Informatics-driven optimization of electronic resources in multi-campus academic libraries: Evidence from Tanzania

Résumé

The rapid expansion of digital technologies has increased the importance of electronic resources in academic libraries for supporting teaching, learning, and research in higher education institutions. However, in multi-campus environments, disparities in infrastructure, system coordination, and user competencies often affect equitable access and effective utilization of these resources. This study examined how informatics principles can be applied to optimize the management and utilization of electronic resources in a multi-campus higher education institution, using the Institute of Accountancy Arusha (IAA) in Tanzania as a case study. The Technology Acceptance Model (TAM), Information Systems Success Model, and Digital Inclusion Theory guided this research. The target population included students, academic staff, librarians, and ICT personnel across the IAA campuses. A mixed-methods research design was employed, involving a questionnaire survey of 349 students selected through stratified random sampling and semi-structured interviews with 94 academic staff, librarians, and IT technicians selected using purposive sampling. Quantitative data were analyzed using descriptive statistics, including frequencies and percentages, while qualitative data were analyzed through thematic analysis. The findings indicate that although electronic resources are available across campuses, disparities in internet connectivity, digital literacy, and technical support affect their effective utilization. The study also found increasing use of artificial intelligence tools among students, often used alongside library databases for academic tasks. The study concludes that informatics-driven optimization requires improved ICT infrastructure, continuous user training, coordinated system management, and institutional policies guiding the responsible integration of emerging technologies in academic library services.