Q2.

Define the concepts ‘Information Needs’, ‘Information Wants’, and

‘Information Demands’. Discuss the various categories of information needs.
Ans: 2 - Information Needs:
Information needs refer to the specific requirements or desire individuals or
organizations have for obtaining information to fulfill a particular purpose or achieve a
specific goal. It is the recognition that there is a gap in knowledge or understanding that
needs to be filled through the acquisition of relevant information. Information needs can
arise in various contexts, such as personal, professional, educational, or societal, and they
can be driven by a variety of factors, including curiosity, decision-making processes,
problem-solving endeavours, research objectives, or the need to stay informed about a
particular subject. Identifying information needs involves understanding what
information is required to address a particular situation or objective. This includes
determining the scope, depth, and specificity of the information needed. For example, a
student conducting research for a term paper may have information needs related to
specific aspects of a topic, such as historical background, current research, or statistical
data. Similarly, a business professional may have information needs related to market
trends, competitor analysis, or customer preferences to make informed decisions. To
address information needs, individuals or organizations typically engage in information-
seeking activities. This involves searching for, accessing, and evaluating information from
various sources, such as books, articles, databases, websites, experts, or other individuals.
The information sought should be relevant, reliable, and credible to ensure its usefulness
in meeting the identified needs. Information needs can vary in complexity and urgency.
Some needs may be satisfied through quick searches or consultations, while others may
require more extensive research or in-depth analysis. It is important to recognize that
information needs are not static; they can evolve or change as new questions arise, new
challenges emerge, or new information becomes available. Effectively addressing
information needs requires critical thinking skills, information literacy, and the ability to
evaluate and synthesize information from multiple sources. It also involves
understanding the strengths and limitations of different information resources and being
aware of the ethical considerations involved in accessing and using information.

According to Paisley “Information need is not a psychological state of mind; rather, it is

an objective need oriented towards particular tasks, problems, etc.” (Prasad, 1991).

Information needs represent the specific requirements or desires for obtaining

information to fulfill a particular purpose or achieve a goal. They arise in various contexts
and drive individuals and organizations to seek, access, and evaluate relevant information
from a variety of sources. By effectively understanding and addressing information needs,
 individuals and organizations can make informed decisions, solve problems, advance
knowledge, and contribute to personal and professional growth.

Types of Information Needs

Information needs can vary based on the specific users and their objectives. Tague (1976)
identified four categories of information needs, each catering to different purposes. Let’s
explore these types of information needs in more detail:

1. Social or Pragmatic Information Needs: Social or pragmatic information needs revolve

around acquiring information that is necessary for daily life activities, interactions, and
decision-making. These needs encompass seeking information related to social events,
community resources, health and wellness, consumer products and services, legal
matters, government services, and other practical aspects of life.
2. Recreational Information Needs: Recreational information needs pertain to the desire
for information that facilitates leisure and entertainment activities. This can include
seeking information about hobbies, sports, arts and culture, travel and tourism, books,
movies, music, gaming, and other recreational pursuits. Users with recreational
information need to seek content that enhances their leisure experiences, helps them
explore new interests, and keeps them entertained.
3. Professional Information Needs: Professional information needs are specific to
individuals in their occupational or career domains. These needs involve acquiring
information that supports professional growth, decision-making, problem-solving, and
staying updated in their field. Professionals seek industry trends, market research, best
practices, academic journals, conferences, training materials, and other resources
relevant to their profession. Fulfilling professional information needs enables individuals
to excel in their careers and make informed decisions in their work.
4. Educational Information Needs: Educational information needs relate to the
acquisition of knowledge and information for educational purposes. Students, teachers,
researchers, and lifelong learners seek information that supports academic studies,
research projects, assignments, lesson planning, or personal intellectual development.
Educational information needs encompass subject-specific information, scholarly articles,
textbooks, research databases, online courses, educational videos, and other resources
that facilitate learning and knowledge acquisition.

By categorizing information needs into social or pragmatic, recreational, professional,

and educational, it becomes easier to understand the diverse purposes and objectives
that drive users’ information-seeking behavior. Recognizing these categories allows
information providers and systems to tailor their offerings and services to effectively
meet the specific information needs of users across different domains of their lives.
 Q3. What do you understand by information seeking behavior? Discuss with
examples the various information sources required by biologist?

Ans: 3- Information Seeking Behaviour (ISB) refers to the actions, strategies, and patterns
that individuals adopt when searching for and retrieving information to meet their
specific information needs. It encompasses the entire process of seeking, accessing,
evaluating, and utilizing information from various sources. ISB is a fundamental aspect of
human behavior in the information age, as individuals navigate the vast and ever-
expanding information landscape to obtain relevant and reliable information. ISB can be
observed in various contexts, including academic research, professional work, personal
interests, decision-making processes, problem-solving activities, and everyday life
situations. It is not limited to any specific domain or discipline but is applicable across
diverse fields.

ISB is influenced by various factors, including individual characteristics (such as prior

knowledge, cognitive abilities, information literacy skills, and personal interests),
situational factors (such as time constraints, available resources, and technological tools),
social factors (such as cultural norms, social networks, and collaborative information
seeking), and the evolving information environment (including advancements in
technology and changes in information sources and platforms).

Understanding ISB is crucial for information professionals, researchers, and designers of

information systems. By studying ISB, researchers gain insights into the cognitive, social,
and technological factors that shape the information-seeking process. This knowledge
helps in developing effective strategies to facilitate information retrieval, enhance user
experience, design user-friendly interfaces, improve information literacy instruction, and
provide relevant and tailored information services to meet the diverse needs of
individuals and communities.

Elements of Information Seeking Behaviour

While the specific elements may vary depending on the theoretical frameworks or
perspectives adopted, here are some commonly recognized elements of ISB:

1. Information Need: At the core of ISB lies the recognition of an information gap or
requirement. The information need is the initial spark that triggers the information-
seeking process. It involves identifying the specific information necessary to address a
particular task, problem, or curiosity.
2. Information Source: The selection of suitable information sources plays a vital role in
ISB. Individuals must identify and evaluate potential outlets or channels from which they
can acquire the desired information. These sources can include libraries, databases,
online platforms, subject experts, peers, or other repositories.
3. Search Strategies and Techniques: Effectively locating and retrieving relevant
information requires employing appropriate search strategies and techniques. This
element encompasses the methods and approaches used to navigate through the
available information. It includes keyword searching, Boolean operators, advanced search
techniques, browsing, and utilizing specialized databases or search engines.
4. Information Evaluation: Critical evaluation of gathered information is a crucial step in
ISB. It involves assessing the reliability, credibility, relevance, and currency of the
information sources and content. Considering factors such as author expertise,
publication quality, and potential bias is essential in determining the trustworthiness of
the acquired information.
5. Information Access and Retrieval: The actual process of accessing and retrieving
information is another element of ISB. This includes navigating through information
systems, utilizing search interfaces, exploiting advanced search functionalities, and
obtaining the desired information in various formats.
6. Information Use and Application: Acquired information holds value when it is
effectively utilized to meet specific needs, make informed decisions, solve problems, or
generate new knowledge. This element emphasizes integrating and applying the
acquired information in a manner that aligns with the intended purpose or task.
7. User Satisfaction: User satisfaction is a crucial aspect of ISB. It reflects the user’s
perception of the information-seeking process and outcomes. When the acquired
information meets their expectations, fulfills their needs, and contributes to their goals
or objectives, users experience a sense of satisfaction.

The elements of Information Seeking Behaviour offer a comprehensive framework for

understanding how individuals interact with information in the digital age. By recognizing
the information need, identifying suitable sources, employing effective search strategies,
critically evaluating information, accessing and retrieving data, utilizing it appropriately,
and ultimately achieving user satisfaction, individuals can navigate the vast information
landscape more effectively.
 Q6. Discuss the concepts, ‘Consortia and Subject Gateways’. Describe online
services in the field of Physical sciences.
Ans:6 Library Consortia: Library consortia are collaborative networks or alliances
formed by multiple libraries, typically academic, research, or public libraries, to pool their
resources, share expertise, and collectively address common challenges and goals. These
consortia aim to optimize library services and operations by promoting
cooperation, resource sharing, and cost-effective strategies among participating
institutions. Library consortia facilitate the exchange of materials, such as books, journals,
and databases, among member libraries, enabling broader access to a wider range of
resources for their users. They also provide a platform for libraries to collaborate on
initiatives such as digitization projects, technology infrastructure development,
professional development programs, and advocacy efforts. By working together, library
consortia enhance the efficiency, effectiveness, and impact of libraries, benefiting both
library staff and the communities they serve.
Need of Library Consortia: Library consortia are essential for several reasons that
highlight the significance of collaborative networks in the library field. Here are some key
reasons why we need library consortia:

 Expanded Access to Resources: Library consortia are instrumental in broadening access

to resources. By pooling their collections and sharing materials, member libraries can
offer a more extensive range of books, journals, databases, and multimedia resources.
 Economies of Scale and Cost Savings: Collaborating within a library consortium
enables member libraries to achieve economies of scale and cost savings. By negotiating
joint purchasing agreements, consortia can secure favorable pricing for electronic
resources, software, and other library services. This collective purchasing power allows
libraries to optimize their budgets, stretch their resources further, and allocate funds to
other critical areas. The cost savings generated through consortia benefit both large and
small libraries, ensuring equitable access to high-quality resources and services.
 Collaborative Initiatives and Innovation: Library consortia foster collaboration and
innovative initiatives among member libraries. Through consortia, libraries can join forces
to undertake digitization projects, preservation efforts, and the development of shared
digital repositories. By pooling their expertise, resources, and knowledge, libraries can
tackle complex projects more efficiently and effectively. The collaborative environment
of consortia encourages the sharing of best practices, experimentation with new
technologies, and the exploration of innovative approaches to library services, ultimately
benefiting library users.
 Professional Development and Networking: Library consortia offer valuable
opportunities for professional development and networking for library staff. Consortia
organize workshops, seminars, and conferences where library professionals can enhance
 their skills, exchange ideas, and learn from one another. These events provide platforms
for collaboration, mentoring, and the exchange of experiences, enabling librarians to stay
abreast of emerging trends, technologies, and best practices. The professional
development opportunities offered by consortia contribute to the growth and
advancement of library professionals within the field.
 Collective Advocacy and Influence: One of the significant benefits of library consortia
is their collective advocacy and influence. Consortia amplify the collective voice of
libraries, advocating for improved funding, policies, and support for libraries at local,
regional, and national levels.

Subject Gateways: Subject gateways are online sites that provide searchable and
browsable catalogues of Internet based resources. Subject gateways typically focus on a
related set of academic subject areas. The simplest types of subject gateways are sets of
web pages containing lists of links to resources. Some gateways index their lists of links
and provide a simple search facility. Some offer enhanced services consisting of a
resource database and various indexes searchable through a web-based interface.
1. Characteristics:
Subject Gateways are characterized by following factors:-
They are selective, pointing only to Internet resources that meet with quality selection
criteria. They are built by subject and information specialist often by librarians. Generally
limited to specific subjects. Scope and policy declaring what subjects they are indexing.
Manually created records –rich resource description containing relevant information.
Distributed cataloguing- a scattered group of subject specialists contributes to the
database.
Quality control- there is an official set of quality criteria. Use of open standards to support
cooperation with other services. Classification system used as underlying system for
browsing possibilities.
2. Features of Subject Gateways:
Each resource selected is evaluated explicitly defined quality selection criteria. Resources
are classified using a range of schemes, e.g. DDC-MESH
Metadata (Standard resource description) are provided based on a particular standard
e.g. Dublin Core. Written resources descriptions are provided for each resource often by
library subject specialist. Currency of resources is checked by link checking software ( e.g.
ROADS), database such as OMNI. Institutional commitments are the vital component for
continued development of subject gateway.
3. Uses of subject gateways:
Information is retrieved from subject gateway by browsing or searching by keyword - in
exactly the same way as in a classified directory. Again, it's important to remember that
when you search a subject gateway you are not searching the resources themselves, but
only the records created for that resource.
4 When to use subject gateways:
General information in a specific subject area
A subject gateway performs best for general queries for the same reason a classified
directory does - a very specific term is less likely to be included in a catalogue record.
Examples
SOSIG- Social Science Information Gateway- freely available internet service which aims
to provide a trusted source of selected, high quality information. It is a part of U.K.
Resource Discovery Network.
PSIgat- Physical Sciences Information Gateway- is a hub of the physical science of the
Resource Discovery Network. A full description of each resource is provided .
BIOME- A collection of gateways which provide access to evaluated, quality Internet
resources in the field of health and life sciences.
INFOPORT-INFLIBNET Subject Gateway for Indian electronic resources- The INFLIBNET
centre promotes open access to Indian Scholarly content
through the InfoPort.
Q10. Why is it important to use printable and electronic references in library?

Ans: 10- Printable or Electronic References and Printed Resources are two essential
components of library collections that provide diverse avenues for accessing and
engaging with information. Electronic resources encompass digital materials such as e-
books, online journals, databases, multimedia content, and web-based resources. These
resources offer the advantages of instant access, searchability, and remote availability,
allowing users to retrieve information quickly and conveniently. On the other hand,
printed resources include books, periodicals, newspapers, and other physical materials
that provide a tangible and tactile reading experience. Printed resources often offer in-
depth scholarship, historical context, and the satisfaction of engaging with physical texts.
Both electronic and printed resources have their unique strengths, and libraries must
strike a balance between the two to cater to the diverse needs and preferences of their
users.

Electronic Resources

Electronic Resources play a vital role in modern library collections, providing a wealth of
digital materials that offer vast opportunities for research, learning, and information
access. These resources encompass a wide range of formats, including e-books, online
journals, databases, multimedia content, and web-based resources. One of the key
advantages of electronic resources is their accessibility, as users can access them
remotely from anywhere with an internet connection, eliminating the constraints of
physical location and opening up a world of knowledge. Moreover, electronic resources
often offer advanced search functionalities, allowing users to quickly and efficiently
navigate through extensive databases and retrieve targeted information. The digital
format also enables interactive features, multimedia elements, and hyperlinks, enhancing
the learning experience and facilitating deeper engagement with the content.

Printed Resources

Printed Resources are a cornerstone of library collections, encompassing physical

materials such as books, periodicals, newspapers, and other printed materials. These
tangible resources offer unique benefits that continue to resonate with library users. One
of the key advantages of printed resources is their tactile nature, providing a tangible
reading experience that many individuals find pleasurable and immersive. The physical
presence of books and other printed materials also allows for easy browsing,
serendipitous discoveries, and the ability to annotate or highlight text directly on the
page. Printed resources often showcase in-depth research, scholarly analysis, and
authoritative perspectives, making them valuable for comprehensive study and deep
understanding of various subjects.

Difference Between Electronic and Printed Resources

The availability of both electronic and printed resources in library collections presents
users with diverse options for accessing and engaging with information. While electronic
resources are digital materials accessible through computers, tablets, or mobile devices,
printed resources encompass physical books, journals, newspapers, and other tangible
materials. One key distinction lies in their format, as electronic resources are digital files
that can be accessed remotely, offering the advantage of instant access and searchability.
On the other hand, printed resources provide a tangible reading experience, allowing
users to physically interact with texts and benefit from the visual and tactile aspects of
printed materials. Additionally, electronic resources often offer interactive features,
multimedia elements, and hyperlinks, while printed resources provide a sense of
permanence, historical context, and the satisfaction of engaging with physical texts. The
choice between electronic and printed resources depends on individual preferences,
research needs, and the nature of the information sought. Libraries strive to strike a
balance between these two formats, ensuring that their collections cater to a wide range
of user preferences and facilitate access to knowledge in the most suitable format for
each individual.

Aspect Electronic Resources Printed Resources

Digital files accessed

Format electronically Physical books, periodicals, etc.

Remote access from

Accessibility anywhere Requires physical presence

Advanced search Limited to manual browsing or

Searchability functionalities indexes

Interactive features, Limited interactivity, static

Interactivity multimedia content

Easily updated and stored Subject to wear and

Preservation digitally degradation over time
 Aspect Electronic Resources Printed Resources

Portable on devices or via It may be bulky and require

Portability the internet physical transport

Digital highlighting, note-

Annotation taking Annotating directly on the page

Dependency on Relies on devices and Not dependent on technology

Technology internet access or connectivity

The difference between electronic and printed resources lies in their format, accessibility,
searchability, interactivity, preservation, and dependency on technology. Electronic
resources offer the convenience of remote access, advanced search functionalities, and
interactive features, allowing users to retrieve information quickly and engage with
multimedia content. They are easily updated and stored digitally, ensuring easy
preservation. On the other hand, printed resources provide a tactile reading experience,
a sense of permanence, and the ability to annotate directly on the page. They do not rely
on technology or internet access and offer a physical presence that some individuals find
more satisfying. Libraries often maintain a balance between electronic and printed
resources to cater to diverse user preferences and ensure comprehensive access to a
wide range of information sources. Ultimately, the choice between electronic and printed
resources depends on individual preferences, research needs, and the nature of the
information being sought.
 Q9. Write notes on any two of the following

a. HJ Bhabha
b. Dr. APJ Abdul Kalam

Ans: 9 (a): Homi Jenhagir Bhabha (1909-1966) was an Indian physicist who is often
considered the father of the Indian nuclear program.

Bhabha was born to a wealthy family in Mumbai. In 1927, he went to England at

Cambridge University. Although he began studying engineering per the wishes of his
family, Bhabha was quickly drawn to physics. “I seriously say to you that business or job
as an engineer is not the thing for me,” wrote Bhabha in 1932. “It is totally foreign to my
nature and radically opposed to my temperament, and opinions. Physics is my line. I
know I shall do great things here.” Bhabha earned a Ph.D. in nuclear physics in 1934.

Bhabha returned to India before World War II to join the Indian Institute of Science, where
he founded the Cosmic Ray Research Institute. In 1945, he founded the Tata Institute of
Fundamental Research, where initial research for India’s nuclear program began. Shortly
after India’s independence in 1947, Bhabha wrote to Prime Minister Jawaharlal Nehru,
arguing that “within the next couple of decades, atomic energy would play an important
part in the economy and the industry of countries and that, if India did not wish to fall
even further behind industrially advanced countries of the world, it would be necessary
to develop this branch of science.”

In 1954, Bhabha founded a nuclear research center at Trombay which was later renamed
the Bhabha Atomic Research Centre (BARC). A strong proponent of nuclear energy,
Bhabha organized the first UN Conference on the Peaceful Uses of Atomic Energy in
1955. He was the head of India’s nuclear program until his death.

Homi Bhabha died in a plane crash on the way to Geneva on January 24, 1966.

Homi J. Bhabha's Timeline

1909 Oct 30th Born in Mumbai.

1934 Earned a Ph.D. in physics from Cambridge University.

1945 Founded the Tata Institute of Fundamental Research.

1954 Founded the Bhabha Atomic Research Centre.

1966 24th Died.

Ans: 9 (b): Dr. APJ Abdul Kalam:

Avul Pakir Jainulabdeen Abdul Kalam was born on 15 October 1931 to a Tamil Muslim
family in the pilgrimage centre of Rameswaram on Pamban Island, then in the Madras
Presidency and now in the State of Tamil Nadu. His father Jainulabdeen was a boat owner
and imam of a local mosque; his mother Ashiamma was a housewife.His father owned a
ferry that took Hindu pilgrims back and forth between Rameswaram and the now
uninhabited Dhanushkodi.Kalam was the youngest of four brothers and one sister in his
family.His ancestors had been wealthy traders and landowners, with numerous properties
and large tracts of land. Their business had involved trading groceries between the
mainland and the island and to and from Sri Lanka, as well as ferrying pilgrims between
the mainland and Pamban. As a result, the family acquired the title of "Mara Kalam
Iyakkivar" (wooden boat steerers), which over the years became shortened to "Marakier."
With the opening of the Pamban Bridge to the mainland in 1914, however, the businesses
failed and the family fortune and properties were lost over time, apart from the ancestral
home.By his early childhood, Kalam's family had become poor; at an early age, he sold
newspapers to supplement his family's income.
In his school years, Kalam had average grades but was described as a bright and
hardworking student who had a strong desire to learn. He spent hours on his studies,
especially mathematics. After completing his education at the Schwartz Higher
Secondary School, Ramanathapuram, Kalam went on to attend Saint Joseph's College,
Tiruchirappalli, then affiliated with the University of Madras, from where he graduated in
physics in 1954.He moved to Madras in 1955 to study aerospace engineering in Madras
Institute of Technology. While Kalam was working on a senior class project, the Dean was
dissatisfied with his lack of progress and threatened to revoke his scholarship unless the
project was finished within the next three days. Kalam met the deadline, impressing the
Dean, who later said to him, "I was putting you under stress and asking you to meet a
difficult deadline". He narrowly missed achieving his dream of becoming a fighter pilot,
as he placed ninth in qualifiers, and only eight positions were available in the IAF
After graduating from the Madras Institute of Technology in 1960, Kalam joined the
Aeronautical Development Establishment of the Defence Research and Development
Organisation (by Press Information Bureau, Government of India) as a scientist after
becoming a member of the Defence Research & Development Service (DRDS). He started
his career by designing a small hovercraft, but remained unconvinced by his choice of a
job at DRDO. Kalam was also part of the INCOSPAR committee working under Vikram
Sarabhai, the renowned space scientist. In 1969, Kalam was transferred to the Indian
Space Research Organisation (ISRO) where he was the project director of India's first
Satellite Launch Vehicle (SLV-III) which successfully deployed the Rohini satellite in near-
earth orbit in July 1980; Kalam had first started work on an expandable rocket project
independently at DRDO in 1965.In 1969, Kalam received the government's approval and
expanded the programme to include more engineers.
In 1963 to 1964, he visited NASA's Langley Research Center in Hampton, Virginia;
Goddard Space Flight Center in Greenbelt, Maryland; and Wallops Flight Facility. Between
the 1970s and 1990s, Kalam made an effort to develop the Polar Satellite Launch Vehicle
(PSLV) and SLV-III projects, both of which proved to be successful
On 27 July 2015, Kalam travelled to Shillong to deliver a lecture on "Creating a Livable
Planet Earth" at the Indian Institute of Management Shillong. While climbing a flight of
stairs, he experienced some discomfort, but was able to enter the auditorium after a brief
rest.At around 6:35 p.m. IST, only five minutes into his lecture, he collapsed.