Familiarity and utilization of open access resources: A study of library users of Cochin University of Science and Technology (CUSAT) and Pondicherry University (PU)

Abstract

Purpose

The purpose of the study is to assess the familiarity and utilization of open access resources among library users of Cochin University of Science and Technology (CUSAT), Kochi, and Pondicherry University (PU), Puducherry.

Design/methodology/approach

Data for the study were collected via a well-structured questionnaire. For this study, 250 questionnaires were administered among library users of each CUSAT and PU through incidental sampling. From CUSAT and PU, 180 and 160 questionnaires, respectively, were considered for data analysis.

Findings

The study reveals that majority of the respondents, i.e. 77.78 and 80 per cent of CUSAT and PU, respectively, believe that they are familiar with the concept of open access (OA). 70.56 per cent respondents from CUSAT and 71.88 per cent users from PU are aware that their library has an OA repository. However, majority of the respondents, i.e. 65 and 70.63 per cent users from CUSAT and PU, respectively, use OA resources. Among OA resources, electronic theses and dissertations are the most preferred ones consulted by 56.67 and 62.50 per cent respondents, respectively, from CUSAT and PU. 60.56 per cent respondents from CUSAT followed by PU (52.50 per cent) cited “screen reading” as a main barrier in accessing OA resources.

Originality/value

Both the universities under study have created and maintained the OA institutional repository for disseminating their institutional intellectual output. This study explores awareness and use of OA resources among library users of CUSAT and PU. The study concludes with some suggestions for utmost utilization of OA resources among library users.

Citation

Iqbal, J. and P.M., N.A. (2017), "Familiarity and utilization of open access resources: A study of library users of Cochin University of Science and Technology (CUSAT) and Pondicherry University (PU)", Information and Learning Sciences, Vol. 118 No. 3/4, pp. 141-151. https://doi.org/10.1108/ILS-12-2016-0080