
A study conducted by Zhou (1994) which investigated the market change regarding the demand for computer literacy for librarians in academic and public libraries in the United States from 1974 to 1989, revealed that computer applications have changed in many aspects the ways by which libraries provide services. As a result, computer literacy has gradually become an important competency for librarians in many positions. Woodsworth (1997) suggests that technological competencies are the most critical ones for all librarians, even if they obtained their professional credentials as recent as the early I 990s. Basic competencies for librarians must include knowing what the Internet is and is not; evaluating and using hardware, software, and networks; and understanding basic computer and information science concepts. According to Marmion (1998: 216) the biggest technology challenge facing the library profession today is that of preparing our employees to use technology effectively. To meet this challenge, libraries must pay much more attention to technology training and computer skills than they traditionally have in the past.
Computers, connectivity, and electronic information are redefining the library profession and what librarians do.
According to Latham (2000) technical literacy is no longer a specialty but a survival skill for all librarians. While this skill rapidly obtained a name, "computer literacy", little consensus has been developed on precisely what set of abilities it actually represents.
Which ICT related skills do librarians need? Krissof and Konrad (1998: 29) argue that for librarians or users to consider themselves truly information literate in this day and age, it is essential that they develop both traditional literacy skills and fundamental computer literacy skills. Latham (2000: 41-42) argues that every librarian should be familiar with all components of an office suite: word processing, spreadsheets, databases, and scheduling programmes. Further, librarians should be able to choose the appropriate application for the anticipated result, that is, a database for lists repeating the same type of information, spreadsheets for tracking numerical data, word processing for forms, for instance. Library staff, for that matter, should be able to make use of the extended capabilities of an application: to create charts, import graphics, and attach files, and so forth. They should know what is attached to their CPU, and how it is attached, and they should be able to perform basic troubleshooting functions: power source, monitor adjustments, reboots, printer response, and how to write down error messages.
All librarians should be familiar with installing, configuring, and using a browser and should be able to discuss intelligently their favcurite search engines on the Web and explain why they use each one. Librarians should also be able to discuss when a Web search is preferable to a print search, and vice-versa. Every librarian should be familiar with e-mail and its more sophisticated functions; folders, sorting to folders, address books, attachments, groups, v-cards, for instance.
Beyond the functionality, however, we need to look at ways to use e-mail to expand communications within the organisation, particularly large organisations. Due to the penetration of standards, all staff should be familiar with whichever version of Windows is run within the organisation, how to navigate through Windows (with and without a mouse), and how to manage files associated with Windows (Latham 2000: 42). Also, every librarian should be familiar with not only the functions of the public access workstations but the care and maintenance of those installations hardware as well as software. Librarians should have a basic understanding of their institutional network design, LANs, and WANs, so that they can perform a minimal level of intelligent troubleshooting (Latham 2000: 42).
Librarians who are Webmasters need to have a working knowledge of HTML (Hyper Text Markup Language),tables, browsers, graphic placement, CGI (Common Gateway Interface) programming, UNIX and Java (Saunders-McMaster 1997: 37). The challengefacing libraries is to get their librarians up to speed and to master the tools they use in working with electronic information. According to Marmion (1998: 217) while many individuals, and even some institutions are already there, as a profession librarianship is not. Many research libraries, even, are not. Ongoing training is necessaryif today's libraries are to keep up with changingtechnology: The goal of virtual library staff training and support should be the creation of a staff capable of creating, maintaining, and expanding virtual libraries; capable of constant learning or 'retooling'; and most importantly, capable of imaginative innovation, without which today's cutting-edge virtual library will be tomorrow's actual disaster (Marmion 1998: 217).
According to Krissoff and Konrad (1998) how do librarians provide good training for library users when librarians themselves are being overwhelmed by change?This implies that librarians will be failing those they serve if they do not acquire computer skills. One solution lies in information agencies making a formal commitment to staff computer and technology training. Librarians, as instructors and trainers, must develop the confidence and computer competencies necessaryto make intelligent decisions about what their users need to know and about effective strategies for teaching those skills. By putting themselves first in the electronic information age, librarians stand a much better chance of continuing to provide the levels of service to which they, as a profession, have historically aspired. In the study upon which this article is based the International Computer Driving Licence (ICDL) was seen to incorporate the knowledge and skills most typical of the ICT competencies required of subject librarians in Higher Education.

The International Computer Driving Licence (ICDL)
The ICDL is proof of the ability to use a computer and its most popular applications.
It is an international standard for assessingcomputer literacy. The ICDL is an end-user standard out-and-out test. No programming is taught. Candidates have to passtests in each of the seven modules, and the level of competency is high. To obtain the ICDL a candidate must demonstrate practical proficiency in each of the most commonly used software tools. The candidate has to passall seven modules at a high level, in some casesas high as 80%.

Training and testing centres for the ICDL in KwaZulu-Natal
Once a candidate haspasse:dall seven modules they obtain a SkillsCard, which is sent to the ICDL Foundation who issues the International Computer Driving Licence Certificate. The following tertiary institutions in KwaZulu-Natal were training centres: the University of Natal (UN) (University of Natal Durban and Pietermaritzburg) and University of Zululand. These universities provided training not just for their staff but also for the general public (Computer Society of South Africa 2002).

Methodology
The study covered the four university libraries in KwaZulu-Natal, which belonged to the esAL (Eastern Seaboard Association of Libraries) consortium. Other academic and research libraries such as the college and technikon libraries in the province, which were also members of esAL, were excluded from the study, as including them would have been too large a task for the requirements of the level of research that was undertaken. The study targeted subject librarians and the technology investigated was limited to the use of personal computers.
The population consisted of 43 subject librarians at the four university libraries: I.Six at the University of Durban-Westville (UDW); 2.14 at the University of Natal Durban (UND); 3.10 at the University of Natal Pietemaritzburg (UNP); and 4.13 at the University of Zululand (UZ).
The small size of the population made sampling unnecessary.
A self-administered questionnaire was used for collecting the data. The self-administered questionnaire was designed to establish the ICT knowledge and skills of subject librarians at the university libraries of KwaZulu-Natal. The questionnaire consisted of I I sections was designed to establish general information about the subject librarians as well as specific information relating to their ICT knowledge and skills. Questions (a) to (f) of Section I asked the respondents for background information such as the university library in which they worked, age, gender, professional qualifications and duties or tasks of their work.
Questions (h) to (0) of Section I dealt with general computer usage and more importantly whether the respondents had an ICDL. Sections 2 to 9 were based on the ICDL syllabus modules. These sections were as follows: I . Questions in each of these sections tested the respondent's knowledge and skills regarding their performance of specific operations. Questions relating to training and the problems respondents had with each section or application were also included. Sections 4 to 9 asked respondents to list the software they used for each section. The following sections 10 and I I, although they do not fall within the scope of the ICDL syllabus were included on the basis of their importance, which was established in the literature review. I .Section 10: Networking 2.Section I I: Set-up, maintenance and troubleshooting Most of the questions in the data-gathering instrument were closed or limited option questions. In this study closed questions, which forced the respondents to choose between a "yes", "no" and "uncertain" option were used.
The instrument was pre-tested on three lecturers from the Information Studies Discipline at the School of Human and Social Studies, University of Natal Pietermaritzburg, to examine the clarity. content validity. and relevance of the questions. These lecturers were chosen because they were all professional librarians who worked at an academic institution.
Once the design of the questionnaire had been completed and checked, a copy of the covering letter and the questionnaire were mailed to members of the population using the lists of names and addresses that were obtained from the deputy librarians of the UDW, UND and UZULU. Since the researcher was a subject librarian at the UNP Library it was not necessary to obtain the names and addresses of the other subject librarians at the UNP Library. The cover letter explained the purpose of the study briefly. while the front page of the questionnaire included the instructions on how to complete the questionnaire. The internal mail service between UDW and the UN campuses allowed respondents to return the completed questionnaires via the internal mail service. The UZULU respondents, where given a stamped selfaddressed envelope and returned their completed questionnaires via the regular postal services.
The response rate was initially low and only 17 questionnaires were completed and returned by the due date. Therefore. the deadline for completing the questionnaire was extended by one week. Of the 43 copies of the questionnaires that were sent out 31 were returned, yielding a response rate of 72%. This relatively high response rate for a mailed questionnaire is possibly explained by the fact that some of the questionnaires were delivered in person to members of the study population. Also, contact was made with certain individuals in each university's subject librarian unit and these individuals returned the questionnaires to the researcher.
The type of data collected, the purpose for which the study was conducted. and to meet the study's objectives determined the methods for data analysis. A coding key was prepared in which numerical values were assigned to all limited answer options in the questionnaire. The data was entered on a data matrix designed using SPSS.The data relating to limited option questions was then processed in terms of frequency counts and percentages. Content analysis, done manually, was used to interpret the responses to open questions.

Results and discussion
In line with the intentions of the research the results, are reported under broad headings for the demographics of the population and each of the objectives of the study.

Demographics of the population
The most commonly held qualification was the bachelor of Library Science Honours degree held by 21 (33.9%). A Higher Diploma in Library Science was held by 15 (24.2%) with the equivalent Bachelor of Library Science degree held by nine (14.5%) and the Advanced University Diploma in Library and Information Studies held by four (6.5%). Masters degrees were held by six (9.7%) with a Master of Library Science degree and two (3.2%) with the equivalent Bachelor of Library Science Masters degree. Diplomas were held by three (4.8%) with a National Diploma in Library Science and two (3.2%) a Postgraduate Diploma in Information Management.
Linked to the subject librarian's level of performance is the formal training they received. Of the subject librarians (16 or 50%) had obtained their library qualifications from 1990 to 1999. The other (16 or 50%) obtained their library qualification from 1969 to 1989. With academic libraries undergoing major changes in the last 10 years due to technological developments, the literature clearly argues that technological competencies are the most critical ones for librarians, even if they obtained their professional qualifications as recent as the early 1990s (Woodsworth 1997
Since computers have assumed a central role in the library profession over the past years, most of the subject librarians used a computer to perform their tasks and duties. Therefore to perform their tasks and duties efficiently, subject librarians must have the necessary ICT knowledge and skills.

4.3.//CDL
The ICDL was held by three (9.7%) of the subject librarians. Most of the subject librarians (25 or 80.6%) did not have an ICDL. Also, 22 (71 %) of the subject librarians did not know whether their institution gave recognition and credit for the ICDL qualification while only 16 (51.6%) of the subject librarians were aware of their institutions providing training for the ICDL.
The three subject librarians who had an ICLD performed well on all the sections of the questionnaire. The level of competency for the ICDL is high but commensurate with the knowledge and skills to be expected in terms of the subject librarians' requisite levels of professional expertise as was reflected in the literature. The subject librarians' performance on each section of the questionnaire that related to the ICDL revealed that generally there was a lack of ICT knowledge and skill when compared with the high level of competency that is required for the ICDL.

I Word processing software
Microsoft Word was used by 22 (71.8%) of the subject librarians, while 9 (28.2%) used Corel WordPerfect.  Only two (6.5%) of the subject librarians could enter data; add a record; delete a record; sort records; search using "and", "or" or "not"; create multiple fields; create layout report; insert files into word processing documents. Similarly, only one (3.2%) could create layout to match form and create report with summaries.

Database software
Microsoft Access was used by 23 (75%) of the subject librarians, while eight (25%) used Q + A. and paste to move a slide; rotate or flip an object; change attributes, colour, shapes; apply shadow to shape; create organisational chart; preview using various views. While 20 (64.5%) could choose automatic slides layout format; reorder slides; create different kinds of charts; number slides, 19 (61.3%) modify organisational chart, 18 (58.1 %) add notes to slides, 17 (54.8%) use master slide; add forms of shape; add preset animation effects; start a slide on any show and 16 (51.6%) hide slides. Less than half (15 or 48.4%) could use on screen navigation.

Presentation software
Microsoft PowerPoint was used by 28 (90%) of the subject librarians, while three (10%) used Corel Presentations.

Set-up. maintenance and troubleshooting functions and operations
In terms of software applications, with the exception of e-mail applications, Microsoft software was used extensively in all the libraries. However, with the merger between UN and UDW( forming the University of Kwazulu-Natal), standardisation may result in the use of one type of e-mail software across all the campus of the new merged institution. Subject librarians performed well in terms of the functions and operations for the following applications: file management, windows and keyboard, word processing, e-mail and Internet. However, they did not perform well in terms of the functions and operations for the following applications: spreadsheets, databases, presentations, networking and set-up, maintenance and troubleshooting. From the literature it is clear that subject librarians have to be familiar with all the above applications functions and operations in order for them to perform their roles effectively and efficiently in a demanding electronic environment that is constantly changing (Latham 2000;Marmion 1998). Given the fact that the majority of the subject librarians use a computer in the course of their duties or tasks, there is an under utilisation of these resources due to a lack of knowledge and skills. Therefore, the potential benefits and advantages of using such resources were not being realized.

Problems the subject librarians faced in the use of leTs
• File management Two (6.5%) subject librarians experienced problems with ordering of files. While one (3.2%) had problems with understanding the difference between drives and directories; understanding file management concepts; understanding the purpose of file management; understanding terminology and loc'ating files using DOS.

• Windows and keyboard
SAJnl Libs & Info Sci 2005,71 (2) Three (9.7%) subject librarians experienced problems with the system constantly changing. While two (6.5%) had problems with the qwerty keyboard design and one (3.2%) with operating without a mouse and aligning text.
• Word processing Three (9.7%) subject librarians experienced problems with migrating from Corel WordPerfect to Microsoft Word. While two (6.5%) had problems with indenting in Microsoft Word and one (3.2%) with setting tabs and inserting date and time.
• Spreadsheet Five (16. 1%) subject librarians experienced problems such as no training, while three (9.7%) forgot functions that were not used often and one (3.2%) had problems with transferring data and formulas.
• Database All 31 (100%) subject librarians did not respond to the question relating to database problems.

• Presentations
Three (9.7%) subject librarians experienced problems with a need for more training, while one (3.2%) never used presentations; was unfamiliar with all the functions and found the c1ipart difficult to use.
• E-mail Two (6.5 %) subject librarians experienced problems with viruses; slow delivery and opening attachments, while one (3.2 %) had problems with using the GroupWise e-mail calendar.
• Internet Three (9.7%) subject librarians experienced problems with slowness, while two (6.5%) had problems with outdated websites; access and one (3.2%) with sites that disappeared.
• Networking Four (12.9%) subject librarians experienced problems with a lack of knowledge, while two (6.5%) had problems with slowness of the network and one (3.2%) with server downtime.
• Set-up, maintenance and troubleshooting One (3.2%) subject librarian experienced problems with keeping pace with change; support from ITO (Information Technology Division) staff was not prompt; understanding computer jargon; ignorance; lack of training and a lack of knowledge and understanding.
Unfortunately, a majority of the subject librarians did not respond to the question about problems they had experienced in each of the above sections. It should therefore not be assumed that most librarians had no problems as the quantitative data may suggest. The few who indicated problems experienced them as a result of lack of knowledge, understanding and training.

File management training
More than half of the subject librarians 20 (64.5%) had no formal training in file management. Of the subject librarians six (19.4%) UN received file management training at an introduction to Windows course, two (6.5%) at a UDW course and one (3.2%) an A+ course; DOS file management course and PC engineering course.

Windows and Keyboard training
Less than half of the subject librarians (I lor 35.5%) had no formal training in windows or keyboard operations. Of the subject librarians 9 (29%) received windows and keyboard training at a UN introduction to Windows course, two (6.5%) at a UZ course and one (3.2%) at a UDW course; an ICDL module; Computer programming course; End-user computing course; A+ course and Windows 95 course.

Word processing training
Less than half of the subject librarians (I 3 or 41 .9 %) had no formal training in word processing. Of the subject librarians nine (29%) received word processing training at a UN Word introductory course, four (12.9%) a UN WordPerfect introductory course, and three (9.7%) a UZ Word introductory course and one (3.2%) an ICDL module.

Spreadsheet training
More than half ofthe subject librarians (21 or 67.7%) had no formal training in spreadsheets. Ofthe subject librarians five (16.1 %) received spreadsheet training at a UN Excel introductory course, two (6.5%) at an ICDL module and one (3.2%) a Windows 95 course.
Observedly, there is a general lack of ICT training. It can be argued that this lack of training would influence the subject librarians' level of ICT knowledge and skill. There were, however, exceptions to this observation. Even though there was a lack of formal training for file management, windows and keyboard, word processing, e-mail and the Internet, the subject librarians' level of knowledge and skill were high for these applications. Also, in examining the courses attended by subject librarians, most of these courses were introductory courses; none of the subject librarians had attended intermediate or advanced courses. Perhapsand most significantly, relating to training, is that two of the institutions, the UN and the UZ provided training for the ICDL yet only three subject librarians had obtained an ICOL. Also, with the pending merger between the UN and UOW(the two universities merged since 2004) it could be argued that eventually training for the ICOL would be availableto UOW once the institutions had merged. Furthermore, only 16 (51.6 %) of the subject librarians were aware that their institutions provided training for the ICOL. Generally, it could be argued that there was a lack of knowledge regarding the availability and benefit of the ICDL amongst the subject librarians.

Conclusion and recommendations
The survey of 3 I subject librarians resulted in several significant findings. The study was able to establish the level of ICT knowledge and skills among the subject librarians and to make recommendations regarding the addressing of problems that were revealed. As was to be expected the majority of the subject librarians used a computer in the course of their duties or tasks at work. The findings of the study showed that subject librarians generally do not have the knowledge to explore and take advantage of the opportunities technology creates, nor did they have the skill or ability to perform the applications functions and operations described above effectively. In conclusion, by identifying the problems that subject librarians face in the use of ICT it is evident from the findings that the majority of these problems were as a result of a lack of understanding, knowledge, skill, and above all, as discussed above, a lack of training. Therefore, in an attempt to remedy this situation, the study made the following two broad recommendations with regard to education and staff training and development.

Education
Library schools should provide a curriculum that is balanced in the sense that it provides for an education in traditional librarianship as well as ICT knowledge and skills. With regard to the ICT knowledge and skills education, such an education must be user centred, and ICT must be viewed as a means not an end to promote a quality, efficient and effective service to library users. Also, such a curriculum must provide for continuing education so that librarians can update their ICT knowledge and skills to keep pace with ever changing technological developments. Where feasible library schools can link with existing higher qualification options like the ICOL, and recommend them to candidates for continuing education. 5.2 Staff training and development Library managers and supervisors in all the libraries under study need to realize the value of staff development and training for their library. Management should ensure all their staff understand and are able to cope with changes that have resulted from technological developments. The magnitude of change due to technological developments suggests that libraries have to devote greater resources to staff training and development. Library managers will have to make a commitment to staff training and development to ensure that staff has the necessary ICT knowledge and skills to work effectively in an environment that is demanding and rapidly changing.