FACULTY OF EDUCATION

DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE

LIS 206: MULTIMEDIA APPLICATION IN LIBRARY AND INFORMATION

CENTERS

LECTURER:

Mr. Imoisili O. ODIGIE 08038567017

imoisili.odigie@fulokoja.edu.ng

The Concept of Multimedia

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The word multimedia combines two words “Multi” and the second word is “Media”. Multi
which is the first word means several or multiple while media is the channel for storing or
transmitting information. The plural form of medium is media. Multimedia is the combination of
different forms of media including pictures, text, video, simulation and animation to convey
information. For instance, A PowerPoint presentation could be combined with media resources
like video, text and voice narration to produce an instructional medium called “Multimedia
Presentation”.
Britannica concise encyclopedia (2006) defined multimedia as computer-based electronic system
that affords users the opportunity to control, manipulate and integrate media elements like text,
voice, video, infographics and animation to ensure effective delivery of information. It helps the
user in providing information from different media on one platform thus enhancing networking
and resource sharing. Multimedia can also be seen as educational software involving animations,
sounds and text in CDs and DVDs.
In the words of Marshall (2001), multimedia has to do with the integration of diverse media
elements like text, graphics, charts, images, simulation, animation, voice narration and other
media through capabilities of computer. In this format, every type of information can be
processed, stored, and transmitted in digital form. According to Wikipedia (2019) it is possible to
record, play and utilise multimedia to display, interact with or access information content
through an information processing device, such as a computer or any other electronic device(s).

Multimedia can be summarized as follows:

a) Multimedia has both input and output. It also deals with the interaction of both the input and
output.
b) The output deals with multiple streams or channels running parallel e.g graphics, text, video,
sound etc.
c) For the input, with the aid of keyboard, spoken commands, mouse or touch screen multimedia
generates blended events.

History of Multimedia
Multimedia can be traced as far back as 1455 when Gutenberg invented the printing press. In
1839 Morse produced photographs using a paper negative. Edison in 1888 produced gramophone
which was manually rotated. He also produced a film from sequential photographs with wheels

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that will enable the film move forward. The film at that time was manually operated through a
projector. In 1927 there was a first public demonstration of television. In 1928 the first cartoon
with fully synchronised soundtrack was recorded. Ten years after, “snow white and the seven
dwarfs” an animation was released. IBM 701 computer which makes use of vacuum tubes, RAM
and punched cards was invented in 1955. A network broadcast that made use of video tape was
released in 1956.The first home video was released in 1963.Another major breakthrough was the
production of “PONG” video game in 1972 by Nolan Bushnnel. In 1977, two friends, Steve Jobs
and Steve Wozniak while working with Apple Computer Company launched Apple II computer
with colour graphics. IBM released PC in 1981 while Apple released Macintosh in 1984.
Macintosh was the first computer system to use a graphical user interface (GUI) and to produce a
mouse which enhanced interaction between people and computers.
Windows operating system was released by Microsoft in 1985 while Commodore company
released the Amiga same year. These operating systems were seen to be the first multimedia
computer due to its advanced graphics processing power and innovative user interface. Over the
years, while Amiga faded out, Windows became the standard for desktop computing. Windows
and Mac Os handled directly, graphics and sound formally handled by individual software
applications. In 1988, a company called Macromedia formally called Macro mind, released its
landmark Director programme. This programme allowed their users to produce multimedia
presentation that are highly interactive and impacting. Macromedia flash contributed a greater
number of the animation and other multimedia on the internet today. At present, multimedia
experience is improving on a daily basis.
The Main Elements of Multimedia
There are basically five elements of multimedia as depicted in the diagram

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 Text

Animation Video
Basic elements of
multimedia learning
environment

Graphics Sound

i) Text: Text is commonly used by all. It consists of letters, words, sentences and paragraphs.
You can send a text to your friend to convey a message. Most multimedia includes text, at least
you may need to label your pictures, diagrams or even give your work a title and text will be
employed. Apart from letters, text also includes numbers, punctuation, symbols, and special
characters. For most applications text is needed for giving instruction on how to use them e.g
manuals. For instance in designing graphical user interface (GUI) applications, including menus
that include short meaningful words, symbols, help menu, thesauruses, hyperlinks in Web pages
and error reporting text is needed.
Just as words are powerful, texts are equally powerful and must be carefully chosen so that they
can convey the intended message. This is the reason why experts in multimedia are expected to
appropriately select the words that convey the real idea of the content. The typeface includes
fonts of different sizes and styles such as Bold, Italic and Underline. The size of a font is usually
measured in points and each point is 0.0138 inch. The font also has other attributes such as
vertical space between lines of text known as leading and the space between characters pairs
known as kerning. These attributes help to make viewing easy and for printing to be more
precise. Two basic categories of font have been identified, which include: serif and sans serif.
The most commonly used is Serif and it includes Times New Roman, Calibri, Arial among other
fonts. Sans serif, has no strokes and widely is used in computer monitors, since it has contrast
that works well with the screens.

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ii) Graphics or Still Images: The multimedia combines different elements of media to engage
learners in instructional process. Apart from the text, multimedia requires the capabilities of
images to provide visual representation of the message. These images include graphics and still
images. Basically, an image is a critical component of multimedia that represents a replica a
physical or imaginary object. It is quite useful when the physical object is not available or
inaccessible. Thus, a still image usually represents, protects, stores and displays a visual
representation of a particular phenomenon or object that can be displayed on a computer screen,
and this combines pixels with brightness and colour for effective representation. In essence, an
image can be defined as a collection of dots and representations with colours. These
representations and dots, which could be black and white or coloured, are usually combined with
colours to produce an entire image that conveys information and message. Digital images can be
represented on a sheet of paper and in other form, it can be stored on a computer after being
captured using a digital camera. You also need to note that image editing software also has the
capabilities that allow you to draw these images directly, which can be saved for use anytime,
anywhere. It is also important to mention that images can be stored and distributed in various
standard formats such as the 8-bit GIF format (Graphics Interchange Format) and JPEG format
(Joint Photographic Experts Group), which is considered the most commonly used formats in
Web browsers. These two standard formats (image compression formats) are platform-
independent and popular due to the small file size that is mostly suitable for exchange over slow
network channels. However, other less common formats are used in multimedia such as BMP,
PICT, PNG, and TIFF. Digital images are divided into two types: Bitmap images and Vector
images.

iii) Animation: Animations are moving graphic images used to illustrate concepts that involve
movement. They could be computer generated. Some concepts cannot be easily explained using
a photograph or series of photographs. Animation makes teaching of such concepts easier.

iv) Sound: It has been established that the Sound is a powerful media component that touches
the emotions and senses of humans and even animals. In all human activities, the use of sound
has been considered as critical component of multimedia used for information and instructional
purposes. Multimedia resources can hardly communicate effectively without sound or voiceover.

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Imagine a computer game, videoconferencing or an instructional video without sound or
voiceover. These media cannot be used effectively by the users without the audio component.
Generally, sound is generated as a result of differences in pressure that produce waves which can
be move in different directions. In most cases, the interest usually lies in the use of sound in
multimedia, where is it used, how to generate it and how users or developers can integrate sound
in a multimedia project. With the advancement in computers and internet technologies, many
computer applications and Web pages can now be integrated with digital sound to function as
alerts in case of errors or warnings as the case may be. In this case, the audio component is
stored on the computer in form of digital data which can be a digital musical instrument (MIDI)
and it can also be digitized from an existing recording. In simplest terms, the process of
digitizing an existing medium involves the conversion of a sound from the continuous form
(analog) into digital format (discrete form).

v) Video: You need to understand that audio has basic limitation of not having the ability to
display the visual content. Learners are left to imagine what the visual display looks like.
Therefore, there is need to explore the capability of video to effectively convey the required
information. Video can be defined as a series of images or slides that are displayed on a
television or computer screen one after the other. This creates the illusion of motion and
interactivity that could engage the audience with the content. This combination is usually created
by a display of a number of different frames per second where each frame contains a slight
difference from the previous one. One of the main characteristics of a video is that it occupies
large space. However, video can easily be transmitted live through a television broadcast, a
videoconference or even on a mobile device.
Types of Animation
Animation is used to show changes in state over time, or to present information slowly to
students so they have time to assimilate it in smaller chunks. Animations, when combined with
user input, enable students to view different versions of change over time depending on different
variables. Animations are primarily used to demonstrate an idea or illustrate a concept. Video is
usually taken from life, whereas animations are based on drawings.
There are five types of animation: 3D animation, 2D animation, Traditional or Cel based
animation, Stop motion Animation, and Motion graphics.

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3D Computer Animation or 3D Animation is the process of generating three dimensional
moving images in a digital environment. This is the most common and popular animation style
today, and is used in movies, games, ads, architectural visualization, medical simulations, and
more. Manipulation of 3D models is carried out with the help of software. However ‘animation’
is a broad term and there are many more aspects to it, each offering a wide range of career
prospects.
Cel based animation consists of multiple drawings, each one a little different from the others.
When shown in rapid sequence, for example, the operation of an engine’s crankshaft, the
drawings appear to move. In Cel based animation, Images are drawn or painted by skilled hands,
one frame at a time, on the celluloid sheets (cels) to be photographed and exhibited on film. One
of the major obstacles of this to seamlessly transform into a film was the timing of the frame
with the sound. Every frame had to match with the background score/dialogues or else could
appear as a major distraction. Hand drawing of hundreds of frames with precision is such an
energetically draining task.
2D animation was the same as cel-animation. However, with the introduction of computers,
2D animation got a technical upgrade. Today animators create scenes and characters a 2D space
with the help of digital technologies and tools available to them. Compared to drawing multiple
images, using computers is far less time-consuming and effective. 2D animation is most
commonly seen in educational videos, editorials and advertisements today. However, there are a
few entertainment series and games that continue to use 2D Animation style. Family guy, The
Simpsons and Rick and Morty are a few examples of 2D entertainment series.
Stop motion Animation: Physical objects are manually manipulated in small movements in
between individual frames so that they will appear to exhibit motion when the series of frames is
played. Any kind of physical objects with the capability to twist and turn can thus be animated.
Puppets with movable joints (puppet animation) or figures (claymation) are most commonly
used. The key here is not the sound but to make small changes from frame to frame to make the
illusion of motion as smooth as possible. Shaun the Sheep is an example of this kind of
animation
Motion Graphics: Commonly called Mographs, it is less of animation and more of graphic
designing. Motion graphics can be both 2D and 3D, and you will find commonly in commercials,
explainer videos, sporting events, news, and other television productions. Previously, before the

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advent of computer editing, it was a time-consuming process that was limited to high-budget
productions.
Types of Multimedia
Multimedia can be classified into two broad categories namely interactive and non-interactive
multimedia.
1. Interactive Multimedia
Multimedia resources are strategic components of presentation or classroom instructions. The
media resources should contain different elements like videos, image, infographics among
others. Investopedia (2019) defined interactive media as a communication mode which allows
interaction between inputs and outputs. In this kind of presentation resource, the outputs are
usually dependent on the user's inputs and at the end; the user's inputs will influence the
programme‟s outputs at a particular time.
The interactive media will get you engaged and interact with you in such a way that the non-
interactive media can never do. As you know, the traditional forms of media such as television
and radio, originally does not require you to participate actively. You are passive and not given
the free hand to navigate through your experience. However, with the advent of the computer
and also the internet and as technology developed, different tools were made available to
consumers for navigation and interaction thus making the media interactive. The internet,
computers, laptops and mobile devices such as the mobile phones made interaction in media
easy. Examples of interactive media include social networking websites such as Facebook,
Twitter and Instagram. These sites enable you to share photos and information through the use of
graphics and text. Video game which is another type of interactive media, allows you to respond
to visual and sound cues on the screen, generated by a computer programme using controllers.
Another example of multimedia is Smartphone. With the use of a Smartphone, you can use apps
or applications. These forms of interactive media can direct you to your desired location choose
and respond to news stories in which you are interested, and allow you to shop. Finally, Virtual
Reality or VR and Augmented Reality or AR is another form of interactive media, gives you a
completely immersive experience, allowing you to delve into a world that is an almost carbon
copy of reality. The only difference is that this world is digital.
In fact, interactive media enhance users experience through the combination of one or more of
the following elements:

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 Moving images and graphics

 Animation

 Digital Text

 Video

 Audio
You can manipulate one or more of these elements in learning which traditional media cannot
offer. Interactive media has made people more active and also gives them the power to
communicate with people, companies or organizations. It permits a free flow of ideas and
exchange of information.

2. Non-interactive Multimedia
Non-interactive media is a method of communication in which the information consumers are
passive. Information is received by consumers in form of video, sound, images, text, animation,
etc. without a corresponding action from them. In other words, users‟ input is not acceptable. For
example, the traditional televisions programmes are watched passively unlike a game programme
that individual actively participate. Information dissemination is linear (Non-Interactive) such
that users have no navigational control.
Augmented reality and Virtual reality

Definition

Augmented reality is a system that enhances the real world by superimposing computer-
generated information on top of it. While Virtual Reality (VR) is the technology that provides
almost real and/or believable experiences in a synthetic or virtual way. Augmented Reality (AR)
can be thought of as a variation of VR.

The goal of AR is to augment the real world with synthetic information such as visualizations
and audio. In other words, AR is a system that enhances the real world by superimposing
computer-generated information on top of it.

Reasons for Multimedia in Teaching, Learning and Research

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There are underlying factors why multimedia is important in any educational environment such
as the library and information centres. Below are some of the reasons for multimedia:

1. Deeper understanding
According to research, multimedia usually takes advantage of the capacity of the brain to
establish connections between verbal and visual representations of the content. The implication
is that this seamless connection engenders a deeper level of understanding that supports the
transfer of learning to other situations and circumstances. All of this is important in today’s 21st
century classrooms, as we are preparing students for a future where higher-level thinking;
problem solving and collaborative skills will be required. The ability to process information
using dual mode, verbal and pictorial representation improves learning. Relevant and supportive
illustrations have been found to enhance learning of textual stories. Background knowledge is
fundamental to learning. Multimedia helps to supply the missing link i.e prior or background
knowledge needed by learners to enhance comprehension. For instance, the incorporation of
pictures, sound, and animation, significantly enhances student’s ability to recall basic facts, as
well as improve their understanding of complex systems. Furthermore, it is important in learning
to put into consideration individual learning styles in order to empower all students to achieve
their potentials and digital media tools help to address this. In general, Multimedia enhances
students' understanding, improves retention and helps to better problem-solving transfer.

2. Improved problem solving

There are increasing evidences that a significant portion of the human brain is used practically
for visual processing of information or data. The combination of visual elements like images,
video and animations with text usually stimulates the brain to interpret information more
effectively and thus increases the rate of student’s engagement and retention. Using these kinds
of learning resources, students will have the opportunity to identify and solve problems more
effectively, when compared to a teaching-learning process that is anchored on text-based
materials. Apart from improvement in learning, multimedia has also enhanced communication
and collaboration. Through making presentations in power points and hyper studio, for example,
learners get engaged in critical thinking which is one of the skills needed by 21st century
learners. Generally, multimedia has been considered as a strategic tool to that could be used to
promote cooperative learning and enhance collaboration among the students. The learning

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environment created by multimedia allows effective collaboration and engagement with the
instructional content.

3. Increased positive emotions

Multimedia has also been touted as an important tool that promotes positive emotions of
different categories of individuals in the society. In the words of Barbara Fredrickson,
experiencing positive emotions affords people the opportunity to identify more possibilities in
their lives and take appropriate decisions at a particular time. In teaching-learning environment,
improved positive emotions will motivate students to learn better and take accurate decisions
concerning their learning.

4. Access to a vast variety of information

Multimedia resources have been described as effective tools that could enhance teaching-
learning process. These resources have the capabilities to disseminate information for diverse
categories of audience, especially within the learning space. Okpala, (2016) revealed that 74% of
students, who can connect to the internet, use it to search for relevant information and learning
materials to facilitate learning and research. Multimedia resources allow adequate access to
information and cross-fertilization of ideas among the audience. The implication is that
instructional videos, images, audio and infographics present audience with a large volume of
information for learning and research. This makes the resources to be quite appropriate for
presentation and instructional settings. For instance, an instructional video will present
information and research data from different countries of the world to facilitate learning. This
could not have been possible with only text-based materials. Thus, a presenter needs to ensure
that multimedia resources are adequately used within the presentation or instruction to convey
information that is relevant to the audience.

5. World exploration
It has been established that multimedia motivate students to explore and learn about geographical
regions across the world. This allows them to learn the culture and geographical landforms in
other places of the world, without leaving their countries. For instance, geography students can
explore different countries of the world and various geographical landforms through atlas and

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maps. Also, science students can easily learn about space and planets exploration with
multimedia resources like infographics, instructional videos, animation and simulation. All these
class activities bring learning to the classroom from different places in the world.

6. Individualized learning
Multimedia resources allow audience to learn at their own pace. This implies that elements in
multimedia promote learners‟ interest and motivate them to engage in deep learning. It should be
noted that people learn in different ways and the audience consists of individuals from
backgrounds. These people have diverse learning styles and expectations that should be
considered by the presenter. The critical elements in multimedia cater for the learning needs and
aspirations of different categories of individuals. You need to take note that some individuals
might prefer to learn with audio content while others will prefer visuals. As an efficient
presenter/teacher, you are expected to take into consideration, the peculiar characteristics of your
audience. This allows you to prepare content that suits their learning styles and expectations.
Multimedia resources will allow you to cater for the diverse learning needs of the audience,
anytime, anywhere.
7. Enhanced Feedback System
Distant education is a common practice these days and even learners in conventional settings
have high expectations on how information is disseminated to them. Multimedia makes learning,
teaching and research easy by transmitting information remotely via multiple media, such as text,
video, animation, graphics and audios through the computer and internet. Multimedia helps to
put learners‟ attention into focus and because it gives room for interaction, feedback is enhanced.
Disadvantages of Multimedia Applications.

Information Overload: The advent of multimedia has lead to much generation of information.
Users therefore have so much information to contend with. This can lead to confusion. For
library professionals, there is a problem of how to organize such amount of information.

One problem that can arise when words and pictures are presented together is a situation called
cognitive overload. In this scenario, the processing demands associated with the learning task
exceed the learner’s cognitive processing capacity. There are three types of cognitive load:
extraneous, intrinsic and germane.

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Extraneous cognitive load: This type of cognitive load results when students are asked to use
working memory for tasks other than the primary learning objective. Such designs fail to steer
working memory resources towards schema construction and automation. From the example
above, students must use working memory to remember the instructions for the small-group
activity, instead of focusing on the key concepts that the faculty just taught.

Intrinsic cognitive load: This type of cognitive load result from the inherent complexity of the
information that must be processed. For example, understanding a complex equation that
includes Greek symbols means the student must be able to remember and keep track of the
mathematical meaning of each symbol. Instructional design can’t eliminate intrinsic load, but
faculty should realize that they have automated many skills and concepts that students must still
use working memory to understand and process.

Germane cognitive load: This type of cognitive load results from effortful learning, leading to
schema production and automation. This is different from intrinsic load which is the inherent
work involved in the task, while germane cognitive load is the work involved in learning from
the task. For example, a multiplication problem has the same intrinsic load for a fifth grade
student and a teacher, but higher germane cognitive load for the young student who is learning
more from the task.

Production Cost and Time: Creating of information in multimedia format can be time
consuming and expensive considering the initial cost of equipment and setting up. For instance,
you spend time trying to figure out suitable software, collect images and sound bites and putting
them together in a professional looking presentation. Cost of internet should be considered
alongside delays in presentation when waiting to upload multimedia. Furthermore, multimedia
devices are built using expensive technology, which makes them generally expensive. Also,
these devices which are usually highly sensitive can easily break or have a software crash, thus,
requiring you to spend more money to have them repaired or replaced.

Compatibility: There is the problem of incompatibility of systems being used. Technology is

ever changing so also is multimedia devices. They can be rendered obsolete in a matter of few
years. This means that you may need to buy yet another new device and the data on your old
device may be difficult to transfer to the new one.

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Distraction: If one is not careful, multimedia can serve as a distraction from the message being
conveyed. For example, the quality of the multimedia you use in your professional
communication, can say something about your company which might be a distraction to the
message you’re trying to convey.

Accessibility: Multimedia requires electricity for accessibility which may not be available in
rural areas.
USE OF MULTIMEDIA TECHNOLOGY IN LIBRARIES

As a student in the field of Library and Information Science, you must be prepared to handle
digital libraries. Libraries today are moving towards being digital where large numbers of
resources are in multimedia formats. You need to know available resources in multimedia
formats, how to design multimedia products, the basic skills you need to function in multimedia
library and the basic skills required for your users to maximise the use of multimedia resources
in your library.

Multimedia in Libraries
Multimedia enhances networking and resource sharing in libraries. Multimedia Library provides
high quality services. It allows for better access and presentation of information. Library users
can have access to variety of quality information, particularly in this information explosion era
where users find it difficult to select quality information from the lot. Multimedia also saves
users time apart from giving them the exact information needed.
Most big libraries these days such as the Library of Congress (LC), British Library, OCLC, etc.,
build their collections in multimedia format. Basically, most of these libraries use the reference
and educational products. They also use databases (both bibliographic and full text), electronic
books, etc. Some libraries such as American Centre Library, British Council Libraries in Delhi
provide multimedia PCs for internet and multimedia resources for their users. Some of the
general applications of multimedia are given as follows:
i) Instruction/Training and technical presentations
ii) Multimedia communications such as e-mail.
iii) Public information points/kiosks for libraries, museums, hospitals, tourist sites, monuments
etc.
iv) Reference tools, e.g. encyclopaedias, directories etc.

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v) Archival systems
vi) Geographical information systems
vii) Electronic publishing and book selling
viii) Entertainment, leisure, home
ix) Exhibitions such as conferences, trade shows, new product, facilities, museums, libraries, etc
x) Interactive display in museums, hospitals, libraries, etc.
Library Applications of Multimedia
Libraries and information centres maintain a collection of resources in diverse media formats
such as books, video, film, audio, tapes, gramophone records, microfilms and microfiche. It was
impossible to view more than one media at a time until much recently with the advent of
multimedia technology. The use of multimedia in the library has made the following possible:
Acquisition, organization and dissemination of the information: Multimedia has made the
acquisition, organization and dissemination easy. Information can easily be generated because of
easy access to diverse form of information in large amount. Multimedia has therefore helped to
widen information horizon.

Information storage: A key problem in management of library resources is the problem of

storage. There’s always the issue of lack of storage space appearing at some point in all libraries.
Multimedia products such as the CD-ROM have helped to solve such problem as these products
can contain large amount of information in video, text, audio, graphics and animation all in one
platform. Multimedia can be used in various library operations and services.

Information Dissemination: One major function of a library and information centre is the
dissemination of information. The internet and the web multimedia have helped the library to
perform this function with ease, efficiently and effectively. On request within a short time,
information is disseminated to library users no matter their geographic location. A good example
is online electronic newspapers read daily, promptly and available at all locations and at all
times.
Publishing: Many books, articles, Magazines and newspapers have both printed and electronic
version. In electronic versions offer many features that can only be possible through multimedia.
For instance, the electronic newspaper enables readers to sear through archives; listen to actual
interviews, viewing descriptive animation and interacting with the publication is among the

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many capabilities of an electronic format. These additional features make these electronic
publications appealing to readers thus helping to expand the readership of these publications.

Library Networking: Multimedia has enhanced networking of libraries in different

geographical locations. Libraries round the globe can share resources easily with the
internet/www.This is particularly useful in libraries in the face of decreasing budgets. These
networks provide navigational tools and associated services which can be used by libraries to
access remote resources for browsing, searching and even down loading. Networking has helped
the library to maximize the utilization of existing information resources by sharing and providing
speedy access to information resources located at different places through communication
channels.

User Education and Staff Training: Multimedia has enhanced user education such as
orientation programmes etc., User education and training are better organized using multimedia
products such as PowerPoint, CDs and Videos. Trainings become more effective, more
impacting with inbuilt feedback systems in multimedia. Library users can understand the
services and facilities of the library which will maximize the utility of library resources and
improve research. Hypermedia-based (computer based) training for staff and users can cover
library services, online catalogues, orientation to libraries, circulation policy, access to journal
literature, preservation of library materials, introduction to reference works, using e-mail,
technical services, integrated online systems for libraries and acquisition and processing of
library materials.
Reference Sources and Services: Several reference sources such as dictionaries, encyclopedias,
directories, yearbooks, magazines and journals are now available in multimedia format. Users
find these reference materials in multimedia formats interesting and engaging. Reference
services to users are also made easy through multimedia products. A good example is the
multimedia library information kiosks/walk-through programmes. A walk- through programme
is an interactive multimedia database on specific topics/subjects. The programme takes the
viewer around either through interaction or automatically to provide quick reference for library
users.
Some Hypermedia walk-through programme can provide information about the collection,
catalogue, archives, services and location of various collections. Examples of multimedia/web

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library guides are: Electronic library guide in the University of Birmingham‟s main library and
guide to south Bank University‟s Centenary Library.
Durable storage media: Information in multimedia format is more durable as its not subject to
theft, mutilation, dust and other environmental hazards.

Maintenance and Management: A large amount of information can be stored in a single digital
disc unlike the traditional library where such amount of information would occupy so much
space on the shelves. It becomes easier to manage and maintain information in multimedia
format like the disc.

Self-learning Tools: There are several commercial self-learning tools e.g. National Geographic's
Animal Samplings, ABC Golf, Music Data City, Cartoon Jukebox (an interactive colouring book
for children) and Magic Flute, etc. Libraries can purchase and provide these tools for free to their
users.
Hardware and Software Requirements for Multimedia
The following hardware is required for a standalone multimedia:
 Computer  Monitor  Augmented reality
 Input Devices  CD Device and CD ROM  Virtual reality
 Sound Synthesizer  Scanner Video Camera
 Printer
A standalone multimedia also requires software classified as system software as follows:
 Video for Window  Quick time
 Digital Video Interface  Multimedia Technology
Other software that are equally necessary for multimedia environments are: Photoshop, Adobe
Dreamweaver, Adobe Fireworks, Gimp, Google, Sketch up, Adobe Flash Player, Adobe CS4 etc.
Multimedia in Digital Libraries
Let us quickly look at the concept of digital library. This can be described as an electronic
library, where users across different disciplines worldwide can have access to up-to-date
information in the form of network electronic texts, images, government publications, maps,
sounds, videos, catalogues, hypertext, hypermedia and other forms of information. The term
“Electronic library” which was commonly used in the past, is gradually been replaced with
“digital library”. This may be due to the growing interest in digital networks, digital audio and

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digital video relative to electronic publishing. Electronic library, digital library and virtual library
are interchangeably used today. The fundamental attributes of a digital library are: Preservation,
search and access, content creation, storage and retrieval.

The traditional library collections are usually in hard copies (printed form) and their operations
and services are manual. On the other hand, virtual library is referred to as “library without wall”
because there is no physical presence of books, periodicals, reading space or support staff, but
one that disseminates information directly to the distributed users, usually electronically.

A hybrid Library is as a continuum from traditional library to the digital library, with electronic
and paper-based sources used alongside one another. Digital library technology is needed to
manage large amounts of digital content such as thousands of images or hundreds of audio clips,
and also to perform searches that are impractical manually. There are electronic tools that allow
easy management and searches of large amount of information containing multimedia elements.
If in any way, digital libraries and archives have collections in print format, they are immediately
digitized for easy preservation and provision of extensive access of content to users from
multiple locations, thus enriching teaching and learning environment which is not possible with
traditional printed materials. It is easy for libraries to develop their own digital
libraries/multimedia archival system using the hardware/software provided by IBM. This
provision allows the library to capture, index, store and retrieve tabular, textual, audio, still
images, and video data at compressed and full resolutions. There are some important digital
library initiative projects such as:
 The Networked Digital Library of Theses and Dissertations: This is a project that aims to
increase the availability of theses and dissertations by placing them online with the content in an
accessible form. The works may be accessed through the Electronic Thesis and Dissertation
Library. http://cosimo.ing.unifi.it/research/elitinfo.html.
 National Digital Library (Library of Congress): This is the American Memory Project
consisting of American collections at the LC and Country Studies.

Multimedia Catalogues
The multimedia catalogue should consist of four parts:

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 hypertext catalogue

 audio catalogue

 catalogue of fine and plastic art

 catalogue of video films

Multimedia and Information Service Delivery

Delivering of information to the audience has been recognised as the basic function of any
library as librarians need to be equipped with knowledge and skills to guide audience on how to
access information that could be used for different purposes. With the dynamic nature of the
society and increasing needs for adequate information in different areas, the traditional library
services have become grossly inadequate to meet the diverse needs of the users. This has
necessitated the need to adopt the use of multimedia in delivery of library service. In different
countries of the world, libraries have embraced the use of multimedia resources to disseminate
adequate and up-to-date information to various categories of users, especially in instructional
setting where students and staff require relevant information for teaching and research. However,
the pace at which these resources are being integrated by librarians in conventional universities
in Nigeria is slow. Distance learning institutions and their libraries frequently use multimedia in
their service delivery.
The application of internet and multimedia in libraries has made the provision of easy access to
current information possible. Internet which is an abbreviation for International Network serves
billions of users worldwide. Internet and multimedia services have been considered as major
sources through which libraries can provide relevant and effective information services to the
audience, who live in media-saturated environments. The introduction of Internet in library
services has positively influenced the management of resources as well as service delivery to the
various categories of users in the society (Ikegwuiro, 2017). Multimedia digital libraries offer
users the opportunity of using other libraries‟ catalogues through the use of Online-Public
Access Catalogue (OPAC). Users can browse and select library materials of famous libraries
such as Library of Congress, U.S.A, Alexandra library, National Open University of Nigeria

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(NOUN) Library etc. Some of these multimedia digital catalogues display the picture of their
resources.

Inter-library loan service is another area that internet and multimedia have had great impact. A
network of collaborating libraries can borrow resources remotely from one another. Library users
can have access to the electronic copies of any document of their choice through document
delivery services made possible through the internet and multimedia. Most electronic copies are
richer than their print versions because some have integrated video, audio etc. On request
documents that are originally in print form can be digitized or scanned and delivered through
internet to users at any location for a fee. With enhanced document delivery system, Selective
Dissemination of Information (SDI) is more effective. The librarian, using library users‟ profile
can select relevant materials on specified topics, scanned or digitized and send to individual
users on request. Multimedia has made this process more interesting and interactive. Pictures of
library users can be displayed with their profile. Current Awareness Services (CAS) is made easy
with internet and multimedia. The librarian can easily send to all library users a list (update) of
new arrivals with their cover pages.
Also, internet and multimedia application in libraries has made it possible for users to have 24
hours access to library resources and services daily. In other words information can be provided
to the “right users” “any time”, from “anywhere” in the right way‟ (Fischer, 2012).

COMPETENCIES AND SKILLS OF MULTIMEDIA LIBRARIANS

Competencies of Multimedia Librarian

There are specific skills required of a librarian to function effectively in the modern library
environment. Furthermore, multimedia librarian needs to possess some basic competencies to
improve performance and service delivery. According to Business Dictionary, competence
implies the sufficiency of skills and knowledge that will afford someone the opportunity to
deliver service in a variety of circumstances. In the words competencies can be considered as the
interplay of knowledge, skills and attitudes that are required to effectively perform in a job. The
authors identified two major types of competencies for librarians to function effectively. The first
form of professional competence that should be acquired by librarians has to do with knowledge

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in information resources, information access, ICT utilisation and information services that are
strategic in the provision of modern library services to the 21st Century audience. The other has
to do with personal competencies which covers attitudes and values that enable librarians to
work effectively, be good communicators, be able to focus on continuing learning throughout
their careers; demonstrate the value-added nature of their contributions and survive in the new
world of work. Skills are also categorized into generic, personal and professional. The three most
regular skills in each category were stated as follows:
(a) Generic: i.e. interpersonal/communication; general computing and teamwork;
(b) Professional: i.e., professional related experience; customer service; chartered librarian;
cataloguing, classification and metadata and
(c) Personal: i.e. enthusiasm; flexibility and self-motivation.
These competencies are essential as 21st century librarians who have to contend with new
emerging transformation technologies. Burke (2009) was of the opinion that regular training
remains crucial to the successful utilisation of electronic resources within the library system.
Technological skills like E-mail management skills; Word Processing Skills; Microsoft Excel
skills; CDROM/ DVD Search; Scanners and similar devices; Creating online instructional
materials/products; Network management; Computer programming, Creating and updating
Institutional OPAC are some of the competencies that should be acquired by librarians to
function effectively in the 21st Century library setting. The implication is that librarians need to
actively participate in training that will bring them up-to-speed in the use of modern technology
and software that will assist in the management of information and resources on the internet.
These skills are important to manage internet-based resources that are now being used by the
instructors and students. When librarians acquire these competencies, they will be in the best
position to assist students and other library users to search for relevant information anytime,
anywhere. This allows them to discharge their duties more efficiently within the system.

Methods of Acquisition of Librarians Competencies

Technology has pervaded all aspects of the instructional system and the library setting is not left
out of this revolution. Technology has impacted, positively, the structure of the library and ways
information is being made available to the students and other library users. This implies that
library personnel need to be adequately trained to acquire relevant competencies for effective

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service delivery. It has been established in literature that the efficiency in service delivery within
the library system largely depends on the competencies of the staff that will provide information
to the users on how to search for information and utilise such adequately. This could be
facilitated with regular training on the use of modern technology within library system.

Listed below are ways librarians can acquire these competencies:

 Professional workshop

 Seminars

 Lectures

 Training by library bodies

 Formal education

 Distance learning

Librarians’ Job Titles

Below is a list of multimedia-based librarian job titles

1 Data librarian
2 Database librarians
3 Digital and web services librarians
4 Digital archivists
5 Digital asset librarians
6 Digital collections librarian
7 Digital initiatives librarian
8 Digital librarians
9 Digital media librarians
10 Digital resources librarian
11 Digital services librarians
12 Digital system librarians
13 Director of library and information technology
14 Distance services librarians

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15 Electronic information librarians
16 Electronic resources librarian
17 Electronic resources management
18 Electronic services librarians
19 Electronic/web services librarian
20 Emerging technologies librarian
21 E-resources librarians
22 Global data librarians
23 Head of systems, university libraries
24 Head of web services, library
25 Information literacy librarians
26 Information services librarians
27 Information technology librarians
28 Information technology managers, Library
29 Instructional technology librarians
30 Integrated technologies librarian
31 Library systems programmer/analyst
32 Media asset librarians
33 Media services librarians
34 Metadata librarians
35 Metadata librarian/cataloguer
36 Online librarians
37 Reference and electronic resources librarian
38 Resource sharing specialists
39 Software librarians
40 Systems and web librarian
41 Systems librarian
42 Systems librarian/web librarian
43 Systems/web services librarian
44 Technology librarians
45 Web and user interface librarian

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46 Web librarians
47 Web librarian/E-resources librarian
48 Web services librarians
Librarians and other information professionals are bound to fail and perhaps fade out if they
refused to undergo retraining to enhance their skills (Patel & Bhavsar, 2012). They have no
option but to acquire these skills through the use of self-learning tools and attending conferences,
seminars, workshops and other short time training. Librarians need to equip themselves with
skills that will enable them handle future challenges as the information world is ever changing.
They should bear in mind that there are other competitors ready to replace them if they refuse to
move with change.

Challenges of Multimedia Technologies

There are numerous advantages in the use of multimedia in different sectors of the society.
Institutions and organizations though are willing to introduce multimedia into their operations
but they are faced with some challenges. These challenges are in two folds: technology and
skilled man power.

A. Technology Challenges
1. Setting up Cost: The initial set up cost is high. The hardware/software is expensive and not
every individual or institution can afford it.
2. Copyright and Ownership: So many countries still lack the legal laws to protect multimedia
products. From the onset, many multimedia products are produced with both original and non-
original text, photos, music and other artist‟s work. Some of the issues include:
a) The ownership of the intellectual property rights and a clear definition of public
domain product.
b) How to prove ownership in case of unauthorized use (Partial or full)
3. Unavailability of requisite hard/software to develop multimedia contents for the library: The
suitable software to integrate, control, coordinate, manage and adapt different media is not available.
The manufacturers hardly produce supportive software to assist in authoring, composition and
production of multimedia content.

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4. Inadequate technology support for data storage and manipulation: There is always a
problem of storage space after some time and no provision is made to assist in solving this
problem.
5. Inadequate and poor search patterns: There are no standard search patterns for information
retrieval in multimedia databases. Some search patterns are poorly designed for effective and
efficient searches and information retrieval.
6. Lack of software for cooperate decision making and work: Group decision and work is
vital in every organization. The software and support technology to support group decision and
work is lacking.

B. Skilled Manpower Challenges

Apart from challenges inherent in the technology itself, there are other challenges such as:
1. Lack of skilled manpower: This deals with the problem of lack of training in operating
multimedia technologies and in using the software in developing multimedia products. There is
also the problem of lack of knowledge on how to maintain multimedia equipment.
2. Much labour: It requires much human labour and time in developing interactive multimedia
content.
3. Multi – disciplinary knowledge demand: The creation of multimedia content requires multi-
disciplinary skills which is lacking.
4. Lack of standardization: standards have not been established by any formal body on
multimedia hardware/software and products. The effectiveness of multimedia products will
depend on some factors: The first question is, are all software well developed? How good are
available multimedia products?
5. Lack of Well-qualified Management and Maintenance Personnel: The rapid development
of high-level multimedia technology equipment has led to a need for high-quality personnel to
manage and maintain the multimedia equipment and devices. For instance, the maintenance staff
should know when the equipment is functioning properly and should update software in
accordance to manufacturers” standards.
In Nigeria in general, there is a lack of maintenance culture which pervades all sectors. These
very expensive multimedia gadgets are left to decay due to lack of long-term and systematic
maintenance.

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For optimum use of multimedia devices, it is advisable to:
1. Strengthened Maintenance and Management Concept: You mustn’t wait until multimedia
equipment breaks down before it is maintained.
2. Strengthened Regulations and Policies on the use
3. Training: There should create an avenue for technical staff to constantly improve their
professional skill. There may be need to train library staff and users as well.
4. Avoid Erratic Power Supply: The management may decide to be on generator to ensure that
power supply is not erratic but steady. Erratic power supply damages equipment.
5. Improved funding: It is not enough to procure equipment; there should be special budget for

maintenance.

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