Current Issue
Vol.18 No 1 January 2026
Devendrappa T M, B. S Biradhar
https://doi.org/10.6025/ijis/2026/18/1/1-22
Abstract
The paper provides a comparative analysis of five professional indexing software tools CINDEX, MACREX,
SKY Index, TExtract, and Index Manager evaluating their capabilities across 30 features grouped into seven
categories: System Functionality, Indexing Process, Structure and References,...
The paper provides a comparative analysis of five professional indexing software tools CINDEX, MACREX,
SKY Index, TExtract, and Index Manager evaluating their capabilities across 30 features grouped into seven
categories: System Functionality, Indexing Process, Structure and References, Editing Tools, Quality Control,
Output/Integration, and Automation vs. Manual Indexing. The significant findings reveal that Index Manager
is the most well rounded, excelling in quality assurance, backup flexibility, spelling/error checking (using
AI), and template support, though slightly limited in machine readable output formats. CINDEX stands out
for its superior formatting control and broad compatibility with machine readable output. TExtract offers
strong multilingual support and exceptional character support via LaTeX, along with robust backup features.
SKY Index performs well in the structured production but is constrained by Windows only compatibility and
limited subheading depth. MACREX lags, offering a fully manual workflow with minimal automation suitable
only for expert indexers who prefer granular control. The study concludes that while indexing tools have
advanced significantly, there remains no universal standard for multilingual or regional language indexing,
highlighting a critical gap for future development. We emphasize the ongoing irreplaceability of human
indexers, particularly in producing high quality, context aware book indexes, and express skepticism about
AI's near term ability to match professional indexing standards.
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M. Suresh Babu, Reshmi Deb Choudhury Das
https://doi.org/10.6025/ijis/2026/18/1/23-35
Abstract
The study investigates how students, faculty, and researchers perceive and use the library's resources and
services. Using a descriptive research design, data were collected from 70 purposively selected respondents
through a structured questionnaire, supplemented by library records...
The study investigates how students, faculty, and researchers perceive and use the library's resources and
services. Using a descriptive research design, data were collected from 70 purposively selected respondents
through a structured questionnaire, supplemented by library records and scholarly literature. Findings
reveal high awareness and usage of print books (85.7% aware, 65.7% frequent users), but significantly
lower engagement with digital resources only 60% were aware of online databases, and just 35.7% used
them frequently. Research support services showed the widest gap: 55.7% awareness but only 20% frequ
ent use. Key barriers include a lack of understanding (45.7%), insufficient digital training (40%), limited
access to technology (31.4%), and complex online interfaces (25.7%). A chi-square test confirmed a statistically
significant relationship between awareness and utilisation (÷² = 41.39, df = 3, p < 0.05). The study
concludes that targeted awareness campaigns, mandatory digital literacy workshops, infrastructure upgrades,
and user friendly interfaces are essential to bridge usage gaps. Strategic recommendations include
integrating library training into the curriculum and improving discovery tools. Ultimately, the research
underscores the need for a user centred approach to align Sikkim University Library's evolving services with
academic demands in the digital age, thereby enhancing accessibility, satisfaction, and scholarly support.
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C. Melvin Jebaraj
https://doi.org/10.6025/ijis/2026/18/1/36-43
Abstract
Digital literacy has emerged as a foundational competency for academic success, lifelong learning, and
employability in contemporary knowledge societies. Beyond basic operational skills, higher education students
are increasingly expected to demonstrate competencies in information evaluation, academic research,
data...
Digital literacy has emerged as a foundational competency for academic success, lifelong learning, and
employability in contemporary knowledge societies. Beyond basic operational skills, higher education students
are increasingly expected to demonstrate competencies in information evaluation, academic research,
data handling, online collaboration, and digital ethics. This study investigates the digital literacy skills of college
students across three districts of Tamil Nadu Chennai (urban), Tiruchirappalli (semi-urban), and
Villupuram (rural) using a structured survey design. Data were collected from 150 undergraduate and
postgraduate students using a standardised questionnaire that assessed access to digital devices, usage
patterns, competency levels, and awareness of digital safety. Descriptive and inferential statistics were
employed for analysis.
The findings reveal that while access to smartphones and basic digital tools is widespread, significant
disparities persist in advanced digital skills, particularly in research tools, information literacy, data analysis,
and cybersecurity awareness. Students from urban institutions consistently outperform their rural counter
parts, highlighting a persistent digital divide shaped by infrastructural, institutional, and pedagogical factors.
The study underscores the urgent need to integrate digital literacy, faculty capacity building, and targeted
interventions to ensure equitable digital skill development in Tamil Nadu's higher education system
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