Perceptions of electronic library resources in further education

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Appleton, Leo. 2006. Perceptions of electronic library resources in further education. The Electronic Library, 24(5), pp. 619-634. ISSN 0264-0473 [Article]

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Official URL: https://doi.org/10.1108/02640470610707231

Abstract or Description

Purpose
– The purpose of this paper is to report upon the design, implementation and findings of a research study investigating the perceptions of electronic library resources within the UK further education sector. While such resources are widely available to the sector, very little qualitative investigation has been done as to its impact upon teaching and learning and how it is viewed by those who have access to it.

Design/methodology/approach
– The research uses a case study in which staff and students at three separate further education colleges are encouraged to explore and share their experiences of using electronic library resources. This is achieved through structured interviews with teaching staff and focused student discussion groups. Extensive reference to relevant literature is also employed as a method.

Findings
– The findings of the research are entirely qualitative, and are reported through a sequence of annotated quotations, which reveal personal experiences and perceptions of using electronic library resources and the influence and impact they have had on teaching and learning activity.

Research limitations/implications
– The findings are limited to one case study, using three different colleges in the Merseyside area of the UK.

Originality/value
– The qualitative data provided through the research provides insight into electronic resource use within a cross section of the further education sector. It is therefore of use to those studying the impact of electronic resources, particularly within the further education sector. The research provides evidence which can be used to inform future e‐resources policy. The findings can also be used to shape e‐resources guidelines for practitioners in the further education sector.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1108/02640470610707231