Abstract In the rapidly evolving digital environment, technological skills are essential for librarians to effectively utilize tools such as Social Networking Sites (SNS) and Open Educational Resources (OER). Librarians' digital literacy acts as a bridge between technology and users, enabling efficient access to information resources. This study examines the utilization of SNS and OER among librarians working in Government First Grade Colleges (GFGCs) and State... In the rapidly evolving digital environment, technological skills are essential for librarians to effectively utilize tools such as Social Networking Sites (SNS) and Open Educational Resources (OER). Librarians' digital literacy acts as a bridge between technology and users, enabling efficient access to information resources. This study examines the utilization of SNS and OER among librarians working in Government First Grade Colleges (GFGCs) and State Government Universities in Karnataka. A survey of 379 librarians was conducted using structured questionnaires distributed through both online and offline modes. The findings reveal that 275 (72.55%) librarians actively use SNS, with WhatsApp (144, 52.36%) and YouTube (65, 23.63%) emerging as the most widely used platforms. SNSs are primarily used for marketing library services (155, 56.36%), promoting libraries (134, 48.72%), and engaging users (110, 40%). However, the study indicates relatively low participation in research collaboration and academic networking, with only 106 (27.96%) respondents using academic social networking platforms. Awareness of Open Educational Resources (OER) is high among respondents, with 292 (77.04%) reporting familiarity with these initiatives. Platforms such as e-PG Pathshala, SWAYAM, UGC-MOOCs, and Shodhganga are widely utilized, while resources like Ekalavya, E-BIDYA, and Sakshat show comparatively lower adoption levels. The study highlights the need for enhanced awareness, training, and institutional support to optimize the use of SNS and OER for improving library services and user engagement in higher education institutions. Read More Read Less

Abstract The rapid expansion of digital information environments has fundamentally transformed reading practices within academic settings. Scholars increasingly engage with electronic journals, e-books, institutional repositories, and multimedia resources through complex digital interfaces. While these developments have expanded access to scholarly information, they have also altered the cognitive processes involved in reading and comprehension. This paper proposes a theoretical framework that applies Information Processing Theory (IPT) to... The rapid expansion of digital information environments has fundamentally transformed reading practices within academic settings. Scholars increasingly engage with electronic journals, e-books, institutional repositories, and multimedia resources through complex digital interfaces. While these developments have expanded access to scholarly information, they have also altered the cognitive processes involved in reading and comprehension. This paper proposes a theoretical framework that applies Information Processing Theory (IPT) to explain digital reading behaviour in academic library environments. Drawing on cognitive psychology, information behaviour research, and Library and Information Science (LIS) scholarship, the study integrates the core components of IPT sensory memory, working memory, and long-term memory with the structural characteristics of digital reading, such as hypertext navigation, multimedia integration, and increased cognitive load. The paper argues that digital reading environments often impose greater cognitive demands than traditional print reading due to fragmented attention, non-linear navigation, and interface complexity. To conceptualise these relationships, the study introduces the Digital Reading Cognitive Model (DRCM), which illustrates how digital interface design, cognitive mechanisms, and reader strategies interact to shape comprehension and knowledge retention. By extending IPT into the study of digital information behaviour, the framework positions academic libraries as cognitive environments that significantly influence learning processes. The study contributes to LIS theory by integrating cognitive science perspectives into digital reading research and offers implications for library interface design, digital literacy instruction, and future empirical investigation. Read More Read Less

Abstract The present study is an attempt to investigate the correlation of altmetric score and citations received by the Chemical science literature of Kuvempu University researchers during 1992-2023. It was observed that the research output in the field of Chemical Science, comprising 1,180 publications, has received considerable recognition within the scientific community, as evidenced by the 22,412 citations. Concerning the first research question, it was... The present study is an attempt to investigate the correlation of altmetric score and citations received by the Chemical science literature of Kuvempu University researchers during 1992-2023. It was observed that the research output in the field of Chemical Science, comprising 1,180 publications, has received considerable recognition within the scientific community, as evidenced by the 22,412 citations. Concerning the first research question, it was found more AAS was collected from Mendeley than other sources such as Blogs, Facebook, Twitter, Wikipedia, and book reviews. Facebook and Twitter have a greater membership. Further, the impact of chemical science publications in policy-related sources, news outlets, and blogs appears to be relatively modest. These findings provide insights into the online visibility and influence of these articles across different platforms. Read More Read Less