In today’s rapid changing world, information needs of learners and knowledge seekers are met through a plethora of sources. The digital resources available in a library play a prominent role in facilitating access to required information to the users in an easy and expeditious manner. Further, one need not go to the library to make use of print formats as the digital resource can be made use of by any user through online access via networks or authentication methods at any time by comfortably sitting at hoe or office. However, it is imperative that one should be familiar with the use and exploitation of digital resources for their quicker and effective usage. Further, digital resources can also be used for efficient retrieval. Thus, digital resources in a library play a significant role in academic libraries as they are mostly tuned for the promotion of academic excellence and research. In view of all this, digital resources like CD-ROM database, online databases, online journals, OPACs and Internet etc are slowly replacing the importance and usage of print media.

The distribution of students according to their familiarity to use digital resources is shown in Table 1.

It is evident from Table 1 that 55.63 percent of the faculty members are familiar with digital resources, while 44.37 percent replied in the negative.

The distribution of faculty members according to their frequency of using the computers is shown in Table 2.

It is evident from Table 2 that 24.37 percent of the faculty members are using the computers two or three times a week, 23.75 percent daily, 20.62 percent once in a month, 17.50 percent once in a

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The distribution of faculty members according to their frequency of using the digital resources is shown in Table 3.

It is evident from Table 3 that 27.5 percent of the faculty members are using the CD-ROM databases daily, 21.87 percent once in a week, 16.88 percent two or three times in a week, 14.38 percent once in a month, 11.25 percent rarely, and 8.12 percent never use the CD-ROM databases. Majority of the faculty members (34.38%) using the Internet daily, 21.25 percent once in a week, 20.63 percent two or three times in a week, 8.12 percent once in a month, 8.12 percent never use, and 7.5 percent rarely use the Internet. 39.39 percent of the faculty members are using e-mail daily, 30 percent two or three times in a week, 14.37 percent once in a week, 8.75 percent once in a month, 4.38 percent rarely, and 3.13 percent never use the e-mail facility. It is also evident from table 3 majority of the faculty member (25.62%) are using the online databases once in a month, 21.25 percent never use, 15.63 percent once in a week, 14.38 percent two or three times in week, 13.75 percent rarely use, and 9.37 percent daily use the online databases. Majority of the faculty members (20.63%) are using the online journals once in a month, 18.75 percent never use, It is also evident from table 3 that 33.65 percent of the faculty members are using the search engines daily, 33.13 percent two or three times in a week, 20 percent once in a week, 4.37 percent once in a month, 3.75 percent never use, and 3.12 percent rarely use the search engines. Majority of the faculty members (24.38%) are using the online public accesses catalogue once in a week, 23.75 percent once in a month, 17.5 percent daily, 14.37 percent two or three times in a week, 11.25 percent rarely use, and 8.75 percent never use the OPAC. About 20.62 percent of the faculty members are using the college website once in a month, 20 percent daily, 17.5 percent two or three times in a week, 16.88 percent once in a week, 16.88 percent rarely uses, and 8.12 percent of the faculty members never use the college website.

In order to know the relative frequency in the use of the different electronic resources by the faculty members, weightages of 5,4,3,2,1 and 0 are assigned to responses of daily, two or three times a week, once in a week, once in a month, rarely and never used respectively. Total weightage is calculated for each electronic resource. Mean Weightage is calculated by dividing the total weightage by the number of faculty members included in the sample. Based on the Mean weightage the digital resources have been ranked. The distribution of users according to their relative use of different digital resources, total weightage, mean weightage and ranks are shown in Table 4.

It is evident from table 4 that the faculty members are mainly using search engines compared to other

databases, which have got the second, third, fourth, fifth, sixth, seventh, and eighth ranks respectively for their use.

The distribution of faculty members according to purpose of using digital resources is shown in Table 5.

It is evident from Table 5 that 86.87 percent of the faculty members indicate that the digital resources are used for communication purpose, 71.25 percent to collect subject information, 50.62 percent upgrade general knowledge, 52.5 percent research purpose, and 39.37 percent of the faculty members are using digital resources for their career development.

The distribution of faculty members learned to use digital resources is shown in Table 6.

It is evident from Table 6 that 45 percent of the faculty members are learning the necessary skills to use digital resources through self study (reading books/journals, tutorials etc), 41.25 percent learned through the guidance from library staff, 35.62 percent through family, friend or colleague, 33.75 percent guidance from the departmental staff of computer science, and 21.87 percent of the faculty members are learning to use digital resources through formal courses.

The distribution of faculty members according to the adequacy of information in digital resources is shown in Table 7.

It is evident from Table 7 that 49.37 percent of the faculty members indicate the information available in the digital resources always adequate, 39.38 percent indicate some time, and 11.25 percent indicate the

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The distribution of faculty members according to prevents in accessing the digital resources is shown in Table 8.

• Most of the faculty members (55.63%) are familiar with the usage of digital resources.

• About 24.37 percent of the faculty members are using the computer two or three times a week, 23.75 percent daily, and 5.63 percent are never used.

• Most of the faculty members 25%, 33.13%, 38.13%, 36.87%, and 21.25% are using CD-ROM, Internet, E-mail, Search engines, and College website ‘daily’ respectively. However, 25 percent of the faculty members are using online databases, online public accesses catalogue ‘once in a month’, 18.75 percent of the faculty members are using online journals ‘rarely’.

databases are less using compared to other resources being used rarely vis-à-vis other resources.

• Majority of the faculty members (86.87%) are using digital resources for enhancing and upgrading their communication purposes.

• Majority of the faculty members (45%) opined that they were acquiring skills to use digital resources through ‘self-study’ method (reading books/journals, tutorials etc).

• Majority of the faculty members (49.37%) opined that the information available in the digital resources is always ‘adequate’.

• Majority (50.62%) and (41.25%) of the faculty members have expressed ‘lack of training’ and ‘lack of time’ are the main problems in securing access to digital resources.

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