E-LITERACY LEARNING ENVIRONMENTS AND DIGITAL FUTURE

E-learning is a means of becoming literate, involving new mechanisms for communication, such as: computer networks, multimedia, content portals, search engines, electronic libraries, distance learning, and web-enabled classrooms. Different web based applications such as email, real-time conference; Web Cam, etc. are being used as important tools in the process of e-learning.

Technological innovations have brought tremendous changes in the whole education process and have led to a paradigm shift from teacher based education to a learner based education system. Developments in the electronic networking frontier have changed the whole dimension of the education system. This has brought a shift from the ‘just in cast education’ to ‘just in time education’ system. Internet, another cost-effective solution of reaching out to the learners at a distance, is gaining ground throughout the world. It is acting as a catalyst for change in the education process. It has taken education beyond the classroom and lecture hall into a new era of networked and collaborative learning.

Since the aim of e-learning environment in education is to enhance students’ learning opportunities by enabling them to partake in global, team based educational projects, in which they directly experience different cultural contexts and access a variety of digital information sources via a range of appropriate Information and communication technology, the future academic library professional should change their role by developing new standards and skills accordingly to meet the future digital information needs of the users.

Today almost all the academic institutions, universities and college libraries have been automated by library software and have become connected with Internet, intranet and extranet facilities and through which they are providing access to relevant e-journals and e-books by proxy-server based networks⁵⁰. So the future of the academic library services may be changed accordingly to fulfill the needs of the patrons in the e-learning environment.

Libraries have an outstanding potential as the third place, after home and work with learning, inspiration and entertainment. Hence it is very essential to change the environment, structure and interiors of the academic libraries according to the digital information needs of the user and the future library should not have collection storage as its main function. E-learning opportunities must be enabled by the library professionals to the user in global level to access a variety of digital information sources via a range of appropriate World Wide Web technology.

E-Learning is a catch-all term that covers a wide range of instructional material that can be delivered on a CD-ROM or DVD, over a local area network (LAN), or on the Internet. It includes Computer-Based Training (CBT), Web-Based Training (WBT), Electronic Performance Support Systems (EPSS), distance or online learning and online tutorials. The major advantage to students is its easy access. So, providing access to online e-journals and e-books through networks will enhance the self-learning knowledge of the user.

1.19 E-LEARNING FOR INDIAN HIGHER EDUCATION

E-learning refers to the use of Information and Communications technology to enhance and/or support learning. It covers a wide range of tools and technologies including e-mail, internet, video streaming and virtual classrooms. E-learning in context of a student connecting to a network and accessing course material, getting his queries answered and collaborating with teacher and/or include asynchronous tools like usage of course management system or learning management system and synchronous tools like video streaming and virtual classrooms. The student has option to select what he wants to do, within the broad profile of his study plan.

E-learning is a new technology in the field of education. At present it can support the traditional teaching and learning but it cannot be recognized and accredited. E-learning will suit a country like India which is spread over a vast geographical area. E-learning with its wide accessibility can reach the learners, having a telephone line, a modem, a Net connection and a machine, who are dispersed over a large area⁵¹. It is sure e-learning is the only way by which one can make India, a knowledge based society.

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  In 1984, the Government of India started a project called CLASS (computer Literacy and Studies on Schools). As a result of this project; computer literacy is made compulsory for classes XI and XII. The infrastructure for the computer science teaching, like computers, electricity and other fittings were brought by the respective state governments. In the 7^th five year plan 2598 schools & in the 8^th five year plan 2371 schools started computer literacy, laying foundation step towards E-learning in India.
  
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  Under the Education Technology Scheme 1987, Audio-software (cassettes) and videocassettes were provided to the schools for training the students. Bihar, U.P, Orissa, Maharashtra, Gujarat, Kerala and Andhra Pradesh started broad casting educational programs through radio and Doordarshan. By the year 1999 the state governments for the primary schools sanctioned 75,903-color televisions. At present, in India, many schools-both private and government aided-started computer science as a subject and the schools have augmented the infrastructure with Television, audiocassettes and videocassettes, CD-ROMs etc. In Indian schools, the future development can be attributed to E-training.
  
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  During the year 2003, Indian Government launched an ambitious project of E-learning and E-governance and planned to spend $2660 million in the next four years. The main aim of this project is to take E-learning to schools in every district across the country. This project, will ultimately cover 6,00,000 schools in India. Karnataka State Government launched another major E-learning project in 2003. The Government of Karnataka and IBM India signed a Memorandum of Understanding to promote E-learning within the state. Under the project, IBM will develop an E-learning platform for BITES (Board for IT Education Standards) for higher technical educational institutions in Karnataka. The E-learning platform with the Government of Karnataka will create one such eco-system and develop educational institutions in the state as Centers of Excellence. Next few years will determine whether or not the dream of making E-learning available to our billion strong populations becomes a reality.
  
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  A number of private companies and institutes such as NIIT, APTECH, Institute of Management Technology, Ghaziabad, Gurukul Online Learning Solutions started offering E-learning programmes in various disciplines including computer science and information technology.
  
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  University Grants Commission Higher Education Project-UGC with collaboration of INSAT, started COUNTRY WIDE CLASS ROOMS on 15^th August 1984, to upgrade and enrich the quality of education, while extending their reach. In inter university consortium for education communication (CEC) along with a chain of about 20 audio-visual media. Mass Communication Research centers were set up by UGC at different institutions of the countries.
  
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  IGNOU Doordarshan Telecast-Indira Gandhi National Open University started telecasting educational programs from 1991, for distance learners. Now five days a week is telecasted on Doordarshan channel.
  
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  GYANDARSHAN Educational Channel-Ministry of Human Resources Development, Information and Broadcasting Prasar Bharati and IGNOU launched GYANDARSHAN jointly on 26^th Jan 2000. It is an exclusive educational TV channel in India; working jointly with SIET, NOS, DST, NCST etc. and at present it transmits educational programs round the clock. The programs from partner institutions are telecast for 23 hours a day and foreign programs for 1 hour a day. The programs of IGNOU, CIET-NCERT are telecast for 4 hours, each, IIT programs for 3 hours, each, CEC-UGC programs for two and half hours and one hour each for IIIT and Adult education⁵².
  
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  EDUSAT provides education to millions of people at their doorstep. It is the world’s first educational satellite in India launched in 20^th September 2004. It enables information to be broadcast in local languages and devoted to long distance learning in India⁵³.
  

Indian E-learning project is the NPTEL project. NPTEL (National Programme on Technology Enhanced Learning) was conceived in 1999 and funded by MHRD (Ministry of Human Resource and Development). Under the project 7 NTs ( Indian Institutes of Technology) and M. Sc. (Indian Institute of Science) Bangalore worked on the Rs 20.5 crore project from 2003 to 2006 to create 112 video courses and 116 web courses. All these courses are on undergraduate engineering topics and made to meet most of the requirements of an engineering undergraduate program (at any Indian university). These causes are available to student working professionals and colleges (both government-aided and private) at virtually no cost or very low cost.

One of the observation is there is lot of interest (more so during initial launch period) but it is not getting converted into results. The students institution still need to be able to coverts this into a usable experience and improve their learning.

Another commercially successful initiative is MBA Programmes being conducted for working professionals using satellite Video technology by institutions like IIM-Calcutta, IIM-Calicut, IIT-Delhi, IIFT, IIT Bombay etc. This was done by these institutions using services provides by companies like Hughes Net (formerly Hughes Direcway). The author could not find reliable information on number of students using these programmes but it is estimated at close to 10,000 annually. Hughes Net itself has 2000 such centers in India. This is a successful example in the sense that is met the demand for quality education for working professionals in the city where they are located. It has been an economically viable model for the institutes the technology providers as well as the students. It will do well to enlist what made this a success-

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   Premier institutes like IIMs, IITs, XLRI etc. provide faculty who take the classes, run the programme ensure quality and institutes provide certificates to students. Institutes spent valuable faculty time and effort in creating and upgrading courseware specifically foot these programmes during the last 10 years or so.
   
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   The vendor companies opened centers across India, for students to come in and view lectures and attend classes.
   
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   Satellite-based video technology is used to beam live lectures form the institute studio to the centuries Learning Management System software is used to supplement this for giving assignments reading material and collaboration among student and faculty. The companies also set–up studios in partner institutes to enable lecture beaming.
   

Sarkshat Portal form MHRD is another well known E-learning initiative. Modelled on lines of MIT OCW it has been designed and developed by IGNOU for Ministry of HRD as a repository of eBooks e-Journals Digital Repository and other student-relevant information. Study material is classified into various topics.

Another related initiative again form IGNOU is e-Gyankosh-another digital repository for learning resources. It has been developed with the objective of long-term preservation of learning materials.

Some of the other lesser known E-learning initiatives/projects in India are -

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   Amrita Vishwa Vidyapeetham - This initiative launched in 2004 used satellite technology to connect 4 campuses of Amrita University located in 4 cities of south India. There is a collaboration with US universities also the project was expected to expand to 200 universities. It was based on technological support form ISRO.
   
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   BITS Pilani - It has established a virtual university with DIT sponsorship. BITS has been one of the pioneers in distance education. BITS has been providing courses for working professionals in distance education mode leveraging technology⁵⁴.
   
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   Jabalpur University - It started a new interdisciplinary “Masters in Multimedia Development” course in 2000-01 as a distance education course using print material CD ROM and web-based learning environment. Technology was provide by CDAC Kolkata and CMC.
   
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   Aligarh Muslim University - It worked on a project in 2006 -2007 to take its distance education programme online, starting with a few courses which are industry-relevant.
   
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   Central Institute of English and Foreign Language Hyderabad - It had a project for online learning software set-up and usage in 2006⁵⁵.
   
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   Others - Many other university and colleges had small projects/ initiatives where they bought software & hardware technology products got content development done for E-learning launch. It included the likes of Hyderabad University Kerala University, Terna College Mumbai MDI Gurgaon, etc.
   

Ever since its inception, a strong commitment to excellence in teaching and research has made the University of Delhi a role-model and path-setter for other universities in the country. Its rich academic tradition has always attracted the most talented students who later on went on to make important contributions to their society. The University has grown into one of the largest universities in India. At present, there are 18 faculties and 86 academic departments with 145335 regular students (UG: 124494, PG: 20841) and 266175 students (UG: 262837, PG: 3338) in non-formal education programme.

Delhi University Library System (DULS) has more than 34 libraries in its fold. These libraries, spread throughout the university campus, meet the information requirements of various academic communities. Presently DULS hold 14.5. lakh documents, 1477 current periodicals 5 lakh bound volume of periodicals, 3000 CD ROMS, 670 valuable manuscripts, 20,000 M. Phil., Ph. D. dissertations and thesis. The traditional library services are provided to large user communities which consist of 5,700 P.G. Students, 1,100 faculty members, 4,100 researchers in different subject. However, access to electronic resources is provided to larger user communities, which also encompasses the colleges in addition to the university campus. In totality access to electronic resources is provided to 2,25,000 students, 7,000 faculty members, 4,100 researchers and having annual budget of more than 4 crores.

The e-resource subscription DULS is at par with any international university of repute. The university has advanced its web activity with the subscription of 40,000 E-journals through 64 high quality electronic databases being made available through campus network to teachers, students and research scholars 21 more databases are also accessible through UGC-INFONET Digital Library Consortium. Important open access e-resources are regularly culled out and listed on the DULS website for access⁵⁶.
1.20.2.1 DULS E-RESOURCE PROMOTIONAL ACTIVITIES

In view the large amount of information resources, especially the e-resources; the huge amount being spent on its subscription; the heterogeneous user community including the under graduate and post graduate students, researchers, scientists and faculty members; the wide geographical spread of users to the colleges, Delhi University Library System (DULS) has planned and regularly conducting various e-resource promotional activities under Information Literacy Program (ILP).

The planning of ILP found various reasons that affect the use of e-resources in teaching learning and research. Surveys showed that lack of access, lack of knowledge of what is available, conservative attitudes and lack of computer skills, were often significant obstacles to the use of e-resources Adams and Bank (1995)⁵⁷, Budd and Connaway (1997)⁵⁸, Kaminer (1997)⁵⁹, Zhang (2001)⁶⁰. Similarly, Tenopiretal (2003)⁶¹ note, both the availability of full text e-journals and work is conducted in a specific scientific field affect use of e-journals.

The relevance criteria are also likely to influence information search strategies and e-journal use pattern. Studies show that topical relevance and paradigmatic relevance are two different relevance types. Topical relevance is usually the primary relevance criterion in the natural sciences where as paradigmatic relevance is usually the primary relevance criterion in the humanities. E-journals and databases are likely to be used more heavily in fields in which topical relevance is the primary relevance criterion and less in fields in which paradigmatic relevance is the primary relevance criterion.

Information Literacy can be defined in terms of a set of competencies that an informed citizen of an information society ought to posses to participate actively and intelligently in that society. According to Jeremy Shapiro and Shelly Hughes Information Literacy is a new liberal art that extends from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact⁶². Thus Information Literacy is not only knowing how t o use computers and access information but also evaluating the nature and impact of information in relation to its technical infrastructure and its social, cultural and philosophical context.

The American Library Association’s (ALA) Presidential Committee on Information Literacy, final Report defines Information Literacy, as, a “set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information”⁶³. In other words information literacy is a set of skills, which enables the individuals to recognize his/her information need. In addition it also enables to locate, evaluate and use the needed information effectively.

An analysis of the above definitions and a review of the related literature reveal the following aspects of information literacy, which should be kept in mind while planning any information literacy programme. These aspects may be termed as components of a information literacy program. The very important aspect of information literacy is tool literacy. It is the ability to understand and use the practical and conceptual tools of current information technology relevant to education and the areas of work and professional life that the individual expects to inhabit.

The resource literacy is another important aspect. It is an important aspect for conducting information literacy programs in academic institutions. It is the ability to understand the form, format, location and access methods of information resources. Research Literacy is another aspect. It is the ability to understand and use the IT based tools relevant to the work of today’s scholars and researchers. The other aspect of Information Literacy is Critical Literacy. It is the ability to evaluate critically the intellectual, human and social strengths and weaknesses, potentials and limits, benefits and costs of information technologies.

Last but not the least aspect of information Literacy is regarding emerging technology. Technology never stands still, it always advances. This is the ability to adapt, understand, and evaluate the emerging technologies and make use of the continually emerging innovations in IT so as to make intelligent decisions about the adoption of new technology.

Information Literacy is basically a library instruction program. It focuses on content, communication, analysis, information searching and evaluation. In view of the contemporary environment of rapid technological change and proliferating information resources Information Literacy in libraries have become increasingly important.

1.20.2.3 E-RESOURCES ORIENTATION FOR P.G. STUDENTS

DULS is regularly conducting e-resources orientation for the post Graduate students, in the class room environment. It is being conducted through high quality interactive power point presentations comprising of textual, audio and visual information. The presentations consist of defining information needs, various sources and formats of information available, advantages of e-resources over printed resources, searching techniques, various search options, and coverage, features and search strategy of each database concerned with the subject. Multimedia resources as images and videos on the concerned concepts are also explained to the audience. Besides, some important e-resources such as Subject Gateways, Electronic Journal, Electronic Books, and subject specific websites from public domain covering the subject, which are regularly culled out and listed on the DULS website, is also being explained in each department.

In addition to its vast university campus, University of Delhi has also got large number of constituent colleges in different locations spread over throughout the Delhi. All the e-resources are also available to the information users of these colleges. It was again inevitable on the part of DULS to orient the users of these colleges to all the available e-resources. For the purpose four power point presentations on DULS subscribed databases, UGC Infonet databases and open access e-resources available in public domain are prepared explaining the scope, coverage, features, and search methods for all the databases. A presentation on Online Search Techniques is also prepared explaining the various search techniques, limiting or expanding search, common search platforms etc. Each of the search technique is supported by the live example on particular database.

Initiation of e-resources orientation program for college teachers, all the colleges have been grouped into six zones. DULS, on the basis of availability of infrastructure, schedules the program in one of the colleges in a zone and faculty members from other colleges in the same vicinity are invited to attend to the college hosting the program. This is quite a popular program among the college faculty members.

1.20.2.5 WORKSHOP ON E-RESOURCE AND BIBLIOGRAPHICAL CITATIONS

On completion of the first phase of ILP in different departments for post graduate students and college faculty members, as a next step, DULS has started conducting one day ‘Workshop on E-Resources and Bibliographical Citations’ for Social Science Research Scholars with the financial support from NASSDOC, Indian Council of Social Science Research, New Delhi. Two such programs has already been organized in the year 2006 and 2008.

A total of 200-250 P.G. Students and Research Scholars have attended the program each time. The workshop emphasized on IPR issues; plagiarism, how to avoid it; standard citation of references using Chicago Manual of Style; evaluation of electronic resources etc in addition to the areas covered in the presentations for PG Students.