The current issue and full text archive of this journal is available at

www.emeraldinsight.com/0024-2535.htm

LR
58,5

Interpersonal relationships:
students, teachers and librarians
in university libraries of Pakistan
Rubina Bhatti

362
Received 18 April 2008
Reviewed 20 June 2008
Accepted 10 July 2008

Department of Library and Information Science,

The Islamia University of Bahawalpur, Pakistan
Abstract
Purpose The purpose of this paper is to assess students-teachers-librarians interpersonal
relationships; and to assess student attitudes towards library staff attitudes, library services and usereducation programmes in the university libraries of Pakistan.
Design/methodology/approach A multi-disciplinary approach is used. Questionnaires and semistructured interviews are utilised in the study together with discussions under interview conditions
with the experts.
Findings The literature shows the librarians slightly negative attitude to relationships, but
interestingly students and teachers responses reveal a much more positive view of support and
accessibility by the library staff. The majority of students written responses point out more positive
interpersonal relationships than the literature indicated. Verbal responses show antagonistic attitudes in
some cases towards library staff. It is shown that interpersonal relationships are not as disappointing as
shown in the literature and the qualitative study of experts views, but still there is much to be done to
improve the meaningfulness of the educational use of the library by improving the interpersonal
relationships. It finds the factors affecting the successful interpersonal relationships as: lack of
professional training, collaboration and satisfactory working conditions seem to be crucial for the
meaningful interpersonal attitude.
Research limitations/implications The study examines the interpersonal relationships in the ten
university libraries of Pakistan.
Practical implications The information can be useful for librarians and information specialists for
developing positive working relationships. Librarians can play their role effectively in attracting and
educating the users to wealth of information contained in Pakistani libraries.
Originality/value Very few studies on interpersonal relationship have been conducted in Pakistan.
The key points that emerge that interpersonal relationships play a major part in developing attitudes
towards library services and user education; antagonistic attitudes are evidenced in some cases towards
library staff in the verbal responses from students (strongly) and teachers (less strongly). The myth that
librarians are uncooperative with students and teachers is not well supported by the research.
Keywords University libraries, Interpersonal relations, Pakistan
Paper type Research paper

Library Review
Vol. 58 No. 5, 2009
pp. 362-371
# Emerald Group Publishing Limited
0024-2535
DOI 10.1108/00242530910961783

Introduction
Changes in the field of education are having an effect on the provision of information.
Task-directed and problem-oriented education relies more on information than the
more traditional forms of education. As a result of all these developments, it is
becoming increasingly important for universities that researchers, teachers and
students have good access to information in whatever form, regardless of whether this
is via computers at the university or computers elsewhere (Carr, 2003). An important
question in university librarianship is the perception of teachers and students of
the attitude of library staff in dealing with them. This study seeks to analyse the
userlibrarian interpersonal relationship with regards to library user education
programmes.

The literature and the qualitative study of the experts views undertaken for this paper
shows that librarians were thought to have a slightly negative attitude to relationships.
The study found a number of interesting factors affecting these relationships.
Research design and data collection
The data for this study were based on literature review, questionnaires, interviews,
observation, opinions, perceptions and comments by students, faculty and library
science specialists concerned with higher education libraries in Pakistan. It became
clear that a single positivist research strategy was unlikely to elucidate the problem
adequately, and that multiple strategies might be necessary. The data were collected
from the students, teachers and library professionals from ten universities in Pakistan
by using questionnaire and semi-structured interview techniques, with responses
received from 200 students and 100 teachers.
Literature review
In any civilised country of the world, it has been accepted as a basic right for an
individual to have access to information and education. From whatever angle moral
social, cultural, economic or political education has been recognised as a prelude to
growth, development and long-term progress of human society (Dhiman and Sinha,
2002, pp. 2-5; Bhatti, 2003, pp. 67-89). Libraries have always played a key role in the
development of an information literate populace that can participate as informed
citizens in a democratic society.
In the changing patterns of librarianship worldwide, library professionals need to
play a very effective and enthusiastic role in supporting education and research. In
Pakistan the literature reports the lack of collaboration among the students, teachers and
librarians (Cannon, 1994, pp. 524-541; Bhatti, 2006, pp. 36-43). Anwar (1993, pp. 5-6)
indicated that the lack of interest and concern on the part of library staff for motivating
users. Khan also realised this problem by saying that it is rare for library staff members
in schools, colleges and universities to be involved in supporting teachers and students
and suggesting that they tend to keep their distance between each other (Khan, 1994, p.
59).
There is no guidance in the academic institutions of Pakistan from librarians about the
use of libraries. The result is that the students remain totally ignorant about the use of
libraries; even after passing the MA examinations many of them do not know how to
consult the library catalogues, bibliographies, indexes, and other reference sources
(Usmani, 1986, p. 10). In a study carried out by Idrees about user relationship management
in a research institute library it was found that students are not satisfied with the library
environment, library services and behaviour of the library staff (Idrees, 2007, p. 29).
The literature shows that in colleges and universities of Pakistan, both general and
technical, except in a very few cases, the librarians do not support teaching. There
seems to be a lack of co-operation among teaching and library staff to promote an
effective and independent use of library by the students. The potential consequences of
such a gloomy situation are rote memorisation and dependence on notes. Students have
not been inculcated into reading habits and into the tradition of consulting different
sorts of information (Khan, 1991, p. 22). The current position in college libraries is
highly unsatisfactory. The library has never been projected as a positive and effective
instrument for supporting the teaching programme of a college. It has always been a
victim of a passive attitude displayed towards it by the decision-making authorities,
librarians, teachers and students alike (Bhatti, 2006, p. 38; Sadiq, 1994; p. 62).

Interpersonal
relationships

363

LR
58,5

364

Because of their significant importance almost all educational institutions in the

modern age maintain proper libraries. Librarians can play their role in attracting the
users to the wealth of information contained in libraries. However, Nazir has stated
that librarians have made little progress towards realising the active role of libraries in
the educational process (Nazir, 1987, p. iii). Khan added to this by saying that to a great
extent, the low usage of libraries is due to the pessimistic behaviour of library staff
members (Khan, 1991, p. 1).
The question is how far have Pakistans library services in educational institutions
been developed to accomplish the purposes of the parent body and how commensurate
they are with the national objectives. Is it as has been suggested by one commentator
(Bhatti, 2003, pp. 25-32) because Pakistan has an educational culture that does not
consider libraries as a working element of the education system and which does not
provide its academic community with the opportunity to develop their reading habits
that the problem has developed? All of the stakeholders (the teachers, students and
university administration) need to be educated about the role of libraries, its importance
in the university education, its impact on the life of students, its value to the teachers and
the researchers in their teaching and research programmes and the benefits which the
whole nation derive to make material and moral progress. (Sadiq, 1994, p. 13)
Sadly, students do not make sufficiently frequent use of the libraries that are offered
to them. They easily discover that the libraries do not contain the services and
resources they require and they become disillusioned. As Radford stated;
Library users have two related types of information about librarians as they
contemplate initiating an interaction:
(1) An impression of the librarian presently attending the reference desk informed
by their approach and non-verbal behaviour.
(2) Previous experience with and/or opinions of librarians.
Any decision to approach and initiate interaction with the librarian is a function of both
types of information (Radford, 1998, p. 700).
One of the contributory factors is that the librarians do not take trouble about levels of
readership in the libraries for which they have responsibility (Khan, 1994, p. 62). The
library staff is not totally accountable for the situation; the encouragement of library use
either by the faculty or the librarian is not a common practice in the majority of colleges.
Bhatti (2006) and Mahmood (2002) emphasised the immediate need for the libraries
to establish an instructional programme in co-operation with the teaching staff and to
prove that the library is an effective instrument of education. A precursor to any such
development must be research into attitudes of students, teachers and staff.
Lack of formal training for librarians is the subject of considerable debate. It has
been observed that at the library schools the emphasis is on the theoretical aspects of
librarianship rather than the practical aspects. Ilyas (1997, pp. 22-29) declared it very
alarming that at present most of the library schools do not offer any separate courses
on information technology to meet the demand of the day.
Mahmood (1998, p. 128), notes, There is a lack of enthusiasm and appreciation of
the need for continuing education at both government and professional levels.
Data analysis
Factors affecting the interpersonal attitude
The study found a number of constraints as preventing library staff in having helpful
and friendly attitudes to users. A major constraint suggested was the large number of

users as compared to the small number of library staff, library staff workload, their other
job-demotivating factors (such as insufficient salary, dissatisfaction with their status and
their inability to help the users due to lack of any formal and informal training system)
and inadequate resources in meeting their needs. This is partly supported by evidence
from the students interviews, but is not supported by evidence from the teachers and
students questionnaires. The following evidence (see Table I) is thus conflicting.

Interpersonal
relationships

Users perception of librarians attitude

The teachers questionnaire reflects a positive view of helpfulness (and approachability).
Only 11.0 per cent of teachers expressed dissatisfaction. Frequency counts showed that
20.5 per cent of teaching staff give them the highest rating, i.e. consider them very
helpful. A further 43.8 per cent of teachers found the attitude of library staff helpful.
A total of 24.7 per cent found the library staff helpful but busy. Good intent towards
teaching staff is therefore ascribed by 89.0 per cent. Analysis of the students results
showed that about 43.9 per cent of students find library staff attitude always very
helpful and friendly.
A total of 34.2 per cent of students think that their library staff is helpful but often
busy, 12.3 per cent of students. Just 9.7 per cent of students consider the library staff
never helpful to them or have no opinion. Again, this is an exceptionally positive
response in the light of the negative attitudes shown in the literature search and in the
interviews of students. In the interviews and the questionnaires, several negative
remarks from the students about library staff were given.

365

Students interpretation of librarians approachability

Some examples of comments related to the approachability of the librarians can be
found below:
.

not able to help users; and

because they do not guide properly and do not give adequate instructions.

And on their attitude:

.

library staff is too lazy;

they are not dutiful;

because they never listen to us;

they are fulfilling the formality only;

I personally find them very arrogant; they have never been helpful with the
students; and

because they appear very rude and unfriendly and if you ask them something
they answer it back in a very hostile manner.

Response
Very helpful
Helpful
Helpful but busy
Not helpful
Do not know

Frequency teachers
(n 100) (%)

Frequency students
(n 200) (%)

20.5
43.8
24.7
11.0
0.00

43.9
34.1
12.3
9.7
0.00

Table I.
Teachers and students
perception about the
attitude of the library
staff

LR
58,5

366

And on their practical ability to provide a service:

.

very short in number and too busy in their routine work; and

I do not find the instruction given useful because this is not very applicable; this
is only the formality and even we do not know how to use the catalogue.

It is necessary to identify the reason for the differences between the verbal and written
views. The interviews with experts and senior librarians suggested this is not only
because of the inability and inadequacy of library staff, either in qualitative or
quantitative terms. There might be other factors: over work, lack of proper planning,
not being service oriented, lack of communication among the service providers and
receivers, lack of any reward and initiatives, or inadequacy of resources.
Lack of communication between the stakeholders
It could be inferred from the findings that, even though the library staff are ready to
help, satisfactory services are not rendered because of various factors (e.g. those
mentioned above) and because of a lack of proper communication among the university
faculty and library community. In order to bridge that wide communication and
information gulf, authorities will have to take some serious steps. Adequate cooperation, co-ordination and understanding are needed in filling that information gap.
For examining their interpersonal relationships students were asked if they find it
difficult to ask library staff for help. The findings showed that 79.1 per cent of the
student sample did not find it hard to do so. Though figures are very high, this positive
attitude does not agree with the findings in the interviews of the 65 per cent students
who reported difficulty in requesting help possibly because of the reported adverse
attitude of the librarians?
Four reasons for this difference might be postulated:
(1) There might be a reliability issue in the sampling, with different respondents
for the questionnaire and interviews; however, this problem has not arisen with
other responses.
(2) Bias might have been introduced by non-verbal signalling of an expected
response during the interviews; however, the verbal responses of students were
in close agreement with the verbal responses of the experts and the teachers.
(3) Students might be less willing to commit adverse comments to writing, though
the questionnaires were anonymous with little possibility of being viewed by
unauthorised persons.
(4) Peer pressure might operate here, though all interviews were conducted privately.
Professionalism and interaction
It was apparent that the librarians functions and roles were undergoing various
changes. To be sure, the more traditional tasks will remain, but new ones will be added
to them. It will be a matter of a shift in accent from the old to the new. As a
consequence, the librarian is going to have to comply with different work demands.
The students questionnaire sought information whether students, in using library
resources, are ever offered help by library staff without being asked. The results
(Table II) indicate that 13.5 per cent of students have often been offered help in using
library resources without being asked. And 25.1 per cent of sample think that library
staff seldom offers them assistance in using library resources effectively. Thus some

61.4 per cent of students complained that their library staff never offer them help when
they are in difficulty without being asked. It might be that this lack of a proactive
approach by the library staff is that which students interpret as unhelpfulness. But this
does not tie too clearly with the students responses shown above.
Users satisfaction with the user education
Questions were asked to the students to assess their attitude to and satisfaction with
library instruction provided. The responses show that 44.8 per cent of students were
satisfied with the help provided by their libraries to facilitate them in finding their way
round their university libraries. Students were also asked to give their opinion about
more instruction or help by the library staff in using library resources more effectively
would be useful. 93.4 per cent of students thought that they need more instruction or
help to use library resources efficiently.
A question in the teachers questionnaire was aimed at exploring the personal
opinions of university teachers about the instruction of library users in making the
most of library resources in both. Teachers were given some options to reply (Table III)
A question was asked to identify the difficulties faced by students in their libraries
with the purpose of improving the library services and user education programme. The
responses (Table IV) show that improving users knowledge of their libraries collection
and services is a motivating factor for more usage and more demands on the library.
Response

Interpersonal
relationships

367

Frequency students (%)

Table II.
Always
Often
Seldom
Never

13.5
0.00
25.1
61.4

Response

Frequency (%)

A waste of time
Desirable but not necessary
Necessary
Very necessary

Responses about offering

help in using the library
resources without being
asked (n 200)

9.6
12.3
28.8
49.3

Note: The greater spread of responses is noted

Response
In using library catalogue
Using index
Finding abstracts
Using other bibliographic aids
In finding required material in the shelves

Table III.
Responses about the
usefulness of user
education (n 100)

Frequency (%)
44.0
47.7
61.6
79.8
80.2

Table IV.
Responses about
students difficulties
(maximum n 200)

LR
58,5

368

Students motivation by their teachers

A question was included in the students questionnaire to investigate whether the way
of teaching of their teachers makes them motivated in the use of library resources
(Table V) 27.2 per cent students indicated that their teachers set library-based exercises
requiring them to conduct research in the library. Reference to texts the students must
read was listed by 49.7 per cent of students. Making the subject interesting to produce
the desire to undertake additional reading was listed by 46.1 per cent 20.3 per cent had
to refer to the library through failure to understand the teacher.
In connection with the above-cited results, different responses emerge through the
interviews with students; some students objected that they never saw some of their
teachers using library books, journals and reference books. Some students suggested
that some of the teachers do not do anything but use routine and out-dated lectures and
that some of them borrowed the library books needed by the students but they were
never returned to the library so that students could use them. A similar perception
emerged from the interview with library staff and experts. A few respondents went
further and indicated factors among Pakistani teachers of a disinclination to conduct
research.
Students were asked about the difficulties they face in the libraries. This was also
added in the teachers questionnaire to investigate their awareness of the difficulties
faced by their students in using the library resources effectively. 87.7 per cent of the
teachers responded that their students were found to have problems in that their
required books were not available in the library. There were various responses (as
stated above) from the students about individual experiences of different types of
difficulties in using their university libraries.
Conclusion
The key points that emerge from the study that interpersonal relationships play a
major part in developing attitudes towards library services and user education;
antagonistic attitudes are evidenced in some cases towards library staff in the verbal
responses from students (strongly) and teachers (less strongly). The level of service
provision to the users is affected on building the image about the helpfulness of library
staffs.
Written responses from students regarding satisfaction with librarian support show
very positive attitudes. Verbal responses from students and teachers views of students
attitudes towards satisfaction with librarian support both show a more negative
attitude. The myth that librarians are uncooperative with students and teachers is not
well supported by the research. The responses revealed that library staffs attitude is
constrained by many issues. Both teachers and students show a more positive attitude
than expected, though written and verbal data is in places contradictory. Finding the
reasons for that contradiction might give some lead towards resolution of the problem.
Response

Table V.
Responses about
students motivation
(n 200)

They set library based exercises

They refer to text they must read
They make the subject interesting so that students wish to read
I have to refer to the library because I cannot understand the teacher
Other (Please specify)

Frequency (%)
27.2
49.7
46.1
20.3
00.0

It seems that librarians must themselves therefore take initiatives to improve

interpersonal relationships. Personal relationships and collaboration (including
welcoming publicity in the programme) were thus found to be a crucial matter towards
the development of library user education. It emerged from the responses of
questionnaires and interviews that lots of things need to be done by the library staff to
maintain good relationships, and the most important way of doing this is by proving
the significance of the job that librarians can do for supporting the teaching and
research programme. Librarians roles were considered important for solving the
problem of motivation of students and of providing a greater relevance to user
education activities. The most productive use of library resources depends on some
changes in attitude on the part of members of faculty and library staff. As Marcum
(2003) stated, faculty members need the librarians support in finding ways to make
connections between the users and the materials that will facilitate intelligent inquiry
and the creation of new knowledge (p. 637).
A librarian must be able to assist the user in his search for information in various
ways, and if required to do so, carry out commissioned library searches. His activities
will extend to the creation of literature lists, current awareness services, the correlation
of user profiles in relation to relevant collection data, and so on. He must be able to do
this at a level that students and starting-out researchers find useful. He must be able to
prove himself indispensable to researchers by providing them with information that
will prevent them from having to do double work. In fact, he must be able to completely
fill research groups information needs, and do this at a professional level (Dhiman and
Sinha, 2002, pp. 447-458).
Good library services totally depend on trained and efficient library staff. In
Pakistan the issue of the training of the library staff has not received the importance it
deserves (Mujahid, 1983). This lack of formal training for librarians is the subject of
considerable debate. It has been observed that at the library schools the emphasis is on
the theoretical aspects of librarianship rather than the practical aspects. Experts found
it very alarming that at present most of the library schools do not offer any separate
courses on information technology to cope with the demands of present and the future.
The literature shows the lack of enthusiasm and appreciation of the need for
continuing education at both government and professional levels (Sharif and
Mahmood, 2001, pp. 173-7).
The librarians thus perhaps need to develop positive working relationships. For this
they need to consider why it is important to study the information requirements in
order to determine the effectiveness of the instruction and guidance. We cannot place
sole blame on the librarians for not promoting the most productive use of libraries;
faculty members are also responsible for determining both frequency and type of use
of library by the students. The most productive use of library resources depends on
some changes in attitude on the part of members of faculty and library staff. There is a
need to develop coherent strategies to relate the academic library services to the
educational goals and objectives (Iannuzzi, 1999, pp. 304-5).
The study shows the librarian will have to maintain good interpersonal relationship
and acquire good teaching skills in order to contribute positively to the educational
process. A lot of universities worldwide are forming electronic learning environments.
The element of the provision of information frequently plays a modest role here.
Information plays a major role in the teaching and acquisition of knowledge. In his
professional capacity, the librarian is the one to explain what the information networks
of the particular field look like, show students how to get around within it, and how to

Interpersonal
relationships

369

LR
58,5

370

deal with information. In the development of user education programmes and to

improve relationships, the librarian must be able to offer input from his own
professional point of view.
Note A full copy of the questionnaire is available from the author.
References
Anwar, M.A. (1993), Use of information technology in the libraries of Pakistan, in Fida, M. et al.
(Eds), Challenges in Automating the Library Services, Department of Library and
Information Science, University of Peshawar, Peshawar.
Bhatti, R. (2003), Perceptions of user-education in the university libraries of Pakistan, PhD
thesis, University of Manchester, Manchester.
Bhatti, R. (2006), Importance of course-related library instruction for Pakistani university
libraries, Pakistan Library and Information Science Journal, September, Vol. 36 No. 4,
pp. 36-43.
Cannon, A. (1994), Faculty survey on library research instruction, RQ, Vol. 33 No. 4, Summer,
pp. 524-41.
Carr, J.A. (2003), Information literacy and teacher education, Digest Number, pp. 97-4, The
Educational Resources Information Center (ERIC).
Dhiman and Sinha, (2002), Academic Libraries, Ess Ess Publications, New Delhi, pp. 447-58.
Hanif, A. and Fatima, N. (1986), University Librarianship in Pakistan, Library Promotion Bureau,
Lahore.
Iannuzzi, P. (1999), We are teaching, but are they learning: accountability, productivity, and
assessment, The Journal of Academic Librarianship, Vol. 25 No. 4, pp. 304-05.
Idrees, H (2007), User relationship management in Dr. Muhammad Hamidullah Library: Islamic
Research Institute, Pakistan Library and Information Science Journal, Vol. 38 No. 3,
pp. 25-32.
Ilyas, M. (1997), Information technology: a boon to strengthen library profession and its
education in Pakistan, Pakistan Library Bulletin, March-June, Vol. 28, pp. 22-29.
Khan, M.F. (1991), Coordinated planning for university libraries in Pakistan: problems,
perception, prospects, organization and implementation, PhD thesis, Islamia University,
Bahawalpur.
Khan, S.A. (1994), Educational Institutions and Library Development In Pakistan, Khurshid
Nishan, Karachi.
Mahmood, K. (1998), Information Technology in Libraries: A Pakistani Perspective, Pak Book
Corporation, Lahore.
Mahmood, K. (2002), Competencies needed for future academic libraries in Pakistan, Education
for Information, Vol. 20 No. 1, pp. 27-43.
Marcum, D.B. (2003), Research questions for the digital era library, Library Trends, Vol. 51
No. 4, pp. 499-709.
Mujahid, A. (1983), Educating the library users, Education for Librarianship Seminar
Proceedings, Sang-e-Meel Publications, Lahore.
Nazir, N. (1984), Academic Libraries in Developing Society, Qadiria Book Traders, Lahore.
Radford, M.L. (1998), Approach or avoidance? The role of nonverbal communication in the
academic library users decision to initiate a reference encounter, Library Trends, April,
Vol. 46 No. 4, Graduate School of LIS, University of Illinois, Champaign, IL.
Sharif, A. and Mahmood, K. (2001), Impact of computer training on professional library activites
in Pakistan, Information Development, Vol. 17 No. 3, pp. 173-7.

Usmani, M.A. (1986), Brain drain and library profession in Pakistan, Pakistan Library Bulletin,
June, Vol. 17 No. 2, p. 10.
Further reading
Akhtar, H. (1986), University Libraries and National Reconstruction in Pakistan, University
Librarianship in Pakistan, Library Promotion Bureau, Pakistan.
Khalid, H. (1997), Cooperation and networking in university libraries: a model for initiation and
implementation in countries with less developed systems, PhD thesis, Manchester
Metropolitan University, Manchester.
Corresponding author
Rubina Bhatti can be contacted at: dr.rubytariq@yahoo.com

To purchase reprints of this article please e-mail: reprints@emeraldinsight.com

Or visit our web site for further details: www.emeraldinsight.com/reprints

Interpersonal
relationships

371