Information and Learning Resources

Archiving and digital document management in educational institutions are not amply studied despite the active use of technologies for these purposes. In this research, a qualitative descriptive case study has been conducted to examine how digital archiving and document management are organised at Taibah University to address the needs of researchers, professors, administrators and students as well as to guarantee secure storage of and access to data. The selection of the case study design has allowed for in-depth analyses of the strategy for managing and archiving data in the selected institution. The interpretation of data with reference to the previously formulated propositions have indicated that Taibah University follows a certain strategy for managing electronic documents, but they do not use a unique data management system. Furthermore, archiving is applied only to a limited number of documents and security of stored data is guaranteed according to the University"s policies.

The current study aims at measuring the efficiency of Blackboard in developing the collaborative and individual learning skills of Taibah University students. Moreover, it has sought to unravel the differences (if any) in the effectiveness of the system in developing the above-mentioned skills according to the change of the user (student, staff member), gender (male, female), and the change of college to which the user belongs (scientific, humanitarian). The study adopted an analytical descriptive approach as it suits the nature of the study and its variables. Doing so, the researchers have built a learning tool which consists of two lists of e-learning skills; the first is for the individual e-learning skills and is divided into three main focuses including 45 statements, and the second is for the collaborative e-learning skills and is divided into three main focuses including 26 statements. The study sample consisted of members of staff, students (males and females) distributed across colleges of Taibah University (n= 17). The study came up with some results of which the most significant were: the Blackboard's efficiency in developing the individual e-learning skills and the collaborative e-learning skills for the students is statistically high. This reflects the importance of integrating the electronic systems within the learning and teaching processes and underlines its positive role in achieving the quality learning at low cost and effort. In addition, the study came up with the absence of indicative differences statistically in developing the individual and collaborative e-learning skills as per the user (student-member staff), their gender (male-female), or the college with which the user is affiliated (scientific-humanitarian). The study recommends the conduct of periodic assessment processes for the system's efficiency in developing students' various learning skills and calls for conducting similar studies to determine the necessary technological requirements for developing Blackboard on the basis of the individual and collaborative e-learning skills. Abstract The current study aims at measuring the efficiency of Blackboard in developing the collaborative and individual learning skills of Taibah University students. Moreover, it has sought to unravel the differences

This paper presents a review of the literature on the effectiveness of Blackboard system, its uses and limitations in information management and highlights the ongoing debate of it. A critical evaluation of Blackboard system literature reveals a good number of academic views, studies, theories, models and experiences regarding the virtual learning environment. The extant literature shows that the world of information management is always in flux as it is being impacted on by the learning technology such as blackboard system. Blackboard system now has a recognised presence in the information management of the education system. Now the question is: how effective is this Blackboard system? The article will explore, in part, how blackboard is designed as suitable learning models in terms of learner cognitive engagement and constructivist perspective, resulting in the effective Blackboard system. It will further cover to review the effectiveness of Blackboard as an aid to pedagogy. Finally, the article will also present a comparison between Blackboard and other LMS such as Moodle to explore the effectiveness and limitations of the Blackboard for better academic information management.

Information is the most powerful tool in learning endeavours. Libraries are collections of information in organised ways to make it accessible to the target audience. The main challenge, however, is the underutilisation of library resources by students in many learning institutions. The purpose of this study was to determine the attitude of students towards the use of library facilities. The study involved 66 participants out of which 60 were students in different years of study, whereas 6 were library staff at Newcastle University, United Kingdom. Closed-ended questionnaires were administered to the students while structured face-to-face interviews were used to collect information from the library workers. The university recorded high rates of library usage of 92%. About49% of students used the library twice a week. The purposes of visiting the library in order of priority were finding space to read personal study notes, using the internet, using library materials within the building, reading newspapers, meeting friends and using printing and photocopy services. There was student dissatisfaction regarding the availability of comfortable space to study in the library. There was a lack of awareness about the inter-library borrowing facility, which was highly underutilised in the institution. Overall the study concluded that the students’ attitude towards the use of library facilities was positive. However, there was a need to implement the proposed recommendations to increase the use of library services.

The largest digital libraries currently in free public access (LibGen and SciHub) are run by entities few would have expected to play a role in the propagation of scientific knowledge: highly resilient and organised groups of digital pirates. This paper examines, from the marketing science point of view, the data procurement methods, the economic models and the defensive systems employed by these digital libraries, and makes conclusions about the factors that are allowing them to flourish. The principal factors are: (a) the fundamental contradiction inherent in digital rights management (DRM) systems-the content, however strongly protected, must eventually be exposed in its original form to be readable; (b) economic unfeasibility of enforcing copyright on the Internet-the recent failed attempts by Elsevier are examined in particular detail; (c) emergence of influential left-wing political schools of thought regarding the "right" to information, particularly the so-called "open access" movement; (d) availability of high-bandwidth Internet connections, and of significant technical expertise , in countries that are fundamentally unfriendly to the Western legal system, including the copyright law; (e) emergence of financial transaction mechanisms that are beyond the control of nation states. The presence of these factors resulted in the appearance of vast publicly accessible libraries of-technically-copyrighted information. SciHub alone contains over 62 million academic papers and is currently serving over 200,000 requests per day. LibGen hosts approximately 1.6 million scientific and technical books, and 2.7 million fiction books. Both are flourishing; neither is going away anytime soon. 2 JEL

‫مسزخهص‬ ًِ‫جٌؼٛج‬ ٍٝ‫ػ‬ ‫ٌٍٛلٛف‬ ‫جٌؼٍذ١س؛‬ ٌٍٕٗ‫ج‬ ٌٚ‫و‬ ٝ‫ف‬ ‫جٌّطرٛع‬ ‫جٌىطحخ‬ ٍ١‫ضٓؼ‬ ‫ْ١حْحش‬ ‫جٌىٌجْس‬ ‫ضركع‬ ‫جٌٍت١ٓس‬ ‫ػ١ٕس‬ ٍٝ‫ػ‬ ُ‫جٌمحت‬ ٟٔ‫جٌّ١ىج‬ ‫جٌّٕٙؽ‬ ٍٝ‫ػ‬ ‫جٌىٌجْس‬ ‫ٚجػطّىش‬ .ٍٖ‫ْؼ‬ ‫جقطٓحخ‬ ٝ‫ف‬ ‫ِرحٍٖز‬ ً‫ضىن‬ ٝ‫جٌط‬ ‫جٌّٓطٍؾؼس‬ ‫جالْطر١حٔحش‬ ‫ػىو‬ ‫ٚذٍغ‬ ،‫جٌىٌجْس‬ ‫ِؿطّغ‬ ٍٝ‫ػ‬ ‫ئٌىطٍٚٔ١ح‬ ‫َػص‬ ُ ٚ 34 ‫ذٕٓرس‬ ً ‫جْطر١حٔح‬ 22.37 % (ٌٟ‫ئؾّح‬ ِٓ 152 ِ‫جٌؼٛج‬ ِٓ ٍ١‫جٌىػ‬ ٓ‫ػ‬ ‫جٌىٌجْس‬ ‫ٚأْفٍش‬ .‫ػٍذ١س‬ ‫ُٚي‬ ‫و‬ ‫ضٓغ‬ ٟ‫ف‬)ٍٗٔ َ ٌ‫وج‬ ٍ‫ضإغ‬ ٝ‫جٌط‬ ً ‫ذٕٓرس‬ ً ‫أٚال‬ "‫"جٌٌٛق‬ ‫ؾحء‬ ‫ئي‬ ‫جٌطرحػس‬ ‫ِٛجو‬ ٝ‫ف‬ ‫ٔؿى‬ ‫ِح‬ ٛ‫ٔك‬ ٍٝ‫ػ‬ ،‫جٌّطرٛع‬ ٟ‫جٌؼٍذ‬ ‫جٌىطحخ‬ ٍ١‫ضٓؼ‬ ٍٝ‫ػ‬ (39.2 (‫ذٕٓرس‬ ً ‫غحٔ١ح‬ "‫"ٚجٌطؿٍ١ى‬ ،)% 36.5 ‫فمى‬ ‫ضٓؼ١ٍ٘ح‬ ٍٝ‫ػ‬ ٍٖ١‫ٚضأغ‬ ‫جٌىطد‬ ٍ٠‫ذطٛى‬ ‫٠طؼٍك‬ ‫ٚف١ّح‬ .)% ‫يٌه‬ ٍٝ‫ػ‬ ‫ٚجفك‬ 71 ("ً‫ٚجٌٕم‬ ً١ّ‫"جٌطك‬ ‫ؾحء‬ ‫ئي‬ ،‫جٌىٌجْس‬ ‫ػ١ٕس‬ ِٓ % 34.38 ُ‫غ‬ ،ٌٝٚ‫جأل‬ ‫جٌٍّضرس‬ ٝ‫ف‬)% ("‫"جٌؿّحٌن‬ 25 ٍ١‫جٌطٓؼ‬ ٍٝ‫ػ‬ ‫ٚضأغ١ٍ٘ح‬ ‫جٌطَٛ٠غ‬ ‫ذطىحٌ١ف‬ ‫٠طؼٍك‬ ‫ٚف١ّح‬ .‫يٌه‬ ٟ‫ف‬ ٍ‫جٌّإغ‬ ًِ‫جٌؼٛج‬ ٍَ‫وأذ‬)% ("‫جٌر١غ‬ ‫ٚنِٛٛحش‬ ٓ١‫جٌَّٛػ‬ ‫ِغ‬ ‫جالضفحق‬ ‫"ضىحٌ١ف‬ ‫ِمىِطٙح‬ ٟ‫ف‬ ‫ؾحء‬ ‫فمى‬ 66.67 ‫أْٛجق‬ ٘ٛٛ‫ٚذه‬ .)% (‫ٚجفك‬ ‫فمى‬ ‫جٌّٛجَ٠س‬ ‫جٌىطد‬ 76.5 ٝ‫ف‬ ‫ضأغ١ٍ٘ح‬ ٍٝ‫ػ‬)% ٝ‫جٌط‬ ‫جٌىطد‬ ‫ذ١غ‬ ‫"ِكالش‬ ‫ؾحءش‬ ‫ئي‬ ،‫جٌىطحخ‬ ٍ١‫ضٓؼ‬ (‫ِمىِطٙح‬ ٝ‫ف‬ "‫َ٘١ىز‬ ٌ‫ذأْؼح‬ ‫ٚضر١ؼٙح‬ ‫ٔٓهٙح‬ ‫ضؼىو‬ 32.35 ‫فمى‬ ٍ١‫جٌطٓؼ‬ ٟ‫ف‬ ‫جٌّإٌف‬ ٌٚ‫ذى‬ ‫٠طؼٍك‬ ‫ٚف١ّح‬ .)% (‫ٚجفك‬ 66.5 (٘‫جٌهح‬ ٗ‫قٓحذ‬ ٍٝ‫ػ‬ ٌٍٕٗ‫ج‬ ْ‫وح‬ ‫ئيج‬ ‫ئال‬ ،ٍٗ‫ضىن‬ َ‫ػى‬ ٍٝ‫ػ‬)% 62.5 ‫جٌىٌجْس‬ ‫أْفٍش‬ ‫وّح‬ .)% ٌ‫ج‬ ‫جٌٍلحذس‬ ‫غ١حخ‬ ٓ‫ػ‬ ‫جٌّ١ىجٔ١س‬ (‫جٌّطرٛع‬ ٝ‫جٌؼٍذ‬ ‫جٌىطحخ‬ ٍ١‫ضٓؼ‬ ٍٝ‫ػ‬ ‫ٍّْ١س‬ 100 ‫جٌىٌجْس‬ ‫ٚجٔطٙص‬ .)% ‫٠ٛرف‬ ٝ‫قط‬ ‫جٌٕحٍٖ٠ٓ؛‬ ‫ٚوًج‬ ،‫جٌؼٍخ‬ ٓ٠ٍٖ‫جٌٕح‬ ‫ٚجضكحو‬ ،‫جٌؼٍذ١س‬ ‫جٌكىِٛحش‬ ِٓ ً‫ٌى‬ ‫جٌطٛٚ١حش‬ ٝ‫ذرؼ‬ .‫جٌمٍجء‬ ِٓ ‫ور١ٍز‬ ‫ٍٖ٠كس‬ ‫ِطٕحٚي‬ ٝ‫ف‬ ‫جٌّطرٛع‬ ٟ‫جٌؼٍذ‬ ‫جٌىطحخ‬ ‫املفزبحٍخ‬ ‫انكهمبد‬ ٌٚ‫و‬ ‫جٌٍٕٗ؛‬ ‫جٌىطد؛‬ ‫ضٓٛ٠ك‬ ‫جٌىطد؛‬ ٍ١‫ضٓؼ‬ .‫جٌىطد‬ ٍ١‫ضٓؼ‬ ‫ْ١حْحش‬ ‫جٌٍٕٗ؛‬