ANALYSIS OF URDU LANGUAGE COLLECTION IN UNIVERSITY LIBRARIES OF LAHORE, PAKISTAN.
Hussain, Iftikhar ; Chaudhry, Muhammad Shahzad ; Sulehri, Imran Ghaffar 等
ANALYSIS OF URDU LANGUAGE COLLECTION IN UNIVERSITY LIBRARIES OF LAHORE, PAKISTAN.
Background of the Study
According to the factual evidences, the information communication
system began with the birth of human kind on the earth. Purpose of the
communication was, is and will be to present one's views, feelings,
information, knowledge, thinking and so on to others. In the beginning,
the oldest source of communication was gestures. Then with the passage
of time and development of the world, sources of communication
developed, expanded and man learnt to speak for communication. Presently
there are so many sources of communication exist in the world such as
gestures, body language, written communication, verbal communication,
symbols and so on.
In the beginning of 15th century with the invention of printing
press the source of written communication emerged on a broad way as
earlier this source was used at very minor level. During the previous
centuries after 1405 the written communication adopted the shape of
books which are considered as major sources of information, knowledge as
well as source of communication. Ameen (2005) stated that the objective
of the writing was to preserve and conserve the human communication and
knowledge. In this regard the books have always an important value for
the dissemination of information and learning.
Libraries always considered the places where knowledge and sources
of communications kept safe for the followers. Library of Alexandria and
library of Ashurbanipal are historical examples which contains the
information, communication and knowledgeable material in form of clay
tablets, cuneiforms and leather skins.
Now libraries are serving as social institutions which are
providing information according to the users' need and preserve
human knowledge for future generations. In the academic settings
libraries are imparting much more in the dissemination of information
and communication. Libraries hold collections in various languages but,
as the Urdu is National Language in Pakistan therefore, this study is
being conducted to explore the real situation of the library collection
in Urdu language in the public sector university libraries of Lahore,
user satisfaction with the available Urdu language collection and the
convenience level with the material in Urdu or English as well as the
hurdle faced by the libraries in the acquisition of library material in
Urdu language. This study will also endeavor to discover the library
collections in Urdu Language in the academic libraries so that
importance of the Urdu collections may be gauged in the academia with
respect to the user's preference, satisfaction and perception.
Languages in Pakistan
In Pakistan there are many languages exist like Punjabi, Sindhi,
Balochi, Pashtu, Saraiki and Urdu etc. but Urdu Language is the National
Language of Pakistan while other languages are considered as Mother
Languages. Nizamani et al. (2016) defined mother language as a language
that a child acquired in a natural setting. A large number of books,
journals, magazines, newspapers etc. are being published all over the
world in Urdu language for the sake of information and knowledge
transfer. A special attention is being awarded to Urdu Language in our
country. Initial education is being awarded in national language (Urdu)
while higher education in international language (English).
Struggles and Movements for the Adoption of Urdu Language in
Pakistan
Many struggles and movements had been started for the promotion and
adoption of Urdu language as official language in the country as
currently English is being used in offices and for educational purposes
in various schools, colleges and universities as well offices. One of
the movements was "Save Urdu Movement ([phrase omitted])". It
was a nationwide movement in Pakistan. This movement was especially
started for safeguarding Urdu education in schools. The aim of this
movement was to made Urdu as a universal language and also stressed that
Urdu language must be considered cultural and political identity of the
Muslims in British raaj (Urdu movement, 2017).
An association "Anjuman Taraqqi-yi-Urdu ([phrase
omitted])" started promotion and dissemination of Urdu language
literature in India and Pakistan. It was a largest association that
worked for the promotion of Urdu language literature (Anjuman-I
Taraqqi-I Urdu, 2017).
On 21 March 1948, Quaid-e-Azam Muhammad Ali at Racecourse Ground
declared that Urdu language should be state language because it embodies
the spirit of Muslim nations those who disagreed with this view
considered them "Enemies of Pakistan" ("Tribute to
language movemen," 2014).
Pakistan Quami Zuban Movement (PQZM) organized a conference
"Quami Nifaz-e-Urdu Conference--Pesh Raft and Amli Taqazey" at
Aewan-e-Qaid (Nazriya Pakistan Council), Islamabad on July 24, 2016.
This conference was stressed on that Urdu language should be included
compulsory in educational curriculum because Urdu language was our
national language and also symbol of unity. Government was also working
on the implementation of Urdu language as an official language
("Govt working on implementation of Urdu as official
language," 2016).
Legal Efforts toward Adoption of Urdu as Official Language
It was mentioned in the article 251 of constitution of Pakistan
1962 that Urdu language should be used as an official and national
language for next fifteen years. It might be possible that English
language could be used for official purposes in the absence of its
replacement in Urdu language.
Recently the Supreme Court of Pakistan ordered to implement the
Urdu Language as official language and also to take examinations of
Central Superior Services (CSS) in Urdu medium/ language. A similar
judgment was issued in October 2015 by the Supreme Court in response to
two various petitions No. 56 of 2003 and petition No. 112 of 2012, when
the honorable court issued directive to federal and provincial
governments to adopt Urdu as official language. The court also cited
Article 251 of the Constitution of Pakistan regarding implementation of
Urdu as official language and referred certain recommendations made by
the National Language Authority, (presently renamed as National Language
Promotion Department vide Notification dated 17.08.2012), for
implementation of Article 251 (Supreme court, 2015).
Lahore High Court (LHC) also issued a similar decision and directed
the Federal Public Service Commission (FPSC) to conduct Central Superior
Services (CSS) examination in the Urdu language from next year. The
decision was issued in February 2017. The court further issued directive
to the FPSC to ensure that the examination in 2018 will be conducted in
accordance with the dictum laid down by the apex court (Court orders
FPSC to conduct CSS exams in Urdu next year, 2017).
The departments of Punjab Government had been asked to translate
the rules and regulations of different departments, official orders by
the government, and also the laws and policies of the government. All
the translations are to be verified by the Department of Law and
Parliamentary Affairs (Punjab government introduces Urdu as official
language, 2017).
The Ex-Prime Minister of Pakistan, Mian Muhammad Nawaz Sharif also
constituted a committee response to the judgment of apex court when the
court asked the federal government to make sure the official
correspondence in the national language and sought a compliance report
from the government in this regard ("PM forms body to implement
Urdu as official language," 2016). A letter to the government
departments have been written for the adoption of Urdu language as
official language as well as to translate the Statutory document in Urdu
language.
Statement of the Problem
Government is taking initiatives to implement Urdu language as an
official language in Pakistan. Recently, Supreme Court of Pakistan had
been declared that Urdu language should be considered as an official
language as well as the examination of Central Superior Services (CSS)
should be taken in Urdu medium/language. There are some websites which
are also transferred from English language to Urdu language e.g.
http://www.pakistan.gov.pk/, http://www.cabinet.gov.pk/. However, it is
assumed that user's expectations from libraries are high because
they need good collection in Urdu Language to fulfill their information
needs. In order, to implement the decision it is pertinent to know the
availability of Urdu language reading collections in the libraries so
that educational as well as informational needs may be fulfilled.
So, it is important to know the status, usage and subject coverage
in Urdu language collections at university libraries of Pakistan. Which
factors affect the acquisition of Urdu language collection in
universities and what user expect.
Research Questions of the Study
1. What is status of library collections in university libraries?
2. What is the status of collection in Urdu Language in University
Libraries?
3. What is the status of Subject coverage of Urdu Collection in
University Libraries?
4. What kinds of problems are being faced by libraries in
Collection development of Urdu Collection in University Libraries?
5. What is user's perception about Urdu Collection in
University Libraries?
6. Are users satisfied with the available Urdu collection in
University Libraries?
7. What is the most convenient language medium for Users in their
studies in the University Libraries?
Delimitations of the Study
The present study is only limited to Urdu language collection of
university libraries, Lahore. Public, research and special libraries as
well as private sector university libraries are also not part of the
study only university libraries including public sector are part of the
study.
Review of Relevant Literature
Accroding to Dhir (2005) Language is considered as a fundamental
medium through which a nation or culture transmits their knowledge or
exchange information that informs about culture. Tardy (2004)
investigated the role of English language in scientific communication.
Researcher used mixed method approach. Data were gathered through
questionnaire and focus group interview. The researcher found that
respondents preferred English language for scientific communication
because English language considered understandable by different
countries.
Piekkari (2006) said that although language had connection with
culture of a nation but it was considered a separate variable. This
variable could affect the ways of communication and transformation of
knowledge. Kogut and Zander (1992) stated that a language which had been
spoken by different nations could increase communication and exchange of
ideas rapidly.
Gfeller and Robinson (1998) investigated that which language was
preferred by culture local language (mother tongue) or national language
and pointed out that children could learn better through local language
and their intellectual level will become higher. Interview respondent a
teacher replied that children could express them more well in their
local language.
Cairns (1987) conducted an experiment base study in which he
revealed that the primary level education should be in local language
because primary level education create base for future learning. If base
would be strong than children would be able to learn better in their
future. He suggested that national language should be start from
secondary level education at subject level. Moid (1964) said that
American libraries were taking interest in building collection of Urdu
language literature.
Rahman (2002) opined that in Pakistan the strength of Urdu medium
schools was high than other medium of schools such as English medium,
Pashto medium, Sindhi medium and mixed medium schools. Manan and David
(2014) investigated the preference of mother tongue verses national
language for education. They concluded that undergraduate students of a
public university were replied that they preferred Urdu and English
language for education. In the whole country the dominated languages
were Urdu and English languages.
Ameen and Shafique (2009) conducted a study on University of the
Punjab library's Oriental section. The aim of the study was to
investigate the current status of oriental section of library. They
concluded that the section has collection in three languages such as
Persian, Arabic and Urdu. The collection of Urdu was larger than other
languages collection. The section had 71,000 volumes in Urdu language.
Moid (1964) investigated the Urdu collection status in Americans
libraries. The aim of the study was to highlight the extent and scope of
Urdu collection in American libraries and he pointed out that the
American libraries had Urdu language collection in the field of language
and literature.
User's perception can be a factors in the development of Urdu
collection as Evans and Saponaro (2012) suggested that library should
build collection according to its user's needs and wants. Khan
(2015) concluded that user's need assessment was neglected in
Pakistan at academic university libraries. He stated that there were
some factors which became of barrier in users need assessment projects
at university libraries of Pakistan. These factors were that university
libraries have no sufficient budget, the faculty members were not
cooperative and there were no policies about acquisition of foreign
resources and also lack of good reputed vendors.
Lack of availability of Collection Development Policy is also one
of the hurdle in the way of Urdu collection as Khan and Bhatti (2015)
showed that in Pakistan, at university libraries there were no proper
collection development policies which could meet the user's needs
effectively. It was neglected to build collection according to the
user's present information needs. There was lack of updated
collection development policies at university libraries of Pakistan.
Haider (2007) concludes that a good collection development policy can
minimize the problems which are being faced by libraries in Pakistan.
Evans and Saponaro (2005) revealed that library's collection would
be small and could not meet its user's needs if a library had low
budget.
Ameen and Haider (2007) said that the library's collection
development policies mentioned that who select the material for library.
It was fundamental issue regarding collection development of who was
responsible for the selection of material. According to them the faculty
members could guide better than students because faculty member were
aware about the information needs of their students.
Lee (2005) studied the concept of collection from library
user's perspective and stated that according to the user's
perspective the library collection was total vague and could not fulfill
their information needs. Kassim (2017) investigated the user's
satisfaction with academic libraries with respect to satisfaction level
of users with academic libraries services, collection and physical
infrastructure. He pointed out that users are least satisfied with
library services and suggest developing the library collection.
Sivathaasan (2013) explored that 11% user's satisfaction level was
affected by library collection.
A study was carried out by Habib and Idrees and Ullah, (2017) on
the topic "Organization and usage of information resources at Deeni
Madaris Libraries in Pakistan" in which the researchers strived to
explore the usage of information resources.
In this study it was explored that majority of users feel
comfortable and prefer information resources in Urdu language. Lo and Lo
(2014) stated that at earlier level students feel comfortable and
proficient with their local native language.
Research Methodology
The target population of this study is based on two types of
entities. One is the University libraries of Lahore and other are all
currently enrolled students (Under Graduate, Post Graduate, and MPhil
& PhD) from Higher Education Commission Pakistan recognized Public
Sector Universities of Lahore City. Currently there are 11 Public Sector
HEC recognized Universities in Lahore city of Pakistan;
1. Fatima Jinnah Medical University, Lahore
2. Government College University, Lahore
3. Information Technology University of the Punjab, Lahore
4. King Edward Medical University, Lahore
5. Kinnaird College for Women University, Lahore
6. Lahore College for Women University, Lahore
7. University of Education, Lahore
8. University of Engineering & Technology, Lahore
9. University of Health Sciences, Lahore
10. University of the Punjab, Lahore
11. University of Veterinary & Animal Sciences, Lahore
The researchers adopted convenient sampling technique for selection
of participants (Under Graduate, Post Graduate, and MPhil & PhD)
students. The reason behind the adaptation of convenient sampling was
that random sampling or stratified random sampling was not possible due
to accessibility issues. For random sampling it is necessary that the
population must be identifiable and listed. It is impossible for
researcher to get all population as a listed in hand due to
accessibility issues. A sample size of 383 is drawn from the total
population, with 95% confidence level and 5% confidence interval (margin
of error), by using online sample calculator (Survey monkey,). While
regarding the status about the Urdu language collection availability in
University (Public Sector) libraries of Lahore all the libraries were
visited for relevant data collection. 35 questionnaires were distributed
to each university and received back 288 responses which are 74.8%.
To complete the study two structured questionnaires based on
previous literature and expert opinions for data collection were used.
One questionnaire was used for data collection from library users and
other questionnaire was used for data collection from librarians. To
measure the reliability of questionnaire a pilot testing was conducted.
Two universities were selected for pilot testing. The pilot testing
results indicated that the overall questionnaire's Cronbach Alpha
value was (.739).
Analysis
Response to Research Question 1
The librarians were asked about total collection in their
libraries.
The statistic show that 1 (9.1%) library has 7,500 books, 1 (9.1%)
library has 12,000 books, 1 (9.1%) library has 15,000 books, 1 (9.1%)
library has 26,000 books, 1 (9.1%) library has 27,000 books, 1 (9.1%)
library has 35,000 books, 1 (9.1%) library has 46,152 books, 1 (9.1%)
library has 85,000 books, 1 (9.1%) library has 110,000 books, 1 (9.1%)
library has 335,732 books and 1 (9.1%) library has 600,000 books.
The statistics show that 1 (9.1%) library has 29 journals, 1 (9.1%)
library has 18 journals, 1 (9.1%) library has 13 journals, 1 (9.1%)
library has 21 journals, 1 (9.1%) library has 54 journals, 1 (9.1%)
library has 28 journals, 1 (9.1%) library has 236 journals, 1 (9.1%)
library has 40 journals, 1 (9.1%) library has 9 journals, 1 (9.1%)
library has 13 journals and 1 (9.1%) library has 36 journals.
The statistics show that 5 (45.5%) libraries have no magazines, 3
(27.3%) libraries have 10 magazines, 1 (9.1%) library has 14 magazines,
1 (9.1%) library has 33 magazines and 1 (9.1%) library has 19 magazines.
The statistics show that 2 (18.2%) libraries have 4 newspapers, 2
(18.2%) libraries have 5 newspapers, 3 (27.3%) libraries have 6
newspapers, 1 (9.1%) library has 8 newspapers, 1 (9.1%) library has 12
newspapers, 1 (9.1%) library has 15 newspapers and 1 (9.1%) library has
18 newspapers.
The statistics show that 3 (27.3%) libraries have no
theses/dissertations, 1 (9.1%) library has 200 theses/dissertations, 1
(9.1%) library has 904 theses/dissertations, 1 (9.1%) library has 1500
theses/dissertations, 1 (9.1%) library has 1900 theses/dissertations, 2
(18.2%) libraries have 5,000 theses/dissertations and 2 (18.2%)
libraries have 10,000 theses/dissertations.
The statistics show that 4 (36.4%) libraries have no audio video
material, 1 (9.1%) library has 80 audio video material, 1 (9.1%) library
has 96 audio video material, 1 (9.1%) library has 100 audio video
material, 1 (9.1%) library has 1935 audio video material, 1 (9.1%)
library has 2,000 audio video material, 1 (9.1%) library has 4,000 audio
video material and 1 (9.1%) library has 5,000 audio video material.
Response to Research Question 2
The respondents were asked about their libraries' Urdu
language collection.
The 5 (45.5%) libraries have a great extent collection about
"Books in Urdu language" while 2 (18.2%) have somewhat, 4
(36.4%) have very little. The 2 (18.2%) libraries have a great extent
collection about "Journals in Urdu language" while 3 (27.3%)
libraries have very little and 6 (54.5%) libraries have not at all. The
4 (36.4%) libraries have to somewhat collection about "Magazines in
Urdu language" while 3 (27.3%) have very little and 4 (36.4%) have
not at all. The 4 (36.4%) libraries have a great extent collection about
"Newspapers in Urdu language" while 4 (36.4%) have somewhat, 3
(27.3%) have very little. The 2 (18.2%) libraries have a great extent
collection about "Thesis/dissertations in Urdu language" while
1 (9.1%) have somewhat, 1 (9.1%) have very little and 7 (63.6%) have not
at all with the same statement. The 1 (9.1%) library have to somewhat
collection about "A/V materials in Urdu language" while 1
(9.1%) have very little and 9 (81.8%) have not at all with the same
statement. The 1 (9.1%) library have very little collection about
"Any other library material in Urdu language" while 10 (90.9%)
libraries have not at all.
Response to Research Question 3
The respondents were asked about their libraries subject coverage
of Urdu language collection.
The data showed that no libraries have Urdu language collection is
not available in the subjects of agriculture, chemical engineering,
engineering, manufacturing, and medicine. While, only one 1 (9.1%)
library has Urdu language collection is available in the subject of home
economics.
The data showed that no any libraries have Urdu language collection
is not available in the subjects of architecture, drawing &
decoration, fashion & design. While, only 3 (27.3%) libraries have
Urdu language collection is available in the subject of recreation.
The data showed that no any libraries have Urdu language collection
almanac and yearbooks is not available in Urdu language While 1 (9.1%)
library has bibliography collection, 11 (100%) library have
dictionaries, 1 (9.1%) library has encyclopedia, 7 (63.6) libraries have
general knowledge books, 11 (100%) libraries have Newspapers, 1 (9.1%)
library has periodicals and 1(9.1%) library has research journals in
Urdu language.
The data showed that no libraries have Urdu language collection in
the subjects of civilization While only 3 (27.3%) libraries have
collection in the subject of biography, 1 (9.1%) library has collection
in the subject of geography & travel and 4 (36.4%) libraries have
collection is available in the subject of history in Urdu language.
The data showed that no libraries have Urdu language collection in
grammar and phonology & phonetics, while 8 (72.7%) libraries have
collection is available of dictionaries in Urdu language.
The data showed that only 2 (18.2%) libraries have collection is
available in the subjects of drama, essays and satire & humor
collection in Urdu language. The 4 (36.4%) libraries have in the subject
of fiction, 1 (9.1%) library has in the subject of history &
criticism and 6 (54.5%) libraries have collection in Urdu language in
the subject of Poetry.
The data showed that no library have collection in the subject of
Ethics in Urdu Language while only 1 (9.1%) library has collection in
the subject of philosophy and 2 (18.2%) libraries have collection is
available in the subjects of psychology.
The data showed that no libraries have Urdu language collection in
the subjects of biology, botany, chemistry, geology, mathematics,
paleontology, physics and zoology while only 1 (9.1%) library has Urdu
language collection in the subject of astronomy, and 1 (9.1%) library
has Urdu language collection in the subject of general science.
The data showed that no libraries have Urdu language collection in
subject of Hinduism while 11 (100%) libraries have Urdu Collection is
available in the subject of Islam and 2 (18.2%) libraries have
collection in the subject of Christianity is available in Urdu language.
The data showed that no any library has Urdu language collection in
the subjects of business studies, law, political science, sociology and
statistics while 1 (19.1%) library has Urdu collection in the subject of
economics, 2 (18.2%) libraries have Urdu language collection in the
subjects of education and geography and 1 (9.1%) library has collection
in the subject of social science in Urdu Language.
Response to Research Question 4
The respondents were asked about the problems which are being faced
by librarians in acquisition of Urdu language collection.
"Lack of enough space in library" is the major problem in
acquisition of collection in Urdu language, while 3 (27.3%) were
neutral, 6 (54.5%) were agreed and 1 (9.1%) respondent was strongly
agreed with the same statement. The 2 (18.2%) respondents are disagreed
that "Availability of similar information in other
language(s)" is the major problem in acquisition of collection in
Urdu language, while 2 (18.2%) are neutral and 7 (63.6%) were agreed
with the same statement. The 4 (36.4%) respondents were disagreed that
"Lack of evaluation strategies" is the major problem in
acquisition of collection in Urdu language, while 4 (36.4%) respondents
were neutral, 3 (27.3%) were agreed with the same statement. The 1
(9.1%) respondents were strongly disagreed that "Lack of interest
by Academic Heads & Faculty" is the major problem in
acquisition of collection in Urdu language, while 4 (36.4%) were
disagreed, 1 (9.1%) respondents were neutral and 5 (45.5%) were agreed
with the same statement. The 6 (54.5%) respondents were disagree, that
"Budget constraints" is the major problem in acquisition of
collection in Urdu language, while 3 (27.3%) were neutral, 1 (9.1%) was
agreed and 1 (9.1%) was strongly agreed with the same statement. The 1
(9.1%) respondent was strongly disagreed that "Lack of
administrative support" is the major problem in acquisition of
collection in Urdu language, while 5 (45.5%) were disagreed, 2 (18.2%)
were neutral and 3 (27.3%) were agreed with the same statement. The 2
(18.2%) respondents were strongly disagreed that "Restricted
Acquisition Policy" is the major problem in acquisition of
collection in Urdu language, while 3 (27.3%) were disagreed, 3 (27.3%)
were neutral and 3 (27.3%) were agreed with the same statement. The 1
(9.1%) respondent was strongly disagreed that "Rising cost of Urdu
collection" is the major problem in acquisition of collection in
Urdu language, while 6 (54.5%) disagreed, 1 (9.1%) respondent was
neutral and 3 (27.3%) agreed with the same statement. The 4 (36.4%)
respondents were strongly disagreed that "Non-availability of
vendors for Urdu collection" is the major problem in acquisition of
collection in Urdu language, while the 4 (36.4%) respondents were
disagreed, 2 (18.2%) were neutral and 1 (9.1%) was agreed with the same
statement.
Demographic composition of participants
In this questionnaire the respondents were asked to provide
information for the following demographic variables name of institute,
age, gender and program of study. This information was needed to prepare
a profile of the participants and also for use as independent variables
to answer research questions. The descriptive statistics (frequencies
and percentages) for demographic variables were calculated.
In this study 25 (8.7%) respondents were from "Fatima Jinnah
Medical University", the 28 (9.7%) respondents were from
"Government College University", the 23 (8.0%) respondents
were from "Information Technology University of the Punjab",
the 29 (10.1%) respondents were from "King Edward Medical
University", the 24 (8.3%) respondents were from "Kinnaird
College for Women University", The 27 (9.4%) respondents were from
"Lahore College for Women University", the 29 (10.1%)
respondents were from "University of the Education", the 26
(9.0%) respondents were from "University of Engineering &
Technology", the 25 (8.7%) respondents were from "University
of Health Sciences", the 31 (10.8%) respondents were from
"University of the Punjab", and the 21 (7.3%) respondents were
from "University of Veterinary & Animal Sciences".
In this study 124 (43.1%) respondents were male and 164 (56.9%)
respondents of the study were females. The 227 (78.8%) respondents were
18-23 years old, the 44 (15.3%) respondents were 24-29 years old, and
the 10 (3.5%) respondents were 30-34 years old, the 3 (1%) respondents
were 35-39 years old, the 1 (0.3%) respondents were 40-44 years old and
the 3 (1%) respondents were 44 & above years old. There are 131
(45.5%) respondents had Hons education, the 77 (26.7%) respondents had
Master level qualification, and the 39 (13.5%) respondents had MS/Mphil
education, and the 4 (1.4%) responded had PhD level education and the 37
(12.8%) responded had other (MBBS, BDS, Language Diploma, LLB and LLM)
education.
The table showed that 58 (20.1%) users visited library for their
researcher work, while the 84(29.2%) users visited library for their
assignments, the 98(34.0%) users visited library for general reading,
the 31(10.8%) users visited library to spend leisure time and the
17(5.9%) users came in library for other purposes (Study, preparation
for exams & competition exams CSS, PMS).
The table showed that 114 (39.6%) users read Urdu contents for
educational purposes while the 113(46.2%) users read Urdu contents for
leisure reading and the 41(14.2%) users read Urdu contents for other
(Poetry Material, Information & Knowledge, History, Newspapers, Urdu
Literature and General Knowledge) purposes. Response to Research
Question 5
The respondents were asked about their perceptions about books in
Urdu language.
The 11 (3.8%) respondents were strongly disagree that
"Importance of Urdu language books on various subjects is
decreasing in current era" while 33 (11.5%) disagree, 60 (20.8%)
were neutral, 118 (41.0%) agree and 66 (22.9%) strongly agree with the
same statement. The 18 (6.3%) respondents were strongly disagree that
"Books in Urdu language contain sufficient & useful
information" while 15 (22.6%) disagree, 65 (22.6%) are neutral, 150
(52.1%) agree and 40 (13.9%) strongly agree with the same statement. The
12 (4.2%) respondents were strongly disagree that "It is easier to
understand concepts from books in Urdu language" while 45 (15.6%)
disagree, 55 (19.1%) were neutral, 109 (37.8%) agree and 67 (23.3%)
strongly agree with the same statement. The 23 (8.0%) respondents were
strongly disagree that "Books in English & other Languages
should be translated in Urdu language" while 29 (10.1%) disagree,
51 (17.7%) are neutral, 129 (44.8%) agree and 56 (19.4%) strongly agree
with the same statement. The 13 (4.5%) respondents were strongly
disagree that "Libraries should purchase more books in Urdu
language on all subjects" while 32 (11.1%) disagree, 86 (29.9%)
were neutral, 95 (33.0%) agree and 62 (21.5%) strongly agree with the
same statement. The 13 (4.5%) respondents were strongly disagree that
"Addition of books in Urdu language in all subjects can enhance
academic performance" while 41 (14.2%) disagree, 72 (25.0%) were
neutral, 113 (39.2%) agree and 49 (17.0%) strongly agree with the same
statement. The 32 (11.1%) respondents were strongly disagree that
"Our University library has a reasonable collection of Books in
Urdu language" while 55 (19.1%) disagree, 74 (25.7%) were neutral,
98 (34.0%) agree and 29 (10.1%) strongly agree with the same statement.
The 28 (9.7%) respondents strongly disagree that "Books in Urdu
language on all subjects should be included as textbooks" while 58
(20.1%) disagree, 90 (31.3%) were neutral, 79 (27.4%) agree and 33
(11.5%) strongly agree with the same statement. The 30 (10.4%)
respondents were strongly disagree that "Books in Urdu languages
are not fulfilling the educational requirements" while 76 (26.4%)
were disagree, 72 (25.0%) were neutral, 77 (26.7%) were agree and 33
(11.5%) were strongly agree with the same statement.
Response to Research Question 6
The respondents were asked about their satisfaction level with the
books available in Urdu language.
The 19 (6.6%) respondents were very dissatisfied with the
availability of serial publications in Urdu language while 25 (8.7%)
were dissatisfied, 89 (30.9%) were neutral, 119 (41.3%) were satisfied
and 36 (12.5%) were very satisfied with the same statement. The 15
(5.2%) respondents were very dissatisfied with the availability of
information available in Urdu language books while 45 (15.6%) were
dissatisfied, 76 (26.4%) were neutral, 127 (44.1%) were satisfied and 25
(8.7%) were very satisfied with the same statement. The 14 (4.9%)
respondents were very dissatisfied with the availability of textbooks
available in Urdu language while 44 (15.3%) were dissatisfied, 88
(30.6%) were neutral, 120 (41.7%) were satisfied and 22 (7.6%) were very
satisfied with the same statement. The 27 (9.4%) respondents were very
dissatisfied with the availability of availability of Books in Urdu
language for leisure reading is sufficient in library while 53 (18.4%)
were dissatisfied, 71 (24.7%) were neutral, 107 (37.2%) were satisfied
and 30 (10.4%) were very satisfied with the same statement. The 26
(9.0%) respondents were very dissatisfied that Urdu books fulfill their
educational requirements while 52 (18.1%) were dissatisfied, 85 (29.5%)
were neutral, 96 (33.3%) were satisfied and 29 (10.1%) were very
satisfied with the same statement. The 33 (11.5%) respondents were very
dissatisfied with the availability of books in Urdu language in their
libraries while 44 (15.3%) were dissatisfied, 98 (34.0%) were neutral,
103 (35.8%) were satisfied and 10 (3.5%) were very satisfied with the
same statement.
Response to Research Question 7
The 98 (34.0%) respondents considered that Urdu language medium is
convenient for them and 190 (66.0%) participants replied that English
language medium is convenient for them.
Findings
This study also explored that on the whole, the public sector
libraries from Lahore have in total 1299384 books, 497 journals in print
form, 76 magazine, 89 newspapers, 34504 thesis/ dissertation/ projects,
13211 AV material and 18000 other material like "Naqoosh and
Letters". There are so many sub-fields or sub-subjects on which the
libraries of public sector of Lahore do not have any material in Urdu
language. Three major hurdles are sorted out in this study which are
being faced by the Librarian in the collection development in Urdu
language. These are change of curricula in English medium; lack of
enough space in library and availability of similar information in other
language as well as heads and faculty did not pay attention to Urdu
language collection development. According to the users' perception
university libraries did not have reasonable collection of books in Urdu
language. They were disagreed that books in Urdu language on all
subjects should be included as textbooks. User are not satisfied with
the available Urdu collection in the university libraries and they
believe that university libraries did not have sufficient Urdu language
text books collection which is unable to fulfill their needs related to
educational requirements. Results of the study indicate that users feel
comfortable with books in Urdu language rather than other languages
while they prefer books in English language for academic purposes while
Urdu language books for leisure reading.
Conclusion
The conclusions of the study are as follows:
1. Majority of university libraries had Urdu language collection in
all subjects in very little quantity which can be considered as nothing.
2. The major hurdles of collection development in the language are
explored as curricula in English medium; lack of enough space in
library; availability of similar information in other language.
3. Most of the university libraries were unable to develop Urdu
language collection because academic heads and faculty did not pay
attention to Urdu collection development.
4. Respondents have good perceptions about Urdu language collection
of university libraries. They stressed that books in English & other
languages should be translated into Urdu language because it is easier
to understand concepts from books in Urdu language.
5. As per respondents view point libraries should purchase more
books in Urdu language on all subjects because they believed that
addition of books in Urdu language in all subjects can enhance academic
performance.
6. Majority of the respondents preferred Urdu language books for
leisure reading and satisfied with serial publications in Urdu language
collection of their university libraries
It was found that most of the university libraries had books,
journals, thesis/dissertations/ projects and newspapers in Urdu language
but did not had AV material in Urdu language
[Please note: Some non-Latin characters were omitted from this
article.]
Acknowledgment
This paper has been extracted from the M.Phil Thesis of Iftikhar
Hussain, the first author of this paper.
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Iftikhar Hussain
University of the Punjab, Lahore
Dr. Muhammad Shahzad Chaudhry
Government College University, Lahore
[email protected]
Imran Ghaffar Sulehri
Pakistan Institute of Fashion and Design, Lahore
[email protected]
Table 4.1
Information about Available Books in Libraries
Library
books Cumulative
collection Frequency Percentage Percentage
7500 1 9.1 9.1
12000 1 9.1 18.2
15000 1 9.1 27.3
26000 1 9.1 36.4
27000 1 9.1 45.5
35000 1 9.1 54.5
46152 1 9.1 63.6
85000 1 9.1 72.7
110000 1 9.1 81.8
335732 1 9.1 90.9
600000 1 9.1 100.0
1299384 11 100.0 100.0
Table 4.2
Information about Available Journals in Libraries
Library
journals Cumulative
collection Frequency Percent Percent
29 1 9.1 9.1
18 1 9.1 18.2
13 1 9.1 27.3
21 1 9.1 36.4
54 1 9.1 45.5
28 1 9.1 54.5
236 1 9.1 63.6
40 1 9.1 72.7
9 1 9.1 81.8
13 1 9.1 90.9
36 1 9.1 100.0
497 11 100.0 100.0
Table 4.3
Information about Available Magazines in Libraries
Library
magazines Cumulative
collection Frequency Percent Percent
0 5 45.5 45.5
10 3 27.3 72.7
14 1 9.1 81.8
33 1 9.1 90.9
19 1 9.1 100.0
76 11 100.0 100.0
Table 4.4
Information about Available Newspapers in Libraries
Library newspapers Cumulative
collection Frequency Percent Percent
4 2 18.2 18.2
5 2 18.2 36.4
6 3 27.3 63.6
8 1 9.1 72.7
12 1 9.1 81.8
15 1 9.1 90.9
18 1 9.1 100.0
89 11 100.0 100.0
Table 4.5
Information about Available Theses/Dissertations & Projects in
Libraries
Library
theses
dissertation Cumulative
collection Frequency Percent Percent
0 3 27.3 27.3
200 1 9.1 36.4
904 1 9.1 45.5
1500 1 9.1 54.5
1900 1 9.1 63.6
5000 2 18.2 81.8
10000 2 18.2 100.0
34504 11 100.0 100.0
Table 4.6
Information about Available Audio Video (CDs/DVDs/etc.)
Material in Libraries
Library audio Cumulative
video collection Frequency Percent Percent
0 4 36.4 36.4
80 1 9.1 45.5
96 1 9.1 54.5
100 1 9.1 63.6
1935 1 9.1 72.7
2000 1 9.1 81.8
4000 1 9.1 90.9
5000 1 9.1 100.0
13211 11 100.0 100.0
Table 4.8
Library Collection in Urdu Language
To great Very
Sr. Extent Somewhat little Not at
No. Item (1) (2) (3) all (4)
1 Books 5 (45.5%) 2 (18.2%) 4 (36.4%) 0
2 Journals 2 (18.2%) 0 3 (27.3%) 6 (54.5%)
3 Magazines 0 4 (36.4%) 3 (27.3%) 4 (36.4%)
4 Newspapers 4 (36.4%) 4 (36.4%) 3 (27.3%) 0
5 Thesis/ 2 (18.2%) 1 (9.1%) 1 (9.1%) 7 (63.6%)
dissertations
6 A/V materials 0 1 (9.1%) 1 (9.1%) 9 (81.8%)
7 Any other 0 0 1 (9.1%) 10 (90.9%)
Table 4.9
Information about Available Collection in Urdu Language in the
Subject of "Applied Sciences"
Applied sciences A (%) NA (%) Total
Agriculture 0 (0%) 11 (100%) 100
Chemical Engineering 0 (0%) 11 (100%) 100
Engineering 0 (0%) 11 (100%) 100
Home Economics 1 (9.1%) 10 (90.9%) 100
Manufacturing 0 (0%) 11 (100%) 100
Medicine 0 (0%) 11 (100%) 100
A = Available, NA = Not Available
Table 4.10
Information about Available Collection in Urdu Language in the
Subject of "Fine Arts"
Fine arts A (%) NA (%) Total
Architecture 0 (0%) 11 (100%) 100
Drawing &Decoration 0 (0%) 11 (100%) 100
Fashion, Art & Design 0 (0%) 11 (100%) 100
Recreation 3 (27.3%) 8 (72.7%) 100
Table 4.11
Information about Available Collection in Urdu Language in the
"General work"
General work A (%) NA (%) Total
Almanac 0 (0%) 11 (100%) 100
Bibliography 1 (9.1%) 10 (90.9%) 100
Dictionaries 11 (100%) 0 (0%) 100
Encyclopedia 1 (9.1%) 10 (90.9%) 100
General knowledge 7 (63.6%) 4 (36.4%) 100
Index 1 (9.1%) 10 (90.9%) 100
Newspaper 11 (100%) 0 (0%) 100
Periodical 1 (9.1%) 10 (90.9%) 100
Research journals 1 (9.1%) 10 (90.9%) 100
Year books 0 (0%) 11 (100%) 100
Table 4.12
Information about Available Collection in Urdu Language in the
Subject of "History"
History A (%) NA (%) Total
Biography 3 (27.3%) 8 (72.7%) 100
Civilization 0 (0%) 11 (100%) 100
Geography & travel 1 (9.1%) 10 (90.9%) 100
History 4 (36.4%) 7 (63.6%) 100
Table 4.13
Information about Available Collection in Urdu Language in the
Subject of "Linguistic"
Linguistic A (%) NA (%) Total
Dictionaries 8 (72.7%) 3 (27.3%) 100
Grammar 0 (0%) 11 (100%) 100
Phonology& phonetics 0 (0%) 11 (100%) 100
Table 4.14
Information about Available Collection in Urdu Language in the
Subject of "Literature"
Literature A (%) NA (%) Total
Drama 2 (18.2%) 9 (81.8%) 100
Essays 2 (18.2%) 9 (81.8%) 100
Fiction 4 (36.4%) 7 (63.6%) 100
History & Criticism 1 (9.1%) 10 (90.9%) 100
Poetry 6 (54.5%) 5 (45.5%) 100
Satire & Humor 2 (18.2%) 9 (81.8%) 100
Table 4.15
Information about Available Collection in Urdu Language in the
Subject of "Philosophy"
Philosophy A (%) NA (%) Total
Ethics 0 (0%) 11 (100%) 100
Philosophy 1 (9.1%) 10 (90.9%) 100
Psychology 2 (18.2%) 9 (81.8%) 100
Table 4.16
Information about Available Collection in Urdu Language in the
Subject of "Pure science"
Pure science A (%) NA (%) Total
Astronomy 1 (9.1%) 10 (90.9%) 100
Biology 0 (0%) 11 (100%) 100
Botany 0 (0%) 11 (100%) 100
Chemistry 0 (0%) 11 (100%) 100
General science 1 (9.1%) 10 (90.9%) 100
Geology 0 (0%) 11 (100%) 100
Mathematics 0 (0%) 11 (100%) 100
Paleontology 0 (0%) 11 (100%) 100
Physics 0 (0%) 11 (100%) 100
Zoology 0 (0%) 11 (100%) 100
Table 4.17
Information about Available Collection in Urdu Language in the
Subject of "Religion"
Religion A (%) NA (%) Total
Islam 11 (100%) 0 (0%) 100
Christianity 2 (18.2%) 9 (81.8%) 100
Hinduism 0 (0%) 11 (100%) 100
Table 4.18
Information about Available Collection in Urdu Language in the
Subject of "Social science"
Social science A (%) NA (%) Total
Business studies 0 (0%) 11 (100%) 100
Economics 1 (9.1%) 10 (90.9%) 100
Education 2 (18.2%) 9 (81.8%) 100
Geography 2 (18.2%) 9 (81.8%) 100
Law 0 (0%) 11 (100%) 100
Political science 0 (0%) 11 (100%) 100
Social work 1 (9.1%) 10 (90.9%) 100
Sociology 0 (0%) 11 (100%) 100
Statistics 0 (0%) 11 (100%) 100
Table 4.19
Problems in Acquiring Library Material in Urdu Language
Problems faced Strongly
Sr. No by librarians disagreed Disagreed Neutral
1 Change of 1 (9.1%) 0 3 (27.3%)
curricula in
English Medium
2 Lack of enough 0 1 (9.1%) 3 (27.3%)
space in
library
3 Availability of 0 2 (18.2%) 2 (18.2%)
similar
information in
other
language(s)
4 Lack of 0 4 4
evaluation (36.4%) (36.4%)
strategies
5 Lack of 1 4 1
interest by (9.1%) (36.4%) (9.1%)
Academic
Heads &
Faculty
6 Budget 0 6 3
Constraints (54.5%) (27.3%)
7 Lack of 1 5 2
administrative (9.1%) (45.5%) (18.2%)
support
8 Restricted 2 3 3
Acquisition (18.2%) (27.3%) (27.3%)
9 Policy Rising 1 6 1
cost of Urdu (9.1%) (54.5%) (9.1%)
collection
10 Non- 4 4 2
availability of (36.4%) (36.4%) (18.2%)
vendors for
Urdu
collection
Problems faced Strongly Std.
Sr. No by librarians Agreed agreed Mean Dev
1 Change of 5 (45.5%) 2 (18.2%) 3.63 1.12
curricula in
English Medium
2 Lack of enough 6 (54.5%) 1 (9.1%) 3.63 .809
space in
library
3 Availability of 7 (63.6%) 0 3.45 .82
similar
information in
other
language(s)
4 Lack of 3 0 2.90 .83
evaluation (27.3%)
strategies
5 Lack of 5 0 2.90 1.13
interest by (45.5%)
Academic
Heads &
Faculty
6 Budget 1 1 2.72 1.00
Constraints (9.1%) (9.1%)
7 Lack of 3 0 2.63 1.02
administrative (27.3%)
support
8 Restricted 3 0 2.63 1.12
Acquisition (27.3%)
9 Policy Rising 3 0 2.54 1.03
cost of Urdu (27.3%)
collection
10 Non- 1 0 2.00 1.00
availability of (9.1%)
vendors for
Urdu
collection
Table 4.20
Names of Institutes
Cumulative
Institutes Frequency Percent Percent
Fatima Jinnah Medical 25 8.7 8.7
University
Government College 28 9.7 18.4
University
Information Technology 23 8.0 26.4
University of the Punjab
King Edward Medical 29 10.1 36.5
University
Kinnaird College for 24 8.3 44.8
Women
Lahore College for Women 27 9.4 54.2
University
University of the 29 10.1 64.2
Education
University of Engineering 26 9.0 73.3
& Technology
University of Health 25 8.7 81.9
Sciences
University of the Punjab 31 10.8 92.7
University of Veterinary 21 7.3 100.0
& Animal Sciences
Total 288 100.0
Table 4.21
Demographic Information of Respondents
Cumulative
Frequency Percentage Percentage
Gender Male 124 43.1 43.1
Female 164 56.9 100
Age 18-23 Y 227 78.8 78.8
24-29 Y 44 15.3 94.1
30-34 Y 10 3.5 97.6
35-39 Y 3 1 98.6
40-44 Y 1 0.3 99
Above 44 Y 3 1 100
Program Hons. 131 45.5 45.5
Masters 77 26.7 72.2
MS/M.Phi 39 13.5 85.8
PhD 4 1.4 87.2
Others 37 12.8 100
Table 4.23
Purpose of Visit Library
Purpose Cumulative
of visit Frequency Percent Percent
Valid Research Work 58 20.1 20.1
Assignment 84 29.2 49.3
General 98 34.0 83.3
Reading
Leisure Time 31 10.8 94.1
Any Other 17 5.9 100.0
Total 288 100.0
Table 4.24
Purpose of Reading Urdu Content
Purpose of Reading Cumulative
Urdu Content Frequency Percent Percent
Valid Educational 114 39.6 39.6
Requirements
Leisure Reading 133 46.2 85.8
Others 41 14.2 100.0
Total 288 100.0
Table 4.25
Convenience Language Medium
Cumulative
Convenience language Frequency Percent Percent
Valid Urdu 98 34.0 34.0
English 190 66.0 100.0
Total 288 100.0
Table 4.26
Information about the Users' perception about books in Urdu
Collection
St Dis Dis A Neut Agr
S.No. Statements F (%) F (%) F (%) F (%)
1 Importance of Urdu 11 33 60 118
language books on (3.8) (11.5) (20.8) (41.0)
various subjects is
decreasing in
current era.
2 Books in Urdu 18 15 65 150
language contain (6.3) (5.2) (22.6) (52.1)
sufficient & useful
information.
3 It is easier to 12 45 55 109
understand concepts (4.2) (15.6) (19.1) (37.8)
from books in Urdu
language.
4 Books in English & 23 29 51 129
other languages (8.0) (10.1) (17.7) (44.8)
should be translated
in Urdu language.
5 Libraries should 13 32 86 95
purchase more books (4.5) (111) (29.9) (33.0)
in Urdu language on
all subjects.
6 Addition of books in 13 41 72 113
Urdu language in all (4.5) (14.2) (25.0) (39.2)
subjects can enhance
academic
performance.
7 Our University 32 55 74 98
library has a (111) (19.1) (25.7) (34.0)
reasonable
collection of Books
in
8 Urdu language. Books 28 58 90 79
in Urdu language on (9.7) (20.1) (31.3) (27.4)
all subjects should
be included as
textbooks.
9 Books in Urdu 30 76 72 77
languages are not (10.4) (26.4) (25.0) (26.7)
fulfilling the
educational
requirements.
St Agr Std.
S.No. Statements F (%) Mean Dev
1 Importance of Urdu 66 3.68 1.067
language books on (22.9)
various subjects is
decreasing in
current era.
2 Books in Urdu 40 3.62 0.998
language contain (13.9)
sufficient & useful
information.
3 It is easier to 67 3.6 1.128
understand concepts (23.3)
from books in Urdu
language.
4 Books in English & 56 3.58 1.148
other languages (19.4)
should be translated
in Urdu language.
5 Libraries should 62 3.56 1.084
purchase more books (21.5)
in Urdu language on
all subjects.
6 Addition of books in 49 3.5 1.072
Urdu language in all (17.0)
subjects can enhance
academic
performance.
7 Our University 29 3.13 1.169
library has a (10.1)
reasonable
collection of Books
in
8 Urdu language. Books 33 3.11 1.147
in Urdu language on (11.5)
all subjects should
be included as
textbooks.
9 Books in Urdu 33 3.02 1.88
languages are not (11.5)
fulfilling the
educational
requirements.
NOTE: St Dis = Strongly Disagree; Dis A = Disagree; Neut = Neutral;
Agr = Agree; St Agr = Strongly Agree; Std. Dev = Standard Deviation
and F = Frequency or number
Table 4.27
Information about the Users' Satisfaction level about Urdu
collection
Very
Dissatisfied Dissatisfied Neutral
S.No. Statements F (%) F (%) F (%)
1 I am satisfied 19 (6.6) 25 (8.7) 89 (30.9)
with serial
publications
(Akhbar-e-Jahan,
Family Magazines,
Urdu journals etc)
in Urdu Language.
2 I am satisfied 15 (5.2) 45 (15.6) 76 (26.4)
with information
available in Urdu
language books.
3 I am satisfied 14 (4.9) 44 (15.3) 88 (30.6)
with textbooks
available in Urdu
language.
4 Availability of 27 (9.4) 53 (18.4) 71 (24.7)
Books in Urdu
language for
leisure reading is
sufficient in your
library.
5 Books in Urdu 26 (9.0) 52 (18.1) 85 (29.5)
language fulfill 33 (11.5) 44 (15.3) 98 (34.0)
my needs related
to educational
requirements. I am
satisfied with the
availability of
books in Urdu
Very
Satisfied Satisfied
S.No. Statements F (%) F (%) Mean St.Div
1 I am satisfied 119 (41.3) 36 (12.5) 3.44 1.034
with serial
publications
(Akhbar-e-Jahan,
Family Magazines,
Urdu journals etc)
in Urdu Language.
2 I am satisfied 127 (44.1) 25 (8.7) 3.35 1.015
with information
available in Urdu
language books.
3 I am satisfied 120 (41.7) 22 (7.6) 3.32 0.985
with textbooks
available in Urdu
language.
4 Availability of 107 (37.2) 30 (10.4) 3.21 1.144
Books in Urdu
language for
leisure reading is
sufficient in your
library.
5 Books in Urdu 96 (33.3) 29 (10.1) 3.17 1.119
language fulfill 103 (35.8) 10 (3.5) 3.05 1.053
my needs related
to educational
requirements. I am
satisfied with the
availability of
books in Urdu
language in our
library.
NOTE: Std. Dev = Standard Deviation and F = Frequency or number
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