Libraries at University of Nebraska-Lincoln


Date of this Version



Adeleke A, & Olorunsola R. (2010). Training in the use of e-resources in academic libraries: One university’s approach. Library Hi-Tech News, 6(7):16-19.

Ahmed, Z. S. (2013). Use of electronic resources by Faculty members in diverse public universities in Bangladesh. Emerald, 31(3):290-312.

Amankwa, B. P. (2015). Use of electronic resources by students of the Ghana Institute of Management and Public Administration. The electronic library, 29(6):28-30.

Anaraki, L., & Babalhavaeji, F. (2013). Investigating the awareness and ability of medical students in using electronic resources of the Integrated Digital Library Portal Iran. The electronic library, 31(1):70- 83.

Asamoah-Hassan, H. (2009). Institutional repositories in Ghana. Status report at the AAU/KIT/CARLIGH (Association of American Universities and the Consortium of Academic and Research Libraries in Ghana). International Seminar on DATAD [Database of African Theses and Dissertations] Advocacy for Institutional Repository, Accra, Ghana, 16-18 March. Available: Accessed 06 September 2017.

Baffour, K. A. (2014). Providing information communication technology support to distance education students: A case study of the University of Ghana. Unpublished thesis submitted to Institute of Continuing and Distance Education (ICDE), University of Ghana.

Barfi, K. A., Boohene, K. A., & Afful-Arthur, P. (2017). Challenges confronting postgraduate students in the use of electronic resources in University of Cape Coast, Journal of Education, 10(1):1-14.

Baro, E. E., Endouware, B. C., & Ubogu, J. O. (2011). Awareness and use of online information resources by medical students at Delta State University. Nigeria. Library Hi-Tech News, 10:11-17.

Bayugo, S. S., & Agbeko, K. S. (2007). Information seeking behaviour of health sciences faculty at the College of Health Sciences, University of Ghana. Information Development, 23(1):63-70.

Bhatt, R. (2013). A study of library usage and satisfaction by social scientists at Bahauddin Zakariya University, Multan. Library Philosophy and Practice (e-journal).

Creswell, J. W. (2014). Research Design: Qualitative and quantitative mixed methods approaches. Los Angeles: Sage publication.

Dadzie, P. (2005). Electronic resource: access and usage at Ashesi University College. Campus Information Systems, 22(5):290-297.

Dillon, A., & Morris, M. (1996). User acceptance of new information technology: Theories and models. Available: .html. Accessed 20 October 2017.

Egberongbe, H. S. (2011). The use and impact of electronic resources at the University of Lagos. Library Philosophy and Practice (e journal).

Hawthorne, D. (2008). History of electronic resources. Emporial State University, Jones and Bartlett Publishers, USA.

Kinengyere, A. (2006). The effects of information literacy on the utilization of electronic information resources in selected academic and research institutions in Uganda. The Electronic Library, 25(30):328-341.

Kumah, C. H. (2015). A comparative study of use of the library and the Internet as sources of information by graduate students in the University of Ghana, Library Philosophy and Practice (e-journal). Available htps://

Madhunsundhan, M. (2010). Use of electronic resources by scholars of Kurukshetra University. Emerald, 28(4):492-506.

Majid, S., & Tan, A. T. (2002). Usage of information resources by computer engineering students: A case study of Nanyang Technological University, Singapore. Online information review, 26(5):318-325.

Ojedokun AA (2007). Information literacy for tertiary education Students in Africa. Third World Information Publication Limited, 3(2):23-24.

Ojo, R. A., & Akande, S. O. (2005). Students access, usage and awareness of electronic information resources at the University College Hospital, University of Ibadan, Nigeria. Lagos Journal of Library and Information Science, 3(1):16-24.

Okiki, O. C. (2012). Electronic information resources awareness, attitude and use by academic staff members of University of Lagos, Nigeria. Library Philosophy and Practice (e-journal).

Rogers, E. M. (2003). Diffusion of innovation. New York: Free Press.

Student Records and Information Management Unit (2016). Students and staff records. Cape Coast: University Press.

Togia, A., & Tsigilis, N. (2009). Awareness and use of electronic information resources by education graduate students: Preliminary results from the Aristotle University of Thessaloniki. Qualitative and Quantitative Methods in Libraries, International Conference, Chania Crete Greece.

Tsakonas, G., & Papatheodorou, C. (2006). Analyzing and evaluating usefulness and evaluating usefulness and usability in electronic resource. Journal of Information Science, 35(5):400-419.

Van, A. M., & Cason, C. (2006). The Electronic Academic Library: Undergraduate Research Behavior in a Library without Books. Libraries and the Academy, 6(1):47-58.

Wu. M., & Chen, S. (2012). How graduate students perceive, use, and manage electronic resources. Aslib proceedings, 64(6):641-652.


The study investigates the use of electronic resources by postgraduate students in University of Cape Coast (UCC). It specifically targets first year postgraduate students of UCC. Awareness, usage, training, and access were explored. A survey method was employed and a structured questionnaire was utilized to solicit data. The findings revealed that, though students are aware of electronic resources, they do not fully utilize them to support their academic pursuit due to poor level of information literacy skills. However, few students had not participated in all information literacy skills training organized by the library. Results from the study showed that, significant number of postgraduate students do access electronic resources when on campus and mostly use electronic devices such as laptops, ipad, desktop computers, and mobile phones. The findings indicated that students use the electronic resources to complete assignments, write project work, to update lessons note, for research, and update themselves on new information in their fields of study. It was recommended that a structured curriculum should therefore be established as part of postgraduate students’ normal lecture periods where time is allocated on their time table for electronic resource training, and if possible, credited to their academic performance ratings or grading.



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