The present study examines the Awareness of information literacy programs among engineering college students in Sivagangai district, Tamil Nadu.Information literacy programs help students learn how to use resources in the library and how to access new resources through information technology education programs, helping students develop their technology skills. Survey method was adopted for this study and constructs questionnaire was administered to collect the information.140 questionnaires were issued to the students of Sri Rajarajan College of Engineering and Technology and AlagappaChettiar Government College of Engineering and Technology out of which 125 questionnaires were received. Statistical tools used for analysis were chi-square, independent samples t-test and ANOVA for gender, age and program based differences in students' IL program. This study plays an important role in finding the right level of awareness. Knowing the students and what their educational needs are, colleges conduct coaching classes for students. This study suggested the need to develop an awareness program on the use of library resources/databases/web tools. Therefore various college librarians or individual staff should conduct training programs for students using library and communication facilities

2. Current Trends and Challenges in 21st
Century Librarianship………………………………………………………… 55
AWARENESS OF INFORMATION LITERACY SKILL AMONG STUDENTS
OF ENGINEERING COLLEGES IN SIVAGANGAI DISTRICT OF
TAMILNADU: A STUDY
K. Ayyanar
Ph.D. Research Scholar
Department of Library and Information Science
Alagappa University
Karaikudi- 630 003 Tamil Nadu, India.
E-mail: ayyanar.k1992@gmail.com
M. Nanthakumar
Ph.D. Research Scholar
Department of Library and Information Science
Alagappa University
Karaikudi- 630 003 Tamil Nadu, India.
E-mail: nantha11596@gmail.com
Dr. A. Thirunavukkarasu
Formerly Librarian
Central Library
Alagappa University
Karaikudi- 630 003 Tamil Nadu, India.
ABSTRACT
The present study examines the Awareness of information literacy programs among engineering
college students in Sivagangai district, Tamil Nadu.Information literacy programs help students learn
how to use resources in the library and how to access new resources through information technology
education programs, helping students develop their technology skills. Survey method was adopted for this
study and constructs questionnaire was administered to collect the information.140 questionnaires were
issued to the students of Sri Rajarajan College of Engineering and Technology and AlagappaChettiar
Government College of Engineering and Technology out of which 125 questionnaires were received.
Statistical tools used for analysis were chi-square, independent samples t-test and ANOVA for gender,
age and program based differences in students' IL program. This study plays an important role in finding
the right level of awareness. Knowing the students and what their educational needs are, colleges conduct
coaching classes for students. This study suggested the need to develop an awareness program on the use
of library resources/databases/web tools. Therefore various college librarians or individual staff should
conduct training programs for students using library and communication facilities
Keyword: Information Literacy (IL) Programme, Awareness of Literacy skill,Engineering Students, ICT,
ANOVA, Chi-Square.

3. Current Trends and Challenges in 21st
Century Librarianship………………………………………………………… 56
Introduction
Today's engineering-educated workforce requires skills beyond that Technical knowledge
traditionally taught in the post-Secondary Syllabus. Today's wealth of information Environment, lifelong
learning skills have also become Very important. Students should identify problems, decide what
information they need Solve the problem, find and analyze the information they need Integrate it and
share their solution with others[1]. Our previous paper showed that IL skills can be seamlessly
incorporated into engineering courses by modifying assignments and adjusting curricula. We showed that
considering IL skill sets as an afterthought marginalizes the concepts of both lifelong learning and
information literacy. Much of the discussion in our previous work has focused on technological strategies
to transform information literacy skills by impacting the curriculum. In this talk, we show more examples
of how to integrate IL into engineering courses while reporting more assessment data. We also provide an
in-depth argument about how IL skills contribute to lifelong learning skills[2]. We try to create a parallel
learning process by infusing information literacy with regular coursework. This particular teaching
method uses the content of the class to teach information literacy skills in a way that does not make
literacy appear premeditated. Research studies suggest that learning directly related to real-life situations
in which the lesson was learned contributes to the creation of indelible memories. Teaching in the context
of real life situations and real problems is the best way of education[3].
Literature Review
Hebert Andrea (2018) carried out a study “ Information Literacy Skills of First-Year Library and
Information Science Graduate Students: An Exploratory Study” The study focuses on This cross-
sectional, descriptive study seeks to bridge the knowledge gap between students entering the Library and
Information Science Master (MLIS) program at Louisiana State University on both Information Literacy
(IL) self-efficacy and IL skills. An online survey that tests both IL self-efficacy and skills administered by
Qualtrics. The online survey tool used materials from existing tools (Beile, 2007; Michalak&Rysavy,
2016) and was distributed to two groups of incoming students; The first group entered the MLIS program
in the fall of 2017, and the second in the spring of 2018. The data differed between partners and survey
tools for both IL self-efficacy and capabilities; However, bilateral analysis of the data indicates a
moderately positive correlation between overall IL self-efficacy and demonstration of IL efficacy scores
at the 2017 fall and spring meetings 2018. The study points out that a large, multi-institutional study using
a rigorously verified tool is needed to gather general assumptions about the IL self-efficacy and skills of
incoming LIS graduate students and collect data[4].
Ayyanar and Thirunavukkarasu (2019) examined a study focusing on engineering students'
information literacy skills in finding, locating, searching, accessing, and retrieving information from print
and electronic information sources. Data collection used a questionnaire method. A total of 100
questionnaires were distributed among the respondents. The investigator can only collect questionnaires
from 90 out of 100 respondents. The study found that the majority of respondents were 78 (86.7%) and 26
(28.8%) the respondents were engineering (MEC) students and the lowest responders were Electronics
and Communication Engineering (ECE) students. Current research has shown that engineering students at
Alagappa Chettiar College of Engineering need proper training in how to use the Internet and search for
information. The study found that college students need Internet WiFi technology on college campuses.
This study suggests some steps to achieve effective and efficient use of e-resources used by the research
scholar[5].

4. Current Trends and Challenges in 21st
Century Librarianship………………………………………………………… 57
Boekhorst (2003) conducted a study was showed that all definitions and descriptions of
information literacy presented over the years can be summarized in three concepts: The ICT concept
refers to the ability to use ICT to retrieve and disseminate information. The information resource concept
refers to the ability to find and use information independently or with the help of intermediaries, and
finally, the information process concept of information literacy refers to recognizing, retrieving,
evaluating, and using information needs. and dissemination of information to acquire or expand
knowledge[6]. Powell and Case-Smith (2003) conducted a study majority of the occupational therapy
graduates prefer to use information resources that are readily available to them, Such as advice from their
colleagues or supervisors (79%) and the Internet (69%) rather than sources in the journal literature.
Twenty-six percent (26%) of graduates have searched MEDLINE or CINAHL at least once since
graduation. A formal library instruction session was considered useful by 42% of graduates, and 22% of
graduates found informal interactions with librarians[7]
Objective of the Study
 To provide gender-wise, year of study-wise, and Age-wise distribution of the respondents.
 To list the frequency of conducting the literacy programme for the respondents.
 To know the durationof the conducting Information Literacy Programme.
 To identify the Awareness of Literacy Programme.
 To understand the Information Literacy Skill among the respondents.
Methodology
The study was carried out by the researcher in descriptive research. In this study, the researcher
used the survey method.The researcher has decided to collected data from 140 registered Sri Raaja Raajan
College of Engineering and Technology, Alagappa Chettiar Government College of Engineering and
Technology students of the college under study. The sample of 140 students is taken used Simple random
sampling method. The technique of data collection in this research used by questionnaire. A questionnaire
has been prepared in such a way that the respondents could easily understand the items. Questionnaires
were distributed to library users on the day of the researcher's personal visit. The questions raised by the
respondents were clarified from time to time by the researchers. Properly filled questionnaires were re-
collected As soon as they are filled out. No open ended questions are included. A total of 140 students
from Sri Raaja Raajan College of Engineering and Technology distributed 70 questionnaires, and
Alagappa Chettiar Government College of Engineering and Technology 70 was distributed equally
among the respondents. The investigator could collect questionnaires from only Sri Raaja Raajan College
collected 62 questionnaires, and Alagappa Chettiar Government College collected 63 questionnaires, of
which 125 questionnaires out of 140 respondents among whom the questionnaires were collected. This
constitutes 89% of the total response rate, and the collected data was then fed into SPSS Software
(Statistical package for Social Science) for interpretation and to analyze.
Data Analysis and Interpretation
This study is based on the Survey (Questionnaire) method. A structured questionnaire has been
designed and analyzed to collect data from students of Sri Raaja Raajan College of Engineering and
Technology and Alagappa Chettiar Government College of Engineering and Technology in Sivagangai
district of Tamil Nadu.

5. Current Trends and Challenges in 21st
Century Librarianship………………………………………………………… 58
Demography Profile
Table 1.Demography Profile (Descriptive Statistics)
Descriptive Statistics
S.No Type Division Frequency Percentage
1. Gender
Male 100 80
Female 25 20
Total 125 100.0
2. Age Group
Below-19 33 26.4
20-22 71 56.8
23 above 21 16.8
Total 125 100
3. Nativity
Urban 37 29.6
Rural 88 70.4
Total 125 100
4. Year of Pursuing
1st Year 0 0.0
2nd Year 29 23.2
3rd
Year 52 41.6
4Th Year 44 35.2
Total 125 100
5. Department
Civil engineering 13 10.4
Computer Science engineering 36 28.8
Electronic & Communication
Engineering 23 18.4
Mechanical Engineering 30 24.0
Electrical & Electronic Engineering 23 18.0
Total 125 100
Source: (Primary data)

6. Current Trends and Challenges in 21st
Century Librarianship………………………………………………………… 59
Figure 1Demography Profile (Descriptive Statistics)
 Gender: From the analysis, it can be interpreted that among 125 considered respondents;
80% [100] are male students, 10% [20] are female students.
 Age group: From the analysis, it can be interpreted that among 125 considered respondents;
56.8% [71] students are the age group of 20-22, 26.4% [33] students are Below-19 and
16.8% [21] students are above 23.
 Nativity: From the analysis, it can be interpreted that among 125 considered respondents;
70.4% [88] are rural area students and 29.6% [37] are students from urban area college
students.
 Year pursuing: From the analysis, it can be interpreted that among 125 considered
respondents; 41.6% [52] are 3rd
year students, 35.2% [44] are 4th
year students, 23.2% [29]
are 2nd
year students and 0% of 1st
year students.
 Department: From the analysis, it can be interpreted that among 125 considered
respondents; 28.8% [36] are Computer Science engineering students, 24% [30] are
Mechanical Engineering students, 18.4% [23] Electronic & Communication Engineering
students, 18% [23] are Electrical & Electronic Engineering students and 10.4% [13] are Civil
engineering students.
0
10
20
30
40
50
60
70
80
90
100
Male
Female
Below-19
20-22
23
above
Urban
Rural
1st
Year
2nd
Year
3rd
Year
4Th
Year
Civil
CSE
ECE
Mech
EEE
Gender Age Group Nativity Year of Pursuing Department
100
25
33
71
21
37
88
0
29
52
44
13
36
23
30
23

7. Current Trends and Challenges in 21st
Century Librarianship………………………………………………………… 60
Information Literacy Programme
Table 2: Information Literacy Programme
SI.
No
Type Division Frequency Percentage
1 FrequencyoftheseProgrammes
Everyyear,atthebeginning 47 37.6
Twiceinayear 45 36.0
Manytimes,as&whenneeded 33 26.4
Total 125 100
2
Duration of the Information
Literacy Programme
Half an Hour 40 32.0
One Hour 38 30.4
Two Hours 30 24.0
More than two Hours 17 13.6
Total 125 100
3
Design and development of
Information Literacy
Programmes
Librarian 87 69.6
Publishers / Representatives
/ Agents
23 18.4
Separate staff is available
for IL Programme
15 12.0
Total 125 100.0
Source: (Primary data)
 Frequency of these Programmes: From the analysis, it can be interpreted that among 125
considered respondents; 37.6% [47] students are the everyyear,atthebeginning, 36% [45]
students are Twiceinayear and 26.4% [33] students are Many times as & when needed.
 Duration of the Information Literacy Programme: From the analysis, it can be interpreted
that among 125 considered respondents; 32% [40] are Half an Hour using students, 30.4%
[38] are One Hour using students, 24% [30] are Two Hours using students and 13.6% [17] of
More than two Hours using students.
 Design and development of Information Literacy Programmes: From the analysis, it can
be interpreted that among 125 considered respondents; 69.6% [87] are the Librarian, 18.4%
[23] students are Publishers / Representatives / Agents and 12% [15] students are Separate
staff is available for IL Programme

8. Current Trends and Challenges in 21st
Century Librarianship………………………………………………………… 61
Table 3:Chi-Square test for significant association difference between in the gender with
design and development of Information Literacy Programmes
SI.No Gender
Variables
Total
Chi-
Square
Value
df
P
Value
Librarian
Publishers /
Representatives
/ Agents
Separate staff
is available
for IL
Programme
1 Male 69 18 13 100
0.486
2 0.784
2 Female 18 5 2 25
Total 87 23 15 125
Source: (Primary data)
Figure 2 Chi-Square test for significant association difference between in the gender with design
and development of Information Literacy Programmes
From table 3 of Analysis, the cross-table value 87 out of 125 respondents and majority 69
of the male respondents’ states to the ‘Librarian’, who designed and developed the information
literacy programs for the library. It was mentioned that 23 out of 125 respondents, majority 18 of
the male respondents regarding design and development of information literacy program for
‘publishers/ Representation/ Agents’, and 15 out of 125 majority 13 of the male respondents
were stated that the design and development of information literacy program had organized by
individual staff.The Chi-Square Value of 0.486 significant value of 0.784 is greater than the
value of (0.05). Hence, the null hypothesis is accepted. This means that there is no significant
association difference between in the design and development of Information Literacy
Programmes and gender of respondents.
0 20 40 60 80
Librarian
Publishers / Representatives / Agents
Separate staff is available for IL
Programme
69
18
13
18
5
2
Female Male

9. Current Trends and Challenges in 21st
Century Librarianship………………………………………………………… 62
Table 4: ANOVA test for significant difference in the Awareness of Literacy Programme
and Year of Studying
ANOVA
SI.
No
Dimensions
Year of
pursuing
Mean SD
F
value
P
value
1.
Awareness program on the use of the
library e-resource / Databases / Internet
Tools
2nd
Year 3.310 1.2565
1.228 0.296
3rd
Year 2.885 1.5036
4th
Year 3.250 1.2962
2.
Awareness of retrieving information using
search engines
2nd
Year 3.379 1.2368
.593 0.554
3rd
Year 3.115 1.0964
4th
Year 3.318 1.2156
3.
Awareness program on information
evaluation and application
2nd
Year 3.483 .7847
.012 0.988
3rd
Year 3.481 .9391
4th
Year 3.455 .9754
4.
Awareness of how to approach articles
published in journals
2nd
Year 3.483 .9864
.201 0.818
3rd
Year 3.365 1.1381
4th
Year 3.500 1.1714
5. Lectures / Demonstration
2nd
Year 3.069 1.0997
1.116 0.331
3rd
Year 3.481 1.2756
4th
Year 3.409 1.2260
6. Seminars / Workshops
2nd
Year 3.897 1.1131
3.868 0.024
3rd
Year 3.231 1.1818
4th
Year 3.705 1.0692
7. Communication ability
2nd
Year 3.759 1.0231
2.713 0.070
3rd
Year 3.231 1.1651
4th
Year 3.636 1.0585
8. OPAC / Web OPAC
2nd
Year 3.103 1.0469
.994 0.373
3rd
Year 3.250 1.2187
4th
Year 3.477 1.1307
9.
Library Website / InstitutionalRepositories
/ Digital Library
2nd
Year 3.759 1.1230
.639 0.529
3rd
Year 3.577 1.1939
4th
Year 3.432 1.2831
Source: (Primary data)
From the table 4the estimated significance value for Awareness of Literacy
Programme‘Seminars / Workshops’, Theestimated significance value is less than 0.05. Hence,
the null hypothesis is rejected, for the factors ‘1, 2, 3, 4, 5, 7, 8 and 9’ greater than 0.05. Hence,
the null hypothesis is accepted, showing there is no significant difference in the awareness of
Literacy Programme and Year of Students.
For the factors ‘Awareness program on the use of the library e-resource / Databases /
Internet Tools, Awareness of retrieving information using search engines, Awareness program
on information evaluation and application, Seminars / Workshops, Communication ability,
Library Website / InstitutionalRepositories / Digital Library’ dimension, the respondents
belonging to the year of studying ‘2nd
Year’ students have shown higher mean score than other
year. for the factors ‘Lectures / Demonstration’ dimension, the respondents belonging to the year

10. Current Trends and Challenges in 21st
Century Librarianship………………………………………………………… 62
Studying ‘3rd Year’ students have shown higher mean score other than year.for the factors
‘Awareness of how to approach articles published in journals, OPAC / Web OPAC’dimension,
the respondents belonging to the year of studying ‘4th Year’ students have shown higher mean
score other than year
Limitation and Scope of the Study
 Researcher collected only from Sri RaajaRaajan College of Engineering and Technology
and Alagappa Chettiar Government College of Engineering and Technology in
Sivagangai District; other Engineering colleges are not considered for the study.
 Only BE students were considered, ME students and faculty members were not
considered for the study.
Conclusion and Suggestion
In the present study, the researcher collected data through a well-structured questionnaire
to find out the awareness of literacy program engineering students in Sivagangai district on
demographic profile and problems in the effective delivery of information education
programs.There was no difference in the gender of the respondents, which revealed problems in
the effective delivery of information literacy programs and awareness of literacy programs for
2nd year, 3rd year, and 4th year engineering students. The information and cognitive skills of
these students are very low and need to be improved to perform well in their academic
endeavors. In this regard, they should provide informative educational instruction. It is necessary
to develop an awareness program on the use of library resources/databases/web tools. So various
college librarians or individual staff should conduct training programs for the students so that
they can use the library and communication facilities. A high level of information literacy is not
a barrier to using online resources for learning instruction; therefore, students should make full
and effective use of print and e-resources based on their information needs in their colleges to
enhance the technical education of engineering students.
References:
1. American Library Association. (1989). American library association presidential
committee on information literacy. http://www.ala.org./acr./nili/ilit1st.html.
2. Williams, B., & Blowers, P. (2003, June). Deconstruction of an engineering syllabus for
information literacy. In 2003 Annual Conference (pp. 8-354).
3. Jones, D. (1996). Critical thinking in an online world. Tersedia: http://www. library.
ucsb. edu/untangle/jones. html.[1 Desember 2012].
4. Hebert, A. (2018). Information literacy skills of first-year library and information science
graduate students: An exploratory study. Evidence Based Library and Information
Practice, 13(3), 32-52.
5. Ayyanar, K., &Thirunavukkarasu, A. (2019). Information Literacy Skills of
AlagappaChettiar Government College of Engineering & Technology Students in
Karaikudi, Tamilnadu: A Case Study. Library Philosophy and Practice, 1-9.
6. Boekhorst, A. K. (2003). Becoming information literate in the Netherlands. Library
Review, 52(7), 298-309.
7. Powell, C. A., & Case-Smith, J. (2003). Information literacy skills of occupational
therapy graduates: a survey of learning outcomes. Journal of the Medical Library
Association, 91(4), 468.