Digital information resources: use and perceptions of deaf and hearing students
| Pages | 227-243 |
| Published date | 11 November 2019 |
| DOI | https://doi.org/10.1108/DLP-05-2019-0020 |
| Date | 11 November 2019 |
| Author | Abdoulaye Kaba,Ziyad K. Ellala |
| Subject Matter | Library & information science,Librarianship/library management,Library technology,Records management & preservation,Information repositories |
Digital information resources:
use and perceptions of deaf and
hearing students
Abdoulaye Kaba and Ziyad K. Ellala
Al Ain University, Al Ain, United Arab Emirates
Abstract
Purpose –The purpose of this study is to investigate the use of the internet among deaf and hearing
students.The study also explores the perceptions of students toward the internet,online databases and digital
libraries.
Design/methodology/approach –The study uses a survey questionnaire to collect data from the
sample. The sampleconsists of 59 hearing and 53 deaf students studyingat Al Ain University of Science and
TechnologyAl Ain University (AAU). Descriptive statistics and t-testsare used to analyze data.
Findings –Findings of the study show that at least 90 per cent of participants are using the internetfor
intellectual activitiesand social communications. In addition, the majority of deaf and hearingstudents have
positive perceptions toward digital information resources. For gender differences, the study found no
significant difference between men and women in the use of internet or in their perceptions toward the
importance of online databases and digital libraries. However, results of the study confirmed significant
difference betweendeaf and hearing students in relation to internet use, perceptiontoward the importance of
online databasesand digital libraries.
Research limitations/implications –The sample of the study are students studying at AAU.
Future studies may expend this study by including deaf participants from various institutions in
UAE.
Originality/value –The results of the studycould be used in planning and providing digitalinformation
resourcesand services for deaf students.
Keywords Hearing students, Deaf students, Internet use, Perception, Online database,
Digital libraries
Paper type Research paper
Introduction
In 2015, Al Ain University (AAU), formerly known as Al Ain University of Science and
Technology became the first-ever university in the United Arab Emirates (UAE) to
offer undergraduate programs in special education and applied sociology for deaf
people. This initiative is part of AAU commitments and contributions to UAE society.
The program started with 30 deaf students in Al Ain and 40 students in Abu Dhabi.
The implementation came after careful planning and coordination with potential
partners, particularly the UAE Ministry of Education, Zayed Higher Organization for
People of Determination and the UAE Deaf Association. As a result, the AAU and the
Ministry of Education agreed to share the study fees for the students. This means
the students are fully sponsored by these two institutions. In addition, AAU provided
the necessary facilities and equipment needed for the program, trained concerned
faculty members about the teaching method and how to deal with deaf people.
Moreover, the university recruited translators of sign language to translate lectures for
thestudents(
Emirates TV, 2019;Abu Dhabi TV, 2019).
Digital
information
resources
227
Received17 May 2019
Revised29 August 2019
Accepted7 October 2019
DigitalLibrary Perspectives
Vol.35 No. 3/4, 2019
pp. 227-243
© Emerald Publishing Limited
2059-5816
DOI 10.1108/DLP-05-2019-0020
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/2059-5816.htm
Most of the schools and universities offering educational programs for deaf students
separate them from hearing or normal students. This is not the case at AAU. With clear
wisdom of the AAU management, the universitydecided from the beginning not to separate
these students from the normal or hearing students.This means, deaf and hearing students
are studying together, side by side with the same lecturers in the same classes. However,
sign language translators are always present in each lecture to translate for deaf students.
This experiment has shown positive impact on both deaf and hearing students. It has been
an opportunity for hearing students to learn sign languagewhile allowing deaf students to
socialize with hearing students. In addition, the integration enhanced and improved
motivation and encouragement among both hearingand deaf students (Emirates TV, 2019;
Abu Dhabi TV, 2019).
A deaf person is an individual whose hearing is disabled to an extent that makes the
understanding of speech impossible through the ear (Hassoon et al., 2014). However, they
have an ability to learn and use information and communication technologies (ICT) tools
and resources, including digital information sources, for education, employment and social
interactions. Deaf students use digital information resources for reading, writing and social
interaction (Maiorana-Basas and Pagliaro, 2014;Hassoon et al., 2014;Wauters and Dirks,
2017).
In this study, the term digital informationresources refer to the internet, online databases
and digital library. As part of library activities and user education programs, deaf and
hearing students together receive at least two orientations and two information literacy
trainings every semester thatenable them to use digital resources. They use digital sources
to accomplish educational requirements and activities, to improve job performance, and to
communicate withcolleagues, friends, relatives and other people, heavily.
The study investigates the use of the internet among deaf and hearing students. The
paper also explores the perceptionsof deaf and hearing students toward digital information
resources. The findings of the study should help us to understand the importance of digital
information resources for deaf students. Similarly, results of the study may be used in
planning and providingdigital information resources and services for deaf students.
Related studies
The advancement of ICT has revolutionized access to information resources and services
(Kaba and Said, 2014). ICT has enabled people to communicate, read and write, use digital
information resources with less effort anywhere and anytime. Moreover, ICT has the
potential to reduce isolation, increase independence, and provide educational, financial and
social opportunities for people, especially for individuals with special needs including deaf
people (Maiorana-Basas and Pagliaro, 2014). This unique ICT criterion has provided many
opportunities to the people of determination to overcome many obstacles and challenges
such as obtaining degrees and certificates through the use of digital information resources
(Maiorana-Basasand Pagliaro, 2014;Hassoon et al.,2014;Wauters and Dirks, 2017).
Digital information resourcesrely on the use of ICT tools to provide information sources
and services (Borgman,1999;Liu et al.,2006).
Many studies have been conducted about the use of digital resources by deaf people
(Keating and Mirus, 2003;Barak and Sadovsky, 2008;Peddieand Kelly-Campbell, 2017). A
study by Keating and Mirus (2003) reportedhow the use of the internetis shapinglanguage
practices in the deaf community.According to the authors, by using manual visual language
a deaf person can effectivelycommunicate.
Similarly, Barak and Sadovsky (2008) examined characteristics, intensity and types of
use of the internet by hearing-impaired adolescents compared to an equivalent group of
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