SEARCH OF LIBRARY AND INFORMATION DATABASES

UNIT CODE: BUS/CU/LIS/CR/03/6/A

Relationship to Occupational Standards

This unit addresses the unit of competency: Search Library and information databases

Duration of Unit: 150 hours

Unit Description
This unit covers the competencies to search library and information databases. Competencies
include; identifying and accessing databases, providing access to library information, conducting
orientation on use of databases and conducting user need assessment.

Summary of Learning Outcomes

1. Identify and access databases

2. Provide access to library information
3. Conduct orientation on use of database
4. Conduct user need assessment

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
 Meaning of terms  Observation
1. Identify and access
 Oral questioning
databases
 Information databases  Written tests
Nature and types of databases  Practical tests

 Assessment of information databases

 Selection of databases
 Procedures for access and use of
databases
Learning Outcome Content Suggested Assessment
Methods
 Copyright and licensing laws
 Meaning of terms  Observation
2. Provide access to
 Database searching and retrival  Oral questioning
library information
 Features of information databases  Written tests
 Searching strategies  Practical tests
 Searching techniques for online
and manual
 Meaning of terms  Observation
3. Conduct orientation on
 Orientation training  Oral questioning
use of database
 Evaluation of information needs  Written tests
 Information formats and customer needs  Practical tests
 Referencing and bibliographic styles
 Database analysis
 Meaning of terms  Observation
4. Conduct user need
 Customer needs assessment  Oral questioning
assessment
 Needs assessment and databases  Written tests
 Factors to consider in conducting needs  Practical tests
assessment

Suggested Methods of Delivery

 Instructor lead facilitation of theory

 Demonstration by trainer
 Field trips
 Charts and Audiovisual presentations
 Onjobtraining
 Practice by the trainee
 Demonstrations
 Simulation/Role play
 Group Discussion
 Presentations
 Projects
 Case studies
 Assignments

Recommended Resources
 Computers
 Stationery
 Charts
 Video clips
 Audio tapes
 Radio sets
 TV sets
 LCD projectors
Identifying and Accessing Databases

1. Meaning of Terms

Database: An organized collection of data, typically in digital form, that allows for easy access,
management, and updating.

Information Databases: Specific databases designed to store, retrieve, and manage information
related to a particular subject or field (e.g., scientific research, academic papers).

2. Information Databases

Nature of Databases:

Structured collections of data, often organized by subjects, keywords, or specific fields.

Databases may store information such as articles, books, research papers, or multimedia
resources.

Types of Databases:

Bibliographic Databases: Contain references and citations to publications (e.g., PubMed, ERIC).

Fulltext Databases: Provide access to the complete text of documents (e.g., JSTOR, ProQuest)

Multimedia Databases: Include nontextual materials like images, audio, and video (e.g., Getty
Images).

Specialized Databases: Focus on specific fields such as law (LexisNexis), medicine, or business.
3. Assessment of Information Databases

Evaluation Criteria:

Content Scope: Relevance to the subject or field of research.

Usability: Ease of access, interface, and search capabilities.

Coverage: Time span, subject areas, geographic focus.

Frequency of Updates: How regularly the database is updated with new information.

Authority and Credibility: Reliability of the sources included in the database.

4. Selection of Databases

Key Factors:

Relevance: Align the database with specific research needs or subject matter.

Cost: Consider whether the database is free or requires a subscription.

Accessibility: Is it publicly available, or is access restricted to certain institutions?

 Search Capabilities: Availability of advanced search features, filters, and tools for narrowing
down results.

User Support: The level of help and tutorials provided for users.

5. Procedures for Access and Use of Databases

Accessing Databases:

Login credentials may be required for subscriptionbased databases.

Understand the search interface: basic search, advanced search, filters.

Navigation through records and using tools to refine search results.

Using Databases:

Familiarize yourself with database tools, including the export of results, saving searches, or
setting alerts.

Proper keyword selection and Boolean search strategies (AND, OR, NOT) to optimize
searches.

6. Copyright and Licensing Laws

 Copyright: Legal protection that governs the use and distribution of database content. Users
must follow copyright guidelines when reproducing or sharing content from databases.

Licensing Laws: Define the terms under which users can access, distribute, or reproduce
database materials. These laws restrict certain activities such as mass downloading or
redistributing content without permission.

These notes summarize the critical aspects of understanding and working with information
databases, including terminology, database types, access procedures, and legal considerations.

2: Provide Access to Library Information

1. Meaning of Terms

Database: A collection of organized information or data that can be searched, accessed, and
managed through software or online platforms.

Database Searching: The process of using search tools or techniques to find specific
information stored within a database.

Retrieval: The act of locating and obtaining relevant data or information from a database or
other information source after performing a search.

2. Database Searching and Retrieval

Database Searching:

Involves entering keywords or queries into a search engine within a database to find relevant
documents, articles, books, or other materials.

Databases often provide search filters such as date, author, subject, and document type to
refine results.
 Retrieval:

Once search results are generated, users can retrieve materials through downloading,
printing, or borrowing.

Some databases provide fulltext access, while others may only offer abstracts or citations,
requiring further steps for access (e.g., interlibrary loans).

3. Features of Information Databases

Search Functions: Most databases include a basic search bar for simple queries and advanced
search options for more complex searches.

Sorting and Filtering: Users can organize results based on relevance, publication date, title,
author, or source type.

Search Alerts: Some databases allow users to set alerts for new publications or updates based
on saved search queries.

Export Options: Users can export search results or citations to reference management tools
like EndNote, Mendeley, or Zotero.

User Customization: Many databases offer personalized accounts for users to save searches,
bookmark results, or create custom alerts.

4. Searching Strategies

Online Searching Techniques:

Keyword Searches: Using specific terms related to the topic to generate search results.

Boolean Operators: Using AND, OR, and NOT to combine or exclude keywords, which
refines the search (e.g., "libraries AND databases" vs. "libraries OR databases").

FieldSpecific Searches: Searching within particular fields such as "author," "title," "subject,"
or "publication date" to get precise results.
 Wildcard Searches: Using symbols like * or ? to account for variations in search terms (e.g.,
"comput*" for results including "computer," "computing," "computation").

Manual Searching Techniques:

Card Catalog: Traditional method of finding books and materials in a physical library, using
index cards organized by subject, author, or title.

Shelf Browsing: Physically exploring library shelves organized by classification systems

(e.g., Dewey Decimal or Library of Congress).

Printed Indexes and Abstracts: Using printed volumes that index academic papers, books, or
journal articles based on subject or author.

These notes break down the essential concepts and techniques for searching databases and
retrieving information, focusing on features, search strategies, and both online and manual
methods of access.
3: Conduct Orientation on Use of Database

1. Meaning of Terms

Orientation: A session designed to introduce new users to the features, functions, and proper
usage of a database. The goal is to ensure that users can navigate and search databases
effectively.

Database: A structured collection of data or information that can be easily accessed, managed,
and updated. It may contain text, images, videos, research papers, or other forms of data
organized in a systematic way.

Database Use: Refers to the processes involved in accessing and retrieving information from a
database, such as performing searches, filtering results, and exporting or citing data.

2. Orientation Training

Objective:

To familiarize users with the interface, functionality, and tools within a database.

To teach best practices for searching and retrieving relevant information.

To help users avoid common pitfalls and make the most efficient use of the database.

Components of Orientation Training:

Introduction to the Database: Provide an overview of the database’s purpose, structure, and
the type of information it contains (e.g., academic articles, multimedia files).

Interface Walkthrough:

Show users how to log in, navigate, and perform searches.

 Demonstrate search filters (e.g., by date, subject, author), Boolean operators (AND, OR,
NOT), and advanced search techniques.

Highlight special features like saved searches, citation tools, and downloading options.

Handson Demonstration:

Encourage users to practice searches based on their specific needs.

Provide guided exercises to reinforce understanding of search techniques and navigation.

Troubleshooting:

Address common user issues, such as retrieving incomplete search results, accessing fulltext
articles, or navigating through too many irrelevant results.

3. Evaluation of Information Needs

Purpose:

To assess the user’s goals and tailor the orientation to their specific research or information
requirements.

Ensures that the training addresses the user's actual needs, making the database orientation
more relevant and effective.

Methods of Evaluating Information Needs:

Interviews or Surveys:

Ask users about their research goals, prior experience with databases, and the type of
information they are seeking.
 Example questions include: “What subjects or fields are you researching?”, “Do you prefer
articles, multimedia content, or reports?”, “Are you looking for historical or current
information?”

User Profiles:

Assess the user’s academic or professional background (e.g., students, researchers,

professionals) to identify which databases and tools will be most useful.

Tailor the orientation based on their field (e.g., scientific research, legal studies, business
data).

Information Preferences:

Determine if users prefer specific formats like peerreviewed journal articles, books, data
sets, or multimedia.

Understand whether they need comprehensive overviews or highly specialized data.

4. Information Formats and Customer Needs

Types of Information Formats:

Textual Formats:

Books, research papers, journal articles, and reports.

Multimedia Formats:

Videos, audio files, images, and other visual or interactive content.

Data Files:

Raw data sets, spreadsheets, and statistical information used in fields like economics,
science, and social research.
 Matching Formats to Customer Needs:

Academic Users:

May need peerreviewed articles, case studies, and thesis papers.

Databases like JSTOR, PubMed, or Google Scholar would be highly relevant.

Professional Users:

May require industry reports, statistical data, or legal documentation.

Databases like LexisNexis (law) or Bloomberg (finance) cater to these needs.

Casual or General Users:

Might prefer easily digestible content like ebooks, articles, and multimedia.

Understanding Customer Needs:

Assess whether users need uptodate information or historical records.

Determine the preferred depth of information (comprehensive vs. concise summaries).

Offer guidance on which databases and tools suit their format and research needs.

5. Referencing and Bibliographic Styles

Importance of Referencing:

Proper referencing is crucial in academic, legal, and professional work to avoid plagiarism,
give credit to original sources, and maintain intellectual integrity.

Databases often include citation tools that can automatically generate citations in the required
style.
 Popular Bibliographic Styles:

APA (American Psychological Association):

Used primarily in social sciences, psychology, and education.

Example: (Author, Year, Title, Publisher).

MLA (Modern Language Association):

Common in the humanities, particularly in literature and languages.

Example: Author. Title. Publisher, Year.

Chicago/Turabian:

Used in history, arts, and some business research.

Offers two formats: notes and bibliography or authordate citations.

Harvard:

Used in various academic disciplines, especially business.

Intext citations are similar to APA (Author, Year).

Database Citation Tools:

Many databases provide builtin tools to generate citations in various styles.

Example: Google Scholar, JSTOR, and ProQuest allow exporting citations directly into
reference managers (e.g., EndNote, Zotero).

6. Database Analysis

Purpose:

To evaluate how effectively a database meets user needs and how it performs in practice.
 Focuses on improving user experience, ensuring accuracy, and expanding content relevancy.

Methods of Analysis:

User Feedback:

Collect responses through surveys or interviews postorientation to determine user

satisfaction, challenges faced, and overall efficiency.

Questions may include: “Was the search easy to navigate?”, “Did you find the information
you needed?”, “What improvements could be made?”

Usage Monitoring:

Analyzing usage patterns, search terms, and database logs to track user behavior and
determine which features are most frequently used.

Monitor search success rates and query refinement to identify common issues users face.

Performance Metrics:

Assess the database's response time, search accuracy, and relevance of search results.

Track the frequency of updates to ensure data is current and relevant.

Content Gaps:

Identify areas where the database may lack sufficient coverage, or where users are
consistently failing to find desired resources.

Recommendations can be made for adding new journals, sources, or features based on
analysis.
These detailed notes provide an indepth understanding of conducting orientation for database
use, assessing user needs, addressing information formats, and maintaining proper referencing
and database analysis.

Detailed Notes on Learning Outcome 4: Conduct User Need Assessment

1. Meaning of Terms

User Need Assessment: A process of identifying and analyzing the specific information needs
of users to ensure that library and database resources are aligned with those needs. It helps in
tailoring services and resources to match the user's requirements.

Customer/User Needs: Refers to the specific types of information, formats, and services that
library users require for their research, study, or general information purposes.

Needs Assessment: A structured approach to understanding what users require, whether for
academic research, professional tasks, or personal use.

2. Customer Needs Assessment

Purpose:

To gather information on the user’s goals, preferences, and the types of resources they need
from the library or database.

To ensure that the services provided by the library or information center are relevant and
usercentered.

Helps in improving the overall user experience by providing access to the most appropriate
and useful resources.

Steps in Conducting Customer Needs Assessment:

 Define the Scope: Identify the target group of users (e.g., students, researchers, professionals,
general public) and their specific needs.

Collect Information:

Conduct surveys, interviews, or focus group discussions to gather direct input from users.

Ask questions about their current use of library resources, satisfaction with existing
services, and areas where they experience difficulties.

Example questions: “What type of information are you looking for?”, “What subjects or
areas of interest are most important to you?”, “Do you prefer print or digital materials?”

Analyze Usage Patterns:

Review database usage statistics, borrowing history, and user feedback to determine which
resources are most in demand.

Identify gaps in services (e.g., materials that are requested but not available, or
underutilized databases).

Develop Profiles: Create profiles for different user types (e.g., undergraduates, faculty,
industry professionals) to categorize their needs and preferences.

Prioritize Needs:

Focus on the most urgent or highpriority requirements, such as access to certain databases,
specific types of resources, or improved library services.

Allocate resources accordingly to meet these needs.

3. Needs Assessment and Databases

Purpose:

To ensure that the databases provided by the library are in line with user requirements and
are accessible for their specific purposes.
 Methods for Assessing Database Needs:

User Interviews:

Directly ask users about the types of databases they currently use and their satisfaction
levels.

Determine if users face any challenges, such as difficulty finding relevant information,
access issues, or database navigation problems.

Surveys:

Distribute surveys to gather input on which databases are most helpful and which ones users
feel are lacking.

Include questions about ease of use, search features, and how often users rely on specific
databases for their work.

Usage Statistics:

Analyze database usage logs to track which databases are accessed most frequently and by
whom.

Identify patterns, such as peak times of usage, popular search terms, and the types of
resources accessed.

Examples of Database Needs:

Academic Researchers: Require access to peerreviewed journals, citation databases like

Scopus, and fulltext access to research papers.

Professionals (e.g., Lawyers, Doctors): May need specialized databases for legal cases
(LexisNexis) or medical information (PubMed).
 Students: Require databases that provide both general and subjectspecific resources, such as
JSTOR or ProQuest.

4. Factors to Consider in Conducting Needs Assessment

User Demographics:

Understand the demographic composition of the user base, including their academic level,
professional background, or areas of study.

Different users will have different needs (e.g., undergraduate students may require access to
introductory resources, while faculty members may need advanced research tools).

Purpose of Information:

Determine whether users are seeking information for academic research, professional
development, personal interest, or coursework.

The purpose influences what type of resources should be prioritized (e.g., research papers,
industry reports, or general reading materials).

Preferred Formats:

Identify whether users prefer digital resources (ebooks, online journals, databases) or
physical materials (print books, DVDs).

Assess if there is a need for multimedia resources, such as video tutorials, audio lectures, or
visual materials.

Accessibility:
 Ensure that resources are available to users with various needs, including those with
disabilities (e.g., availability of audio versions of books or screenreaderfriendly formats).

Consider remote access requirements, especially for users who cannot physically visit the
library (e.g., online databases, downloadable materials).

Technology and Tools:

Assess the technological skills of users, which could impact how they interact with databases
and digital resources.

Provide necessary training or resources to help users maximize the value of available
databases.

5. Suggested Methods of Assessment

Observation:

Watch how users interact with databases and library resources to identify difficulties in
searching or retrieving information.

Observe user behavior in the library, such as which sections or materials are accessed
frequently.

Oral Questioning:

Engage in conversations with users to directly inquire about their satisfaction with the
library’s services and resources.

Ask specific questions to clarify their needs and frustrations.

 Written Surveys and Feedback Forms:

Create questionnaires to solicit user feedback on database performance, resource availability,

and general library services.

Use feedback forms at the end of library sessions or orientations to understand user
challenges.

Focus Groups:

Organize small discussion groups with representative users (e.g., students, faculty,
professionals) to gain deeper insights into their needs and expectations.

Focus on specific themes such as the need for additional databases, access to physical
resources, or improvements in the search process.

Usage Data Analysis:

Use analytics tools to track which databases and resources are most commonly accessed and
which ones are underused.

Identify trends in borrowing or downloading of materials, search queries, and peak usage
times to adjust services accordingly.

6. Implementation of Findings

Action Plans:

Based on the results of the user need assessment, develop action plans to address any
identified gaps.

Ensure the library or information service allocates budget and resources to acquire new
databases, update current resources, or expand services as needed.
 Continuous Improvement:

Needs assessment should be a recurring process, with regular updates to keep library services
aligned with changing user needs.

Monitor the impact of changes and adjustments to ensure they meet the evolving
requirements of the user base.

Conclusion:

Conducting a user need assessment is essential for understanding what resources and services
users require from a library or database. By collecting feedback, analyzing usage data, and
understanding user demographics and preferences, library services can be tailored to meet the
specific needs of their audience. This process ensures that the library or information center
remains relevant and effective in supporting its users' academic, professional, or personal
information needs.
Notes on Unit: Search of Library and Information Databases (BUS/CU/LIS/CR/03/6/A)

Unit Overview

Unit Title: Search Library and Information Databases

Duration: 150 hours

Occupational Standard: Focuses on competencies related to searching and utilizing library and
information databases.

Core Competencies:

1. Identifying and accessing databases

2. Providing access to library information

3. Conducting orientation on the use of databases

4. Conducting user need assessments

Learning Outcomes and Related Content

1. Identify and Access Databases

Content:

Definitions and understanding of key terms

Nature and types of information databases

Assessment and selection of appropriate databases

Procedures for accessing and using databases

 Legal aspects: Copyright and licensing laws

Assessment Methods:

Observation, oral questioning, written tests, practical tests

2. Provide Access to Library Information

Content:

Definitions of terms

Techniques for database searching and retrieval

Features and types of information databases

Searching strategies: Online and manual techniques

Assessment Methods:

Observation, oral questioning, written tests, practical tests

3. Conduct Orientation on Use of Database

Content:

Definitions of relevant terms

How to conduct orientation training

Assessing the information needs of users

Understanding information formats and customer needs

Referencing and bibliographic styles

Database analysis for effective use

 Assessment Methods:

Observation, oral questioning, written tests, practical tests

4. Conduct User Need Assessment

Content:

Definitions of key terms

Assessing customer needs for database usage

Aligning user needs with database capabilities

Important factors for conducting user needs assessments

Assessment Methods:

Observation, oral questioning, written tests, practical tests

Methods of Delivery

Theoretical Instruction: Instructorled facilitation, group discussions, case studies, assignments

Practical Instruction: Demonstrations, simulations/role play, field trips, onjobtraining,

presentations

Multimedia Tools: Use of charts, audiovisual aids (video clips, audio tapes, radio sets, TV, LCD
projectors)

Recommended Resources

Computers, stationery, charts

Audiovisual tools: Video clips, audio tapes, radio sets, TV sets

Presentation equipment: LCD projectors

These notes break down the unit competencies, learning outcomes, assessments, and teaching
methods effectively.

Detailed Notes on Learning Outcome 4: Conduct User Need Assessment

1. Meaning of Terms

User Need Assessment: A process of identifying and analyzing the specific information needs
of users to ensure that library and database resources are aligned with those needs. It helps in
tailoring services and resources to match the user's requirements.

Customer/User Needs: Refers to the specific types of information, formats, and services that
library users require for their research, study, or general information purposes.

Needs Assessment: A structured approach to understanding what users require, whether for
academic research, professional tasks, or personal use.

2. Customer Needs Assessment

Purpose:

To gather information on the user’s goals, preferences, and the types of resources they need
from the library or database.

To ensure that the services provided by the library or information center are relevant and
usercentered.

Helps in improving the overall user experience by providing access to the most appropriate
and useful resources.
 Steps in Conducting Customer Needs Assessment:

Define the Scope: Identify the target group of users (e.g., students, researchers, professionals,
general public) and their specific needs.

Collect Information:

Conduct surveys, interviews, or focus group discussions to gather direct input from users.

Ask questions about their current use of library resources, satisfaction with existing
services, and areas where they experience difficulties.

Example questions: “What type of information are you looking for?”, “What subjects or
areas of interest are most important to you?”, “Do you prefer print or digital materials?”

Analyze Usage Patterns:

Review database usage statistics, borrowing history, and user feedback to determine which
resources are most in demand.

Identify gaps in services (e.g., materials that are requested but not available, or
underutilized databases).

Develop Profiles: Create profiles for different user types (e.g., undergraduates, faculty,
industry professionals) to categorize their needs and preferences.

Prioritize Needs:

Focus on the most urgent or highpriority requirements, such as access to certain databases,
specific types of resources, or improved library services.

Allocate resources accordingly to meet these needs.

3. Needs Assessment and Databases

 Purpose:

To ensure that the databases provided by the library are in line with user requirements and
are accessible for their specific purposes.

Methods for Assessing Database Needs:

User Interviews:

Directly ask users about the types of databases they currently use and their satisfaction
levels.

Determine if users face any challenges, such as difficulty finding relevant information,
access issues, or database navigation problems.

Surveys:

Distribute surveys to gather input on which databases are most helpful and which ones users
feel are lacking.

Include questions about ease of use, search features, and how often users rely on specific
databases for their work.

Usage Statistics:

Analyze database usage logs to track which databases are accessed most frequently and by
whom.

Identify patterns, such as peak times of usage, popular search terms, and the types of
resources accessed.

Examples of Database Needs:

Academic Researchers: Require access to peerreviewed journals, citation databases like

Scopus, and fulltext access to research papers.
 Professionals (e.g., Lawyers, Doctors): May need specialized databases for legal cases
(LexisNexis) or medical information (PubMed).

Students: Require databases that provide both general and subjectspecific resources, such as
JSTOR or ProQuest.

4. Factors to Consider in Conducting Needs Assessment

User Demographics:

Understand the demographic composition of the user base, including their academic level,
professional background, or areas of study.

Different users will have different needs (e.g., undergraduate students may require access to
introductory resources, while faculty members may need advanced research tools).

Purpose of Information:

Determine whether users are seeking information for academic research, professional
development, personal interest, or coursework.

The purpose influences what type of resources should be prioritized (e.g., research papers,
industry reports, or general reading materials).

Preferred Formats:

Identify whether users prefer digital resources (ebooks, online journals, databases) or
physical materials (print books, DVDs).

Assess if there is a need for multimedia resources, such as video tutorials, audio lectures, or
visual materials.
 Accessibility:

Ensure that resources are available to users with various needs, including those with
disabilities (e.g., availability of audio versions of books or screenreaderfriendly formats).

Consider remote access requirements, especially for users who cannot physically visit the
library (e.g., online databases, downloadable materials).

Technology and Tools:

Assess the technological skills of users, which could impact how they interact with databases
and digital resources.

Provide necessary training or resources to help users maximize the value of available
databases.

5. Suggested Methods of Assessment

Observation:

Watch how users interact with databases and library resources to identify difficulties in
searching or retrieving information.

Observe user behavior in the library, such as which sections or materials are accessed
frequently.

Oral Questioning:

Engage in conversations with users to directly inquire about their satisfaction with the
library’s services and resources.

Ask specific questions to clarify their needs and frustrations.

 Written Surveys and Feedback Forms:

Create questionnaires to solicit user feedback on database performance, resource availability,

and general library services.

Use feedback forms at the end of library sessions or orientations to understand user
challenges.

Focus Groups:

Organize small discussion groups with representative users (e.g., students, faculty,
professionals) to gain deeper insights into their needs and expectations.

Focus on specific themes such as the need for additional databases, access to physical
resources, or improvements in the search process.

Usage Data Analysis:

Use analytics tools to track which databases and resources are most commonly accessed and
which ones are underused.

Identify trends in borrowing or downloading of materials, search queries, and peak usage
times to adjust services accordingly.

6. Implementation of Findings

Action Plans:

Based on the results of the user need assessment, develop action plans to address any
identified gaps.
 Ensure the library or information service allocates budget and resources to acquire new
databases, update current resources, or expand services as needed.

Continuous Improvement:

Needs assessment should be a recurring process, with regular updates to keep library services
aligned with changing user needs.

Monitor the impact of changes and adjustments to ensure they meet the evolving
requirements of the user base.

Conclusion:

Conducting a user need assessment is essential for understanding what resources and services
users require from a library or database. By collecting feedback, analyzing usage data, and
understanding user demographics and preferences, library services can be tailored to meet the
specific needs of their audience. This process ensures that the library or information center
remains relevant and effective in supporting its users' academic, professional, or personal
information needs.