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A MODEL FOR STANDARDIZATION OF
LIBRARY AND INFORMATION SCIENCE
CURRICULA IN PAKISTAN
Farhat Hussain
Department of Library & Information Science
University of Karachi
2017
(i)
A MODEL FOR STANDARDIZATION OF LIBRARY
AND INFORMATION SCIENCE CURRICULA IN
PAKISTAN
A Dissertation Submitted
by:
FARHAT HUSSAIN
To the Board of Advanced Studies and Research, University of Karachi
for the award of Degree of Doctorate of Philosophy
in Library and Information Science
Research Supervisor:
PROF DR MUNIRA NASREEN ANSARI
Department of Library & Information Science
University of Karachi
2017
(ii)
BOARD OF ADVANCED STUDIES & RESEARCH
University of Karachi
C E R T I F I C A T E
I have gone through the thesis titled a model for standardization of library and
information science curricula in Pakistan submitted by Mr. Farhat Hussain Khan for
the award of Ph.D. degree and certify that to the best of my knowledge it contains no
plagiarized material.
Signature and Seal of Supervisor
Name: Dr. Munira Nasreen Ansari
Department: Library & Information Science
Email: [email protected]
Mobile No. 0334-3345704
Date:________________
(iii)
DEDICATION
I dedicate this research work to my late parents,Mr. Shaukat Hussain and
Mrs. Kaniz Sughra, who always encouraged and supported me in my
academic and research pursuits.
(iv)
ACKNOWLEDGEMENT
We all are dependent on our Lord because He only gives us the strength to accomplish
what we want. It is He who has made me complete my research work and despite
different hurdles, enabled me to cater all of these. His blessings need to be thanked the
most.
No doubt, research is an arduous, demanding and onerous task and it cannot be
completed without the cooperation of many people. I have the pleasure of expressing
publicly my appreciation to those many colleagues and others whose labor and support
have assisted and sustained me throughout the compilation and composition of this
research work. Specifically I should, first of all, like to offer my heartfelt thanks to Dr.
Munira Nasreen Ansari, my supervisor and the chairperson of Department of Library &
Information Science, University of Karachi who not only supervised this research work
but also taught me the basics of research, being her most interested field. I am very
thankful to her for her valuable suggestions and encouragement. She constantly used to
push me to complete this research in time but I regret that it was delayed due to my
personal engagements. I cannot forget my former supervisor, Prof. Dr. Syed Jalaluddin
Haider, who passed away during my first year of research and I could not continue with
him. Dr. Haider always motivated and encouraged me regarding my efforts periodically.
My special thanks go to Prof. Malahat Kaleem Sherwani, the former Dean Faculty of
Arts, University of Karachi for her appreciation and back up. She, with her personal
efforts and contacts, arranged interviews of professionals and library employers for this
research.
Sometimes very difficult information are required and the researcher has to abandon hope
and intention, but gradually the intricacies are removed and the tough task seems to be
very easy. In the process of turning a complicated job into an easier one, a number of
hands are involved; some of them are on the screen and a lot – behind. I cannot thank all
of those as there are many hands (and faces) behind the screen and hence I regret for not
(v)
mentioning them here. I sincerely acknowledge the help rendered by the chairpersons and
faculty members of all the library schools of Pakistan for providing me the necessary
information about their departments and the curricula being offered.
It would be unfair not to mention the cooperation of 250 respondents of the
questionnaires, 56 participants of focus group interviews, and 10 library employers from
across Pakistan who provided me the required data for the fulfillment of this research.
I am indebted to the authors whose books and articles I have either consulted or quoted. I
am thankful to all those seen and unseen hands and heads who have been of direct or
indirect help in the completion of this work. I am extremely grateful to my colleague
Mrs. Rabia Aslam for her assistance in compiling and giving final touches to this
research work. Despite her heavy academic and personal engagements, she spent her
precious time with me.
In the last my acknowledgement is to my wife for her “sheet-anchor” role behind my
academic and research work and to my beloved son Muhammad Shaheer Abbas for
helping me analyzedata and use statistical methods.
Farhat Hussain
2017
(vi)
Table of Contents
CERTIFICATE ii
DEDICATION iii
ACKNOWLEDGEMENT iv
ABSTRACT xvi
ABSTRACT (URDU) xvii
CHAPTER-1 INTRODUCTION 1
1.1 Statement of the Problem 6
1.2 Objectives of the Study 6
1.3 Scope and Limitation 7
1.4 Significance
References
7
8
CHAPTER-2 CURRICULUM DEVELOPMENT 9
2.1 Definitions, Meanings and Concepts of Curriculum 9
2.2 Curriculum and Syllabus 12
2.3 Why Curriculum Development? 12
2.4 Curriculum Development: The Tyler Model 13
2.5 Curriculum Development: Process 14
2.6 Library & Information Science – Curriculum 16
2.7 LIS Curriculum Development 20
2.8 Trends and Issues 21
2.9 Competencies required in LIS Professionals 23
2.9.1 Competencies prescribed by SLA 23
2.9.2 Competencies prescribed by ALA 24
2.10 Suggestions and Guidelines for the Curriculum 25
2.10.1 ALA’s proposed Curriculum 25
2.10.2 IFLA’s Guidelines 25
2.11 Objectives 26
2.12 Principles 26
2.12.1 Public document 26
2.12.2 Breadth of General Education 27
(vii)
2.12.3 Core Library/Information Coursework 27
2.12.4 Practicum, Internship or Fieldwork 27
2.12.5 Transferable Skills 27
2.12.6 Teaching Methods 27
2.12.7 Continuing Education 27
2.12.8 Regular Review of Curriculum 28
References 29
CHAPTER-3 LIBRARY EDUCATION 33
3.1 Library Education – Historical Perspective, Current Trends 33
3.2 Library School 33
3.3 Library Education 34
3.4 Library Education in Sub-Continent 36
3.5 Present Scenario in Pakistan 42
3.5.1 University of Karachi, Karachi 43
3.5.2 University of Peshawar, Peshawar 44
3.5.3 Islamia University, Bahawalpur 44
3.5.4 University of the Punjab 45
3.5.5 University of Sindh 46
3.5.6 Allama Iqbal Open University 46
3.5.7 University of Baluchistan, Quetta 47
3.5.8 University of Sargodha 47
3.5.9 Bahauddin Zakariya University, Multan 48
3.5.10 Khushal Khan Khattak University, Karak 48
References 49
CHAPTER-4 LITERATURE REVIEW 50
4.1 LIS Curriculum taught at Pakistani Universities 50
4.2 Qualification/Competencies required for Lib. Professionals in
Pakistan 55
4.3 LIS Curriculum and Curriculum Development at Universities
outside Pakistan 60
4.4 Competencies/Qualification Required for Library Professionals 64
4.5 Library Education across World 66
References 70
(viii)
CHAPTER-5 RESEARCH METHODOLOGY 74
5.1 Research Methods 74
5.2 Data Collection 76
5.2.1 Literature Searching 76
5.2.2 Literature Review 76
5.2.3 Content Analysis of Curricula of Pakistani Library Schools 77
5.2.4 Data Collection Through Survey (Questionnaire) 77
5.2.4.1 Purpose 77
5.2.4.2 Questionnaire Designing 78
5.2.4.2.1 Pilot Study 78
5.2.4.2.2 Data Collection 79
5.2.4.2.3 Sampling 79
5.2.4.2.4 Data Analysis 80
5.2.5 Data Collection Through Focus Group Interviews 81
5.2.5.1 Targeted Population 82
5.2.5.2 Determining the Questions for Interviews 82
5.2.5.3 Conducting the Interviews 82
5.2.5.4 Sampling 84
5.2.5.5 Research Setting 84
5.2.5.6 Data Collection 85
5.2.5.7 Data Analysis 85
5.2.6 Personal Interviews of the Employers of Library
Professionals 85
5.2.6.1 Data Collection 85
5.3 Development and Validation of Model Curriculum 86
References 87
CHAPTER-6 DATA ANALYSIS AND INTERPRETATION 88
6.1 Analysis and Interpretation of Programs and Curricula offered by
Pakistani Library Schools 88
6.1.1Programs Offered 88
6.1.2 Systems of Examinations 90
6.1.3 Curriculum Offered by Pakistani LIS Schools 90
6.1.4 Courses Offered at MA (Previous)/BLIS (or equivalent) Level 92
6.1.5 Courses Offered at MA (Final)/MLIS (or equivalent) Level 93
(ix)
6.1.6 Modern Especially ICT-related Courses Offered in the
Curricula 96
6.1.7 Elective Courses 97
6.1.8 Titles of Elective Courses 98
6.1.9 Practical Components in Curricula 103
6.1.10 Teaching Methods 103
6.1.11 Students Evaluation/Assessment Methods 104
6.1.12 Teaching Facilities/Aids 105
6.2 Analysis and Interpretation of Data Collected from Library
Professionals through Questionnaire 107
6.2.1 Demographic Characteristics 107
6.2.2 Name of Degree Awarding Province/Federal Capital 108
6.2.3 Highest Professional Degree obtained 108
6.2.4 Courses studied at Postgraduate Level 109
6.2.5 Compulsory Courses studied 109
6.2.6 Optional Courses studied 110
6.2.7 Employment and Working Organizations 110
6.2.8 Type of Library of the participants 111
6.2.9 Designations of the working professionals 111
6.2.10 Working Experience 112
6.2.11 Optional courses in the curricula 112
6.2.11.1 Optional courses of Literature/Information Sources 113
6.2.11.2 Optional courses of Libraries/Librarianship 114
6.2.12 Suitability of a professional with different courses studied 115
6.2.13 Implementation of theory courses studied in BLIS in
profession 116
6.2.14 Satisfaction with the MLIS course contents 116
6.2.15 Usefulness of the practical courses 117
6.2.16 Utilization of Practical Training in the field 119
6.2.17 Non-Application of Practical Training in Profession 120
6.2.18 Opinion about courses of other universities 121
6.2.18.1 Awareness about the courses of other library schools 121
6.2.18.2 Inspiration from the courses of other universities 122
6.2.19 Possibility of merging two or more courses 122
6.2.19.1 Merging of Two or more Courses 123
6.2.20 Satisfaction with theory-practical ratio 124
(x)
6.2.21 Theory-based courses and Practical-based courses 124
6.2.22 Viewpoint about the nature of Masters’ thesis 125
6.2.23 Uniformed education and examination system 125
6.2.24 Optional groups and courses 126
6.2.25 Recommendations about needed practical training 127
6.2.26 Key Findings through Questionnaire 129
6.3 Analysis and Interpretation of Data Collected from Library
Professionals through Focus Group Interviews 129
6.3.1 Determining the Questions for Interviews 132
6.3.2 Analysis of Interview Data 132
6.3.2.1 Strengths of one-year postgraduate program in LIS 132
6.3.2.2 Weaknesses of one-year postgraduate program in LIS 137
6.3.2.3 Strengths of MLIS program 141
6.3.2.4 Weaknesses of MLIS program 144
6.3.2.5 Proposed changes in BLIS program 148
6.3.2.6 Proposed changes in MLIS program 150
6.3.2.7 Suggestions about incorporation of new courses in BLIS
or MLIS 150
6.3.2.8 Suggestions about removal of courses from among the
existing curricula 154
6.3.2.9 Suggestions for improving the quality of education of
library schools 154
6.3.3 Key Findings 156
6.4 Analysis and Interpretation of Data Collected from Library
Employers through Personal Interviews 160
6.4.1 Key Findings 173
6.4.1.1 Needed Competencies 173
6.4.1.2 Deficiencies found in library professionals 174
6.4.1.3 Recommended courses 175
6.4.1.4 Other qualities 175
References 175
CHAPTER-7 DISCUSSION, CONCLUSION, MODEL
CURRICULUM 176
7.1 Discussion 176
7.1.1 Discussion on Survey Questionnaire 178
7.1.2 Discussion on Focus Group Interviews 182
7.1.2.1 Strength of BLIS program 182
(xi)
7.1.2.2 Weaknesses of BLIS program 182
7.1.2.3 Strength of MLIS program 184
7.1.2.4 Weakness of MLIS program 185
7.1.2.5 Proposed Changes in BLIS and MLIS Programs 187
7.1.3 Discussion on Personal Interviews 188
7.1.3.1 Needed Competencies 188
7.1.3.2 Deficiencies found in library professionals 189
7.1.3.3 Recommended courses 189
7.1.3.4 Other qualities of Library Professionals 190
7.2 Conclusion 190
7.3 Model Curriculum 194
References 284
Bibliography 286
Appendices 295
(xii)
LIST OF TABLES
Table 3.1: Overview of Public Sector Universities of Pakistan offering LIS 42
Table 5.1: Participants of Survey Representing Provinces and Federal Capital 80
Table 5.2: Participants of Survey Representing Types of Library 80
Table 5.3: Focus Group-1 Alumni of KPK 84
Table 5.4: Focus Group-2 Alumni of Federal Capital, Islamabad 84
Table 5.5: Focus Group-3 Alumni of Southern Punjab 84
Table 5.6: Focus Group-4 Alumni of Punjab 84
Table 5.7: Focus Group-5 Alumni of Baluchistan 84
Table 5.8: Focus Group-6 Alumni of Sindh 84
Table 6.1: LIS programs offered by universities of Pakistan 89
Table 6.2: Examination Systems adopted by the universities 90
Table 6.3: Number of courses offered by the universities 91
Table 6.4: Titles of the courses offered at BLIS or equivalent level 92
Table 6.5: Titles of the courses offered at MLIS or equivalent level 94
Table 6.6: Modern components/trends at postgraduate level in LIS curricula
in Pakistan 97
Table 6.7: Number of optional courses offered in LIS schools 97
Table 6.8: Titles of Elective courses offered by library schools 98
Table 6.9: Theory-Practical Components of the courses 103
Table 6.10: Teaching Methods 104
Table 6.11: Systems and Methods of Assessment 104
Table 6.12: Teaching Facilities 105
Table 6.13: Demographic Characteristics of the Participants 107
Table 6.14: Province of obtaining professional degree 108
Table 6.15: Professional Degree obtained by the respondents 108
Table 6.16: Courses studied at Postgraduate level 109
Table 6.17: No. of compulsory courses studied 109
Table 6.18: No. of optional courses studied 110
Table 6.19: Nature of job-providing institutes/organizations 110
(xiii)
Table 6.20: Type of Library the participants working in 111
Table 6.21: Designation/post of the working professionals 111
Table 6.22: Working experience of the respondents 112
Table 6.23: Optional Courses of literature/information sources studied by the
respondents 113
Table 6.24: Optional Courses of libraries/librarianship studied by the
respondents 114
Table 6.25: Suitability/Unsuitability of an incumbent in an organization 115
Table 6.26: Implementation of BLIS theory courses in profession 116
Table 6.27: Satisfaction with the MLIS course contents 117
Table 6.28: Usefulness of the practical courses 117-118
Table 6.29: Implementation of courses studied in practical field (Profession) 119
Table 6.30: Non-Implementation of courses in practical field (Profession) 120
Table 6.31: Having gone through the courses being taught by other
universities of Pakistan 122
Table 6.32: Stimulation developed by the courses of other universities 122
Table 6.33: Opinion about merging of two or more courses 123
Table 6.34: Title of courses to be merged 123
Table 6.35: Satisfaction with theory-practical ratio 124
Table 6.36: Satisfaction with theory-based and practical-based courses 124
Table 6.37: Opinion about nature of Masters’ thesis 125
Table 6.38: Viewpoint about uniformed system of education and examinations 126
Table 6.39: Opinion about optional groups and courses 127
Table 6.40: Recommendations for needed practical training 127
Table 6.41: Composition of six focus groups with their association of types of
libraries 131
(xiv)
LIST OF ABBREVIATIONS
AIOU Allama Iqbal Open University
AIS Academic Information Service
ALA American Library Association
BLIS Bachelor in Library & Information Science
BLS Bachelor in Library Science
BZU Bahauddin Zakariya University
CE Continuing Education
CLA Certificate in Library Automation
CPSP College of Physicians and Surgeons Pakistan
CPSP College of Physician & Surgeon Pakistan
DDC Dewey Decimal Classification
DLIS Diploma in Library & Information Science
DLS Diploma in Library Science
DRTC Documentation Research and Training Center
EU European Union
FATA Federally Administered Tribal Areas
GCC Gulf Cooperation Council
HEC Higher Education Commission
ICT Information and Communication Technology
IDRC International Development Research Center
IFLA International Federation of Library Associations and Institutions
INSDOC Indian National Scientific Documentation Center
IT Information Technology
IUB Islamia University Bahawalpur
KKKUK Khushal Khan Khattak University Karak
(xv)
LCC Library of Congress Classification
LIS Library & Information Science
MELAP Medical Library Association of Pakistan
MLIS Master of Library & Information Science
MLS Master of Library Science
NISCAIR National Institute of Science Communication and Information
Resources
NUC National Universities Commission (of Nigeria)
PGD Post Graduate Diploma
PLA Pakistan Library Association
SLA Special Libraries Association
SLIS Schools of Library & Information Science
UGC University Grants Commission
UNDP United Nations Development Program
(xvi)
Abstract
“A model for standardization of library and information science curricula in Pakistan” is
the topic of the research in hand. The topic was selected to develop a uniform curriculum
for postgraduate education in LIS in Pakistan. The objectives of the study were to find
out the number and type of courses being taught in a year/semester, to analyze the course
contents of the library schools, to investigate the local market requirements, and to
prepare a model and job-oriented curriculum to be accepted equally by each library
school. Survey (through questionnaire), focus group interviews of professionals working
in different provinces and federal capital, and interviews of employers of librarians were
conducted to collect the required data. It was revealed that presently nine public sector
and two private sector universities are imparting LIS education at postgraduate level. The
library schools design their curricula keeping in view the local needs but despite all this,
the core courses to be taught in first year of masters program remain same. The theory
and practical courses are also the part of curricula in first year of masters. In final year,
the specialized and elective courses are offered and students opt courses of their choice
and interest from the groups of elective courses.
It was revealed in the employers’ interviews and focus group interviews that the most
demanding are ICT-based courses and communication skills. Moreover, personal and
professional competencies were identified to be included in the contents of courses.Two
separate programs of one year each were also encouraged by the participants of focus
groups as the candidate can manage library professionally after studying core courses.The
purpose of collecting data from various groups of population was to develop the need-
based curricula. To meet this need, a model curriculum for standardization of LIS
education in Pakistanwas designed. This model was sent to various national and
international library educators and professionals for validation and their precious
suggestions were incorporated.
(xvii)
الخہص
اپاتسکن ںیم ملع بتک اخہن و االطاعت ےک اصنب ںیم ایعمر دنبی ےئلیک اکی "زریِ رظن یقیقحت اقمےل اک ونعان
ےہ ۔ ہی ونعان اپاتسکن ںیم ملع بتک اخہن ا االطاعت )الربئریی اڈنی اافنرنشیم اسسنئ( یک دعب از "امڈل
رگوجینشی میلعت ےئلیک اکی اسکیں اصنب رمبت رکےن ےئلیک بختنم ایک ایگ۔ اس قیقحت ےک اقمدص ںیم اکی اسل
اج ین اجک تت ےک عش ہقل وں رٹسمس ںیم ڑپاھےئ اجےن واےل وکرزس یک دعتاد اور ااسقم ولعمم رکان، اپاتسک/
ںیم ڑپاھےئ اجےن واےل وکرزس ےک دنمراجت اک زجتہی رکان ، اقمیم امرٹیک یک عش ہقل رضورایت درایتف رکان
اور اکی ااسی امڈل اور المزتم ینبم اصنب رمبت رکان وج ہک اپاتسکن یک امتم اجک تت ےئلیک اقِلب وبقل وہ۔
احلص رکےن ےئلیک ذبرہعی وساانلہم اپاتسکن ےک امتم وصوبں اور وافق ںیم اکم ولطمہب ولعمامت اور ادعاد و امشر
رکےن واےل الربئریی ہشیپ وار ارفاد اک رسوے ایک ایگ، امتم اجک تت ےک افرغ الیصحتل ہشیپ ور الربئرینی
ینبم وخانیت و رضحات ےس عش ہقل اجک تت ںیم ڑپاھےئ اجےن واےل وکرزس یک الصوتیحں اور زمکورویں رپ
وفسک رگوپ ارٹنوویزےیک ےئگ، اور الربئریزنی ےک ٓارجنی اور نشکیلس وبرڈز ےک ربممان ےس ولعمامت
احلص یک ںیئگ ہک وہ الربئریی رپولنشیف ےس نک الصوتیحں یک وتعق رےتھک ںیہ اس قیقحت ےک ےجیتن ںیم ہی ابت
وپٹس رگوجیٹی حطس رپ الربئریی اڈنی اجک تت ںیم ۹اسےنم ٓایئ ہک یف اولتق اپاتسکن ںیم کلبپ رٹکیس یک
اافنرنشیم اسسنئ یک میلعت دی اجر یہ ےہ۔ عش ہقل ہبعش اجت اقمیم رضورایت وک دمِ رظن رےتھک وہےئ اانپ
اصنب وخد رمبت رکےت ںیہ رگم اس ےک ابووجد امرٹسز ےک ادتبایئ اسل ںیم الزیم اور اینبدی اضمنیم امتم
اسِل اول ںیم رظنی و یلمع وکرزس اصنب اک ہصح ںیہ ہکبج اسِل ٓارخ ںیم اجک تت ںیم رقتًابی اسکیں ںیہ ۔
وصخیص ونتیع ےک وکرزس ےک العوہ اطوملعبلں وک اایتخری اضمنیم یھب ڑپاھےئ اجےت ںیہ اتہک وہ اےنپ
راحجن اور دیپسچل ےک اطمقب وکرزس اک ااختنب رکںیکس ۔
ےنم ٓایئ ہک زایدہ ر وکرزس ن اک ضاق ا ایک ایگ وہ ارفنادی اور اامتجیع ارٹنوویز ےک دوران ہی ابت اس
انکیٹولیج اور روز رمہ ےک ہشیپ وراہن اومرو ک تالمت اور ااہظر ایخل ےس عش ہقل
ن
شی کی
ن
اافنرنشیم اور ویمک
(xviii)
اہمروتں رپ ینبم وکرزس ںیہ ان ےک العوہ ارفنادی اور ہشیپ وراہن اہمروتں یک اشندنیھ یک یئگ اتہک اںیہن اصنب
دنمراجت ںیم اشلم ایک اجےکس ۔ اکی اکی اسل ےک دو دحیلعہ رپورگام )یب الی ٓایئ اسی اور امی الی ٓایئ ےک
اسی( یک رضورت رپ یھب زور دای ایگ۔ فلتخم ہشیپ وراہن رگووہں ےس ولعمامت احلص رکےن اک دصقم اکی
اصنب لیکشت دانی اھت۔ اس دصقم یک لیمکت ےئلیک اپاتسکن ںیم الربئریی اڈنی اافنرنشیم "ینبم رب رضورایت "
اسسنئ یک میلعت ںیم ایعمردنبی ےئلیک اکی امڈل اصنب انبای ایگ اور اےس وتقیث ےئلیک وقیم اور نیب االوقایم امرہنی
لم ایک ایگ۔ اور ہشیپ وران وک اجیھب ایگ اور ان یک امرہاہن اور یتمیق ٓارا ء وک اش
(1)
Chapter-1
INTRODUCTION
Education is a key element in progress and change not only for individuals but for the
society. It occupies a prominent position in every modern human society. Any education
system possesses a strategy that reflects its nation‘s belief and supports its national
character. (Mallinson, 1981). The philosophy and concept of national style concerns itself
with the general strategies adopted by a nation or civilization to solve its major problems.
That is why an educational system is based on its national purposes and objectives,
reflecting its ―underlying philosophies and national purposes‖. The aim of education is to
make a person intelligent enough to take decisions logically and knowledgeably.
Nowadays, the career market has become extremely competitive. A large number of
career options are available to the youths and a number of institutes and organizations are
offering variety of jobs to the candidates to choose the right one. Getting a professional
education is important for shaping career to move towards a right direction. Especially in
developing countries, professional education is of great importance. Medical,
engineering, dentistry, teaching, business management, accounting, librarianship,
advocacy, media, forestry and nursing are some of the professional careers and the list,
by no means, is complete.
With the growing demand of career-oriented education, management education has
gained a huge popularity. Library and Information Science (LIS) is a profession that is
concerned with the attained knowledge and skills that support the collection, organization
and utilization of the records of human communication. According to (Shera,1972) ―A
librarian is a mediator between man and the graphic records that his previous generations
had produced; and the goal of the librarian is to maximize the social utility of these
records for the benefit of humanity.‖ Librarians play quite important part in the process
of communication of information especially in this era when the information is being
generated not only gigantically but also in various forms and types and one cannot have
control on it. A library scientist can very easily imagine the tough schedule and
(2)
engagements of different professionals. A medical professional is busy in curing his
patients, attending conferences, seminars, workshops, delivering lectures and also
involved in the research to detect a cure for a disease. Will (s)he be able to get enough
time to unscramble the tons of information shooting out every second from every part of
the world? The library professional can also think of an economist, whose focus, for
example, is on the study of effects of the severe ―depression period‖, will (s)he be able to
concentrate and study the effects worldwide without being distracted to search the
journals and articles for the issue? The possible answers to these and other similar
questions might be ―No‖. Then how will these and other professionals of different fields
be able to get what they require before it becomes outdated? How will they only be able
to focus upon their own work without being disturbed by the typical ―literature research‖
burdens?
The library professionals come forward for the rescue and provide the people of every
field with the answers to their ―time-bound‖ problems. It is librarians, who know more
than everyone about where to find what and how. It is librarians, who interact with all
their clientele, maintain proper record of their names, interests, fields of work, topics of
research or study, and never forget to send them information accordingly. It is librarians,
who are available to answer even a brief or simple question like ―is this book available?‖
or ―for how long can I keep the book with me?‖. People would be lost in this ocean of
information and would not be able to come out of it, but it is library professionals who
keep them on their right track, not letting them to deviate from their topic.
The importance of library and library professionals cannot be ignored these days. Gone
are the days when libraries were merely store rooms and librarians were custodians to
that. Today libraries are Information Centers working 24/7, exhibiting different features
and providing services under various slogans and titles like ―Ask a Librarian‖, ―Selective
Dissemination of Information (SDI)‖,―Current Awareness Services(CAS)‖, ―Document
Delivery‖, ―Resource Sharing‖ etc. And librarian is not just that traditional custodian of
books. Librarians are now the well-informed element of the literate society. They know
how to handle competitive intelligence, how to tackle with a burning issue, and they
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know how to manage the digital libraries. Working in a networked environment,
librarians play the role of an information navigators or knowledge guides. They use their
conventional as well as technological skills like use of networks, internet, multimedia,
web designing, electronic databases, document imaging, Information Technology skills,
evaluation of websites, integrated network and its resources, creating search strategies
and designing metadata.
Despite the importance and skillfulness of the librarians especially in the field of
research, yet in some Asian countries, they are still not given that status and importance
which they are worthy of. The reason behind this ignorance and lack of
acknowledgement and thanklessness may be the lack of demands of information needs by
the people of the society. In Pakistan, library professionals are not getting the due status
which they deserve because they are not that much active in marketing their profession‘s
value as well as in offering modern services. The libraries and librarianship can get a
status and prestige like the ones of developed countries do if there is pliancy in the
education systems, major emphasis is given to research, imparting in-service training,
equipping the serving departments with latest facilities, employing new and skilled
personnel, stimulating collaboration among faculty and departments, creating diversity in
courses and degrees, updating syllabi on continuous basis, making the most of ICT, and
originating as well as publishing LIS literature in national and local languages.
No doubt, it is the curriculum and courses which are producing competent professionals.
For any educational and learning program, curriculum is very essential not only by
providing course‘s list or offered module in a programme, but essentially by conferring
learning and education to the practitioners through information over layout, objective,
procedures, duration/time, learners and situation and of a programme or course. (Ocholla,
2000). Curriculum models contain the designing and the actions, the resources‘ support
and the examination required. They are primarily layout to give undeviating educational
methods and anticipated outcomes of students. The level of flexibility in curriculum
models varies that is provided to educators. Few curriculum models provide teachers a
detailed script to proceed while others outline the principles providing an open path to
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make the best use of these principles over the students. Even some schools modify these
curriculum models as per the needs and trends of local market.
For centuries, Libraries have been part of the whole world including South Asia.
According to (Singh,1986) large libraries of Nalanda and the University of Taxila that
flourished in India during the fifth and seventh century AD respectively have left a deep-
rooted imprint on the history of development of libraries. Nalanda University Library was
the biggest library of Asia in between seventh century and it reached to its peak of
reputation and in the ninth century AD it became an international glory. The ancient
libraries of subcontinent had huge collection including many books, hand-written
manuscripts and different sorts of materials to make profit of their users especially
scholars from many Asian countries.
In the present times, the importance of libraries and librarians has assumed high priority.
In the West, the opportunity in business community, suggest a boost in professional
status of Library and Information Science. Separate distinct positions of library
professionals in corporate and business libraries are created under some attractive titles
like Information Manager, Chief Information Officer or Knowledge Officer. However,
the information‘s success depends upon the selection and analysis of information to meet
the desired needs of the organization. Here the effectiveness of Library and Information
Science could play its important role. The skills of the librarians can help the employees
saving their valuable time on activities; as Internet surfing, information access and
acquisition of previous information on the subject. Realizing the value of Library &
Information Science, many universities in almost every country are offering it as a part of
their curricula.
The globe of information institutions involving the book and media publishing industry,
as well as all the sectors of information that are involved in the development,
management, processing and selling of information are diverse. Contemporarily,
promising platforms are provided to the LIS graduates by the information industry
through offering positions, not only stabilizing the prestige of this profession, also
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enlarging the social status of librarians. Today, the LIS professionals have a definite part
to play in preparing subject-specific, commercial and public web services.
The LIS students‘ understanding of library issues to public, school and research libraries
must not be curbed but constant learning is essential to take into account different needs
of communities that shape library services. It will help in realizing panacea for daily
library operations instead to back away the current physical form of information and
organizational structures. Believe in themselves is equally indispensable as their
professional knowledge of information processes, marketing and promotion.
Time is not very far when LIS programs would evolve from educating traditional
librarians to producing specialists employable in the vast information sector comprising
publishers, press agencies, multimedia market, bookstores, archives, information
services. But all this would only be possible when the curricula for the subject is so
designed that is comprehensive and comparable globally in all respect and understand the
needs of the market and the field and that it be reviewed and updated regularly.
Libraries are as old as our recorded history. They existed over the ages and were equally
looked after by librarians who then were selected for the library jobs because of their
scholarship and learning and not for any professional ability peculiar to the job. To meet
the potential level of technological advancements, the LIS professional‘s education and
practices must empower them in unleashing their talent that endeavors them in provision
of relevant and effective services.(Minishi-Majanja, 2007). Curry (2002) observed that
academic departments of LIS have witnessed not only the increasing globalization of
higher education but also that of LIS work place including the consequent extension of
competition beyond traditional, institutional, national and regional boundaries.
According to Curry (2002), the status of programmes need to be improvised that required
struggles to be made by LIS education and training. At one side it is important to make
them able to serve in educational networks as well as developing new strategies for the
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proposing and implementing LIS education while at the other side, to produce graduate
where work place spans the whole world.
According to Mangla (1980) library and information science programmes should be so
designed as to equip the students with knowledge and techniques to handle the immediate
job requirements in an efficient manner; and to develop programmes, procedures and
services on modern lines in future where the use of various modern techniques,
computers etc. could provide better, quicker and efficient service. From the above, there
is a keen requirement to take a global view at the curricula of library and information
science. Presently, the diversity of information work must be a requisite in the formal
education provided to information professionals. Thus, many programmes are now
generalized at a high extend, by providing a range of generic and specific skills, along
with the information management principles for creating an understanding and making
visible multiple professional career path for LIS graduates.
1.1 Statement of the Problem
Due to the difference in education system in the public sector universities of Pakistan i.e.
annual and semester system, there is no common pattern of curricula of library schools.
The curriculum adopted by each of the library schools meets, to a large extent, the needs
of the job market but still there is a need of improvement and regular revision of the
curriculum. It is suggested that all library schools should offer one standard curricula and
necessary process should be initiated by Higher Education Commission. This research
aims to design a model for the standardization of LIS Curricula in Pakistan.
1.2 Objectives of the Study
This study endeavors to analyze and evaluate comprehensively the courses of study being
taught in different library schools of Pakistan. To meet the target, the study is:
a) To identify the systems of teaching and examinations of every library school of
Pakistan
b) To find out the number of courses being taught in a year/semester.
c) To go through the contents of each and every course of all the library schools.
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d) To find out the ratio between the theory and the practical of the technical core
courses
e) To investigate the local market requirements
f) To examine the problems of the working graduates in their profession w.r.t.
curriculum they studied
g) To identify the strengths and weaknesses present (if any) within the curriculum
and courses taught
h) To prepare a model and job-oriented curriculum to be accepted equally by each
library school.
1.3 Scope and Limitation
The study is designed to collect data and information about the curricula being adopted in
nine library schools of Pakistan. The study will focus and cover each and every aspect of
the courses being taught. After going through the courses of studies analytically, a model
curriculum would be prepared to be acceptable at the national level. The research would
be confined to the public sector universities of Pakistan offering library education at
Masters Level.
1.4 Significance
The study in hand is a unique and first ever studies in Pakistan as no similar work has yet
been done in the country. Although much has been written on library education and LIS
curricula in Pakistani universities but no model curriculum for LIS education at graduate
or postgraduate level has so far been designed. This model will be a need-based program
which will fulfill not only the national and international needs but also the local needs of
every library school of the country. The proposed core courses exhibit uniformity and
meet the needs of the profession. The proposed model has been designed after thoroughly
discussing with the experienced professionals the strengths and weaknesses of the
courses offered in near and far past. These professionals are working in different types
and sizes of libraries across Pakistan and have vast experience of librarianship, so their
suggestions are of great worth. The library employers‘ suggestions have also been sought
about the competencies they expect from the library professionals to run the library
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affectively. As the proposed model has been designed in the light of suggestions and
recommendations of all stakeholders, it will be of great importance for the library schools
of Pakistan.
References
Curry, A. (2002).Canadian library and information science education trends and issues.
Education for Information, 18 (4), 325-337.
Mallinson, Vernon. (1981). The Western European idea in education. European journal
of education.16(1), 121-128.
Mangla, P.B (1980). Contents and courses at the postgraduate level. Journal of Library
and Information Science.5(2), 102.
Minishi-Majanja, Mabel K (2007). Integration of ICTs in library and information science
education in Sub-Saharan Africa. World Library and Information Congress: 73rd IFLA
General Conference and Council. 19-23 August, 2007: Durban, South Africa. Available:
http://www.ifla.org/IV/ifla73/index.htm
Ocholla, D.N. (2000). Review and revision of library and information science curriculum
in South Africa University and usage of follow-up study and advancement scanning
methods. Available: http://www.slib.ualberta.ca/cais/2000/ocholla.htm
Shera, Jesse H. (1972).The foundations of education for librarianship. New York: John
Willy.
Singh, Sewa (1986). Reference services in academic libraries in India. New Delhi:
EssEss.
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Chapter-2
CURRICULUM DEVELOPMENT
2.1 Definitions, Meanings and Concepts of Curriculum
In education, the term curriculum (plural: curricula or curriculums) is broadly defined
by Wiles (2009) ―as the totality of student experiences that occur in the educational
process. The term often refers specifically to a planned sequence of instruction, or to a
view of the student's experiences in terms of the educator's or school's instructional
goals‖. In a study, Reys [et al] (2003) refer to ―curriculum as a set of learning goals
articulated across grades that outline the intended mathematics content and process goals
at particular points in time throughout the K–12 school program‖. According to Adam
(2003) ―curriculum may incorporate the planned interaction of pupils with instructional
content, materials, resources, and processes for evaluating the attainment of educational
objectives‖. While enumerating the groups of curriculum point out that ―curriculum is
split into several categories, the explicit, the implicit (including the hidden), the excluded
and the extra-curricular.‖Kelly (2009)
For the standardization of curricula Adams (2003) reveals that ―curricula may be tightly
standardized, or may include a high level of instructor or learner autonomy‖.
Lewis and Miol (1972) defined curriculum as ―a set of intentions about opportunities for
engagement of persons-to-be-educated with other persons and with things (all bearers of
information, processes, techniques, and values) in certain arrangements of time and
space.‖
In the glossary of education reform, ―the term curriculum refers to the lessons and
academic content taught in a school or in a specific course or program. In
dictionaries, curriculum is often defined as the courses offered by a school, but it is rarely
used in such a general sense in schools. Depending on how broadly educators define or
employ the term, curriculum typically refers to the knowledge and skills students are
expected to learn, which includes the learning standards or learning objectives they are
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expected to meet; the units and lessons that teachers teach; the assignments and projects
given to students; the books, materials, videos, presentations, and readings used in a
course; and the tests, assessments, and other methods used to evaluate student learning.
An individual teacher‘s curriculum, for example, would be the specific learning
standards, lessons, assignments, and materials used to organize and teach a particular
course‖(Abbott, 2014).
Another view of the curriculum was stated by Johnson as ―Curriculum is concerned not
with what students will do in the learning situation, but with what they will learn (or be
able to do) as a consequence of what they do. Curriculum is concerned with what results,
not with what happens. And it stands in an anticipatory relationship to the learning
process not in a reportorial relationship, after the tact. It deals with expectations or
intentions, and more specifically, with the learning outcomes intended to be achieved
through instruction, that is through the experiences provided through what happens and
what learners do‖.
It is the curriculum that is faced by the children in their school with the help of their
teachers and includes all the excepted experiences of school. In this view, a curriculum
acts as a tool for the schools in order to achieve its target.
The term curriculum, from a traditional view, is perceived narrowly by few educational
institutions as short courses dealing only with its contents. The following selected
definitions illustrate the concept of curriculum, curriculum theorist complexly uses. The
variety of definitions presented is in the form of quoted examples. According to various
theorists ‗curriculum‘ may be defined as:
―The planned experiences provided by the school to assist the pupils
in attaining the designated learning outcomes to the best of their
abilities‖.
―The planned composite effort of any school to guide pupil learning
towards predetermined learning outcomes‖.
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―The means by which the experience of attempting to put an educational proposal
into practice is made publicly available. It involves both content and method and
in its widest application takes account of the problems of implementation in the
institution of the educational system‖.
―A design of a social group for the educational experiences of their children in
school‖.
―All the learning which is planned and guided by the school, whether it is carried
on in the group or individually, inside the school or outside it‖.
In the course of designing or conceptualizing a curriculum, some basic points should be
taken into consideration. These points include: the main purposes and objectives of the
curriculum, subject matter coverage or course contents, learning outcomes, and
assessment methods.
The research in hand aims to design a model curriculum for standardization so it is
pertinent to understand the meaning of curriculum standardization. The glossary of
education reform explains the term as ―Curriculum standardization: States, districts,
and schools may also try to improve teaching quality and effectiveness by requiring, or
simply encouraging, teachers to use either a standardized curriculum or common
processes for developing curriculum. While the strategies used to promote more
standardized curricula can vary widely from state to state or school to school, the general
goal is to increase teaching quality through greater curricular consistency. School
performance will likely improve, the reasoning goes, if teaching methods and learning
expectations are based on sound principles and consistently applied throughout a state,
district, or school. Curriculum standards may also be created or proposed by influential
educational organizations—such as the National Science Teachers Association or the
National Council of Teachers of Mathematics, for example—with the purpose of guiding
learning expectations and teaching within particular academic disciplines.‖(Abbott, 2004)
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2.2 Curriculum and Syllabus
A differentiation of syllabus and curriculum is present at A UNESCO publication (1970)
entitled ―Preparing Textbook Manuscripts‖ defines;
―The curriculum sets out the subjects to be studied, their order and sequence, and so
ensures some balance between humanities and science and consistency in the study of
subjects, thus facilitating inter-subject links. It follows that the curriculum determines the
amount of school-times allotted to each subject, the aim of teaching each subject, the
pace of the psychomotor domain, which takes time to acquire, and possibly, the
variations between rural and urban school teaching. The curriculum in the schools of
developing countries is often directly related to the requirements for development. The
syllabus determines the basic content of instructions in a given subject and the range of
knowledge and skills which the pupils must acquire and establish in detail the themes and
individual points to be studied in each school year… the syllabus is a refined detail of the
curriculum at a particular stage of learning for a particular subject‖.
Curriculum is very important element of education and educational institution as it is
considered the nucleus of all academic activities. Hence it can be said without any
exaggeration that the academic institutions of any level cannot survive without a
curriculum. Due to the changes that transpire in our surrounding, the curriculum has
become a vibrant activity as it has an important role in formal education. Broadly the
term curriculum indicates the ―total learning experiences of individuals not only in school
but society as well‖ (Bilbao et al., 2008).
2.3 Why Curriculum Development?
The scope of curriculum development is not confined only to an educational institution,
the teachers and the pupils, but encloses the general benefits of society. Alvior (2014)
says, ―In today‘s knowledge economy, curriculum development plays a vital role in
improving the economy of a country. It also provides answers or solutions to the world
are pressing conditions and problems, such as environment, politics, socio-economics,
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and other issues of poverty, climate change, and sustainable development‖. Undoubtedly,
the curriculum development can improve and upgrade the economy of the country. If
universities of a country have state-of-the-art curricular programs that are also in interest
of local or universal market, foreign countries‘ students will get enrolment and it will
have a positive effect on the income of the universities. This additional income can be
used for the up gradation of the faculty, local and foreign scholarships and other
development programs. The financial resources can also be spent on the promotion of
research activities and on other heads like laboratories, libraries, and facilities to all the
stake holders. Alvior (2014) is of belief that with the help of curriculum development,
societal life style can be improved. She further says, ―To develop curriculum, the experts
or specialists should work hand in hand with lawmakers such as senators and
congressmen, the local government officials, governors, mayors, among others. Likewise,
business communities and industries, and other economically-oriented players in society
may be engaged in setting and implementing rules and policies for educational reforms.‖
2.4 Curriculum Development: The Tyler Model
Ralph Tyler developed a model of curriculum in late 1940s, known as The Tyler Model.
No doubt, it is an exemplary model of curriculum development in the scientific approach.
Without any exaggeration, it can be said that either in America or any part of the world,
every qualified or proficient teacher has played a role in betterment of this model by
developing curriculum directly or indirectly. In his contribution towards curriculum,
Tyler expressed his ideas in a book ―Basic principles of curriculum and instruction‖ to
provide his students the concept over principles of how to develop a curriculum. The
brilliance of Tyler‘s model is that it was one of the first models and it was and still is a
highly simple model ―consisting of four steps.
1. Determine the school‘s purposes (objectives)
2. Identify educational experiences related to purpose
3. Organize the experiences
4. Evaluate the purposes‖ (Tyler, 2010)
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The first step is to determine the objectives of the educational institution or a class. It
explains that in for being successful what do must be done by the students. Objectives of
each subject indicate mastery and consistency in objectives is required as per the school‘s
philosophy, which is usually over sighted while curriculum development. For example,
writing essays in an English curriculum satisfies only one objective of that curriculum.
Step two is to develop the ability to learn in the students making them able to achieve
their first step. Such as, in order to write an essay, presentation from a teacher would be a
learning experience. After practicing it over again the student get able to write an essay
representing consistency of experience with objective.
Step three deals with the organization of gained experiences. It must be preferably
identified by the teacher which way to opt for student‘s learning keeping in mind the
needs of students, either teacher‘s demonstration first or random writings of students.
In step four, the evaluation is done of the given objectives. Ability of student over writing
an essay is then analyzed using multiple ways like let the student write the essay without
assistance and if that they are able to write, it shows the achievement of the objective.
Despite difference of opinions, the Tyler model is still considered by many to be the
strongest model for curriculum development.
2.5 Curriculum Development: Process
Teaching and determining what to teach is not a simple job. It is a complex assignment as
it leaves everlasting effects on the generations to come and also on society. So to
formulate and design a curriculum is very sensitive and careful task. Different scholars
and educationists have given their theories about how to develop a curriculum. Kern, a
medical practitioner, has also written a book along with his professional fellows on the
curriculum development, which is a useful reference source for developing a curriculum
of any professional field. He (Kern, [et al] (1998) identifies the following steps for
curriculum development for a professional field:
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Step 1: Problem Identification and General Needs Assessment
"Identification and critical analysis of problem‖
Step 2: Needs Assessment of Targeted Learners
"Assessing the needs of one targeted group of learners..."
Step 3: Goals and objectives
"Once the needs of targeted learners have been identified, goals and objectives for
the curriculum can be written..."
Step 4: Educational Strategies
"Once objectives have been clarified, curriculum content is chosen and
educational methods are selected that will most likely achieve the educational
objectives."
Step 5: Implementation
There are several components:
"procurement of political support for the curriculum
identification and procurement of resources
identification and address of barriers to implementation
introduction of the curriculum...(piloting...)
administration of the curriculum
refinement of the curriculum"
Step 6: Evaluation and Feedback
"It usually is desirable to assess the performance of both individuals (individual
evaluation) and the curriculum (called program evaluation)."
"The purpose of evaluation may be formative (to provide ongoing feedback so
that the learners or curriculum can improve) or summative (to provide a final
"grade" or assessment of the performance of the learner or curriculum").
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Dash (2007) discusses ―curriculum development:
(a) Curriculum should be dynamic to meet the problems of the students. It
should be treated differently.
(b) Curriculum development should be viewed at an ongoing, dynamic
process always is in a state of planned changes.‖
Curriculum helps a student realizing the activities and creates instructional procedures
for sustaining the objectives of educational. Models of curriculum are the components of
instructional design. Learning and instructions became the basis of formulating learning,
teaching and instruction theories. Teaching models are the pillars of theories of teaching.
Teaching theories are expressed by the curriculum models.
Some points should be considered before developing curriculum for any discipline
provided by UNESCO are: ―
1. What does the country/community want to achieve with regard to the personal
development of learners and societal well-being and advancements? And how
well the curriculum reflects that education vision?
2. What are the mechanisms for making the curricula to respond to national
development policies and strategies? Is there evidence that the mechanisms work
effectively?
3. How well are the key/core/cross-cutting competencies identified in the curricula
aligned to education policy goals? Is there evidence that such key competencies
have been at the core of curriculum development?
4. How are education stakeholders (teachers, learners, private sector, civil society)
involved in developing the curriculum vision and appropriate curriculum policies?
Is there evidence of their involvement having made a difference?‖
2.6 Library & Information Science – Curriculum
Tracing the history of libraries and library education in the world, Khurshid (1981)
discusses the status of the non-professional and unskilled librarians who were working in
the same capacity only on the basis of their interest in libraries. About libraries and
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library profession he says that libraries are as old as our recorded history. They existed
over the ages and were equally looked after by librarians who then were selected for the
library jobs because of their scholarship and learning and not for any professional craft
peculiar to the job. It was, however, Gabriel Naude (1600-1653) who could earn
recognition as a librarian on the grounds of his professional ability. It was between 1870
and 1880, however, that the scholar-librarians were supplanted by the librarians who
were professionally skilled in librarianship. At the outset on-the-job training was
available for learning skills; gradually formal training programmes at schools and
libraries began to be offered.
According to Malcles (1973) Ecole National des Chartes (founded 1810) was the first
school of its type to inaugurate formal training in Bibliography (1847) with obvious
emphasis on Archives and other related subjects largely connected with Manuscripts,
Paleography and Bibliophilism, Bibliography by that time had attained the status of a
profession in France and as such was regarded as a science of books, so much so that a
Chair in Bibliography was established in 1869 in the Ecole national des Chartes.
According to Malcles, this programme was divided into three parts. The first part dealt
with principal instruments of information and research including description and
classification of books; the second part covered the characteristics and distinguishing
features of books from antiquity to the 19th century; and, the third part was largely
devoted to the editing of various types of catalogues, library services in terms of their
historic developments and legal basis, etc .
Regarding early education and courses of librarianship, Khurshid (1981) elaborates that
Library Science as a subject but with an accent on Bibliophilism at long last finally found
its way in the curriculum of the University of Gottingen in Germany in 1886. This course
was designed by Karl Franz Otto Diziatko, the famous Director of the University Library
and Professor of Librarianship at the University. The School tended to place emphasis on
auxiliary subjects; so much so that it was only recently that a separate programme for
popular libraries was started to cover areas outside academic limits. At the opening of
Gottingen School, however, the famous Melvil Dewey‘s School at the Columbia
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University was yet to start; it began functioning a year later in 1887 amidst much
opposition since librarians insisted on learning their trade on the job with their own
experiments and experience. Even the Columbia course, much opposed to the Paris and
Gottingen experiments, was restricted to peculiar library work rather than providing or
inculcating any book culture concept whatsoever through its early courses. It was more a
trade school in the academic setting of a university. Great Britain, on the other hand,
although much inclined to join hands with American librarianship, at the turn of the
century, showed great reluctance on the issue of instituting any formal training
programme in librarianship. ―The vacillating attitude‖, according to Harrison (1963) ―was
not due to any important difference between the British and the Americans on what
should constitute the proper courses of study, but rather to the difference to the facilities
available and in the means by which control was to be exercised over the system‖. The
British training, according to Hassel (1955) is a compromise between German and
American Schools.
Tracking the history of library education in Great Britain and other parts of England and
Europe, Khurshid (1981) observes, it took almost 32 years for the London University to
start a post-Bachelor‘s diploma in Librarianship in 1919. By 1935, again, the problem of
professional education in librarianship had attained international recognition as would
appear from the publication of the Role et Formation du Bibliothecaire issued by the
Institute of Intellectual Cooperation in that year. Even so England had to wait for 45 more
years to add another university course in 1964 at the University of Sheffield. The
founding of Graduate Library School at Chicago in 1926 had then begun to orient a
research bias in the library education programme with a view to probing the areas of
philosophical base in librarianship.
Khurshid (1981), with regard to introduction of library education in subcontinent, says
that much earlier than the developments in England, a landmark was achieved in 1915 in
South Asia, then a colony under the British Empire, when an American librarian, Asa
Don Dickinson was commissioned to organize the Punjab University Library and, more
importantly, to teach modern library methods to the librarians of the Punjab province. A
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one-academic year Certificate Course in Librarianship was started by Dickinson in the
autumn of 1915 which lasted until May 1916. This was a graduate course but non-
graduate librarians including non-matriculates were also admitted to the class. This
course was divided into two parts; the first part dealt with theoretical instruction and the
second part covered, during the period from January to May 1916, consisted of carefully
supervised practical work in the Punjab University Library. This was the first university
course of its kind in the then British empire; the London University Diploma Course in
Librarianship and Archives was started 4 years after the establishment of the Lahore
School.
The course, according to Khurshid (1969), designed by Dickinson was not in any way
different from that to which he had oriented himself at the Dewey‘s School at Albany.
The course, however, was suspended when Dickinson left India in 1916. It was restarted
in 1918. In 1921, his pupil, Lala-Labhu Ram, who was directing the class of that year as
Assistant Librarian of the Punjab University, enlarged the syllabus to include 72 lectures
instead of 22 as originally designed by Dickinson. In the second half of the term, these
‗Technical Lectures‘, as they were called, were delivered by specialists and included such
subjects as: Linguistic Survey of India; Copyright Laws of England and India; Milestones
of English Literature; Source-materials on Provincial Histories of India; Anglo-Indian
Literature; Oriental Bibliography; Library Building and Equipment; and Open Access,
etc. In 1925, to this list of subjects Contemporary European Literature; Place of Fiction in
Public Libraries; Pamphlet Literature; Special Literature; Comparative Classification; and
Government Documents, etc. were added. In 1928, admission was restricted to graduates
only and in 1933, the study of either German or French language was made compulsory.
These changes were made largely at the instance of the famous orientalist, A.C. Woolner,
an Englishman, was then the Honorary Librarian of the University.
―LIS education is widely capable of accepting new information and communication
technologies (ICTs). To meet the complex information needs of end-users, a new group
of information professionals has to be educated; and to educate new information
professionals, new technologies should be manipulated in the process of
(20)
education‖.(Mortezaie & Naghshineh, 2002). Before taking advantage of technologies it
is important to consider certain factors. The first is to familiarize the members of faculty
from advancements in areas of technology. Hence it became a factor to develop urge of
continued education in them. Secondly, New ICT equipment must be provided to
departmental laboratories.
According to Weeler (1967) ―the curriculum process consists of five phases:
1) The selection of aims, goals and objectives
2) The selection of learning experiences calculated to help in the attainment of these
aims, goals and objectives.
3) The selection of content (subject matter) through which certain types of
experience may be offered.
4) The organization and integration of learning experiences and content with respect
to the teaching learning process within school and classroom.
5) Evaluation of the effectiveness of all aspects of phases 2, 3 and 4 in attaining the
goals detailed in phase.‖
From the view point of the time and operations involved, the given phases may be
considered separately and sequential. These are related and connected to one another and
made together to create a loop such that the first phase got affected from the last one. Due
to the logical connection between phases, attempt made preceding phase to acquire
results in one phase. Besides the temporal and logical relations there are certain more
connections between the phases.
2.7 LIS Curriculum Development
From past two decades, numerous transformations and diversity specifically in ICTs and
internet is faced by the LIS discipline. Naturally the education of LIS professionals
influenced and molded from these changes. (Chu, 2010). The curriculum and academic
policies must have shown a reflection of the swift changes in them. (Rehman, 2008). For
this discussions have been made over the issues such as needed skills and knowledge in
LIS graduates, administration of LIS programmes, changes in curriculum and Teaching
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subjects. (Xu, 2003).Technology and the information society has provided a continuous
diversity in the nature of LIS educational curricula.(Mammo, 2007). Over all, Curriculum
of any educational programme needs continuous advancement to meet the growing needs
of their profession (Edzan and Abrizah, 2003).
From recent years few LIS schools are noticed training through the electronic mode. One
of the good example is American Library Association (ALA) as cited in Marek (2009)
that among the 62 LIS graduate schools(ALA-accredited) almost 41 LIS schools are
offering few online programmes, the rest of the schools (14) are solely serving with
online programmes, making a percent of 89 ALA-accredited schools providing online
education.
Moreover, it was discussed by new researches and reports that contents of curriculum as
well as faculty, department names and names of programmes offered are rapidly and
globally changed by LIS schools. (Jamaludin, Hussain & Wan Mokhtar, (2006); Ameen,
2007;Rehman, 2003). Even new course like knowledge management, web design and
development, digital libraries and human-computer interaction, are becoming a part of
LIS schools 'curricula. (Xu, 2003; Chu, 2010).
2.8 Trends and Issues
It is still impossible to identify some regional trends, as LIS education appears to be
moving in the same general direction due to increasing globalization, advances in
information and communication technologies, the growth of the World Wide Web, and
the influence of LIS developments in the U.S., U.K. and Australia. These three countries
continue to educate a significant number of Asian librarians and library educators, and
publish the bulk of LIS literature.
Based on the country reports of LIS educators from five Southeast and East Asian
countries in 2003 and 2004, Miwa (2006) ―identified the following trends in LIS
education in the region:
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(a) elimination of the word ―library‖ from the names of LIS programs in order to attract
students
(b) shift in the educational level from undergraduate to graduate
(c) changes in core subject areas from an emphasis on manual-based collection
development to ICT-based information/knowledge management
(d) depreciation of LIS education for school librarians (except in Thailand)
(e) decreasing opportunities for new employment in library markets due to over
production of LIS graduates and economic recession
(f) low interest among well-educated graduates in seeking employment opportunities in
the public library market, which is characterized as offering relatively low social status
and wage levels compared to national and academic libraries
(g) lack of understanding among employers in accepting LIS graduates as capable
knowledge workers
(h) increase in the number of faculty with doctoral degrees, who prefer to teach cutting-
edge courses rather than traditional library oriented courses.‖
LIS schools are struggling with the following issues in the curriculum:
(a) defining the Information field and determining the core competencies
(b) rapid development in information-communication technology, especially Web and
mobile technologies, and their implications for the LIS profession and LIS education
(c) determining what new competencies are needed in libraries as well as corporate
environments
(d) determining how to impart these new competencies to LIS graduates and what
resources are needed.
The KALIPER Report (2000) has identified six trends in LIS education that have been
extensively cited, reviewed, and debated in the literature. ―These are as follows:
a. In addition to libraries as institutions and library-specific operations, library and
information science (LIS) curricula are addressing broad-based information environments
and information problems.
(23)
b. While LIS curricula continue to incorporate perspectives from other disciplines, a
distinct core has taken shape that is predominantly user-centered.
c. LIS schools and programs are increasing the investment and infusion of information
technology into their curricula.
d. LIS schools and programs are experimenting with the structure of specialization within
the curriculum.
e. LIS schools and programs are offering instruction in different formats to provide
students with more flexibility.
f. LIS schools and programs are expanding their curricula by offering related degrees at
the undergraduate, master‘s, and doctoral levels.‖ (Rehman, 2016)
An influential study was conducted by TFPL (1999) in UK simultaneously with
KALIPER project. This study was keen at determining the skills informational
professionals must carry in such revolutionary digital environment. The study also
identified that development and prosperous changes in LIS profession had created
significant affect on the professional‘s capacity and chances for them in past decade. A
significant opportunity to LIS professionals is provided through knowledge management,
which could be realized only when there is understanding of the foundations on which an
organization based upon and the role LIS professional play as companions with other
stake holders.
2.9 Competencies required in LIS Professionals:
2.9.1 Competencies prescribed by SLA:
The revised version of the SLA competencies was approved by its Board of Directors
in June 2003. These competencies are defined in professional and personal categories.
Professional competencies are related to the practitioner's knowledge of information
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resources, access, technology and management, and the ability to use this knowledge
as a basis for providing the highest quality information services. These include the
following four major competencies, each augmented with specific skills, defined in
the SLA document (Special Libraries Association, 2003)
A. Managing Information Organizations
B. Managing Information Resources
C. Managing Information Services
D. Applying Information Tools and Technologies
The personal competencies are those enabling the practitioners to perform
efficiently and in a positive manner at their work place, with clients and in
profession. These competencies are a group of approaches, abilities and worth
ranging from neutral positivity of practitioners in every situation, the powerful
communicators expressing the value-addition of their contributions.
2.9.2 Competencies prescribed by ALA:
The ALA had initiated definition of core competencies in 1999. The draft was
presented to a number of committees and conferences for review. In 2005, the
exercise resulted in a document that outlined core competencies. McKinney (2006)
used these statements for examining the curricula of accredited, accreditation-
candidates, and pre-candidates among LIS schools. The core competencies were
defined as follows:
a. Professional ethics
b. Resource building
c. Knowledge organization
d. Technological knowledge
e. Knowledge dissemination: service
f. Knowledge accumulation: education and life-long learning
g. Knowledge inquiry: research
h. Institution management
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It is acknowledgeable that even with the increasing diversity in nature of scholarship and
higher education, libraries present today having more complex challenges, which were
not faced by libraries of 20 years before, deserves appreciation for their resources and
imaginativeness that meet those challenging tasks.
Wilder (2007) is of the view that the changes in staff has provided an outcome in
improved libraries. Keeping in view the capacity and the core of the non-traditional
category of practitioners is increased yet, library administrators would do well to
think about the traditional expertise in their ranks- expertise that in many respects,
responds to timeless values that lie at the heart of our profession.
2.10 Suggestions and Guidelines for the Curriculum
2.10.1 ALA’s proposed Curriculum:
Based on ALA core and other guidelines,
―The following foundation curriculum is proposed.
(a) Information/knowledge organization
(b) Professional ethics, policy issues
(c) Information behavior; use and user
(d) Managing Information Resources
(e) Managing Information Services
(f) Applying Information Tools and Technologies
(g) Research and inquiry capabilities
(h) Management of information organizations‖
2.10.2 IFLA’s Guidelines
―The International Federation of Library Associations and Institutions IFLA
(2012) have recommended that the core courses in the LIS curriculum should
consist of:
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a. The Information Environment, Societal impacts of the information
society, Information Policy and Ethics, the History of the Field
b. Information Generation, Communication and Use
c. Assessing Information Needs and Designing Responsive Services
d. The Information Transfer Process
e. Information Resource Management to include Organization, Processing, Retrieval,
Preservation and Conservation of Information in its various presentations and
formats
f. Research, Analysis and Interpretation of Information
g. Applications of Information and Communication Technologies to all facets of
Library and Information Products and Services
h. Knowledge Management
i. Quantitative and Qualitative Evaluation of Outcomes of Information and Library
Use
j. Management of Information Agencies
k. Awareness of Indigenous Knowledge Paradigms.‖
2.11 Objectives
The curriculum shall consist of a unified series of courses and other educational
experiences based on the programme's goals and objectives. It should provide students
with a theoretical framework for research and practice in the library/information field.
Opportunities to gain and demonstrate professional competencies should be a part of
the educational programme. An awareness of professional concerns should permeate
the programme.
2.12 Principles
2.12.1 Public document
The curriculum should be stated clearly in a publicly available formaldocument,
describing the aims, prerequisites, content, learning outcomes, and assessment methods
for each course within the programme.
(27)
2.12.2 Breadth of General Education
Students should acquire a broad general education (topics from other disciplines) as a
significant component of the total educational programme for the library/information
professional.
2.12.3 Core Library/Information Coursework
Programmes should refer to educational policy statements issued by government or
professional associations that identify important knowledge and skill components.
2.12.4 Practicum, Internship or Fieldwork
The programme should incorporate appropriate means to allow students, in a practical
way, to appreciate the interplay between professional theories and their application in
professional practice. Depending on the required learning outcomes it can also include
applied project research and/or projects that involve authentic practical activities,
undertaken in a placement environment.
2.12.5 Transferable Skills
Methods of teaching and assessment should be designed to develop or enhance students'
interpersonal communication skills, ability to work in teams, and time and task
management skills. At the professional level, emphasis should be placed on developing
students' analytical and problem-solving skills.
2.12.6 Teaching Methods
Where distance and online learning methods are used, the content of the curriculum
and quality of the education experience should be comparable to those experiences
offered on site. Documentation regarding such offerings should clearly state the
technology requirements of such students.
2.12.7 Continuing Education
In order to assist practicing librarians and information specialists to maintain competence
in a changing society and to keep educators aware of issues and trends in practice, the
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programme should either conduct suitable workshops and short courses for the benefit of
practicing librarians and information specialists or partner with other agencies in doing
so.
2.12.8 Regular Review of Curriculum
A process of formal curriculum review should take place on a regular basis. This review
should be informed by input from employers, practitioners and professional
associations, as well as students and faculty and will be overseen by the IFLA Standards
Committee.
Hence it is concluded that a curriculum is a set of learning goals, planned sequence of
instructions, lectures and intellectual contents teaching in an academic institution or in
specifically in a program. It is an outline of the educations or abilities expected from a
student to learn.
From the above discussion, it can easily be resolved that the curriculum includes
academic philosophy, standards, objectives, administrative organization, materials,
teaching strategies, student experiences and assessment and learning outcomes. So for
curriculum development process, the following three main components may be taken into
consideration:
1. Programme of Studies
2. Programme of Activities
3. Programme of Guidance
After consideration of these main components, the following steps were taken to develop
the curriculum:
1. Determine the educational objectives: these objectives are directly
related to the human life and its necessities. Besides, the objectives
were organized keeping in view the political, social and economic
development needs of the country.
(29)
2. Identify educational experiences related to objectives: objectives
were determined considering different educational levels, different
subjects, activities, experiences, and academic atmosphere.
3. Organize the experiences: the market needs were prioritized and
organized in systematic order to incorporate in the curriculum
4. Annexation of reading material and textbooks: the textbooks and
other aiding material was also identified to be recommended
5. Evaluate the purposes: the analysis and evaluation of the curriculum
through feedback of all the concerned
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Chapter-3
LIBRARY EDUCATION
3.1 Library Education – Historical Perspective, Current Trends
Library education or Library Science education is not an old terminology as compared to
education in other fields or disciplines of knowledge. It has a history of almost 130 years
when this discipline was introduced in the University of Germany and later in USA and
other American and European countries. Till 19th century, academic librarians were
usually scholars, serving as Professor in university and possessed keen interest towards
library. No training was provided to the librarian, besides; it was expected from new
librarians to serve similarly as previous ones. Similar patterns were practiced by few
librarians, while others were apprenticed under the supervision of established librarians.
3.2 Library School
The term library school is used for an academic institution imparting professional
education and training in the field of librarianship. ―Like business school, law school,
media school, a library school is an institution of higher learning specializing in the
professional training of librarians. The first library school in the United States was
established by Melvil Dewey (the originator of the Dewey Decimal Classification
System) in 1887 at Columbia University.‖ (White, 1961).―Since then many library
schools have been founded in the United States and Canada.‖(Churchwell, 1975).
Founding library schools at Barcelona (presently as Universitat de Barcelona) and
Leipzig (Europe‘s oldest school of library) became the basis of development in other
countries in 1915.In between the period of World War II many other library schools were
formed. The first library school of awarding a master‘s degree was University of Chicago
Graduate Library School and even became the first to confer doctoral degree in this
discipline, which now carries the status of standard professional degree. University of
Illinois, Urbana-Champaign and University of North Carolina, Chapel Hill were among
the other highlighted library schools of America.
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In North America many library schools offer only graduate programs with the
accreditation of ALA (American Library Association). The Library Science‘s bachelor‘s
degree (formerly Library Economics) got weed out long time ago. Students of Library
Science in North America secure master's degree, usually with the name of the Master of
Library and Information Science (MLIS) or Master of Library Science (MLS). This
degree permits to serve as librarian in academic and public libraries, special libraries and
school library media centers, other individual credited by MLS exercise their skills with
dominant library vendors. This degree also provides platform for sectors such as
publishing, printing and broadcasting.
Library Science‘s Master programs are structured in such a manner so as to propose a
merger of competent courses required in library science as well as in information science.
The courses requisite major attention on foundation skills including: reference,
cataloging, collection development and also relevant aspects: like the philosophy over
which this profession is based, information management and information technology.
Optional courses includes: Genealogy, information management, archives and children‘s
literature, also some special courses with respect to particular types of libraries.
Over the past years, a trend is seen at library schools moderating their names reflecting
transformation into electronic media from print version, and for information incorporated
beyond the boundaries of conventional traditional libraries. Pursuing names as schools of
library and information science (abbreviated to "SLIS", and so calling "SLISters" to the
students), although some have eliminated the term "library" on the whole.
3.3 Library Education
Many library managers and administrators believe that the purpose of library education is
―to produce qualified staff for their libraries who will be competent to step into a
professional post and perform the duties assigned to them, with only the minimum
amount of in-service training being necessary.‖(Bramley, 1975).This point of view is,
however, vigorously opposed by library educationists, who argue that library schools
should concentrate on ‗educating‘ their students and leave it to the libraries themselves to
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train the students in the techniques of librarianship. Thus Dr. Lester Asheim has argued
that in any programme relating to the function of the library as an intermediary between
recorded information and the user who has need of it, the emphasis ―should be upon the
function of information in a society, rather than upon the characteristics of ten or twenty-
five or fifty major reference tools… Instead of learning the specific features of particular
reference sources or how to assign classification numbers, I would suggest that the
beginning students first learn something of the purpose for which these tools and devices
were designed.‖ (Asheim, 1977). However, it must be pointed out that while Dr. Asheim
stresses that theory should precede practice, and that library education programmes
should concentrate on principles and theory rather than on practical skills, he does not
entirely reject the need for practice. He points out that professional knowledge consists of
following three elements:
―1. An underlying discipline or basic science component upon which the practice
rests or from which it developed.
2. An applied science or ‗engineering‘ component from which many of the day-to-
day diagnostic procedures and problem solutions are derived.
3. A skills and attitudinal component that concerns the actual performance of
services to the client, using the underlying basic and applied knowledge.‖
(Asheim, 1977, p. 136)
Thus, according to Dr. Asheim, the proper way to go about imparting professional
knowledge would be to first introduce the underlying principles; then to introduce the
practice and the skills.
As far as the library education is concerned, in the past it had not been treated as a subject
but was regarded as a job-oriented technical education. It was considered, some 125 years
ago, that to work in a library, some basic knowledge of selection, acquisition and
organization of material and providing readers‘ services was enough and all that could be
learnt through some informal training. Even in the universities of most developed
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countries like America, it took a long time to introduce library science as a subject taught
at Master‘s level.
Library Science as a subject found its way in the curriculum of the University of
Gottingen in Germany in 1886. This course was designed by Karl Franz Otto Diziatko,
the famous Director of the University Library and Professor of Librarianship at the
University. At the opening of Gottingen School, however, the famous Melvil Dewey‘s
School at the Columbia University was yet to start; it began functioning a year later in
1887. The London University started post-Bachelor‘s diploma in Librarianship in 1919.
For centuries, libraries are a significant component of the world including South Asia.
Large libraries that flourished in India between fifth and seventh century were the
libraries of Nalanda and the University of Taxila respectively. They have left an
unforgettable impression on the history of development of libraries. The ancient libraries
in subcontinent have number of manuscripts, books and numerous different materials for
the prosperity of Asian scholars and users.
3.4 Library Education in Sub-Continent
The history of library education in united India (including today‘s Pakistan) begins from
Baroda state in 1911. Through the struggles of Maharaja Sayajrao III, Gaekwar of Baroda
(1862-1939) library schools were introduced. He was a library supporter and promoter, a
civilized and educationalist ruler. (Nagar,1983). He called and welcomed ―William
Alanson Borden, a leading American librarian, who had been a pupil-assistant of Charles
Ammi Cutter at the Boston Athenaeum and a lecturer-associate of Melvil Dewey at
Columbia University‘s School of Library Economy.‖ (Nagar,1983).It was realm of
Borden to organize a system of public library that would be free of all charges in Baroda
state. He visualized that the scenario requires a professional librarian. He instructed the
people of first class present in the Baroda Central Library.
The ―Report on Public Instruction‖ for the year 1910-1911 claimed about the first class
that ―nowhere in India has there been up to now a single library class attached to any of
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the libraries where young men and women could be trained in the most up-to-date
requirements of Library Economy.‖ (Report on Public Instruction, quoted in Nagar,
Foundation of Library Movement in India. p. 69.). Another effort towards introduction a
two-year graduate library program at Baroda College was made in 1912 but this program
could not be materialized.
Asa Don Dickinson was another American academic library pioneer in British India who
was invited by the University of the Punjab in Lahore for a year during 1915-16 ―to
organize its library on modern American lines.‖ [Dr] Khurshid (1970) wrote ―Some of
the developments emanating from British rule significantly differed from the practice
then existing in Great Britain itself. For example, the Commission of Asa Don Dickinson
in 1915 specifically required him to organize the library-training class of Punjab
University at Lahore. Such attaining did not exist at all in any British universities at that
time. The Calcutta University Commission Report (1917-19) on the other hand, stressed
the need for appointing a trained librarian with the status and rank of a professor at
Calcutta University. Even this practice was uncommon in British universities where
preference for such an appointment was given to those with academic qualifications.‖
The significant change of American influence at the Punjab University during 1913
occurred due to the appointment of Professor James C.R. Ewing as the vice chancellor of
the University of the Punjab (1910-17). He was an American citizen and had been
educated in the United States. As the vice chancellor, he submitted some proposals to the
syndicate of the university to allocate ―a sum of Rs. 65000 provided by the Government
of India for the improvement of the functioning of the University.‖ (Anwar, 1990)
Recruitment of a professional librarian to completely organize the library and to teach
young class for library procedures was suggested by Ewing. His suggestion was
implemented in selecting Dickinson for the position of a temporary university librarian.
Dickinson had ―received a year‘s training under Melvil Dewey in the New York State
Library. Subsequently, he had 10 years varied experience in library work including 3
years in the Brooklyn Public Library and 3 years in the Washington State College
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Library.‖ (ibid). At that time training in librarianship was not available in the British
universities. Describing the status of the university librarian in 1915, Anwar wrote,
―Dickinson was the first highly educated and professionally trained individual to be
appointed as the university librarian in any of the universities in British India. One could
extend this exceptional development to most of the British Empire including Great
Britain and the British colonies in Asia and Africa.‖ (ibid). The curriculum introduced by
Dickinson covered basic subjects including decimal classification, cataloguing rules, list
of subject headings, dictionary catalogue, and open shelves. The syllabus was enlarged in
1921 by Labhu Ram, a student of Dickinson and the assistant librarian of the University
of the Punjab, to include seventy-two lectures instead of the original twenty-five. In 1921,
the subjects used to be taught included: 1) foreign languages 2) linguistic survey of India
3) basic selection 4) law of copyright in England and India 5) a survey from Tennyson to
Bernard Shaw 6) sources of provincial histories of India 7) oriental bibliography 8)
milestones of English literatures 9) library buildings, their designs and equipment 10)
Anglo-Indian literatures, and 11) open access and technical libraries. (Khurshid,
1970).Dickinson also wrote a book on library science ―The Punjab Library Primer‖ in
1916 in which he described the expansions of Dewey numbers to meet local needs in
India as follows: ―The Indian librarian will feel the need for further expansions of the
‗D.C.‘ in some fields…. The Punjab University Library has in manuscript the elaboration
of 290 (Ethnic and other religions) and 495 (Eastern Asiatic languages), which will
probably appear in later editions; and has worked out its own expansions of 891.2
(Sanskrit literature) and 954 (History of India).‖ (Anwar, 1990).
Asa Don Dickinson, through his library school at Punjab University, produced a number
of competent and bright students who worked a lot for the betterment of librarianship in
the subcontinent. A well-repute journal acknowledged the contribution of Dickinson in
library education in India by quoting ―Although Dickinson worked in Lahore only for a
year, his students and the alumni of his library school established themselves all over
India and became leaders in their respective regions, some achieving all India fame. For
example, Khan Bahadur K.M. Asadullah was an able student of Dickinson. He worked in
Punjab for some years and then served as the Librarian of the Imperial Library in
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Calcutta from 1930 to 1947. He made significant contribution to the cause of the library
movement in India.‖ (Dickinson, 1991)
Bansal and Tikku, on the beginning of library science education in Punjab wrote,
―Outside the USA, Punjab University (at Lahore) was the first in the world that
introduced a regular training course for librarians at the degree level from as early as
1915.‖ (Bansal, 1983), quoted in Patel and Kumar (Patel, 2004).
The credit for being the first beginner of library education at the University of the Punjab
goes to two American leaders, Dickinson and Ewing. The beginning of library science
education in the University of the Punjab, which is not only attributed to be the first of
India even ―in the East because the other formal library school founded in the East was
around 1920 at Boon University in China.‖ (Anwar, 1990).
In 1920 a library school was started by Andhra Desa Library Association. The duration of
the course was only for one month. Multiple scholars delivered the speech on various
aspects in Telugu literature, social work, the history of Andhra, economics, and the
library movement. Thus the course was more oriented to the training of social workers
than to that of librarians. However, in 1934 the syllabus was modified to entail additional
areas of knowledge relating to library work.
In 1925, S. R. Ranganathan returned from London, after completing his training in
librarianship, to take up the position of librarian of Madras University. He was impressed
and inspired by what he observed in England of the potentialities of efficient library
service for the public good. He applied the scientific method to solve library
problems.(Neelameghan, 1997). Ranganathan explored his ideas in a series of lectures to
an audience of about a thousand teachers who had assembled to attend the conference of
the South Indian Teachers Union in 1929. This was followed up by the Madras Library
Association starting an advance certificate course, an annual summer school of
librarianship by Ranganathan. The course was of three months‘ duration, and subjects of
the lectures included laws of library science, classification, cataloguing, issue methods,
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and library routine. In 1931, the University of Madras took hold of this school. In 1937,
the three-month training course was upgraded to a one-year full-time postgraduate
course, leading to a diploma in library science. Madras University became the first
university in India to offer a postgraduate diploma in library science. In 1935, Andhra
University initiated a diploma course.
At the same period i.e. in 1935, K. M. Asadullah, the student of Dickinson, started a full-
time diploma course in librarianship in the Imperial Library (presently, the National
Library-India), Calcutta. This course was based on the pattern of the Punjab Library
School. There was cooperation between the University of the Punjab and the Imperial
Library in conducting classes on alternate years (however, the course was offered every
year between 1944 and 1946). The course was discontinued after the partition of the
subcontinent in 1947.
The Bengal Library Association started a certificate course in librarianship in 1937. The
example of the Bengal Library Association was followed by the Bombay Library
Association, the Delhi Library Association, the Mysore Library Association, and other
library associations in India.
The other university library schools who followed the example of the Madras Library
School were the Banaras Library School, 1941; the Bombay Library School, 1944; the
Calcutta Library School, 1946; and the Delhi Library School, 1947. It is evident from the
foregoing that in the year of independence (1947), five university library schools were
offering courses leading to the post-bachelor‘s degree in library science. The library
school at Bombay offered an undergraduate diploma. (Patel, 2004).
In the present times, the importance of libraries and librarians has assumed high priority.
In the West, the opportunity in business community, suggest a boost in professional
status of Library and Information Science. Separate distinct positions of library
professionals in corporate and business libraries are created under some attractive titles
like Information Manager, Chief Information Officer or Knowledge Officer. However the
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success of the information is dependent upon the selection and analysis of information
that satisfies the requirement of the organization. Here the effectiveness of Library and
Information Science could play its important role. The skills of the librarians here can
help the employees save valuable time on activities, such as Internet surfing, information
access and acquisition of previous information on the subject. Realizing the value of
Library & Information Science, many universities in almost every country are offering it
as a part of their curricula.
The factors incorporating the advancement, organization, assembling and dissemination
of information of world of informational and knowledge based institutions like book and
publishing industry, media and other information sectors are quite diverse in nature.
Today, positions offered by information industry are providing a supportive platform to
stabilize the status of profession and encouraging social value of professionals. Now the
LIS professionals have a definite part to play in preparing subject-specific, commercial
and public web services.
The LIS learners should not restrict their growth of knowledge in the domain of research,
public and school libraries but learn to take into account various demands and
requirements of users that originate library services. It will help in finding new aspects
for library education transforming from the existing physical form of information and
organizational structures. It is very important for the professionals today to have faith in
themselves along with professional knowledge of information processes, promotions and
marketing.
Time is not very far when LIS programs would evolve from educating traditional
librarians to producing specialists employable in the vast information sector comprising
publishers, press agencies, multimedia market, bookstores, archives, information
services. But all this would only be possible when the curricula for the subject is so
designed that is comprehensive and comparable globally in all respect and understand the
needs of the market and the field and that it be reviewed and updated regularly.
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3.5 Present Scenario in Pakistan
The education of library and information science at postgraduate level is being offered by
nine public sector universities of Pakistan. The following Table 3.1elaborates the status
of all these library schools.
Table 3.1 : Overview of Public Sector Universities of Pakistan offering LIS
S.# Name of University Faculty Department LibSc./LIS
Program
Started in
Title of
Post-
graduate
Degree(s)
1. University of
Karachi, Karachi
(founded in 1951)
Social
Science
Library and
Information
Science
1956 BLIS
MLIS
M.Phil./Ph.D.
2. University of The
Punjab, Lahore
(founded in 1882)
Economics &
Management
Sciences
Information
Management
1915*
1959
MLIS
M.Phil./Ph.D.
3. University of
Peshawar, Peshawar
(founded in 1950)
Management
&
Information
Sciences
Library and
Information
Science
1962 MA (LIS)
4. University of
Sindh, Jamshoro
(founded in 1947**)
Social
Science
Library&
Information
Science
&Archives
Studies
1965 ***
1970
BS (LIS)
5. University of
Baluchistan, Quetta
(founded in 1970)
Management
Sciences,
Business
&IT
Library and
Information
Science
1981 MA (LIS)
6. Islamia University
Bahawalpur
(founded in 1975)
Arts Library and
Information
Science
1982-83 BS
MLIS
MS
7. Allama Iqbal Open
University, Islamabad
(founded in 1974)
Social
Sciences &
Humanities
Library and
Information
Science
1985****
2001****
MLIS
8. University of
Sargodha, Sargodha
(founded in 2002)
Arts and Law Library and
Information
Science
2010 BS
MLIS
M.Phil./Ph.D.
9.
Khushal Khan
Khattak
University, Karak
(founded in 2012)
No separate
Faculty
Library and
Information
Science
2015 BS
MLIS
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* Short Certificate course started in 1915, Postgraduate program was started in 1959.
** At the time of establishment, the University was an examining and degree awarding body, but later on,
in 1951, it got the status of an academic and research institution.
*** The Department was established in 1965 with certificate course, but postgraduate program in Library
Science was started in 1970.
****The Library Science program was started in 1985 with an undergraduate short certificate course in
Library Science but a regular on-campus Department was established in 2001.
Besides the above nine public sector universities of Pakistan, Bahauddin Zakariya
University, Multan had also started postgraduate program in Library & Information
Science in 2004, but after four years i.e. in 2008 the program was shelved due to some
administrative reasons. Till now this program is suspended. This university had adopted
the same scheme of studies being practiced by the University of Punjab.
Two universities in private sector; Minhaj University, Lahore and Sarhad University of
Science and Technology, Peshawar have also been offering the MLIS program since
2014 but as this research is confined to only public sector universities of Pakistan so they
have not been included in the study.
3.5.1 University of Karachi, Karachi
University of Karachi is the oldest university (after partition in 1947) offering programs
in Library Science. At the time of establishment of Pakistan, the professional training
facilities for librarians were very insufficient but immediately after Independence, with
the cooperation of local library associations and organizations, a few short-term courses
were initiated. All these training courses of very short duration were deficient to fulfill
the information and training needs of the staff of libraries associated with the academic,
research, and government organizations and institutions of an independent country. So it
was badly felt that the standard of library science education in the country be improved
and such programs at university level be started. (Dr.) Abdul Moid (the then librarian of
the central library of University of Karachi), for the very first time, realized this need. In
1955, he presented a detailed description for the postgraduate library education in
University of Karachi in his M.A thesis which was submitted in Michigan University,
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USA. On return from United States, Abdul Moid continued his endeavors and ultimately,
with the personal interest and cooperation of Dr. Mehmud Husain (the then Dean, Faculty
of Arts, University of Karachi), who also became the Vice Chancellor of the varsity later
on, the very first library school of the country to impart postgraduate diploma course was
founded on 10th August 1956. (Sabzwari, 1987). The one-year postgraduate diploma
program continued from 1956 to 1961 and it was upgraded in 1962 when a Masters
program in Library Science was started.
There are 13 courses of studies at BLIS level to be completed in 2 semesters (i.e. 6
courses in 1st semester and 7 courses in 2nd semester). All of these courses are
compulsory and there is no choice of option. These courses are enumerated in Appendix
(A).
3.5.2 University of Peshawar, Peshawar
University of Peshawar was established on 30th October 1950 whereas the varsity‘s
central library was inaugurated in 1951.Academic faculties and libraries needed trained
library scientists, who could manage and establish the departmental libraries. For this
purpose Department of Library and Information Science was established in 1962. It
initially started postgraduate diploma course (DLIS), on part-time basis. In spite of lack
of funds, teaching faculty, building, etc, the Master's Degree programme in Library and
Information Science was started in 1983-84.The department offers two-year Masters
Programme in LIS including MA (Previous) and MA (Final). The University is practicing
the annual system and 12 courses in all (6 in each year) have to be qualified by the
students for the fulfillment of Master‘s degree. Detail of the courses is given in Appendix
(A).
3.5.3 Islamia University, Bahawalpur
Islamia University began as Jamia Abbasia, a religious University established in
Bahawalpur in 1925, following the academic pursuits of Al-Azhar University in Egypt. In
1975, Jamia Abbasia was declared as a general University, and renamed as The Islamia
University of Bahawalpur.
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The Department of Library and Information Science, Islamia University Bahawalpur was
established in the year 1983 to impart library education at post-graduate level (2-year
MLIS). The objective was to provide opportunity for library education and training at
university level to the students of Southern Punjab where no library school existed at that
time. This program focuses on providing expertise in the field of library and information
science and to identify and solve the problems of library operations in Pakistan.
The Department started evening classes from the academic year 2004 in order to benefit
the working librarians of this region. Since 2007, it has also been offering two more
programs namely, 4-year BS (Hons) and 1-year MS program. Study tour of the students
of final semesters of all programs, to various academic libraries is also a part of the
scheme of studies. The Department has so far produced a great number of graduates who
are serving as chief executives, teachers and librarians within the country as well as
abroad including USA, UK, Canada, Saudi Arabia and UAE.
Although the Department is offering 4-year BS and 2-year MLIS programmes but the
study in-hand is confined to analyze the courses being offered at postgraduate (Masters)
level so the courses being taught at the same level are enumerated in the Appendix (A).
3.5.4 University of the Punjab
Established in 1882 at Lahore, the University of the Punjab is the oldest seat of higher
learning in Pakistan (pre-partition). It was the first to be established in the sub-continent
in Muslim majority area. A certificate course in librarianship was offered in 1915 by an
American librarian, Asa Don Dickinson. This program remained suspended for a long
time and in the meantime, Pakistan came into being in 1947. The program was revived as
a postgraduate diploma in 1959 which was raised to the level of Masters program in
1974. A Ph.D. program was started in 1999 and a regular course-based M.Phil. leading to
Ph.D. program, fulfilling the requirements of HEC, was initiated in 2005. To cater to the
needs of varied situations, and government and non-government organizations, the
nomenclature of the Department was changed from ‗Library and Information Science‘ to
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‗Information Management‘ (IM) in 2014. The courses taught in all four semesters of
M.A. are enumerated in Appendix (A).
3.5.5 University of Sindh
The University of Sindh was constituted in Karachi under the University of Sindh Act.
No. XVII of 1947 passed by the Legislative Assembly of Sindh. From 1947 to 1951 the
University functioned solely as an examining body. However, after its relocation in
Hyderabad in 1951, it started functioning as a teaching university in pursuit of fulfillment
of its charter and mission to disseminate knowledge.
The Department of Library and Information Science and Archive Studies was established
in 1965, beginning with Certificate Courses and later Diploma Courses in the discipline
of Library Science at undergraduate level. The Postgraduate Diploma in Library Science
(PGDLS) was started from 1970-71, and ultimately M.A. in Library & Information
Science program was introduced. The department and the programs were accordingly
renamed as ―Department of Library & Information Science & Archive Studies‖ and
―PGD-LIS & MLIS‖ respectively. The two programs continued till the end of 2013
session and thereafter, the BS (4-Year) Program in Library and Information Science was
introduced from the Academic Session 2014. The department also offers M.Phil. & Ph.D.
programs in Library and Information Science which is temporary suspended. Since this
study is limited to analyze the curriculum being offered at postgraduate (Masters) level so
the courses being taught at the same level are itemized in Appendix (A).
3.5.6 Allama Iqbal Open University
Allama Iqbal Open University was established in 1974 under an Act of Parliament. The
main campus of the university is situated in sector H-8, Islamabad. Keeping in view the
demand of library professional staff and mission of AIOU, the Department of Library and
Information Science was established in 1985 within the Faculty of Social Sciences and
Humanities. It contributes to meeting the professional requirements of the existing
libraries and training skilled manpower scattered all over the country in accordance with
the emerging need and trend. Presently the Department offers three programmes i.e.
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Certificate in Librarianship, BA (Library and Information Science) and Master of Library
and Information Sciences (MLIS).
The semester-wise detail of the courses of 2-year MLIS is given in the Appendix (A).
3.5.7 University of Baluchistan, Quetta
The University of Baluchistan was established in June 1970 through an ordinance issued
by the then Governor of the newly-made province of Baluchistan. In June 1996, the
Baluchistan Assembly passed the University of Baluchistan Act, 1996. Thus the
University of Baluchistan became the sole general University of the province, imparting
higher education to the entire population of the province in science, arts and humanities.
Department of Library Science (now Library and Information Science) was established in
1981 with the commencement of classes of Diploma in Library Science (DLS). Master of
Library Science (MLS) program was started in 1984. The department started the two
years program of master of library and information science (MLIS) from the academic
session-2006 and adopted the new curriculum (2004) designed by Higher Education
Commission. At that time the curriculum of HEC was based on annual system. The
department has recently (January 2017) switched over to semester system and has
adopted the HEC curriculum. The detail of the courses offered in four semesters of
MLIS is appended in Appendix (A).
3.5.8 University of Sargodha
The University of Sargodha is a general public sector university. It started its journey in
1929 with the establishment of De Montmorency College later renamed in 1946 as
Government College Sargodha, which was granted university status in 2002. The
department of library &information science was established in 2008 with the aim to
provide academic excellence to develop such professionals who can serve in this cutting
edge competitive age. The department is presently offering 4-year BS program, 2-year
MLIS program, 2-year M.Phil. program and 3-year Ph.D. program. Since the study-in-
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hand covers Masters program, so the courses offered in these four semesters are
enumerated in Appendix (A).
3.5.9 Bahauddin Zakariya University, Multan
Bahauddin Zakariya University located in Multan, was chartered in 1975. It is the largest
university of Southern Punjab. Bahauddin Zakariya University was formerly known as
Multan University. It was renamed in honour of Hazrat Baha-ud-din Zakariya (RA). The
department of Library & Information Science was established in 2004 with the launching
of MLIS evening programme. The scheme of study followed the same pattern as that of
Punjab University. Due to some administrative and other reasons, the MLIS program had
been suspended in 2008.
3.5.10 Khushal Khan Khattak University, Karak
Khushal Khan Khattak University, a public sector university, is situated in Karak, Khyber
Pakhtoon khwa. It was established by the provincial government in 2012. The university
is named after the legendary Khushal Khan Khattak. The Department of Library &
Information Science was established in January, 2015. It offers 4-year BS (LIS) and 2-
year MLIS program. The university is practicing semester system. The courses of
studies being offered at MLIS are enlisted in Appendix (A).
Besides above public sector universities, private universities are also offering LIS
education up to Masters and Ph.D. level with highly qualified faculties and facilities.
Opening of LIS programs in both public and private sector universities indicate that
this profession is rapidly growing in Pakistan and more and more youths are inclined
towards acquiring library professional education which is a good sign for the
profession.
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References
Anwar, Mumtaz Ali (1990).Asa Don Dickinson: The founding father of modern
librarianship in British India. Pakistan library bulletin, 21 (2). 13.
Anwar, Mumtaz Ali. (1990). 16.
Anwar, Mumtaz Ali. (1990). 17.
Asa Don Dickinson, American academic library pioneer in British India.(1991).
International Leads, 5 (summer 1991).5
Asheim, Lester. (1977).Education of future academic librarians. In, Poole, H. [ed.]
Academic libraries by the year 2000: essays honoring Jerrold Orne. New York: R.R.
Bowker,132.
Bansal, G.C. and Tikku, U.K. (1983).Library science education in Punjab. International
library review, 20.395, quoted in Patel and Kumar (Patel, Jashu and Kumar, Krishan
(2004). Libraries and librarianship in India. Westport: Greenwood Press.209.
Bramley, G. (1975). World trends in library education. London: Clive Bingley.
Churchwell, Charles D. (1975). The shaping of American library education. Chicago:
American Library Association.
Khurshid, Anis (1970). Library education in South Asia.Libri, 20 (1-2).59-60.
Khurshid, Anis. (1970). 62.
Nagar, MurariLal (1983). Foundation of Library Movement in India. Ludhiana: Indian
Library Institute and Bibliographical Center.
Neelameghan, A. (1997). India, Education for Librarians and Documentalists.
Encyclopedia of Library and Information Science(Vol. 11, p. 324). New York: Marcel
Dekker.
Patel, Jashu and Kumar, Krishan. (2004). Libraries and librarianship in India. Westport:
Greenwood Press, 2004.
White, Carl Milton. (1961). The origins of the American library school. New York:
Scarecrow Press.
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Chapter-4
LITERATURE REVIEW
Since the topic of the research is ―A model for standardization of LIS Curricula in
Pakistan‖, so the relevant literature either in printed or electronic form was searched from
all possible sources. Browsing of the literature reveals that much has been written locally
and internationally on every aspect of library education, LIS curricula, qualification and
competencies required for library professionals, etc. Suggestions have also been given to
improve the abilities and proficiencies of the library professionals and to incorporate
these recommendations in the curricula for better production of LIS graduates. This
chapter investigates the literature that is relevant to this study. The chapter extends an
account of the literature incorporating different aspects of library education and curricula.
The reviewed literature has been divided into following categories in order to develop a
better understanding for research:
a) LIS Curriculum taught at Pakistani Universities
b) Qualification/Competencies required for Library professionals in Pakistan
c) LIS Curriculum and Curriculum development outside Pakistan
d) Competencies/Qualification required for Library professionals
e) Library education across the world
4.1 LIS Curriculum taught at Pakistani Universities
Adequate literature is available on different aspects of the courses and curricula of library
and information science taught at the universities of Pakistan. To avoid duplication or
similarity, literature review has been confined to unique and important information which
could provide foundation to the research in hand. In this section, the literature on LIS
Curricula in Pakistan is reviewed.
Khan and Mahmood (2013) compare Pakistani LIS Schools curricula with HEC-designed
curriculum for LIS schools in Pakistan. The paper identifies the most common course
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titles and the most unique course titles taught in Pakistani universities‘ Library &
Information Science departments. The study reveals that standard and uniformity is
entirely neglected by the LIS schools of Pakistan. Courses in all library schools are
offered according to their interest, causing problems for the graduates of these schools.
The authors reveal that only one LIS school follows HEC-designed curriculum while rest
of the schools have set their own standards. The study enables the authors to see the
existing gaps between LIS schools. The study has also defined the weak areas (that all the
courses recommended by HEC are not being offered by all the library schools) that
suggests more refinements in order to qualify the competition nationally among LIS
schools in Pakistan. The authors have kept the identity of the LIS schools secret and have
coded them numerically. The researchers are of the opinion that the paper helps to design
LIS schools curricula keeping in view the societal needs and to identify the status of LIS
schools at an international level
Khalid (2012) studies LIS curriculum for seeking the feedback of the senior
librarians and employers of young librarians. He has also discussed the role of
HEC‘s National Curriculum Revision Committee for LIS consisting of
representatives from all library schools and working librarians for revision and
recommendation of a common curriculum. Giving reference of his previous surveys,
the author observes that the library practitioners had reservations on the quality of
education, asserting the lacking pace of library schools in comparison to the
technological and environmental developments growing rapidly in libraries. It is even
difficult for them to get manpower with such qualities of intellectual knowledge, skills
and attitude. Basic skills are found in dearth even in good grades students (ICT and
management skills, general knowledge, general reading habits, and awareness of the
social, economic, political and technological changes occurring around). The findings
reveal that ―Competencies required of an LIS graduate can be divided into three
categories: LIS core, management, and ICTs. All three areas should be given a balanced
importance in the curriculum. In addition to the deficient ICT skills, the graduates terribly
lacked oral and written communication skills. Although this is due to the deterioration in
the general education system in the country but an LIS professional, living in a global
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village of knowledge, cannot deliver services without a good English proficiency‖. As a
result of these surveys, the author assessed educational needs of entry level and
experienced manpower and also gave recommendations.
Warraich (2010) analyzed the curriculum of MLIS at University of Punjab and conducted
a survey on the alumni of the department to find out their satisfaction about the curricula
they studied. She also inquired the respondents about the faculty members, teaching
methods, teaching facilities during their stay at the department. Further, she sought the
opinion of the respondents about the shortcomings of the curriculum and hunted the
proposals for improving the curriculum. Some of the problems or deficiencies pointed out
in the survey include: Non-proficiency in written and spoken English, lack of knowledge
of office communication, lack of interviewing skills, unawareness of advanced library
softwares, lack of IT skills, poor interpersonal skills, lack of leadership skills, weak
presentation skills, lack of research skills etc. The respondents suggested that if these
shortcomings are removed and are incorporated in the curriculum, the alumni will get
better job opportunities and will compete the market.
Discussing the merits and demerits of the courses of Library Management taught by all
the library schools of Pakistan, Ameen (2006) observes that library leadership is almost
an unfamiliar area in library and information science (LIS) education. The author is of the
view that although all eight library schools in Pakistan are offering courses on library
administration and management to transmit skills required for the management and
organization of libraries but still there is minimal awareness regarding the value of
persuading leadership qualities—apart from managerial skills—among LIS academia,
practitioners and researchers. The paper discusses various aspects (role of LIS education,
role of professional associations, attitudes of LIS professionals, low status among public
and among other colleagues in alike organization, minimal self-esteem, and vague status
in the organization) are of the concerns specifically with reference to Pakistan. It also
identifies rudimentary attributes of leadership required for LIS professionals and status of
these professionals in Pakistan. The author spots the barriers faced in the evolution of
leadership traits among professionals. Findings suggest that information professionals
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today require quality of leadership and anticipation to innovate the future through
planning and preventing from unexpected changes in such emerging social, technological
and professional scenario of the country.
Haider (2006)analyzes six LIS Departments of the country with respect to their
cataloging and classification courses‘ contents and teaching methodologies. As both of
these courses are regarded as the core courses of library science and provide a foundation
of librarianship, these are the integral part of the curricula at all academic levels of library
education in Pakistan. The study reveals that in almost all library schools of the country,
cataloging practices of the 1960s and 1970s dominate and it has not been modified.
Moreover, there is an absence of latest technologies, deficiency of competent teachers,
disappointing conditions of lab facilities in terms of equipment and library materials.
Same is the situation of classification practices. There is a severe scarcity of DDC and
LCC schedules. Although latest edition of DDC is purchased but only 8-10 sets are
acquired due to shortage of financial resources. Students do practice in groups and 2-3
students share one set of the schedule. Suggestions comprise: curricula revision,
organizing training of teachers for cataloging and classification courses in developed
countries, improvement of laboratories, and the organization of continuing education
programs.
Yusuf (1996) analyzed the courses offered in BLIS and MLIS in six library schools in
Pakistan (Universities of Karachi, Baluchistan, Bahawalpur, Peshawar, Punjab and
Sindh). He suggested that all library schools should offer one standard curricula and
necessary process should be initiated by University Grants Commission (UGC).
Referring the IDRC/UNDP (International Development Research Center/United Nations
Development Program) Mission Report (1976), the author opines that the library schools
of Pakistan are producing traditional librarians so cannot meet the requirements of
modern librarianship. After reviewing briefly the programs and courses of all six library
schools of that time, succinct comments were given on the shortcomings in the curricula.
Recommendations were made to include courses on communication techniques, statistics,
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research methods, networking databases, selective dissemination of information in the
curricula of the universities.
Sabzwari (1972)discussed the situation of library education in Pakistan in detail. He
reviewed the postgraduate courses in library schools in four universities of Pakistan
which are Karachi, Punjab, Peshawar and Sindh Universities. With respect to curricula,
he advised that at postgraduate diploma level (BLS, DLS, or M.A. Previous),
specialization in the profession should be offered and there should be an optional course
of school, college or children librarianship and students should opt any one of them as per
their interest or ability. At Masters level, he suggested to include the courses which
should fulfill the local market needs. For this purpose, he proposed the courses on
Industrial, Medical and Commercial Librarianship in Karachi whereas the courses of
Scientific, Agricultural and Governmental Librarianship in Lahore, Peshawar and
Hyderabad. He recommended that library schools should make the arrangement of In-
Service Training on regular basis. He further suggested that library schools should
provide the facility of limited time registration as external candidate for those senior
library professionals who required improvement in their skills and qualification for better
services.
After going through the articles and literature on LIS curricula in Pakistan, it is concluded
that all the library schools of the country are offering courses of their own accord and
needs and rarely there are one or two schools that are following the curriculum designed
by HEC. The articles also give some suggestions to maintain the international standard
and to fulfill the market needs. The most important shortcomings which are pointed out
in the curricula include non-adoption of technological and environmental development as
the job-offering organizations find lack of knowledge and skills about the modern
innovations especially ICT in the prospective candidates. Another deficiency is verbal
and written English communication. No doubt, it is not a professional weakness but it is
expected a necessary ability for a librarian. Other deficiencies are unawareness about the
latest library softwares and lack of leadership skills. To remove these shortcomings and
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enhance professional skills, the curriculum should be revised and updated by
incorporating the relevant topics so that better job opportunities be acquired.
4.2 Qualification/Competencies required for Lib. Professionals in
Pakistan
Mustafa and Ansari (2012)studied the educational qualification required for LIS
professionals to be hired in Pakistani libraries. For this purpose the researchers collected
data of advertisements of job opportunities published in the leading newspapers of the
country during the period from 1st January 2004 to 31
st December 2008 (5 years). The
positions announced in the advertisements were categorized as Administrative Group,
Supervisory Group, Operational Group and Combined Group (of two or more
responsibilities). It was found that the qualification required in majority of the
announcements was MA (Lib &Inf. Sc.) or MLIS. Irrespective of the private or public
sector or any type of library, standard educational qualification obtained from any HEC-
recognized university is a pre-requisite. As far as the courses taught in the library schools,
the paper reveals that courses for specialization in the MLIS are offered to meet the
challenges of the time but as the library profession is a profession which needs to adapt
changes in the surroundings so to keep it updated, the courses should be regularly
revised. For this, the paper suggests that the LIS academicians, library associations and
the library professionals must be united to market the new services and prepared to meet
the new emerging professional requirements and skills demanded around the globe.
Warraich and Ameen (2011) conducted a study to access the skills of employability of
the graduates of Punjab University‘s library school. The objective of the paper is to
identify the views of senior and young library and information science (LIS)
professionals in Pakistan over the curricula of LIS with respect to its applicability of
current market needs to advance the skills of employability. The finding shows that
the LIS curriculum of the University of the Punjab (PU) is timely and well-
coordinated, yet unable to meet young graduates and employers‘ needs. Due to
dearth of application of LIS curricula and scarcity of specialized faculty (at the time
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of data collection in May 2008), both of the groups are dissatisfied with the skills
regarding employability. The employers identified some of the weaknesses in the
candidates to be hired as poor communication, practical as well as presentation
skills. They expected that the graduates are diversified in market based skills. The
study will be quite supportive for the planning, updating and revision of the LIS
curricula and to bring modifications in teaching methods in all library schools of
Pakistan. It will also be helpful for LIS graduates to be aware about the needs of the
market and the competencies and skills required in a particular organization. This
will help them in advancing multifaceted skills and recent developments to meet
current market scenario with enhanced employability.
A case study was carried out to reveal the value of LIS practicum in attaining numerous
professional skills from the views of LIS graduates. (Malik and Ameen, 2010). The study
suggested that resourceful and well-coordinated curriculum is important in reforming
professional skills. For data collection, multiple techniques of data collection were
used, i.e. a survey based questionnaire (having both closed and open ended
questions), discussions and interviewing of senior faculty and keen observation is
done (as a participant observer) to investigate the true status. LIS graduates of
Punjab University sessions 2002‐2006 were identified as the population. Total
population was 367 and the targeted sample was 118 graduates. While the technique
used to reach them was Snowball sampling technique. The authors suggested that as
it was a practicum of LIS it must be of practitioner‘s interest. The findings reveal
that the practicum duration was insufficient, there was gap in communication among
the three parties i.e. students, external and internal supervisor, slake supervision and
scarce attention on professional skills are the problems reported by LIS graduates.
Moreover, the findings will be helpful in creating effective and convincing practicum
programs of LIS in Pakistan and other developing states.
Ullah, Amin and Bakhtar (2010) identify the required competencies, professional
activities, education as well as training needs and demands of medical librarians in
Pakistan. They studied the contemporary concerns of medical professionals in Pakistan,
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the ideology for the medical librarians along with their required competencies, and their
practical trainings and educational needs. Purposive sampling was used to assess twenty
medical librarians. After an expert‘s review and pilot testing a verbal questioning guide
was prepared. Through personal visits and telephonic interviews the data got collected. It
was revealed from the findings that traditional professional activities are the major
concern of medical librarians who are unfamiliar with the new developments in medical
librarianship. From all competencies only these were ranked first, second and third
respectively, mentioned;"ability to use ICT and integrated library software", "verbal and
written communication skills" and "extensive knowledge of Pub Med (a free search
engine that provides access chiefly to the MEDLINE database of references and abstracts
on life sciences, biomedical and relevant topics) and other medical databases". It was
assessed that medical librarians get limited opportunities of enhancing their further
education and training. Based on the discovered facts of this study it was suggested that
post-master (MLIS) specialized diploma in medical librarianship and future training and
upgrading programs should be introduced for medical librarians in Pakistan by MELAP
(Medical Library Association of Pakistan), CPSP (College of Physicians and Surgeons
Pakistan) and library schools.
Jabeen (2010)investigates the (then) current status of librarians‘ continuing
education/trainings in Pakistan. The study reveals that use of technology is the biggest
challenge being faced by the library professionals. They cannot use the technology
effectively so they are to be trained to use the same efficiently. The highly rapid and vast
change is being faced by the library environment. Presently libraries are performing as
service institutions rather than store houses of documents, books and other literary
materials. The growing demand is for the handling and managing data and information
retrieval within the minimal time duration. To cope with these changes and challenges,
the librarians have to educate themselves according to the changing trends. This study
suggests the measures to be taken for their improvement. It elaborates the required role of
professional associations, national and international foundations, organizations and
library schools in professionals' development.
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Rehman, Sajjad-ur- (2008) discusses different phases of development of library and
information studies during the past few decades. While continuous changes were found in
programs at academic level and in composition of LIS professionals. These changes, as
identified by SLA are due to two types of competencies: Professional and Personal. The
professional competencies include managing information organizations, information
resources, and information services and applying information tools and technologies. The
personal competencies comprise attitudes, skills and values to work effectively. Some
other competencies which are needed for professional librarians and should be
incorporated in the curricula of library schools include: services to fulfill user needs and
help research library mission, understanding students, faculty and researchers needs,
knowing the information resources in all aspect. The documents of the identified
competencies have directed towards the formulation of schedule of coursework that may
help in revision and designing of curriculum. Various challenges like professionals,
managerial and circumstantial were determined that may hamper the change and
redesigning process of curriculum.
Mahmood, and Khan (2007) assessed the continuing education (CE) required for LIS
Professionals‘ ICT skills or techniques. The authors are of the view that the results of
their study will help the library schools and professional associations and will
support in the preparation of LIS professionals for creating control and command in
this digital age even beyond the boundaries of their nation. As today, awareness and
capabilities of usability of application of ICTs is one of the greatest expectations
over LIS professionals. There seems a dearth between the traditional knowledge-
based skills and modern competency of ICTs that is needed to get fulfilled. The
researchers, through their research, found that the training of ICT can be provided
through courses and workshops, hands-on practices, visits of other institutions,
professional meetings, seminar/conferences, series of lectures, telephonic/video
conferencing etc. The findings of the research reveal that the arrangement of all the
trainings and know-how about ICT should be made by the professional associations,
library schools, employers and ICT vendors.
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Mahmood (2003) describes the literature present on the required competencies of
academic librarians in the Asia/Pacific region and discusses the academic
librarianship in Pakistan with respect to its circumstances, providing skills required
for entry‐level librarians at academic level, designed with the help of reviewed
literature and crossed by 70 chief librarians belonging to public and private
universities and postgraduate colleges which was then matched with the LIS
programs‘ curricula. It also highlighted the major weaknesses of curricula and
mentioned ways to implement and recommend for the betterment. Curriculum
development has not been taken seriously in library schools, the practitioners criticize the
curriculum as outdated and irrelevant. Some important courses are not included e.g.
Knowledge Management, Change Management, Resource Development Skills. Some
referencing skills and digital competencies carry less importance in the practicing
curricula. Also scheming web-based material and utilization of digital technologies are
not incorporated by any library school, except one, that offers the practical approach of
curriculum for its students.
Mahmood and Sharif (2001) in a study inquired respondents (i.e. Alumni, Pakistan
Library Association‘s Computer Training Center in Lahore), in order to identify the
affects occurred by the CLA (Certificate in Library Automation) on the librarianship of
Pakistan. While the results discloses that young professional librarians majorly attended
the course especially those who are working in Lahore. The respondents revealed that
their computer training was very much helpful for them for switching over to better job
positions. Many of them avail computer facilities at their workplace and exercise a
regular use and also participate in activities regarding automation in libraries. Majority of
the respondents revealed that their knowledge of computer is applied at writing articles
and books, lecture delivering and in provision of consultancy services.
In his paper, Mahmood(1997) discusses the status of library education in Pakistan.
Tracing the history, the author mentions that from 1915, the Library education in
Pakistan got started. In Pakistan, the first library school of Asia was formed at university
level. Despite the vast historical journey of library education, it was unable to satisfy the
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requirement of today‘s information environment. This paper discusses the struggle made
over the implications regarding the training and education of IT (Information
Technology) at six library schools of Pakistan. It carries an overview of the library
education‘s history and justifies the education of IT for librarians of Pakistan. The study
recommended ideas for the betterment in IT domain, discussing variables such as;
methods of teaching, faculty, curriculum, software and hardware facilities,
documentation and continuing education. Appreciating the role of library schools in
continuing education program, the author reveals that they are involved in refreshing and
updating the knowledge and skills of their graduates through the professional activities
from the platform of alumni associations, by publishing magazines, journals and
newsletters, by offering workshops and training courses, and by conducting conferences,
seminars and extension lectures. Lastly, suggestions were provided over provision of
knowledge in IT within the limited financial resources at library schools of Pakistan.
As far as the competencies required for academic libraries are concerned, the literature
identifies shortcomings of the professionals working in these libraries. The solution of
these shortcomings is also suggested with a note that if these suggestions are incorporated
in the curricula of library schools of Pakistan, very efficient and competent academic
librarians can be produced. A lot has been contributed on the significance of information
technology and recommendations have been given to include more and more IT-related
topics in the curricula.
4.3 LIS Curriculum and Curriculum Development at Universities
outside Pakistan
The environment and the changing needs of any profession have great impact on the
education and training of that field. This demands the educationists and policy makers of
the profession to bring changes in the programs and the contents of the study and make
curriculum compatible with the growing needs. Hence the curriculum design,
development and revision becomes a continuous process to meet the challenges of the
surroundings. Library & Information Science, like other professional disciplines, is not a
stagnant field but growing rapidly with the changes occurring in the vicinities. If the
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relevant international literature is gone through, a number of studies and researches will
be seen. In all library schools of the world, the process and practice of designing,
developing, reviewing and revising the curriculum is a regular and common feature.
Kim (2015) identifies the value of developing capacity in LIS curriculum through his
project covering the knowledge of curriculum development and instructional design. As
the library and information professionals are expected to demonstrate competencies
required for digital handling and data management, this project had designed curriculum
using a competency-based approach. It aims to introduce the designs and implement the
curriculum based on digital curation provided by the University of North Texas. The
study evolves efforts made over development of curriculum through the theoretical
perspectives of competency-based curriculum. Also it supports the practical approach of
digital curation education. These competencies can help in preparing digital curation
professionals of the coming age.
Edegbo (2011) examines the curricula of library and information science education in
Nigeria. The author gives a view to determine the present position of the contents of the
courses being offered in the library schools. It is also studied by the researcher what is the
impact of the curriculum on the fresh graduates produced in the universities with respect
to the job market for library professional especially in this age of computerization /
digitization. In Nigeria, the National Universities Commission (NUC) is responsible to
set minimum standards for university library and information science schools so the
author, besides these standards, collected data from the curricula of three library schools
of the country. The results of the study reveals that the courses are very well designed
and the courses with respect to ICT are justifiably and thoroughly covered in the curricula
but a lacking was also unveiled that these courses are not properly taught and the
professional manpower is not available for the effective implementation of the good
curricula developed. Although the curricula seem meaningful, still constraints were
present in implementing the effective curriculum and getting the required output.(Zakari,
2000). The results further reveal that application of ICT must be a part of each course to
its unconventional services. Emphasis must be given to both theoretical and practical
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approaches. This can provide a potential to the professional at their jobs. It is pointed out
that the curricula must be updated significantly in order to retain the national identity.
Numerous LIS jobs are being achieved by the experts of technologies. The teaching
faculty must also be developed with respect to curricula. The Government of Nigeria
must help through their agents and support financially to schools of LIS and provide
ways to perform hands-on training by students by developing necessary infrastructures.
Georgy (2011) associated with the Institute of Information Science, Cologne University
of Applied Sciences, Gummersbach, Germany, reveals his focus over his project:
―curriculum development is a time-consuming process and often everlasting‖. His idea
was of creating a nationwide core curriculum of library and information science (LIS). It
is possibly thought that this project became the initials of future vast discussions of
educational sectors. Moreover it became the basis of collaboration among LIS
institutions. The European project in 2005 reveals that the level of differences in LIS
curriculum is higher than that of similarities in Europe. (Kajberg, 2005).Hence, it became
a challenge as well as opportunity to discuss over the core curriculum of LIS globally. In
this regard the question arises how to create conditions in a reliable framework for
accelerating the procedure of designing a core curriculum at a national level. Another
relevant question may be what results to be drawn if it appears that there are only a few
similarities in the curricula or the universities show little willingness to modify the
curricula in a study reform process. Resulting, the inappropriateness of the curriculum in
transferring directly to the curriculum of participating agencies, however, more chances
of cooperation in a longer duration and motivation in employers especially libraries.
Shahid and Singh (2010) highlighting the problems and shortcomings of LIS education in
India, observe there is shortage of staff and lack of expertise in ICT. It is also found that
the LIS professionals lack ICT skills and face problems in the job market. Due to the
same reason, most of the employers are not satisfied with the skills of information
professionals. The authors recommend monitoring and revision of curricula on regular
basis and suggest a statutory body to accredit programs according to international
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standard. UGC must appoint review committees to regularly take stock of the situation in
the LIS curriculum.
A comprehensive analysis of the LIS education system in Sri Lanka covering the
period from 2004 to 2007 was carried out by WijetungePradeepa (2009). The study
reveals that 24 LIS education programs are conducted in the country by eight
educational institutions. The objective of the paper is to critically review the strategy
of curriculum development of the LIS education programs in Sri Lanka based on the
major research. The primary data for the research was collected from the faculty
members, LIS course coordinators, and policy makers. The investigator‘s own
deliberations also played an important role in this connection. The survey identified
that: 1) In most LIS programs 6 subjects are being taught. 2) General knowledge over
LIS is mostly provided lacking the specialization 3) the complexities were not
obvious among different levels of programs 4) no national essence is present in LIS.
The developmental strategies of curriculum find out that 1) many of the curricula are
not comprehensive in nature. 2) No formal models of curriculum developments are
used by developers of LIS curricula in Sri Lanka. It was revealed that members of
teams of curriculum development are not trained in this domain and also lacking the
contributions from other stakeholders except LIS professionals. The author claims
that the findings will be supportive for the developers of curriculum and for the
policy makers of LIS in Sri Lanka.
The literature on various aspects of curriculum and curriculum development in the
library schools of the world expects LIS professionals that they would prove their
ability not only in the conventional librarianship but also in digitization, digital
handling and data management. The contents with respect to ICT are the
comprehensive part of the curricula. But a flaw which is observed is that the well -
trained faculty is not available to teach the modern courses. If this shortcoming is
removed, better job opportunities available in the market can be secured by the
graduates.
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4.4 Competencies/Qualification Required for Library Professionals
Every professional field demands some specific qualifications and competencies to be
possessed or demonstrated by the incumbent. Librarianship is also among such
professions and has no exceptions. The formal education and the contents of curriculum
need to be regularly revised and updated according to the changes and needs of the
society. Plentiful literature is available at international level which describes the needed
competencies and abilities to be possessed by the professional librarians. This literature
helps the policy makers and the responsible of curriculum development to modify and
make the contents of the courses of studies to be taught to the prospective library
professionals productive.
Pussadee (2011)discusses the key skills and competencies of a new generation of LIS
professionals. Realizing the impact of modern information technology on the functions
and activities of the libraries, the paper gives an introduction of the history of the digital
environment as well as rapid changes in libraries. Literatures reviewed on LIS
professional‘s skills and knowledge present in the era of digitization. It also mentions the
skills and competencies among contemporary LIS professionals that are classified into
personal, generic, and discipline-specific knowledge skills. In this digital environment,
libraries present in a knowledge based societies, facing numerous changes in technology,
users and their learning behaviors and also socially. The paper suggests that to work
efficiently and effectively in the fast-changing digital age, a new generation of LIS
professionals should have the qualifications in providing information as well as
dynamically exercising personal skills, generic skills and discipline-specific knowledge.
Recognizing the implementation of modern technologies in the libraries, Ashcroft, L.
(2004) puts emphasis on improving the skills of LIS professionals. In his paper, the
author states that latest technologies are characterized as a fast-paced change in library
and information science, where human resources need to be updated and interested in
adapting modern competencies and levels of intellectualism. Advancements needed to be
highlighted and accessed, while these are the supplementary skills information
professionals must possess. Findings show that LIS professionals require assessing
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and promoting skills and techniques to handle latest developments. Moreover,
contemporarily the necessary skills are communication, negotiation and
collaboration, which professionals must achieve on emergent basis.
Rehman (2003) found out the needed competencies of library professionals from the
three regions of North America, East Asia and the Arabian Gulf countries and a select
group of professionals from the GCC nations. The study reveals that the MLIS program
of only Kuwait University is a unique one which is based on course work. This program
has been designed on the concept that Masters degree is a stage of basic qualification.
The basic needed qualification for a faculty member is Ph.D. which deprives the efficient,
skillful and talented graduates holding Masters to become a faculty member. The
research pursuits, publications, and professional experience of the faculty members are
very weak which is an alarming situation towards professional leadership. As far as the
curricula are concerned, ten competency segments were found in the primary core,
focused on the human and social dynamics of the information process. It also contained
the segments of information organization and information resource development. The
identified competencies are linked with the availability or unavailability of electronic
rooms, projector facilities, internet facilities, audiovisual facilities, hardware, software
and networking capabilities, access to online systems and databases, and evaluation of
programs by external reviewers etc.
In an era of digitization, responsibilities of the library professionals have been changed as
the changes occurring in the society are also affecting the services and functions of the
libraries. These changes demand enhancement, improvement and boosting of skills and
competencies of the youths working in the libraries. These capabilities and proficiencies
may be classified into three categories: personal skills, generic skills and specific skills.
Among these emerging competencies, include IT-related skills, marketing and promotion
skills, communication skills, negotiation and collaboration skills, and other similar
modern skills. To improve the skills and competencies, standard literature in the native
languages should be produced in all the countries.
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4.5 Library Education across World
The study conducted by Eqbal, Nadeem and Sohail (2010) discovers the advancements of
professional educations of LIS in India. It provides a background of LIS education in
India so as to review the modern advancements in it. It also evaluates the origin and
growth of programs and highlights the initiative in LIS in India. A number of coursesof
LIS training have been hunted into namely, regular courses offered by the various
universities, specialized courses by NISCAIR (National Institute of Science
Communication and Information Resources) INSDOC (Indian National Scientific
Documentation Center), DRTC (Documentation Research and Training Center), etc., also
open and regular universities offers courses of LIS through distance education. This study
also reveals the variations, present status and levels of education provided, and suggested
to stabilize a national level body of accreditation for maintaining uniform and
standardized LIS education.
Virkus (2008)explores that Europe seems to be one of the highlighted place where
globalization is increasing rapidly in the LIS education in the past few years, where plans
of augmentation and strengthening are identified. These plans include: to meet the
ultimatum of modernization, to initiate and transform and reinforce the curricula of LIS
and contents that serve the requirements of students as well as international employment,
and providing a quality standard of teaching, research and facilities to the library schools
of Europe. It also focuses on the recent changes and occurrence in higher education and
reaction of LIS over this. It finally mentions the ways by which LIS schools have
responded, such as, some schools focused on the curricula and development of joint
courses while some emphasized the flexibility and research and others on ICT-based
learning or arranging workshops, seminars and conferences.
Exploring the history of library science education in the sub-continent especially in
Pakistan, Pervaiz (2007) observes that the journey started at university level in 1915 with
a certificate course whereas after partition (1947), the LIS education in Pakistan began at
postgraduate diploma in 1956 and has now reached to M. Phil and PhD levels. The author
has described university-wise the past and present LIS programs along with present
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academic faculty. With respect to curriculum development, the author reveals that the
process of revising and updating the curriculum is a regular practice by University of
Karachi and University of the Punjab whereas the efforts of other library schools are not
known. They might have followed the tradition set by the Karachi and Punjab
Universities. Referring the formation of HEC‘s Curriculum Revision Committee in 1979,
the author maintains that more or less, all the library schools are now following the HEC
curriculum which is also available on the website of HEC.
Juznic and Badovinac (2005) analyze the development of schools of librarianship and
information science (LIS) in the European Union (EU) applicant states until 2004.
The paper examines the imaginable and actual changes in their organization,
especially their curriculum. It also presents the comparative analysis of LIS
programs. The results explores that traditional education of LIS was not a hurdle in
making curriculum familiar to the new professionals and standards. The curriculum
of LIS schools was mostly transformed into the curriculum of contemporary schools
of LIS and also incorporated the outlines of EU as per higher education, especially
the Bologna Declaration. Due to depending on the formal courses and the formal
content, few reservations were in this study. Comparative analysis can be performed
by analyzing the contents of the courses, students and teaching staff. Also
weaknesses and strong areas were analyzed by examining theoretical model of LIS
courses in EU new member.
Khoo (2005), in a chapter of book, discusses the advancements in professional education
of LIS in Singapore, particularly the introduction of the MSc in Information Studies
program at Nanyang Technological University. The Information Studies program has
developed from an inexperienced program in 1993 along with 40 students into a variant,
on-going and established program having five domains of attention responding to the
annual intake of 100 students. The MSc program got originated from two of its
domains—MSc in Knowledge Management and M.Sc in Information Systems—with an
annual enrollment of 40 students. 700 to 800 enrolments were there in the three programs
on annual basis. The arrangement of the program of Information Studies with its strong
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areas in technology, the profiles of student and faculty, and future plans were also
discussed. Also the skills required in LIS professional were highlighted, includes:
i)conventional skills of LIS were increased so as to manage and handle the digital and
online resources, including acquisition, cataloguing and organization of resources,
metadata schemes, reference/information services, information packaging, circulation,
preservation, online reference service, information search skills, copyright and
intellectual property laws, user behavior, user needs, information sources, packaging of
information, management of digital and hybrid libraries, evaluation of information and
information sources, knowledge of information flows in society ii) value-added abilities,
like research skills and skills in synthesizing and packaging information to support
clients‘ work and decision-making iii) IT skills iv) transferable and soft skills such as;
communication, management, leadership, teaching and training, and teamwork,
empathizing with users and understanding their information needs v) appropriate
attitudes, values and personal traits, especially those of user orientation and service
orientation, flexibility and willingness to handle a wide range of tasks, adaptability and
ability to handle change, continual learning, and an entrepreneurial attitude vi) domain
knowledge (subject knowledge) with respect to type of information service or working
organization.
Abdullahi, and Kajberg (2004) emphasize on the globalization of LIS education.
They reveal that globalization of Library and Information Science education is
keenly important. It is necessary for the successful future to develop communication
networks between professional able to understand global information access around
the world. It also analyzed the involvement of international issues in LIS education
in Europe, the USA, and Canada. The data was collected through a questionnaire
survey of 60 LIS programs in Europe, the USA and Canada and recommendations
were made for the arrangement of such program that incorporate global views in LIS
education.
Bothma and Snyman (2002) discuss that University of Pretoria‘s (South Africa) method
of teachings got changed in the Department of Information Science from conventional
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classroom presentations to a learner-centered approach supported by web-based material
in a flexi-learning environment. A comparison is portrayed between the honors (fourth
year) program in library and information science (LIS) and the undergraduate program in
multimedia with regard to program outline, student profile, teaching methods, the support
of the Academic Information Service (AIS) and information technology (IT), as well as
the attitude of the students toward the changes. As far as methodology for data collection
is concerned, qualitative methods were used. Besides highlighting problems and
successes, a number of recommendations are made on how to make these changes more
acceptable to all students. Tables compare course outlines, student profiles, teaching
methods, AIS (Academic Information Service) support, and student attitudes.
The study of Wilson (2002) explores that library and information science education is
facing new challenges and problems due to uneven changes in profession and
professional education. This paper delineates the developments in library and information
science education in UK‘s history and reveals the role of IT in gathering various
'information disciplines'. It also suggested applying the theory of Catastrophe in order to
understand the processes and the strategies that may be employed to overcome
catastrophe, including collaboration and diversification.
Morales (1995) focuses attention on the curriculum of library science in Mexico. By
analyzing the curricula, the author tries to reflect multiple faces of librarianship, and
the dimensions that were once part of it, and presently and maybe in the coming era.
Also the researcher notifies the positive relation between research and teaching and
stresses for postgraduate learning, research and theory. She places the discipline of
librarianship where it rightly belongs, as part of university curricula and continuing
education programs. An analysis of the influence of the US schools on the curricula
of Mexican universities as well as their relationship with the Mexican education
system is given at the end.
Library & Information Science education has developed to a large extent during the last
two decades of 20th
century and this journey is still continued in 21st century all over the
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world. The introduction of modern information technology and the associated concepts of
digitization, automation, virtualization, mechanization, computerization etc. have
accelerated the change in the services and organization of libraries. In the developed
countries and continents like Europe, America and Canada, remarkable development has
been witnessed in LIS education during the last three decades. Plans have been chalked
out to cope with the challenges of globalization and internationalization. For this purpose,
major and drastic changes have been brought out not only in the education but also in the
curricula of library and information science and all this is to revolutionize the schemes of
studies for competing the global employment market. These competencies are associated
with the research skills, IT skills, online and networking skills. The curricula also
incorporate the changes occurred in library organization and services from traditional set
up to digital form. In Pakistan, India and also in some other countries, need for the
establishment of an accreditation body at national level has been emphasized so that a
standardized and uniformed LIS education system is promulgated.
References
Abdullahi, Ismail and Kajberg, Leif. (2004). A study of international issues in library
and information science education: survey of LIS schools in Europe, the USA and
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Chapter-5
RESEARCH METHODOLOGY
This chapter depicts the research methods used to achieve the objectives of the study in
hand. It covers the following sub-topics:
a) Methods used for literature review
b) Construction of data collection instruments
c) Data collection and analysis
d) Designing and validation of the model
5.1 Research Methods
The purpose of this study is to design a model for standardization of library and
information science curricula in Pakistan. Powell (1997) declares model development a
unique research activity. The role of models cannot be ignored in the production and
propagation of knowledge, for assessment and comprehending complicated systems, and
for establishing connections between research and society. The mathematical and
statistical results are also expressed by the models. A model is very logically defined by
Gibbs (1978).
―A model is a method of transferring a relationship or process from its
actual situation to a setting where it is more conveniently studied. Model
is selective approximation of a real situation which, because of its
simplification, allows those aspects of the real world which are under
examination to appear in generalized form. A model is a set of organized
assumptions about a system. Models can be used to communicate facts
and ideas, generate ideas, predict systems behavior and give insight into
reasons for systems behavior.‖
A model is designed with the help of some data keeping in view the present situation and
future requirements. To meet the needs, the descriptive survey method was selected
which included: a thorough literature review on the topic, survey (by making the
participants filled the questionnaire), focus group interviews of the library professionals
working in different libraries all over the country, and personal interviews of some of the
employers of library professionals. Despite some problems relating to reliability and
(75)
validity with the descriptive survey method, it is the commonly-used form of research in
social sciences in the developing countries like Pakistan.
The study was carried out in the following phases:
a) A thorough literature review was carried out to comprehend the curriculum,
curriculum design, trends and competencies required for library professionals
internationally, common interest and requirements of library science curricula all
over the country.
b) On the basis of the findings of literature review, tools for data collection were
developed. Data about the existing curricula offered by different library schools
were directly collected from the concerned library schools and data about various
intended needs and competencies or deficiencies with respect to curricula were
collected through questionnaires filled by the library professionals. Data about the
strengths and weaknesses of BLIS/MLIS programs which are experienced by the
working professionals and their suggestions about inclusion/exclusion of the
courses and suggestions about changes in BLIS/MLIS programs and for the
improvement of the quality of library education was collected through focus
group interviews of the professionals working in different provinces of the
country. Data about qualities and competencies of library professionals required
by different types of organizations was collected through personal interviews of
the library employers.
c) Random sampling was applied to collect data through questionnaires but it was
taken into consideration that all the provinces and federal capital should be
covered and that alumni of all the library schools of the country weregiven
representation in the survey. The questionnaires were got filled both personally
and through surface mail. The data were then quantitatively and qualitatively
analyzed to reach the conclusion.
d) Then, on the basis of earlier findings, a draft model for standardization of library
and information science curricula in Pakistan was developed.
e) Finally to seek the opinions and advices of library educationists and experts, the
draft model was sent to the experts and professionals. In the light of experts‘
comments, the model was finalized.
(76)
The methodology adopted for the research can well be explained through the following
steps:
a. Literature Searching and Review
b. Collecting and Analyzing the Existing Curricula of all Pakistani Library Schools
c. Questionnaire Designing for Survey, for Focus Group Interviews, and for
Personal Interviews
d. Data Collection and Analysis
e. Proposed Model Development
f. Validation of Model
g. Finalization of Proposed Curriculum Model
5.2 Data Collection
This section describes the methods of data collection and data analysis for developing a
model for standardization of library and information science curricula in Pakistan.
5.2.1 Literature Searching
The literature on the topic is available in the form of printed and electronic books, articles
of journals, research reports etc. To search the relevant material, standard bibliographies
and online searching techniques were applied. The tools used for literature searching
included Library & Information Science Abstracts (LISA), Library Literature,
Dissertation Abstracts, ERIC (Educational Resources Information Center) Online
Database besides subject bibliographies on education and curriculum. Various
government and private organizations and libraries both local and international, release
their online catalogues from time to time manually and electronically. The British Library
and Library of Congress have their online catalogues which are accessed to find required
information about curriculum, curriculum design and development. World Wide Web
search engines especially Google was also visited for the purpose. Personal contacts and
visits were made with the librarians and libraries of Karachi to find required documents
or books.
5.2.2 Literature Review
All the identified up-to-date material on the topic was consulted and studied thoroughly.
Relevant notes and concepts were taken very carefully and proper references were also
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made. To strengthen a concept or idea, the quotations or wordings of the authors were
taken as it is, and were enclosed in inverted commas. Various definitions or concepts
having relevancy were kept together and conclusions were drawn to reach a consensus
for further research.
5.2.3 Content Analysis of Curricula of Pakistani Library Schools
The curricula of all the library schools of Pakistan were collected either directly from the
chairperson of the department or from the websites of the universities or departments.
These courses and their contents were thoroughly studied with different angles like
number of courses offered in a year/semester, titles of courses, traditional and modern
courses, ICT-related trends in the curricula, elective courses, practical component in the
curricula, teaching methods, students evaluation/assessment methods, teaching
facilities/aids etc. This exercise developed a clear picture of the strengths and weaknesses
of all the departments with respect to the curricula and teaching methods and facilities.
The documents and online resources relating to the introduction, history, programs,
courses offered by each library school of Pakistan were also searched. For this purpose,
the information available on the websites of the concerned universities and the library
schools were downloaded and personal contacts were also made through telephone, e-
mail, and surface mail. The faculty members and especially the chairpersons of all the
departments provided the same material.
5.2.4 Data Collection through Survey (Questionnaire)
5.2.4.1 Purpose
Survey through questionnaire was conducted to investigate the local market
requirements. The library professionals working in different types of libraries of all the
provinces, Azad Kashmir, FATA, and federal capital Islamabad were approached to find
out a variety of requirements. The survey was also aimed to realize the utility of the
courses they studied and insignificance of some of the courses being offered at library
schools. They were further probed to recommend the courses which can be merged. They
were asked to identify the courses in which practical training is necessary but is not
imparted presently in any or all the library schools.
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5.2.4.2 Questionnaire Designing
On the basis of literature review and discussion with some eminent library educationists
and senior professionals, a structured questionnaire was designed to obtain required data.
(Appendix-B).
5.2.4.2.1 Pilot Study
After developing the questionnaire, a pilot study was conducted involving some senior
librarians of academic, public and special libraries of Karachi to check the loopholes.
They indicated some minor ambiguities and flaws, which, after consulting the supervisor,
were removed and the suggestions were incorporated. Then the questionnaire was
finalized for survey.
Sections/Parts of Questionnaire:
The questionnaire was composed of following parts:
a) Demographic: It intends to seek information about the name (optional),
designation, organization, type of library working in, working experience, name
of the university studied in, highest professional degree obtained, and year of
passing of the respondents.
b) Classified: It contains: i. Questions based on level of measurement ii.
Dichotomous questions and iii. Open-ended questions
Besides demographic information, the other information sought from the participants
were about the number of compulsory and elective courses they had studied, their opinion
about suitability or unsuitability of a professional with different courses studied,
utilization of theory courses in profession, their satisfaction with the course contents,
opinion about usefulness and utilization and non-utilization of practical training in the
profession, opinion and inspiration about the courses of other universities, possibility of
merging of two or more courses, views about theory-practical ratio, opinion about the
nature of Masters‘ thesis, and suggestions about needed practical training.
(79)
5.2.4.2.2 Data Collection
The population to respond the questions was identified as all library professionals
working in different types of libraries (including academic, school, national, public, and
special) but holding necessarily a postgraduate library science degree. The respondents
had been graduated from any university of Pakistan and there was no restriction in which
year they had acquired their degree as opinions of professionals from junior most to
senior were intended to be attained. After contacting the respondents, questionnaires were
sent by e-mail, by surface mail and by personal visits. To remove any ambiguity or
confusion, the questions were also explained on phone or personally to the respondents.
Although the population was randomly selected but few points were taken into
consideration:
a) Graduates of all the library schools should be approached
b) Working librarians of all the provinces and federal capital should be covered
c) Library professionals working in all types of libraries should be contacted
d) Professionals should be the representatives of all age groups ranging from 25 to
60.
e) They should have different working experience.
The reason of collecting this variety of variables of data was to record the opinion and
experience of different people which could be helpful for designing a model curriculum.
5.2.4.2.3 Sampling
A total 300 questionnaires were distributed among the professionals of all four provinces
and federal capital. Of them, 250 questionnaires were received back and it was a rigorous
exercise to remind and pursue the respondents. The following tables show the
representations of the participants from different provinces and federal capital of Pakistan
and the types of library they are working in:
(80)
Table 5.1: Participants of Survey Representing Provinces and Federal Capital
Province/Federal Capital Frequency (N=250) Percentage
Punjab 97 38.8 %
Khyber Pakhtoonkhwah 67 26.8 %
Sindh 46 18.4 %
Federal Capital, Islamabad 24 9.6 %
Baluchistan 16 6.4 %
Of these 250 respondents who returned the filled questionnaires, the greatest number was
of the graduates of different library schools of Punjab. This number was 97 which is
38.8% of total population. Similarly, the graduates of KPK, Sindh, Federal capital
Islamabad, and Baluchistan were respectively 67 (26.8%), 46 (18.4%), 24 (9.6%) and 16
(6.4%). The majority of the graduates is working in the respective provinces with the
exception of a few cases.
Table 5.2: Participants of Survey Representing Type of Library
Type of Library Frequency (N=250) Percentage
Academic(College & University) 83 33.2 %
Special 59 23.6 %
Public 42 16.8 %
School 37 14.8 %
National 19 7.6 %
This table shows that highest number of participants are working in academic libraries
i.e. 83 (33.2 %), whereas the professionals working in special, public, school, and
national library are 59 (23.6%), 42 (16.8%), 37 (14.8%) and 19 (7.6%) respectively.
5.2.4.2.4 Data Analysis
The data of questionnaires were statistically analyzed using SPSS (Statistical Package for
the Social Science) computer software. Various statistical procedures used in the data
analysis include Frequency distribution, and Descriptive statistics.
(81)
5.2.5 Data Collection through Focus Group Interviews
To examine the strengths and weaknesses of BLIS/MLIS programs as experienced by the
working professionals and their suggestions about inclusion/exclusion of the courses and
suggestions about changes in BLIS/MLIS programs and for the improvement of the
quality of library education, it was decided that focus group interviews of the alumni of
all the library schools of Pakistan working in different types and sizes of libraries located
in all the provinces of the country will be conducted. For this purpose, this researcher
found very suitable time in the year 2015 when two international conferences were held
in a period of two months i.e. October and November in Lahore. The first one was
organized by Pakistan Library Association, Punjab Branch and the other by the
Department of Information Management, University of the Punjab. Besides foreign
delegates and participants, the conferences were largely attended by the library
professionals across the country so it was a golden opportunity for this researcher to
conduct various focus group interviews of the professionals representing different
provinces, library schools, and types and sizes of libraries.
Majority of the participants of the conferences from outside the city (Lahore) was staying
in HEC Hostel where this researcher was also staying so it became easy to make different
groups of the participants for focus group interviews. In the evenings of five days (of
both the conferences), six groups of focus group interviews were managed in which some
junior fellows (who had been the students of this researcher and were staying along)
assisted the researcher in recording and taking notes.
5.2.5.1 Targeted Population
Group-1 Alumni of library schools of Khyber Pakhtoonkhwa
Group-2 Alumni of library school of Federal Capital (Islamabad)
Group-3 Alumni of library schools of Southern Punjab
Group-4 Alumni of library schools of Punjab
Group-5 Alumni of library schools of Baluchistan
Group-6 Alumni of library schools of Sindh
(82)
The groups were formed with the consents of participants and each group was composed
of an average 8 participants. First three groups were interviewed during the first
conference held in October 2015 whereas the next three groups were interviewed during
the second conference held in November 2015. Majority of the participants is very active
in the profession. They actively take part in national and international conferences,
seminars, symposiums, refresher courses and contribute their research papers in the
conferences as well as in the journals of international repute. They are also the members
and office bearers of different national professional associations.
5.2.5.2 Determining the Questions for Interviews
A series of relevant questions (Appendix-C) was identified to ask the participants of the
groups. These questions were based on the experience of this researcher as faculty
member of a library school who has strong interaction and association not only with the
alumni of his library school but also other library schools of the country working in the
market. They usually discuss their problems they are facing in their job with respect to
lacking in the curriculum.
The questions were restricted to the strengths and weaknesses of BLIS (or equivalent)
and MLIS programs, suggestions about changes and introduction of new courses,
deduction of any unnecessary courses, and improvement of the quality of education in
these programs,
5.2.5.3 Conducting the Interview
Almost 10 days ahead of conferences, the prospective participants were telephonically
contacted and after obtaining their consent, course outlines and other relevant material
and questions were e-mailed to them. They had immediately acknowledged the e-mail
and also informed their schedule with respect to attending conference. Almost all the
participants of the conference had reached the venue (HEC Hostel) a day before the
conference so the groups were formed on the same day. Two groups of ten and nine
members respectively were constituted representing KPK and Islamabad. The first focus
group was composed of four librarians working in special libraries, three librarians each
(83)
in public and academic libraries. The second group was composed of three librarians
from National Library of Pakistan, two working in academic libraries, three in special
libraries, and one was a public librarian. The third focus group comprising eight members
was formed representing Southern Punjab for the interview on next day. The group was
composed of three librarians each working in special and public libraries, and two
librarians representing academic libraries. All the group members were well prepared and
had also brought relevant material along with them. As all the participants were invited at
dinner organized by the local professionals on first day and by the library organizers next
day so light refreshment was served to the participants. All the meetings continued for
about an average 60-65 minutes.
Three groups were constituted for the conference held in November 2015. These groups
represented Punjab (excluding Southern Punjab), Baluchistan and Sindh. The first group
was composed of total eight professionals including three librarians of almost equal status
working in special libraries, two senior librarians of public libraries, two librarians
working in school libraries, and one was a college librarian. The second group
representing Baluchistan was composed of total eleven professionals including seven
working in special libraries, and two each from public and academic libraries. The third
group representing Sindh was composed of ten professionals including three librarians
each from public and special libraries and four from academic libraries. Like the previous
three groups, these group members were also well prepared and had brought relevant
material along with them. Tea with snacks was served to the participants. The meetings
lasted for about one hour each.
The researcher moderated the meetings and before taking the input of the participants,
they were briefed about the topic of the research and the data which was required. The
preparation of the participants showed they had a lot to discuss.
(84)
5.2.5.4 Sampling
The following tables can well define the composition of working librarians in all six
focus groups.
Type of Libraries working in No.
Academic (School, College, Univ.) 3
National 0
Public 3
Special 4
Total 10 Table 5.3: Focus Group-1 Alumni of Khyber Pakhtoonkhwah
Type of Libraries working in No.
Academic (School, College, Univ.) 2
National 3
Public 1
Special 3
Total 9 Table 5.4: Focus Group-2 Alumni of Federal Capital Islamabad
Type of Libraries working in No.
Academic (School, College, Univ.) 2
National 0
Public 3
Special 3
Total 8 Table 5.5: Focus Group-3 Alumni of Southern Punjab
Type of Libraries working in No.
Academic (School, College, Univ.) 3
National 0
Public 2
Special 3
Total 8 Table 5.6: Focus Group-4 Alumni of Punjab
Type of Libraries working in No.
Academic (School, College, Univ.) 2
National 0
Public 2
Special 7
Total 11 Table 5.7: Focus Group-5 Alumni of Baluchistan
Type of Libraries working in No.
Academic (School, College, Univ.) 4
National 0
Public 3
Special 3
Total 10 Table 5.8: Focus Group-6 Alumni of Sindh
5.2.5.5 Research Setting
Since the participants had already been contacted almost 10 days ahead of the focus
groups interviews and they had informed they were going to stay in HEC Hostel Lahore
so the meeting room of the Hostel was arranged for the purpose. Almost all the
participants of the conference had reached the venue (HEC Hostel) a day before the
conference so the groups were formed on the same day.
(85)
5.2.5.6 Data Collection
Almost all the members of the designated groups participated actively and devotedly in
the focus group interviews and gave their opinions about the questions presented before
them.
5.2.5.7 Data Analysis
Their views, opinions, and suggestions were analysed as follows:
a) Transcription of data: important points of the discussions were noted and
organized under identified terminologies.
b) Deduction of unnecessary words and repetition: from among the notes
unnecessary words, phrases and speeches and repetition of terminologies and
titles of courses discussed in different groups were deducted.
c) Refinement: the terminologies, titles of courses and their contents were formally
refined after identifying the well-known and professional terminologies.
d) Coding: these terminologies were finally coded (through open coding).
5.2.6 Personal Interviews of the Employers of Library Professionals
Library professionals are hired by different types of organizations whose objectives,
activities, functions, products, and services are of different nature. These organizations
and institutions are maintaining libraries to meet their needs. Hence they want library
professionals having various types of qualities and competencies. To seek the opinions of
library employers, personal interviews of the members of selection boards, human
resource management, personnel departments, library coordinating bodies, etc. of
different organizations and institutions which are responsible to hire/select library
professionals were conducted. For this purpose, the responsible incumbents (List in
Appendix-D) were personally and telephonically interviewed.
5.2.6.1 Data Collection
The officials responsible or part of bodies/committees/boards responsible to
select/employ were personally or telephonically contacted to give their views on the
following questions:
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a) Which competencies do you deem should be possessed by the library professional
you are going to hire?
b) Which deficiencies do you find in the prospective candidates during the course of
interview?
c) To meet the requirements of library of your organization, which courses would
you recommend to be taught to the candidates?
d) Which additional capabilities or proficiencies do you want to see in the candidates
you are going to select?
The interviews were recorded on voice recorder while notes were also taken during the
course of interview. After hearing the recording, the missing conversation was again
written in text form. They were finalized as follows:
e) Transcription of data: important points of the interviews were noted and
organized under identified terminologies.
f) Deduction of unnecessary words and repetition: from among the notes
unnecessary words, phrases and speeches and repetition of terminologies and
titles of courses mentioned by the interviewees were deducted.
g) Refinement: the terminologies, titles of courses and their contents were formally
refined after identifying the well-known and professional terminologies.
h) Coding: these terminologies were finally coded (through open coding).
5.3 Development and Validation of Model
After thoroughly reviewing the relevant literature, conducting survey through
questionnaires, interviewing the professionals and experts through focus group, and
talking to the employers of the library professionals, the required data was collected for
the on-going study. On the basis of this data, a draft model for standardization of LIS
curricula in Pakistan was developed. The draft model was then sent to the library science
experts and library educationists for its validation. For this purpose, some national and
international senior professionals were identified to be approached. These senior
professionals were contacted through e-mail and after getting their consent, model was
sent to them with the request to give their comments on the draft at their earliest
(Appendix-E). Comments/ observations received from 11 experts and where possible, the
suggestions were incorporated in the proposed model for final presentation. Detailed
comments are produced as Appendix-F.
(87)
References
Powell, R.R. (1997). Basic research methods for librarians. 3
rd ed. Greenwich, CT: Ablex
Publishing. 48.
Gibbs, G.I. (1978). Dictionary of gaming, modeling & simulation. London: E & F N
Spon. 90.
(88)
Chapter-6
DATA ANALYSIS AND INTERPRETATION
This chapter is composed of four sections. First section contains data collected from all
public sector library schools of Pakistan about the necessary information of the
departments especially the curricula being offered by them at postgraduate level. This
data has been analyzed under different categories through various tables. Second section
contains data collected through questionnaire from library professionals working in
different types and sizes of libraries across Pakistan. The data has been analyzed using
SPSS. The third section contains data collected as a result of focus group interviews
conducted during two international conferences in the heart of Pakistan, Lahore covering
library professionals working in different libraries and representing all library schools of
Pakistan. The fourth section contains data collected through personal interviews of library
employers or members of selection boards of different organizations across Pakistan.
Section-1
6.1 Analysis and Interpretation of Programs and
Curricula offered by Pakistani Library Schools
6.1.1 Programs Offered
The universities of Pakistan are offering four different graduate and postgraduate
programs in Library and Information Science. The following table elaborates the same
programs:
(89)
Table 6.1 LIS Programs offered by Universities of Pakistan
S.No. Name of University BS
4 years
BLIS
1 year
MLIS
1 year
MLIS
2 years
1. University of Karachi x x
2. University of the Punjab,
Lahore
x x x
3. University of Sindh, Jamshoro x x x
4. University of Peshawar x x x
5. University of Baluchistan,
Quetta
x x x
6. Islamia University Bahawalpur x x
7. Allama Iqbal Open University,
Islamabad
x x x
8. Sargodha University x x
9. Khushal Khan Khattak
University
x x
All the universities of Pakistan are offering different graduate and postgraduate programs
in Library and Information Science. University of Karachi offers one-year postgraduate
BLIS program which is equivalent to M.A. (previous) or postgraduate diploma in the
same university or other universities. After successful completion of one-year BLIS, the
students are eligible to continue one-year MLIS program. The University of the Punjab,
Lahore offers two-year Masters program in Information Management which is equivalent
to MLIS or MA-LIS programs of other universities. University of Sindh, Jamshoro
(Hyderabad) offers 4-year BS program to students having HSC or Intermediate.
University of Peshawar offers 2-year Masters program whereas University of
Baluchistan, Quetta and Allama Iqbal Open University, Islamabad are also offering 2-
year Masters program. Islamia University, Bahawalpur, Sargodha University and
Khushal Khan Khattak University, Karak are offering 4-year BS and 2-year Master
programs simultaneously.
(90)
6.1.2 System of Examinations
Both semester and annual systems are in practice in the universities of Pakistan.
Table 6.2 Examination Systems adopted by the universities
S.No. Name of University Semester Annual Total Semesters
MLIS BS
1. University of Karachi x 2+2 x
2. University of the Punjab,
Lahore
x 4 x
3. University of Sindh, Jamshoro x x 8
4. University of Peshawar x x x
5. University of Baluchistan,
Quetta
x 4 x
6. Islamia University
Bahawalpur
x 4 8
7. Allama Iqbal Open
University, Isl.
x 4 x
8. Sargodha University x 4 8
9. Khushal Khan Khattak
University
x 4 8
Of nine universities offering Library and Information Science, eight universities are
pursuing semester system whereas remaining only one i.e. Peshawar University is
practicing annual system. Of them, six universities are offering MLIS or Masters in
Library & Information Science or MA in Information Management, one university
(Karachi University) offers BLIS and MLIS programs of one year each, and one
university (Sindh University) imparts four year BS program. Islamia University
Bahawalpur, Sargodha University, and Khushal Khan Khattak University, Karak are
offering both two and four year programs concurrently.
6.1.3 Curriculum offered by Pakistani LIS Schools
The integral part of any educational program is curriculum. The core curriculum should
have the ability to meet the needs of LIS profession. This is composed of the following:
1. The objectives of program
2. Number of courses
3. Outline of the courses
4. Practical contents
(91)
The curriculum should carry the contents of each course and it should also explain the
learning outcomes of the course that after successful completion of the program what
would be expected from the learner.
Various numbers of courses are taught in every university of Pakistan to complete the
educational program in library and information science/information management.
Table 6.3 Number of courses offered by the universities
S.No.
NAME OF UNIVERSITY
SEMESTER SYSTEM ANNUAL
SYSTEM 1
st
Semester
2nd
Semester
3rd
Semester
4th
Semester
1st
Year
2nd
Year
1. University of Karachi 6 7 7 7 x x
2. University of the Punjab 7 6 6 6 x x
3. University of Sindh* x x x x x x
4. University of Peshawar x x x x 6 6
5. University of Baluchistan 5 5 6 4 x x
6. Islamia University Bahawalpur* 6 6 6 6 x x
7. Allama Iqbal Open University 5 5 6 4 or 1 x x
8. Sargodha University* 6 6 6 6 x x
9. Khushal Khan Khattak University 6 6 6 4 or 5 x x
*BS Program of 8 Semesters divided as follows:
S.No NAME OF UNIVERSITY SEMESTERS
1st 2
nd 3
rd 4
th 5
th 6
th 7
th 8
th
1. University of Sindh 6 6 5 5 5 5 6 5
2. Islamia University
Bahawalpur
6 6 5 5 5 6 6 4
3. Sargodha University 6 6 5 5 5 5 6 6
4. Khushal Khan Khattak
Univ.
6 6 5 5 5 5 6 4
Karachi University teaches 27 courses in all in 2 years or 4 semesters (13 in BLIS and 14
in MLIS), Islamia University and Sargodha University each teaches 24 courses in all in
2-year program and 43,44 courses respectively in 4-year program. Khushal Khan Khattak
University offers 22 or 23 courses in MLIS and 42 courses in 4-year program. The
students of Punjab University have to study 25 courses, besides 8-week mandatory non-
credit practicum (internship) in 2 years to get Masters degree in Information Management
whereas fulfillment of 20 courses (without thesis) or 17 courses (in case of research
thesis) is the requirement of Allama Iqbal Open University. University of Sindh is unique
(92)
in a sense that it is the only library school which offers only 4-year program and students
are required to study 43 courses in all to complete their program. Peshawar University
offers 12 courses (under annual system) whereas Baluchistan University teaches 20
courses to complete 2-year Masters program.
6.1.4 Courses offered at MA (Pr.)/BLIS (or equivalent) Level
At present only University of Karachi is offering one-year postgraduate BLIS program
and after qualification, the graduates are eligible to further study one-year MLIS
program. The BLIS program of University of Karachi is equivalent to M.A. (Previous) of
all other universities of Pakistan (except Allama Iqbal Open University, where degree of
BLIS is equivalent to B.A., B.Sc., B.Com. etc).The courses offered at this level are the
core courses and the students have to study all the courses without any choice or option.
The following table shows the maximum titles of the courses being offered at BLIS/MA
(Previous) or equivalent level by the universities of Pakistan:
Table 6.4 Titles of the courses offered at BLIS or equivalent level
S.#. Course Title KU PuU SiU PeU BU IU AU SaU KK Total
1. Bibliography & Bib. Control Y N N Y N Y N Y N 4
2. Cataloguing (Practical) Y Y Y Y Y Y Y Y Y 9
3. Cataloguing (Theory) Y N N Y N N Y Y Y 5
4. Classification (Practical) Y Y Y Y Y Y Y Y Y 9
5. Classification (Theory) Y N N Y N N Y Y Y 5
6. Collection Dev. & Management Y N Y Y Y Y Y Y Y 8
7. Communication Skills Y Y N N N N N N Y 3
8. Foundation of Inf. Based Org. N Y N N N N N N N 1
9. Foundation of Librarianship N N N N N Y Y Y N 3
10. Fundamentals of Management N N N N N N N N Y 1
11. History of Books & Libraries Y N N N N N N N N 1
12. Human Information Behavior N Y N N N N N N N 1
13. Information Literacy Instruction N Y Y N Y N N Y N 4
14. Int. to Publishing & Book Trade N N Y N Y N N N N 2
15. Introduction to IT N N N N N N N N Y 1
16. Introduction to LIS N N N Y N N Y N N 2
17. IT: Concepts and Application N Y N N N Y N Y Y 4
18. Library & Society Y N N N N N N N Y 2
19. Library Automation/IS&R** N N Y N Y Y Y N N 4
20. Library Correspondence Y N N N N N N N N 1
21. Library Operation Y N N N N N N N N 1
22. Literature on Islam N N N N N Y N N N 1
23. Management &Admn. Of LIC* Y Y Y Y Y Y Y Y Y 9
24. Managing Collection & Online N Y N N N N N N N 1
25. Marketing of Lib &Inf Services N N Y N Y N N N N 2
26. Online Information Retrieval N Y N N N N N Y N 2
27. Organization of Information N Y N N N Y N N N 2
(93)
28. Personality Dev. & Com. Skills N Y N N N Y N N N 2
29. Qualitative Research Methods N N Y N N N N N N 1
30. Quantitative Research Methods N N N N Y N N N N 1
31. Ref./Inf. Sources & Services Y Y N N N Y Y Y Y 6
32. Research Methodology N N Y N Y N N N N 2
33. Serial Management N N N Y N N N N N 1
Total ………… 13 13 10 9 10 12 10 12 12 101
S.No. Course Title KU PuU SiU PeU BU IU AU SaU KK Total
*LIC=Library & Information Centers **IS&R=Information Storage & Retrieval
Key:
KU = Karachi University, Karachi PuU = Punjab University, Lahore
SiU = Sindh University, Jamshoro PeU = Peshawar University, Peshawar
BU = Baluchistan University, Questta IU = Islamia University, Bahawalpur
AU = AllamaIqbal Open University, Isl SaU = Sargodha University, Sargodha
KK = Khushal Khan Khattak University, Karak
The above 33 courses (in all) are being offered at M.A (Previous) or equivalent level by
the nine library schools of Pakistan. Some of the core courses are common and are taught
in majority of the library schools but most of the courses are taught independently or in
two to three library schools. The fundamental core courses like Classification,
Cataloguing, and Management and Administration of Library and Information Centers
are being offered by all nine library schools. The course of Collection Development is not
offered by Punjab University and the course of Reference and Information Sources and
Services is not offered by Sindh University, Peshawar University, and Baluchistan
University whereas remaining six universities are offering this important core course.
Sindh University (which is practicing 4-year BS program) offers this course under the
title ―Basic Reference Sources‖ in fourth semester. Although the table shows that theory
of Cataloguing and theory of Classification are not offered by Punjab University, Sindh
University, and Islamia University but fact is that Punjab University and Islamia
University are offering these courses under the title ―Organization of Information‖
whereas Sindh University is offering these courses under single title ―Organization of
Information‖ in fourth semester.
6.1.5 Courses offered at MA (Final)/MLIS Level
Only University of Karachi is offering two separate postgraduate programs of BLIS and
MLIS of one year each. These programs are equivalent to M.A. (Previous) and M.A.
(Final) of other universities of Pakistan. The courses offered in first year have been
(94)
discussed in the above table, whereas courses of second year are being enumerated here.
The following table shows the maximum titles of the courses being offered by the
universities of Pakistan at MLIS/M.A. (Final) level:
Table 6.5 Titles of the courses offered at MLIS or equivalent level
S.No. Course Title KU PuU SiU PeU BU IU AU SaU KK Total
1. Academic Libraries Y* N N Y* N Y* N Y* N 4
2. Advanced Mngment.
Techniques & Operations
N N N N N Y* N Y* N 2
3 Advanced Mngment. &
Leadership Skills
N Y* N N N N N N N 1
4. Adv. Tech. Operations/Adv.
Cataloguing & Classification
N Y* N Y N Y* Y2 Y* N 6
5. Agricultural Libraries N N N N N Y* N Y* N 2
6. Application of Information
Systems
N Y* N N N N N N N 1
7. Archives & Record
Management
Y* Y Y* Y* Y* Y* N Y* Y 8
8. Basic Research Methods &
Techniques
N N N N N N N N Y 1
9. Bibliographical Control N N Y* N Y* N N N Y* 3
10. Business & Industry
Information
N N N N Y* N N N N 1
11. Cataloguing of Special Material Y N N N N N N N N 1
12. Children Libraries N N N N N Y* N Y* N 2
13. Comparative &Int.
Librarianship
Y N N N N Y* N Y* N 3
14. Comparative Classification Y N N N N N N N N 1
15. Computer Networks N N N N N Y* N Y* N 2
16. Computer Progrming for Inf.
Management
N N N N N Y* N Y* N 2
17. Database Design &
Management
N N Y* N Y* Y* N Y* N 4
18. Digital Library Y Y* Y* N Y* Y* N Y* Y 7
19. Electronic Collection /Resources
Management
N Y* N N N Y* N N N 2
20. Financial Mangment. N N Y* N Y* Y* N Y* N 4
21. Health & Medical Sc. Libraries Y* N N N N Y* N Y* N 3
22. Health Sciences Information N N N N Y* N N N N 1
23. Human Resource Management N N Y* N Y* Y* N Y* N 4
24. Humanities & Soc. Science Info. N Y* N N N N N N N 1
25. Indexing and Abstracting Y Y* Y N Y Y* N Y* Y 7
26. Information Architecture N N N N N Y* N N N 1
27. Information Literacy Instruction N N N N N Y* N N N 1
28. Information Policy N N N N N Y* N Y* N 2
29. Information Seeking & Use N N N N N Y* N Y* Y* 3
30. Information Sources and Lit. ** Y* Y* Y* Y* Y* Y* N Y* Y* 8
31. Information Storage & Retrieval Y N Y N Y N N N Y 4
32. Intellectual Property Rights N N Y* N Y* N N N N 2
33. Internship N N Y N N N N N N 1
34. Introduction to Computers N N N Y* N N N N N 1
35. IT and Libraries Y N N Y N N N N N 2
(95)
36. Knowledge Management N Y Y* N Y* Y* N Y* Y 6
37. Law Libraries N N N N N Y* N Y* N 2
38. Lib. & Inf. Services in Pakistan N N Y N Y N N N N 2
39. Lib. & Inf. Software Packages N N N N N N N N Y* 1
40. Libraries and Society N N N N N Y N Y* N 2
41. Library Automation Systems N Y N N N N N Y N 2
42. Management of Info. Systems N N N Y* N N N N N 1
43. Marketing of Lib. Info. Services N Y N Y* N Y N Y Y 5
44. Media Information Management N Y* N N N N N N N 1
45. Media Librarianship N N Y* Y* Y* Y* N Y* N 5
46. Media Technology & Resources Y* N N N N N N N N 1
47. Models for Library
Management, Decision Making
& Planning
N N N N N Y* N Y* N 2
48. National Libraries N N N N N N N Y* N 1
49. Online Information Retrieval N N N N N Y N N 1
50. Personality Dev. & Comm.
Skills
N N N N N N N Y N 1
51. Planning of Lib. & Info. Centers Y N N N N N N N N 1
52. Practicum N Y N N N Y N N N 2
53. Preservation & Conservation N N Y* N Y* Y* N Y* N 4
54. Prof. Communication Skills N Y* N N N N N N N 1
55. Project Management N Y* Y* N Y* Y* N Y* N 5
56. Public Libraries & Legislation Y* N N Y* N Y* N Y* N 4
57 Public Records, Rare Materials N N N N N Y* Y2 Y* N 4
58. Qualitative Res. Methods N N Y N Y N N N N 2
59. Record Management N N N N N Y* N Y* N 2
60. Research Methodology Y N N Y N N Y2 N N 4
61. Research Methods in LIS N Y N N N Y N Y N 3
62. Research Project N N Y N N N N N Y* 2
63. Resource Sharing & Networking Y N Y Y Y Y* Y2 Y* Y 9
64. School Library Media Center Y* Y* N N N Y* N Y* N 4
65. Science & Technology Libraries N N N N N Y* N Y* N 2
66. Semantic Web & Linked Data
Technologies
N Y* N N N N N N N 1
67. Serial Management N N Y* N Y* Y* Y2 Y* N 6
68. Special Libraries Y* N N Y* N Y* N Y* N 4
69. System Analysis & Design N N N N N Y* N Y* N 2
70. Thesis Y* Y* N Y* Y Y* Y* Y* N 7
71. Web Development N N Y* N Y* N N N N 2
72. Web Publishing N N N N N Y* N Y* N 2
Total 19 20 21 14 22 43 11 41 13 204
S.No. Course Title KU PuU SiU PeU BU IU AU SaU KK Total
Y* = optional course ** Science, Technology, Social Science, Humanities, Islam,
Pakistan Y2 = Two courses under same title as I & II
The above 72 titles of courses (in all) are being offered at M.A (Final) or equivalent level
by the nine library schools of Pakistan. Some of the courses are common and are taught
in majority of the library schools but most of the courses are taught independently or in
(96)
two to three library schools. The majority of the courses of final year are optional or
elective; hence the number of the total courses rises in each library school. Allama Iqbal
Open University (AIOU), Islamabad offers five pairs of courses under same title but in
fact, they are ten courses. Hence these courses are counted as two courses each against
the same title. Archives & Record Management, Resource Sharing and Networking, and
Information Sources and Literature are the courses being offered by eight out of nine
library schools. Advanced Technical Operations is being offered by five library schools
(either as compulsory or elective course) except Karachi University, Sindh University,
Baluchistan University, and Khushal Khan Khattak University. Sindh University,
Baluchistan University, and KKK University are not offering this course at any level
whereas Karachi University offers the course as two different courses i.e. ―Comparative
Classification‖ and ―Cataloguing of Special Materials‖. The courses of Information
Sources and Literatures on Islam, Pakistan, Humanities, Social Science, Science, and
Technology are also offered by all the universities (as elective courses) except Punjab
University and AIOU. AIOU does not offer these optional courses whereas Punjab
University offers these courses under different titles like Business and Industry
Information, Government Information, Health Sciences Information, Humanities and
Social Sciences Information, Law Information, and Scientific and Technical Information.
All universities, except Punjab University, are offering the course of Resource Sharing
and Networking whereas AIOU offers this course into two parts i.e. I and II. M.A. thesis
as an elective course is practiced by all the library schools under the same title whereas
Sindh University, and KKK University offer it under the title Research Project.
6.1.6 Modern especially ICT-related Courses offered in the Curricula
The analysis of the courses taught at the departments of Library & Information Science/
Information Management of Pakistani universities, shows the following ICT-related
courses in the curricula.
(97)
Table 6.6 Modern Components/Trends at Postgraduate Level in LIS Curricula in Pakistan
Trends KU PuU SiU PeU BU IU AU SaU KK
Digital Library x x x
E-Learning/E-Collection Mngmt. x x x x x x x
Web Designing/Publishing x x x x x x x
Information Architecture x x x x x x x
Information Retrieval x x x x x
Database Designing x x x x x x x
ICT/Introduction to Computers
Key:
KU = Karachi University, Karachi PuU = Punjab University, Lahore
SiU = Sindh University, Jamshoro PeU = Peshawar University, Peshawar
BU = Baluchistan University, Questta IU = Islamia University, Bahawalpur
AU = AllamaIqbal Open University, Isl SaU = Sargodha University, Sargodha
KK = Khushal Khan Khattak University, Karak
6.1.7 Elective (Optional) Courses
At postgraduate (Masters) level, the students are given choice to opt one or some courses
of their interest or aptitude out of given list of courses. In library and information science,
this facility is available by all the universities. The Pakistani universities are offering
compulsory as well as optional courses to their students. Following is a detail about
elective courses:
Table 6.7 Number of optional courses offered in LIS schools
University
Number of Elective Courses Taught
No. of
Choices
given for
Elective
Courses
3rd
Semester/
7th
Semester
4th
Semester/
8th
Semester
Annual
Karachi University, Karachi 1(3) + 1(3) 1(3)+1(4)+1(2) 5(15)
Punjab University, Lahore Nil 6(13) 6(13)
Sindh University, Jamshoro 2(7) 2(7) 4(14)
Peshawar University Peshawar 1(3)+1(8) 2(11)
Baluchistan University Quetta 2(20) 2(20) 4(20)
Islamia University Bahawalpur 2(5) 1(10)+1(7)+1(7)+2(14) 7(43)
AIOU, Islamabad Nil 4(5) or 1(5) 4(5)/1(5)
Sargodha University, Sargodha 2(6) 1(10)+1(7)+1(6)+2(13) 7(42)
Khushal Khattak Univ. Karak 1(5) 1(2) 2(7)
(98)
6.1.8 Titles of Elective Courses
All the universities of Pakistan are offering more or less similar titles of courses as
optional courses but the choices may slightly vary depending upon the local market
needs. In urban areas, as the libraries associated with medical, business and management,
law, banks and financial institutions, and other special organizations are well developed.
In industrial areas, the scientific and technical libraries, and in rural areas, agricultural
libraries are the need of the people. In federal and provincial capital cities, the libraries of
parliament and assemblies are also established whereas public, school, children, and
academic libraries are the need of all the areas so the library schools covering the
libraries of their jurisdiction, offer optional courses of librarianship and information
sources as per their need. Following elective courses are being offered by the Pakistani
library schools:
Table 6.8 Titles of elective courses offered by the library schools
Name of University Titles
Karachi University Any One from the following:
Information Sources & Literature on Humanities
Information Sources & Literature on Science
Information Sources & Literature on Islam
Any One from the following: Public Library, Library Legislation and System
Children Librarianship, School Library Media Center
Special Librarianship
Any One from the following: Information Sources & Literature on Social Science
Information Sources & Literature on Technology
Information Sources & Literature on Pakistan
Any One from the following: Archive Management and Preservation
Academic Libraries
Medical Libraries and Librarianship
Punjab University Any Six from the following:
Digital Libraries
Project Management
Advanced Cataloguing and Classification
Indexing and Abstracting
(99)
Scientific and Technical Information Sources
Electronic Resources Management
Advance Management & Leadership Skills
Application of Information Systems
Semantic Web and Linked Data Technologies
Professional Communication Skills
School Library Media Center
Media Information Management
Thesis (6 credits)
Sindh University Any Two from the following: Bibliographical Control
Digital Library
Inf. Sources on Science, Technology, Humanities, Islam,
Pakistan
Intellectual Property Rights
Project Management
Serial Management
Database Design and Management
Any Two from the following: Web Development
Knowledge Management
Human Resource Management
Financial Management
Archives and Records Management
Preservation and Conservation of Library Material
Media Librarianship
Peshawar University Any One from the following: Information Sources of Science and Technology
Information Sources of Humanities and Social Sciences
Information Sources of Islam and Pakistan
Any One from the following: Public Records, Rare and Archival Materials and Preservation
Communication and Media Librarianship
Management of Information Systems
Special Libraries
Academic Libraries
Public Libraries and Legislation
Marketing of Library Information Services
Thesis
Baluchistan
University Any Four from the following: Digital Libraries
Media Librarianship
Data Base Design & Management
(100)
Web Development
Knowledge Management
Human Resource Management
Financial Management
Archives & Records Management
Intellectual Property Rights
Bibliographic Control
Project Management
Preservation & Conservation of Library Material
Serial Management
Information Sources on Islam and Pakistan
Information Sources on Business & Industry
Information Sources on Health Sciences
Information Sources on Humanities and Social Sciences
Information Sources on Science & Technology
Information Sources on Law
Information Sources on Agriculture
Islamia University Any Two from the following: Literature on Humanities
Literature on Social Sciences
Literature on Science
Literature on Technology
Literature on Pakistan
Any One from the following: Academic Libraries
School Libraries
Children Libraries
Public Libraries
Special Libraries
Agricultural Libraries
Health and Medical Libraries
Law Libraries
Science and Technology Libraries
Any One from the following: Advanced Management Techniques
Public Record, Rare Materials and their Conservation
Communication and Media Librarianship
Indexing and Abstracting
Resource Sharing and Networking
International and Comparative Librarianship
Models for Library Management, Decision Making and Planning
Any One from the following: Web Publishing
(101)
Database Structure and design
Computer Networks
Computer Programming for Information Management
System Analysis and Design
Digital Libraries
Electronic Collection Management
Any Two from the following: Serials Management
Information Policy
Knowledge Management
Financial Management Libraries and Information Centers
Information Seeking and Use
Project Management
Archives Management
Advanced Cataloguing and Classification
Information Architecture
Information Literacy Instruction
Records Management
Preservation and Conservation of Library and Archival Material
Human Resource Management
Thesis and Viva Voce
AIOU No Elective Courses except in lieu of following four courses of
last semester, the students may opt thesis comprising 12
credit hours:
Public Records, Rare Material & their Conservation-I
Public Records, Rare Material & their Conservation-II
Management of Serials Publications-I
Management of Serials Publications-II
Sargodha University Any Two from the following: Literature on Islam
Literature on Pakistan
Literature on Humanities
Literature on Social Sciences
Literature on Science
Literature on Technology
Any One from the following: National Libraries
Academic Libraries
School Libraries
Children Libraries
Public Libraries
Special Libraries
Agricultural Libraries
(102)
Health and Medical Libraries
Law Libraries
Science and Technology Libraries
Any One from the following: Advanced Management Techniques
Public Records, Rare Materials and their Conservation
Communication and Media Librarianship
Indexing and Abstracting
Libraries and Society
International and Comparative Librarianship
Models for Library Management, Decision Making and Planning
Any One from the following: Web Publishing
Database Structure and Design
Computer Networks
Computer Programming for Information Management
Systems Analysis and Design
Digital Libraries
Any Two from the following: Information Policy
Knowledge Management
Financial Management of Libraries and Information Centers
Information Seeking and Use
Project Management
Archives Management
Advanced Cataloguing and Classification
Resource Sharing and Networking
Records Management
Serials Management
Preservation and Conservation of Library and Archival Material
Human Resource Management
Thesis and Viva Voce (6 credits)
Khushal Khan
Khattak University,
Karak
Any One from the following: Information Sources and Literature on Social Science
Information Sources and Literature on Islam and Pakistan
Information Sources and Literature on Science and Technology
Information Sources and Literature on Law
Bibliographical Control
In lieu of Research Project, following Two courses are to be
opted Library and Information Software Packages (Theory & Practical)
Information Seeking Behavior
(103)
6.1.9 Practical Component in Curricula
The LIS curriculum is composed of both theoretical and practical components. Nature of
some of the courses is fully practical-based whereas that of some other courses is theory-
cum-practical.
Table 6.9 Theory-Practical Components of the Courses
Uni 1st Semester 2
nd Semester 3
rd Semester 4
th Semester Annual
Th Pr T/P Th Pr T/P Th Pr T/P Th Pr T/P Th Pr T/P
KU 6 - - 3 2 2 5 - 2 4 - 3 x x x
PuU 5 - 2 3 2 1 5 - 1 7 3 3 x x x
SiU 4 1 - 3 1 1 3 - 2 - 1 4 x x x
PeU x X x x x x x x x x x x 5+4 0+4 1+1
BU 4 1 - 3 1 1 5 - 1 2 - 2 x x x
IU 4 - 2 2 2 2 4 - 1 5 1 - x x x
AU 3 - 2 3 - 2 2 2 2 4 - 1 x x x
SaU 4 - 2 3 2 1 5 - 1 5 1 - x x x
KK 6 - - 2 2 2 4 - 2 3 1 2 x x x
―Th‖ indicates Theory
―Pr‖ indicates Practical
―T/P‖ indicates Theory-cum-Practical
Key:
KU = Karachi University, Karachi PuU = Punjab University, Lahore
SiU = Sindh University, Jamshore PeU = Peshawar University, Peshawar
BU = Baluchistan University, Questta IU = Islamia University, Bahawalpur
AU = AllamaIqbal Open University, Isl SaU = Sargodha University, Sargodha
KK = Khushal Khan Khattak University, Karak
6.1.10 Teaching Methods
Both traditional and modern teaching methods are applied in all the universities of
Pakistan. Nature of some courses demands the conventional style of teaching in which
the focus is on teachers‘ lecturing but the interaction and participation of the pupils is
also required. Some other courses demand the mediocre and modern styles of teaching.
(104)
Table 6.10 Teaching Methods
Teaching Methods KU PuU SiU PeU BU IU AU SaU
KK
Lectures
Lectures-cum-Discussion
Group Discussion
Tutorials X X X X X X
Case Study X X X X X X
Assignments
Seminars O O X O
Panels of Experts O O X O X X
Brainstorming X X X X X X X X X
Group Work X X X X
Online Discussion X X X X X X X X X
Guest Speakers O X X X X
Lab Exercises
Study Tours O O O O O O X
Presentations
Teaching Methods KU PuU SiU PeU BU IU AU SaU
KK
= Yes X = No O = Occasionally
6.1.11 Students Evaluation/Assessment Methods
System of examinations in all the universities is more or less same i.e. Theory and
Practical examinations are taken separately. But few other methods or systems are also
adopted in different courses. The following table defines clearly the assessment methods
in every library school:
Table 6.11 System and Methods of Assessment
Evaluation/Assessment
Methods
KU PuU SiU PeU BU IU AU SaU
KK
Written Examinations Y Y Y Y Y Y Y Y Y
Case Study N N N N N N N N N
Oral Presentations N N N N N N Y Y Y
Formal Reports O O N N N Y Y Y N
Individual Works O O N N N Y Y N N
Group Projects O O N N N N N N O
Practical Works Y Y Y Y Y Y Y Y Y
Thesis and Viva Voce O O O O O O Y Y Y
= Yes X = No O = Occasionally
(105)
6.1.12 Teaching Facilities/Aids
All the universities are trying their best to provide better teaching facilities and well-
equipped libraries and laboratories to their students.
Table 6.12 Teaching Facilities
Teaching Facilities/Aids KU PuU SiU PeU BU IU AU SaU
KK
Black/White Board
Overhead Projectors x x x X x
LCDs x x x x x x x
Multimedia Presentation
Cataloguing/Classification Lab x x x x x x
Cataloguing/Classification
Tools
Computer Lab x x
Departmental/Seminar Library x x X x
Well-equipped Audiovisual Lab x x x x x x x
Sound System x x x
Both modern and traditional teaching facilities/aids are available in all the universities.
Black/white board, the basic necessity of any educational institution, is used by all library
schools. As overhead projector has been replaced by multimedia, so only three library
schools i.e. Karachi, Punjab, and Sindh are still using it as well as multimedia which is
under use of all library schools. Only two library schools i.e. Peshawar and Sargodha are
maintaining well-equipped audiovisual lab where besides other equipment, LCD is also
available. All schools are imparting training to their students with latest editions of all
cataloguing and classification tools. Only three departments are having the facilities of
separate cataloguing/classification labs whereas remaining departments are providing
these services to their students either in the classrooms or in the departmental or central
library. Computer labs are also maintained by all library schools except Allama Iqbal
Open University.
The library education in Pakistan is heading towards right direction and not only public
sector but also the private sector universities are taking interest in opening library and
information science departments. Of nine public sector universities, only one university is
offering only 4-year BS program and only one university is offering one-year each BLIS
and MLIS programs. Four universities are offering 2-year Mastersprogram, and three
(106)
universities are practicing both 2-year and 4-year programs. As far as examination system
is concerned, only Peshawar University is following annual system whereas remaining
eight universities are adopting semester system. Number of courses offered in each
semester is more or less equal in all the universities. The core and technical courses are
taught by all the universities whereas specialized and elective courses are somewhat
different but majority of the courses are same. Most of the elective courses meet the local
needs of the library schools. All the library schools are focused on offering more and
more ICT-related courses to meet the national and international demands. In designing
and developing curriculum, the library schools pay special attention towards practical
component of the courses. All library schools are endeavoring their best to adopt modern
teaching methods and facilities. Students‘ performance is evaluated using all possible
assessment methods. In short, the library education and library schools of Pakistan are on
the right track and meeting the challenges of international market. To maintain the
international repute, regular revision and updating of curricula, training facilities to
faculty members, use of modern technology, and promotion of research activities are
necessary.
(107)
Section-2
6.2 Analysis and Interpretation of Data Collected from
Library Professionals through Questionnaire
A structured questionnaire (Appendix-B) was designed to collect data about the courses
studied by the library professionals working in different types and sizes of libraries of
Pakistan. The respondents were approached personally and through e-mail and got the
questionnaires filled. A total 250 filled questionnaires were received back from the
professionals. Following is the analysis and interpretation of the data:
6.2.1 Demographic Characteristics
The targeted population of the ongoing research is library professionals working in
different types of libraries in Pakistan covering all four provinces and federal capital
Islamabad.
Table 6.13.Demographic characteristics of the participants
Characteristics Frequency(N = 250) Percentage
Age (years)
Less than 31 years 51 20.4
Between 31 and 40 years 134 53.6
41 years and above 65 26.0
Gender (N = 250)
Male 166 66.4
Female 84 33.6
A total 250 filled questionnaires were received from library professionals across Pakistan.
Of these, 166 respondents (66.4%) were male and 84 (33.6%) were female. With respect
to their age, three categories were formed: those who were less than 31 years of age were
51 (20.4%), the age group between 31 and 40 was composed of 134 respondents (53.6%)
and this is the largest group whereas those who were more than 40 years of age were 65
(26.0%).
(108)
6.2.2 Name of Degree Awarding Province/Federal Capital
There are one or more library schools in all the four provinces and federal capital
Islamabad. These schools professionally train the librarians and award them degrees from
postgraduate to doctorate level. The professionals rendering their services in the libraries
at home or abroad are the graduates of these schools.
Table 6.14. Province of obtaining professional degree
Professional Degree
acquired from:
Frequency (N = 250) Percentage
Punjab 97 38.8
KPK 67 26.8
Sindh 46 18.4
Federal capital, Islamabad 24 9.6
Baluchistan 16 6.4
The universities from where the respondents got professional degrees are located in all
four provinces, and federal capital, Islamabad. Of them, 97 (38.8%) belonged to Punjab,
67 (26.8%) from Khyber Pakhtoon Khawah, 46 (18.4%) belonged to Sindh, 24 (9.6%)
represented Islamabad, and remaining 16 (6.4%) from Baluchistan. Although they got
their professional education from the universities of above four provinces and federal
capital but they are working in a different or same area.
6.2.3 Highest Professional Degree obtained
All the professionals working in different capacities and positions, are holding degrees
from Masters to Doctorate. The following status shows the highest degree they have
obtained:
Table 6.15 Professional Degree obtained by the respondents
Highest Professional
Degree
Frequency (N = 250) Percentage
MLIS 169 67.6
MLS 27 10.8
MS 18 7.2
M.Phil. 24 9.6
Ph.D 12 4.8
(109)
The highest degree the respondents acquired included: MLS, MLIS, MS (in Lib & Inf.
Sc.), M.Phil. (LIS), and Ph.D. (LIS). Although MLS and MLIS are the same level
degrees but those who passed out before 1980-85, hold the degree of MLS whereas the
rest is possessing MLIS. 169 respondents (67.6%) have MLIS degree, 27 respondents
(10.8%) hold MLS degree, , 18 (7.2%) are MS (LIS) degree holders, 24 respondents
(9.6%) hold M.Phil. degree whereas only 12 (4.8%) are holding Ph.D. (LIS) degree.
6.2.4 Courses studied at Postgraduate Level
Different courses of compulsory and optional nature are offered by all the library schools.
The core and compulsory courses are studied by all the students whereas some courses
are opted by the students according to their interest.
Table 6.16: Courses studied at Postgraduate level
No of course studied at
Masters level
Frequency (N = 250) Percentage
6 – 10 106 42.4
11 – 18 92 36.8
More than 18 52 20.8
Answering the question about total number of courses they studied, the respondents gave
replies showing different number of courses. There were 106 (42.4%) respondents who
studied 6-10 courses in all. Those who studied 11-18 courses were 92 (36.8%) whereas
the lowest number of population comprised those who studied more than 18 courses and
they were 52 (20.8%) respondents.
6.2.5 Compulsory Courses studied
The students are required to study the compulsory and core courses to fulfill the
requirements of degree. These courses provide basic and essential knowledge on the
subject which help in strengthening the profession. Almost equal and same number of
compulsory courses are offered by all the library schools with some exceptions.
Table 6.17: No. of compulsory courses studied
No of compulsory courses Frequency (N = 250) Percentage
4 – 10 134 53.6
11 – 16 72 28.8
More than 16 44 17.6
(110)
To the question about the number of compulsory courses offered to them, there are three
categories of the respondents: those who were taught 4-10 compulsory courses included
134 (53.6%), 11-16 compulsory courses were studied by 72 respondents (28.8%) whereas
there were 44 respondents (17.6%) who were offered more than 16 compulsory courses.
6.2.6 Optional Courses studied
A variety of optional courses are included in the curricula of all library schools. Although
majority of such courses are common in all universities but there are some courses which
have been designed to meet the local market needs.
Table 6.18: No. of optional courses studied
No of optional courses Frequency (N = 250) Percentage
0 – 3 149 59.6
4 – 6 101 40.4
Regarding the question of optional courses, 149 (59.6%) respondents replied for 0-3
courses whereas the remaining 101 respondents (40.4%) studied 4-6 optional courses.
6.2.7 Employment and Working Organizations
A wide variety of job opportunities for library professionals is available in both public
and private sectors. The respondents who are the graduates of library schools, are
working in different types of libraries governed by government and private
administrations.
Table 6.19: Nature of job-providing institutes/organizations
Working Institute Frequency (N = 250) Percentage
Government 203 81.2
Private 47 18.8
The majority of the respondents works in public sector institutes and departments. Of
total, 203 (81.2%) are the government servants whereas 47 (18.8%) work in private
sector. The government sector includes academic organizations (from schools to
universities and technical and professional institutions), constitutional and legislative
bodies, Supreme Court and high courts, federal and provincial secretariats and
(111)
directorates, institutes and offices of defence forces and their subsidiaries, State Bank of
Pakistan and other financial institutions etc. The private sector includes all types and
levels of educational institutes, NGOs, private commercial banks, financial and business
institutes etc.
6.2.8 Type of Library of the participants
Primarily, there are four types of library viz. academic, national, public, and special. The
graduates of library schools are providing professional services in all types of library.
Table 6.20: Type of Library the participants working in
Type of Library Frequency (N =250) Percentage
Academic 130 52.0
Special 59 23.6
Public 42 16.8
National 19 7.6
As far as the type of library is concerned, most of the respondents are working in
academic libraries. A total 130 (52.0%) respondents belong to academic libraries, 59
(23.6%) from different special libraries, 42 (16.8%) respondents are from public libraries,
and 19 (7.6%) from National Library of Pakistan.
6.2.9 Designations of the working professionals
The public and private organizations and institutes offer different posts and designations
to the library professionals commensurate to their qualification and experience. The most
distinguished designations are director general, director libraries, deputy director,
assistant director, senior or chief librarian, librarian, assistant librarian, associate
librarian, deputy librarian etc.
Table 6.21: Designation/post of the working professionals
Designation Frequency (N = 250) Percentage
Senior Librarian 40 16.0
Librarian 132 52.8
Assistant Librarian 78 31.2
(112)
There are three categories of designation of the respondents identified through the
answers in the questionnaire: Senior Librarian, Librarian, and Assistant Librarian. Of all,
there were 40 (16%) Senior Librarians, 132 (52.8%) were Librarians and 78 (31.2%)
were Assistant Librarians. The data shows that the majority of the participants are
holding the post of Librarian.
6.2.10 Working Experience
As the targeted population of this research comprises all library professionals irrespective
of their professional experience, from junior most to senior most working professionals
took part. Following four categories were developed to show the years of their
involvement in the profession.
Table 6.22: Working experience of the respondents
Working Experience Frequency (N = 250) Percentage
1 - 5 years 53 21.2
6 - 10 years 90 36.0
11- 15 years 48 19.2
> 15 years 59 23.6
The targeted population was composed of professionals having working experience of
different years. This experience has been categorized into: 1-5 years, 6-10 years, 11-15
years and more than 15 years. There were 53 participants (21.2%) having experience of
1-5 years and they were comparatively young professionals working at junior positions.
In the category of 6-10 years of experience, the number of participants was 90 (36.0%).
Professionals with relatively plentiful experience and senior position, had working
experience from 11-15 years and among the total participants of the study, their number
was 48 (19.2%). Those who fall in the last category of more than 15 years of experience
were working at the positions of senior librarian, chief librarian or head of the
department. They had a vast professional experience and were well-versed with all the
activities and functions of a library. The number of such respondents was 59 (23.6%).
6.2.11 Optional courses in the curricula
Combination of compulsory and optional courses is the integral part of any curriculum.
Library and Information Science curriculum is also composed of a reasonable ratio of
(113)
both the groups. The optional courses of Literature/Information Sources and Libraries
and Librarianship provide specialization in specific field of literature and libraries
whereas the incumbent who had studied any of these optional courses, also possesses the
basic and core knowledge of other literatures and libraries which he/she had not studied.
6.2.11.1 Optional courses of Literature/Information Sources
One major category of optional courses is Literature or Information Sources on different
fields as described here in the table:
Table 6.23: Optional Courses of literature/information sources studied by the respondents Courses Frequency(N = 250) Percentage
Humanities
No 170 68.0
Yes 80 32.0
Science (N = 250)
No 157 62.8
Yes 93 37.2
Islam (N = 250)
No 232 92.8
Yes 18 7.2
Social science (N = 250)
No 190 76.0
Yes 60 24.0
Technology (N = 250)
No 223 89.2
Yes 27 10.8
Pakistan (N = 250)
No 235 94.0
Yes 15 6.0
In almost all the library schools of the country, some optional subjects are offered to the
final year students so that they can study the courses of their caliber, interest and ability.
One of these optional subjects is Literature or/and information sources of Humanities/
Social Science/ Science/ Technology/ Islam/ Pakistan. Of these optional courses, the
library schools are offering different combinations in different semesters. The analysis of
the data indicates that the course of Literature of Humanities was studied by 80
respondents which is 32% of the total. Literature of Science was opted by 93 participants
(114)
(37.2%). Literature and Sources on Islam was studied by only 18 respondents which is
7.2%. The counterpart courses of Humanities, Science and Islam are Literature and
Sources on Social Science, Technology, and Pakistan which were opted by 60 (24%), 27
(10.8%), and 15 (6.0%) participants respectively.
6.2.11.2 Optional courses of Libraries/Librarianship
Although a wide range of optional courses on libraries and librarianship is offered to the
students as a specialization course in the final year but the collected data shows only six
optional courses studied by the participants viz. Academic Libraries, Public Libraries,
Special Libraries, School Libraries, Comparative and International Librarianship, and
Medical Librarianship. This group of optional courses is taught in almost all the library
schools with some amendments or additions.
Table 6.24: Optional Courses of libraries/librarianship studied by the respondents
Courses Frequency Percentage
Academic Libraries (N = 250)
No 75 30.0
Yes 175 70.0
Public Libraries (N = 250)
No 203 81.2
Yes 47 18.8
Special Libraries (N = 250)
No 210 84.0
Yes 40 16.0
Children Libraries (N = 250)
No 74 29.6
Yes 176 70.4
Comparative &
International Librarianship
(N = 250)
No 216 86.4
Yes 34 13.6
Medical Libraries (N = 250)
No 210 84.0
Yes 40 16.0
(115)
Majority of the respondents opted Academic Libraries and Children Libraries during their
studies. 176 (70.4%) participants studied children libraries and 175 (70.0%) of total
participants studied academic libraries, whereas Public Libraries and Special Libraries
were also studied by 47 (18.8%) and 40 (16%) respondents respectively. The counterpart
of these courses are Comparative & International Librarianship and Medical Libraries
which were studied respectively by 34 (13.6%) and 40 (16.0%) respondents.
6.2.12 Suitability of a professional with different courses
studied
Although different optional courses are offered either for specialization or keeping in
view the tendency of the students but this does not confine them or refrain them from
selecting a professional field. As they have basic and core knowledge of librarianship so
can cope with any type of collection in their library. Despite this fact, the
professionals/respondents have different points of view:
Table 6.25: Suitability/Unsuitability of an incumbent in an organization
Characteristics Frequency(N =250) Percentage
Suitability of a person in an
organization/library with a
different type of
literature/information
sources and librarianship
which he/she had not studied
Fully Agreed 71 28.4
Partially Agreed 134 53.6
Not Agreed 45 18.0
Data indicates that the majority of the participants has reservations about the suitability of
a person having background of courses studied and working in a different type of library
containing another type of literature/information sources. 134 (53.6%) respondents
showed partial agreement with the suitability of such incumbent. 71 (28.4%) respondents
agreed absolutely and 45 (18.0%) disagreed to the notion.
(116)
6.2.13 Implementation of theory courses studied in BLIS in
profession
In a practical and professional discipline, the courses are designed in such a way that they
are either fully or partially implemented in the field. The majority of the courses taught at
BLIS level in all the library schools are composed of theory and practical. The practical
training of any course is, no doubt, applied in the profession but to strengthen the
professional knowledge and to understand the philosophy of the subject, theory courses
also deserve equal importance. Without apprehending and grasping the subject matter and
exhibiting command on the roots of the text, better professional services cannot be
rendered. To get the viewpoint of the respondents about the usefulness of the theory
courses they studied at BLIS, they were asked to prioritize All, Some, or None of the
courses:
Table 6.26: Implementation of BLIS theory courses in profession
Usefulness of BLIS theory
courses in professional career
Frequency (N =250) Percentage
All 82 32.8
Some 155 62.0
None 13 5.2
Regarding the usefulness of the theory courses studied at BLIS level for the professional
career, 82 respondents (32.8%) replied for all the courses, 155 (62.0%) replied for some
of the courses, and only 13 (5.2%) respondents replied for none of the courses.
6.2.14 Satisfaction with the MLIS course contents
The courses taught at MLIS level are of advanced, specialized and slightly research
nature aimed to prepare not only the quality librarians but also to produce such
professionals who are ready to help and entertain research activities of the users of their
library and to develop research interest in themselves. Majority of the respondents seem
to be satisfied with the contents of the MLIS courses. How much useful or satisfying the
contents of the courses the professionals had studied, is an important question as their
professional activities and performance depends upon it.
(117)
Table 6.27: Satisfaction with the MLIS course contents
Satisfaction with the subject
contents of the MLIS courses
Frequency (N =250) Percentage
Highly satisfied 80 32.0
Satisfied 140 56.0
Somewhat Satisfied 30 12.0
As far as the satisfaction of the respondents about the subject contents of the courses they
studied at MLIS was concerned, 80 respondents (32%) were highly satisfied, 140 (56%)
were satisfied and 30 (12%) were slightly satisfied. Hence the data shows that majority of
the respondents is either satisfied or highly satisfied with the contents of the courses they
studied.
6.2.15 Usefulness of the practical courses
There is a list of courses which are partially or wholly based on practical work. Some of
such courses are classification, cataloguing, bibliography, reference sources and services,
library operations, information and communication technology, digital library etc. The
viewpoint of the respondents about the usefulness of practical of these courses is
diversified.
Table 6.28 (A): Usefulness of the practical courses
Usefulness of the practical of
classification in profession Frequency (N =250) Percentage
Highly Useful 115 46.0
Useful 120 48.0
Somewhat Useful 15 6.0
Usefulness of the practical of
cataloguing in profession Frequency (N =250) Percentage
Highly Useful 100 40.0
Useful 116 46.4
Somewhat Useful 34 13.6
Usefulness of the practical of
Reference Sources and Services in
profession
Frequency (N =250) Percentage
Highly Useful 115 46.0
Useful 108 43.2
Somewhat Useful 27 10.8
(118)
Classification is a core subject of librarianship and is taught in all library schools. As
regards the usefulness of classification practical in the job, 115 (46.0%) respondents were
of the view that it is highly useful, 120 (48.0%) opined that it is useful whereas only 15
(6.0%) respondents termed it somewhat useful. When the same question of usefulness of
cataloguing practical in the profession was asked, almost the similar ratio of responses
was received. 100 (40%) of total respondents replied that it is highly useful, 116 (46.4%)
declared the course useful however 34 (13.6%) respondents proclaimed the course as
somewhat useful. Reference Sources and Services is also another useful course which is
considered as the backbone of librarianship. About realizing the usefulness of the
practical of the course, 115 (46.0%) participants termed it highly useful, 108 respondents
(43.2%) identified it as useful while the remaining 27 (10.8%) observed that it is
somewhat useful.
Table 6.28 (B): Usefulness of the practical courses
Usefulness of the practical of
bibliography in profession Frequency (N =250) Percentage
Highly Useful 54 21.6
Useful 128 51.2
Somewhat Useful 68 27.2
Usefulness of the practical of
library operations in profession Frequency (N =250) Percentage
Highly Useful 112 44.8
Useful 123 49.2
Somewhat Useful 15 6.0
Usefulness of the practical of
ICT/Digital Libraries in
profession
Frequency (N =250) Percentage
Highly Useful 122 48.8
Useful 106 42.4
Somewhat Useful 22 8.8
When the opinion of respondents with respect to usefulness of practical training of the
course of Bibliography was sought, only 54 (21.6%) declared it highly useful, 128
respondents (51.2%) termed it useful whereas 68 (27.2%) respondents considered it
somewhat useful. The course of Library Operations covers almost all the pursuits and
professional activities performed in a library. Practical training is also the part of this
course. When inquired about the usefulness of practical training of this course in the job,
(119)
112 (44.8%) respondents called it highly useful, 123 respondents (49.2%) named it useful
and the rest 15 (6.0%) respondents labeled it somewhat useful. In respect of same
question about the usefulness of practical of ICT/Digital Libraries in the job, 122 (48.8%)
respondents termed it highly suitable, 106 (42.4%) dubbed it useful while the remaining
22 (8.8%) designated it somewhat useful.
6.2.16 Utilization of Practical Training in the field
A variety of responses were received about the implementation of practical training in the
profession. The respondents (total number 250) identified total 644 either titles of courses
or parts of courses which they had studied under different courses. The respondents had
their own choice to give as many as possible number of titles. The frequencies of their
responses are calculated in two ways; out of total identified titles and out of total
respondents.
Table 6.29. Implementation of courses studied in practical field (Profession) Title of Training/
Courses Studied
Responses
(N=644)
Percent (Out of
N)
Percent of Cases
(out of total
Respondents) Automation/Software./ICT 103 15.9 41.2
Report Writing 93 14.4 37.2
Project Management 92 14.3 36.8
Account Management 91 14.1 36.4 Business Communication 89 13.8 35.6
Classification (DDC) 56 8.7 22.4 Book Material Cataloging 33 5.1 13.2
Library Management 14 2.1 5.6
KOHA 13 2.0 5.2
Bibliography 10 1.6 4.0
Reference Services 10 1.6 4.0
Classification (LC) 9 1.3 3.6
Internship 8 1.2 3.2
Indexing 6 0.9 2.4 Sp. Material Cataloguing 6 0.9 2.4
LIMS 5 0.7 2.0
WINISIS 4 0.6 1.6
Archive Management 2 0.3 0.8
The maximum responses were given for relevant topics like library automation, software,
software training, digitization, information and communication technology etc. These
(120)
were 103 out of total 644 responses which were 15.9% of total responses and 41.2% of
total target population. The other outstanding responses (93 out of total 644) were for
Report Writing, 92 for Project Management, 91 for Account Management, and 89 for
Business Communication. These responses are respectively 14.4%, 14.3%, 14.1%, and
13.8% of the total responses and 37.2%, 36.8%, 36.4%, and 35.6% of the target
population responded for the practical trainings of these courses or part of courses which
is being applied in their profession.
Then the next maximum responses were received respectively for Classification (DDC)
and Cataloguing of book material. For Classification there were 56 responses (8.7%) and
for Cataloguing 33 (5.1%). The responses indicate that for 22.4% respondents, the
learning and training of Classification is being applied in their profession whereas 13.2%
of respondents are applying training of Cataloguing at their work. The application of
other remarkable trainings in the profession is of Library Management (2.1%), KOHA
(2.0%), and Reference Services (1.6%), and Bibliography (1.6%).
6.2.17 Non-Application of Practical Training in Profession
The opinions about non-application of practical training in the profession, diversified
responses were received. The respondents (total number 250) identified total 588 either
titles of courses or parts of courses which they had studied under different courses. The
respondents had their own choice to give as many as possible number of titles. The
frequencies of their responses are calculated in two ways; out of total identified titles and
out of total respondents.
Table 6.30. Non-Implementation of courses in practical field (Profession) Title of Training/
Courses studied
Responses
(N=588)
Percent
(Out of N)
Percent of Cases
(Out of total
Respondents)
Indexing 175 29.7 70.0
History of Books &
Libraries 172 29.2 68.8
Abstracting 171 29.1 68.4
Library Automation 14 2.4 5.6
Information
Technology 11 1.8 4.4
Cataloging/AACR 7 1.2 2.8
(121)
LC Classification 5 0.8 2.0
LC Subject Headings 5 0.8 2.0
Library Software 4 0.7 1.7
RDA 4 0.7 1.7
Bibliography 3 0.5 1.2
MARC 3 0.5 1.2
Networking 3 0.5 1.2
Project Management 3 0.5 1.2
Presentation Skill 2 0.3 0.8
Marketing of Library
Services 2 0.3 0.8
Account
Management 2 0.3 0.8
Digital Library 2 0.3 0.8
The maximum responses for non-application of courses in the profession are received for
Indexing (175 responses out of total 588). This comes to 29.7% of the responses whereas
70.0% of the respondents. The other courses are Abstracting for which 171 (29.1%)
responses were received from 68.4% of respondents, and History of Books and Libraries
for which 172 (29.2%) responses were received from 68.8% of the respondents. The
other notable responses are for Library Automation (2.4% from 5.6% population),
Information Technology (1.8 % from 4.4% population) and Cataloguing (1.2% from
2.8% population). Rest of all title of courses/training is inconsiderable.
6.2.18 Opinion about courses of other universities
Comparison of courses can simply be made when one has knowledge about the courses
offered in other universities. This is possible only if the courses of other library schools
have been gone through. The participants were inquired about it and they were also asked
to mention the titles of the courses which enticed them as they have not studied the same.
6.2.18.1 Awareness about the courses of other library schools
A large number of the professionals are aware about the courses offered in other
universities. They have shown interest in the strength and weaknesses of what they had
studied and the same of the other universities.
(122)
Table 6.31: Having gone through the courses being taught by other universities of Pakistan Characteristics Frequency (N = 250) Percentage
Knowledge about the curricula of
other universities
No 73 29.2
Yes 177 70.8
Majority of the respondents have gone through or have a glance on the courses offered by
the library schools other than their own. 177 (70.8%) have knowledge about such courses
whereas 73 (29.2%) respondents have not read the courses of other universities.
6.2.18.2 Inspiration from the courses of other universities
Some professionals have critical and research-oriented thinking and enhance their
knowledge and ability to improve their professional services. For this purpose, they try to
find out their shortcomings and inefficiencies by studying the courses of other library
schools and some courses inspire and appeal them.
Table 6.32: Stimulation developed by the courses of other universities Characteristics Frequency (N = 250) Percentage
Development of stimulation from
other universities‘ courses
No 212 84.8
Yes 38 15.2
Although a majority of the participants had gone through the courses of other universities
for their satisfaction and interest but only few have got inspiration from those courses and
they recommend those courses or some of the contents of the courses should also be
offered by their universities. Only 38 (15.2%) respondents were motivated by such
courses whereas the remaining 212 (84.8%) did not have any inspiration or motivation.
6.2.19 Possibility of merging two or more courses
Some of the courses being offered have similar nature or a few of the topics of the
courses are correlated. A handful number of professionals feel such courses should be
merged to avoid duplication.
(123)
Table 6.33: Opinion about merging of two or more courses
Opinion about merging of any two or
more courses Frequency (N = 250) Percentage
No 184 73.6
Yes 66
26.4
Out of total population, only 66 (26.4%) respondents showed their willingness to merge
two courses whereas rest i.e. 184 (73.6%) respondents were against the idea.
6.2.19.1 Merging of Two or more Courses
As very small number of respondents was in favour of merging two or more courses, they
pointed out some of the courses which can be merged.
Table 6.34. Title of courses to be merged
Courses Responses
(N = 50)
Percent (Out
of N)
Percent of Cases
(Out of Total
Respondents)
Classification & Cataloguing 20 40 8
Information Sources & Information Tech. 2 4 0.8
Research & Networking 2 4 0.8
Cataloguing & Bibliography 2 4 0.8
Classification & Reference Services 2 4 0.8
Classification & Advanced Classification 2 4 0.8
Networking & Management & Retrieval
System 2 4 0.8
Collection Development & Reference
Services 4 8 1.6
Public Library & Library and Society 2 4 0.8
History of Libraries & Bibliography 2 4 0.8
History of Libraries & Library and Society 2 4 0.8
Collection Development & Management of
Libraries 2 4 0.8
Indexing & Bibliography 2 4 0.8
Programing HTML & LINEX 2 4 0.8
JAVA & KOHA 2 4 0.8
Majority of the responses (20 out of total 50) were about merging of Classification and
Cataloguing. This response is 40 percent of the total responses by 8 percent population.
The second group of courses to be merged is Collection Development and Reference
Services, which was replied by 4 respondents which comes to 8 percent responses by 1.6
percent population. The other suggestions about merging of courses (as shown in the
table) are insignificant.
(124)
6.2.20 Satisfaction with theory-practical ratio
As the curricula of all the universities comprise theory-based, practical-based, and
theory-cum-practical-based courses. The curricula seem to be balanced with respect to
theory-practical ratio:
Table 6.35: Satisfaction with theory-practical ratio
Satisfaction with the theory/practical
ratio of the courses Frequency (N = 250) Percentage
No 12 4.8
Yes 238 95.2
Only 12 (4.8%) respondents are dissatisfied with the ratio whereas majority 238 (95.2%)
participants expressed their satisfaction with the theory-practical ratio.
6.2.21 Theory-based courses and Practical-based courses
There are some courses which are only theory-based and some courses which are
practical-based and all the universities are treating them as per their nature. Opinion of
the professionals was sought to identify such courses which are against their nature:
Table 6.36: Satisfaction with theory-based and practical-based courses
Opinion about the courses to be
based on only theory work Frequency (N = 250) Percentage
No 224 89.6
Yes 26 10.4
Opinion about the courses to be
based on only practical work Frequency (N = 250) Percentage
No 194 77.6
Yes 56 22.4
Majority of the respondents was satisfied with the existing set-up but there were few who
gave their contrary opinion. About courses to be based on only theory, only 26 (10.4%)
respondents replied in affirmative while 224 (89.6%) negatively replied. Similarly,
opinion of 56 (22.4%) respondents was in favour of only practical work courses whereas
194 (77.6%) respondents were against.
(125)
6.2.22 Viewpoint about the nature of Masters’ thesis
At Masters‘ level, some of the students are inclined towards research and keeping in view
their potential, they are offered to write a thesis/research project on any informative topic
of their interest under the supervision of a teacher. Almost all the universities encourage
their students to exhibit their research abilities. In some disciplines, thesis is compulsory
for the fulfillment of the Masters degree but in some other disciplines, it is optional. The
library professionals were inquired to give their point of view about the status of thesis:
Table 6.37: Opinion about nature of Masters’ thesis
Characteristics Frequency (N = 250) Percentage
Thesis should be compulsory for all
students
No 45 18.0
Yes 205 82.0
Duration of thesis Frequency (N = 250) Percentage
Two semesters 90 36.0
One semesters 66 26.4
One year 85 34.0
Two year 9 3.6
Weightage of thesis Frequency (N = 250) Percentage
100 Marks 186 74.4
200 Marks 64 25.6
Regarding the nature of Masters Thesis/Research Project as compulsory, 45 respondents
(18.0%) replied in negative whereas 205 respondents (82.0%) were in favour of making it
compulsory. About the duration of the thesis, 90 respondents (36.0%) answered for 2
semesters, 66 (26.4%) answered for one semester, 85 participants (34.0%) replied for one
academic year and remaining only 9 respondents (3.6%) suggested the period of 2 years.
About the marks of the thesis, 186 (74.4%) recommended 100 marks whereas 64
respondents (25.6%) replied for 200 marks.
6.2.23 Uniformed education and examination system
All the library schools of Pakistan are producing library professionals with more or less
same qualification and abilities. Although the library schools are governed by Higher
Education Commission but they are independent in formulating the policies with respect
to educational system, examination system etc. They have their statutory bodies of the
(126)
respective universities which frame rules, regulations, and policies of their own. Except
one library school of the country (Punjab University), all schools have uniformed
nomenclature i.e. ―Department of Library and Information Science‖ whereas Punjab
University‘s department has, in the recent past, changed the name as ―Department of
Information Management‖. The Sindh University‘s department has some addition and
named as ―Department of Library & Information Science and Archives Studies‖. The
respondents have their views on same or different nomenclature and about the system of
education and examinations:
Table 6.38: Viewpoint about uniformed system of education and examinations
Opinion about uniformity of the
nomenclature of the department of LIS
of all the universities
Frequency (N = 250) Percentage
No 34 13.6
Yes 216 86.4
Opinion about uniformed system of
education and examination in all the
universities
Frequency (N = 250) Percentage
No 31 12.4
Yes 219 87.6
About the similarity/uniformity of the nomenclature of the department of library and
information science of all the universities of Pakistan, 216 respondents (86.4%) were in
favour of the question whereas the remaining 34 (13.6%) replied in negative. Almost the
same result was received when asked about the uniformed system of education and
examinations in all the universities of Pakistan. 219 (87.6%) respondents‘ answer was in
affirmative whereas the response of 31 (12.4%) was against the idea.
6.2.24 Optional groups and courses
As besides compulsory subjects, there are some optional courses offered to the students
by all library schools. From a group of optional courses, the students have to choose one
according to their interest or tendency. There are several groups of optional courses and
in each group, there are a number of courses to be opted. The participants exhibit their
viewpoint about the sufficiency or insufficiency of these optional groups and courses.
(127)
Table 6.39: Opinion about optional groups and courses
Opinion about insufficiency of groups
of optional subjects Frequency (N = 250) Percentage
No 86 34.4
Yes 164 65.6
Opinion about insufficiency of
subjects in existing groups Frequency (N = 250) Percentage
No 148 59.2
Yes 102 40.8
When asked about the insufficiency of the number of groups of optional subjects, 164
(65.6%) replied affirmatively whereas 86 respondents (34.4%) had the opposite version.
This indicates that according to 34.4% of the targeted population, the number of groups
of optional subjects in the existing curricula of all the library schools is sufficient and
rarely a group or two are required to be included in the curricula whereas the majority
(65.5%) deems a need to expand the groups of optional subjects.
6.2.25 Recommendations about needed practical training
In a number of courses, practical training is integral part and students are involved in
hands-on practice to get the maximum output of their studies. The participants were
asked to give their feedback if they still need any practical training in some areas which
are ignored in the curricula of universities of the country. In all 229 titles were identified
by the total population (250). The frequencies of their responses are calculated out of
total identified titles and out of total respondents:
Table 6.40: Recommendations for needed practical training
Characteristics Frequency (N =
229)
Percentage Percent of cases
(out of total
respondents
ICT 59 25.9% 23.6
Open Source Software
Technology 25 11.0%
10.0
Management Skill 21 9.2% 8.4
Library Automation 18 7.9% 7.2
Development of Digital
Library 15 6.6%
6.0
Classification 9 3.9% 3.6
Communication Skill 9 3.9% 3.6
Cataloguing 8 3.5% 3.2
Information Literacy 8 3.5% 3.2
(128)
Archival Management 7 3.1% 2.8
Database Development 6 2.6% 2.4
Web Development 6 2.6% 2.4
Personality Grooming 5 2.2% 2.0
User Psychology 5 2.2% 2.0
Information
Management 4 1.8%
1.6
Leadership Skills 3 1.3% 1.2
Customer Service 2 0.9% 0.8
Internship 2 0.9% 0.8
Knowledge
Management 2 0.9%
0.8
Library
Correspondence 2 0.9%
0.8
Marketing of Library
Services 2 0.9%
0.8
MARC 2 0.9% 0.8
RDA 2 0.9% 0.8
Data Mining and
Filtering 1 0.4%
0.4
Event Management 1 0.4% 0.4
Information Storage 1 0.4% 0.4
Professional Writing 1 0.4% 0.4
Social Media 1 0.4% 0.4
Reference Services 1 0.4% 0.4
Recommendations of the participants were sought about the practical training(s) in
librarianship in the course(s) which they deem necessary but not imparted in any
university of Pakistan. A variety of subjects and courses were detected by the respondents
but a number of the courses were wrongly identified as some or all the library schools are
giving their practical trainings. Majority of the responses 59 (25.9% of total responses)
were for ICT and 23.6% respondents identified the course. Open source software
technology got 25 (11.0%) responses by 10.0% respondents. 21 (9.2%) responses are for
Management Skills identified by 8.4% population. 18 (7.9%) responses are identified for
Library Automation by 7.2% participants. The course of Development of Digital Library
received 15 (6.6%) responses by 7.2% respondents. Classification 9 (3.9%), Cataloguing
8 (3.5%), and Information Literacy 8 (3.5%) were other notable courses identified
respectively by 3.6%, 3.2%, and 3.2% respondents. 7 (3.1%) responses are for Archival
Management identified by 2.8% participants, whereas Web Development and Database
(129)
Development both got 6 (2.6%) responses each by 2.4% respondents. The remaining
identified courses are inconsiderable.
6.2.26 Key Findings through Questionnaire
- Majority of the participants studied optional courses of ―Literature of
Humanities‖, ―Literature of Science‖, ―Academic Libraries‖, and ―Children
Libraries‖.
- Majority of the participants was satisfied with the subject contents of the courses
they studied.
- Majority of the participants declared usefulness of practical of Classification,
Cataloguing, Reference Sources and Services, Library Operations, and
ICT/Digital Library in profession.
- Majority of the participants declared courses of Indexing and Abstracting as non-
implemented courses in profession.
- Majority of the participants was against merging of two or more courses.
- Majority was satisfied with Theory-Practical ratio of the courses.
- Majority was in favor of Masters Thesis as compulsory one.
- Majority was in favor of uniformed nomenclature of the departments of LIS and
uniformed system of education and examinations.
- Majority recommended training of ICT.
Section-3
6.3 Analysis and Interpretation of Data Collected from
Library Professionals through Focus Group Interviews
The best and effective method of sharing views and opinions of the members of a
community on a particular topic in a systemic and organized way is focus group
interview. As, for the research in-hand, the professional viewpoints of the people
occupied with a specific field (LIS) on a specific topic (model curriculum development)
are to be sought, the focus group interview is considered as one of the best activities.
(130)
To examine the strengths and weaknesses of BLIS/MLIS programs as experienced by the
working professionals and their suggestions about inclusion/exclusion of the courses and
suggestions about changes in BLIS/MLIS programs and for the improvement of the
quality of library education, it was decided that focus group interviews of the alumni of
all the library schools of Pakistan working in different types and sizes of libraries located
in all the provinces of the country will be conducted. For this purpose, this researcher
found very suitable time in the year 2015 when two international conferences were held
in a period of two months i.e. October and November in Lahore. The first one was
organized by Pakistan Library Association, Punjab Branch and the other by the
Department of Information Management, University of the Punjab. Besides foreign
delegates and participants, the conferences were largely attended by the library
professionals across the country so it was a golden opportunity for this researcher to
conduct various focus group interviews of the professionals representing different
provinces, library schools, and types and sizes of libraries.
Majority of the participants of the conferences from outside the city (Lahore) was staying
in HEC Hostel where this researcher was also staying so it became easy to make different
groups of the participants for focus group interviews. In the evenings of five days (of
both the conferences), six groups of focus group interviews were managed in which some
junior fellows (who had been the students of this researcher and were staying along)
assisted the researcher in recording and taking notes.
Targeted Population
Group-1 Alumni of library schools of Khyber Pakhtoonkhwa
Group-2 Alumni of library school of Federal Capital (Islamabad)
Group-3 Alumni of library schools of Sindh
Group-4 Alumni of library schools of Punjab
Group-5 Alumni of library schools of Southern Punjab
Group-6 Alumni of library schools of Baluchistan
(131)
The groups were formed with the consents of participants and each group was composed
of an average 10 participants. First three groups were interviewed during the first
conference held in October 2015 whereas the last three groups were interviewed during
the second conference held in November 2015. Majority of the participants was very
active in the profession. They actively take part in national and international conferences,
seminars, symposiums, refresher courses and contribute their research papers in the
conferences as well as in the journals of international repute. They are also the members
and office bearers of different national professional associations.
The following table shows the composition of all six focus groups with their association
of types of libraries:
Table 6.41: Composition of six focus groups with their association of types of libraries
Focus
Group
No.
Region/Province Types of Libraries
of the participant
of the Group
No. of
participants
1. Khyber Pakhtoon khwah Academic
National
Public
Special
Total……..
3
0
3
4
10
2. Federal Capital Islamabad Academic
National
Public
Special
Total……..
2
3
1
3
9
3. Southern Punjab Academic
National
Public
Special
Total……..
2
0
3
3
8
4. Punjab Academic
National
Public
Special
Total……..
3
0
2
3
8
5. Baluchistan Academic
National
Public
Special
Total……..
2
0
2
7
11
(132)
6. Sindh Academic
National
Public
Special
Total……..
4
0
3
3
10
Hence in all, views of 56 library professionals were recorded. Of them, 16, 3, 14, and 23
were representing Academic, National, Public, and Special libraries respectively.
6.3.1 Determining the Questions for Interviews
A series of questions (Appendix- C) was already dispatched to the members of all the
groups well in time. The questions were based on the experience of this researcher as
faculty member of a library school who has strong interaction and association with the
alumni working in the market. They usually discuss their problems they are facing in
their job with respect to lacking in the curriculum.
6.3.2 Analysis of Interview Data
6.3.2.1 Strengths of one-year postgraduate program in LIS
The participants expressed their opinion openly on this issue. Some were very critical
while the majority in all the groups encouraged the program through their comments.
Almost all were in favour of the program and observed it should be continued as it
produces library professionals with all basic abilities and competencies required to run a
library professionally. They were of the view that this program enables a graduate to
obtain a professional position in both public and private sector. The participants of a
group observed that the core areas are being well covered by the courses offered in BLIS
e.g. cataloguing, classification, collection development, serial management, management
of library and information centers. After studying one year if the student wishes to
abandon studies due to a reason or another, his/her this one year exercise will not go into
trash as happens in majority of the Masters program, but he/she will be eligible to get a
degree or a postgraduate diploma (PGD).
(133)
Foundation Knowledge:
They had pointed out that this program provides foundation knowledge of library system
and gives basic knowledge of library and information science especially to those who did
not have any background of studying library science in their previous degree program.
The professionals belonging to Karachi University, Sindh University, and Punjab
University who had studied 2 years in two parts i.e. BLIS or PGD (Lib. & Inf. Science)
and MLIS were very well aware about one year program whereas the graduates of other
library schools did not have any idea about the program but they discussed the issue in
the perspective of M.A. (previous) courses which are almost similar to the courses
offered in one year program. A participant of Allama Iqbal Open University Islamabad
clarified that the BLIS program of his university is equivalent to graduate level program
so he would talk on MLIS (previous) program. According to him, in the first year of
AIOU‘s MLIS the basic techniques of librarianship are taught and the concept about
organization of knowledge, management of libraries, circulation and reference services is
made clear. The participants of Bahawalpur, Multan, Quetta, and Peshawar also endorsed
the views of graduate of AIOU. They said that they also have no experience of studying
two programs in two years and had completed their 2-year degree under one program but
they can comment on first year courses. They opined that the courses taught during the
first year provide necessary knowledge of librarianship and after studying all the courses,
one can work professionally in a library come what may he/she is a degree holder or not.
Technical Correspondence Knowledge
The course of library correspondence, technical and report writing is offered in Karachi
University and a similar course of Professional Communication is offered in Punjab
University hence the participants belonging to both of these universities were of the
opinion that postgraduate program in library science gives knowledge of handling
technical correspondence. The participants of all other universities are deprived of such a
course. They observed that although they have studied the course of communication
skills but that course does not cover the office correspondence with special reference to
libraries. They further said that the library manager of administrator who is professionally
qualified, has to make liaison with the world outside the library as well as with the higher
(134)
authorities and subordinates but he/she is not properly trained or educated different
formats or styles and writings. They also cannot use particular office language in
different documents or letters written so such a course is need of the time and all the
universities should make it a part of their curricula.
Referencing Knowledge
The participants of almost all the universities were of the opinion that the postgraduate
program gives knowledge of referencing. All the participants observed that the role of
reference librarian has always been considered as an important role as he/she not only
provides the exact and accurate material to the reader but also provides information about
the required material to the user, if the same material is not available in the library. The
participants agreed that although the contents of the course of reference and information
sources and services are fulfilling the requirements of the candidates but more and more
electronic and digital sources should be included in the course. The graduates of
Peshawar University complained that this important course is not being offered in their
university as a result of which the professionals of Peshawar University face problems in
coping with the situation related to referencing. Another Peshawar University
professional belonging to Hazara Division admitted that they cannot provide reference
service to their readers in its real term.
Library Technical Services:
The program enables the graduate to perform cataloguing and classification manually and
electronically. This course is also taught in all the universities; somewhere theory and
practical separately and somewhere jointly. The graduates of AIOU, Baluchistan
University, and Peshawar University observed that their universities are also teaching
advanced technical operations besides theory and practice of classification and
cataloguing, hence this program is strengthened by these courses.
Awareness about Different Types of Libraries:
The majority observed that the program also provides awareness about objectives,
functions, responsibilities and activities of different types of libraries. The participants of
(135)
Central and Southern Punjab who had studied two separate programs (BLIS and MLIS)
in two years were of the view that the BLIS program develops an understanding among
the young scholars who are going to join the profession of librarianship about the basics
of the field. The participants of Baluchistan, Karachi, and Islamabad observed that after
studying one year (come what may it is a complete degree or not), the graduates are
eligible to discharge all professional responsibilities in a library so they can attain the
target of running a library perfectly and professionally. The participants of Sindh and
Peshawar also showed their agreement to the opinions of other participant with a slight
difference that if a university is awarding one-year degree, it should also impart a
practicum of at least three months to make the student eligible for degree.
Learning and practical:
The participants opined that since majority of the core courses are included in the
curriculum of postgraduate studies, hence the program is rich in learning as well as
practical. The participants of Sindh, Karachi, and Punjab remarked that the program
should be continued even if the four year BS program is started/continued as those who
are graduated from the colleges or as external candidates and want to join the profession
of librarianship, avenue for the professional education should not be closed for them and
they continue their postgraduate studies. The participants of Islamabad, Peshawar and
Quetta commented that during the first year of MLIS (in fact referring to BLIS or
postgraduate diploma program), there is great opportunity of learning the basics of
profession as well as the students are also trained to get practical knowledge of
maintaining different sections of a library.
Practical and market:
Majority agreed that the practical courses fulfill the requirements of the market to a large
extent. The participants belonging to Bahawalpur and Sargodha stated that there is a large
number of libraries in the surrounding of these two cities. Although most of the libraries
are of academic institutions but there are also special and public libraries and Islamia
University and Sargodha University are facing the challenge to produce librarians
(136)
compatible with the market needs. To meet the needs of the market these universities and
other universities have designed their curricula harmonious with the needs.
Traditional librarianship learning:
There were some views that the program carries comprehensive approach of learning
traditional librarianship. The participants of Sargodha University were against the
viewpoint as according to them, their university is offering some modern courses like
online information retrieval, information literacy instructions, and information
technology. They agreed however that besides these three courses, the others are
promoting traditional librarianship. The participants of other universities were of the view
that majority of the courses taught in their universities are traditional ones but some
modern courses like use of computers in libraries, information technology etc. have also
been included in the curricula.
Computer Skills:
There were some opinions that the postgraduate program provides basic computer skills.
The participants of Punjab University, Sargodha University, Islamia University, and
Allama Iqbal Open University, Peshawar University, and Baluchistan University were of
the view that the program enables the learners gain basic computer skills to be used in
libraries whereas developing websites or library programs and software are not taken into
consideration in BLIS program and all such expertise are given in final year. The
participants opined that giving more emphasis to computer skills and technology at the
cost of library skills will not be suitable as we are producing the graduates of library
science and not the computer science. The participants of almost all the universities
endorsed this point of view and observed that no doubt, the computer skills are essential
in every field of life but the basic necessities and proficiency in the concerned field
should be at the top priority. The participants of all the groups agreed that whatever is
taught with respect to computer knowledge and skills at BLIS or equivalent level is
enough and reasonable.
(137)
Theoretical knowledge:
The overall general estimation was that the program is full of theoretical knowledge
about new trends of library science, besides the old, traditional and classic concepts of the
subject. The participants agreed that the program covers the basic knowledge of
cataloguing, classification, collection development, reference sources and services,
bibliography and bibliographic control, library administration and management, library
operations etc. Hence the program is rich in imparting theoretical and conceptual
knowledge of the subject. The participants belonging to Karachi, Punjab, Sindh, and
AIOU were of the view that their universities are also providing practical knowledge of
the core subjects. The remaining participants advocated this version and observed that the
universities of Peshawar and Baluchistan are also focusing on Research Methodology and
Library Marketing whereas these subjects are offered at MLIS or equivalent level in other
universities.
6.3.2.2 Weaknesses of one-year postgraduate program in LIS
The participants agreed that there are lots of weaknesses in the postgraduate program
which need to be rectified. During the discussions, the following weaknesses were
identified:
More theoretical, less practical:
There was a general consensus in almost all the groups that a lot of theoretical material
which is delivered in the classrooms should be replaced by practical implications of those
concepts such as acquisition procedure, circulation and library operation. The nature of
all these courses is practical-based rather than theoretical so these should be more
practically performance subjects rather than long theoretical details. The representatives
of Sindh University were against the version. They commented that their university is
focusing more on practical as there are courses at this level on applied classification,
applied cataloguing, library automation systems, research methodology, information
literacy etc. and all these courses are practical-based. The other participants replied that
their universities are also focusing on practical in the course whose nature is purely
practical-based but here we are talking about the courses which are partially of practical
(138)
nature but this small fraction of practicability is ignored. On this reply, the participants of
Sindh endorsed the version of other universities.
Neither theoretical, nor practical:
Another view about some of the courses offered in this program was that the courses of
library and society, communication skills, and library correspondence or professional
communication do not give any knowledge either theoretical or practical. The
participants of Punjab, Peshawar, AIOU, and Sindh opined that whatever is taught in
library and society is not actually observed in the society. So many roles of library with
respect to different quarters of the society are discussed but in fact, those roles are not
experienced anywhere. Similarly, the representatives of Baluchistan and Peshawar
commented on the course of communication skills or library correspondence. They
observed that with respect to these courses, the ground realities are not taken into
consideration and the realities are that most of the students belong to the middle or lower
middle classes who have completed their schooling from government or Urdu medium
educational institutions. Majority of the students having such background, cannot write
something in an impressive style either in Urdu or English. Their base is weak and up to
postgraduate level, they cannot improve their weakness. The courses of communication
skill or professional communication are designed for postgraduate level whereas the
students cannot have ability to write even equivalent to Matric level hence the courses are
of no use for them. The difficulty here is that they cannot be taught from the introductory
or fundamental level. Moreover, the use of SMS language (Romanized or English) has
also multiplied the deterioration of text, grammar, spellings, abbreviations, formats, etc.
Core courses augmentation:
Some participants belonging to Baluchistan, Sindh, and Islamia University were of the
view that these programs do not include such courses that make the students
technologically literate like computer-based courses to supplement the basic core courses.
They further explained that at BLIS or equivalent level, the computer literacy is either
unavailable or at very initial level. According to them all the courses of librarianship
should have a blend with information technology. They suggested that the courses of
(139)
classification, cataloguing, indexing, abstracting, bibliography, reference sources and
services, collection development, etc. should be designed in such a way that support
implementation of modern technology.
Eligibility Criteria:
Another participant raises question on the eligibility criteria to enroll the students for
BLIS program without having any background qualification in graduation or intermediate
level. This point of view was endorsed by almost all the participants representing all the
provinces. They were of the view that none of the universities restricted the admission
and all the students having second class Bachelor degree in any discipline can apply for
admission. There is no pre-requisite or no condition of any sort. (The participant of Sindh
University pointed out that in a year or two, Sindh University is going to abolish
postgraduate program and replacing it with BS program so all intakes will be
Intermediate but no other condition will be applied).
No know-how of the Subject:
The point of eligibility criteria was further elaborated by a participant from University of
Baluchistan by adding that most of the intakes in this program do not know the basics of
the subject and even do not have any idea about the objectives of the subject and are
plunged into field as they did not have any other choice. This point was backed by most
of the participants representing Sindh University, Islamia University, Sargodha
University, and Karachi University, who were of the opinion that the university
authorities also do not take the issue seriously and allow admission to anyone whether
having interest in the subject or not. As a result, most of the students admitted in the
program, do neither pay attention nor take interest in their studies and by collecting notes
from one source or another qualify the exam. The participants of AIOU, and Punjab
University proposed that admission test at department level should be conducted and
interviews of the qualifying candidates should also be taken so that the aptitude of the
candidates may be assessed. The representatives of Sindh and Punjab suggested that the
evaluation/ examination system should also be modified so that the actual learners can
qualify.
(140)
Lack of additional activities:
Another opinion was about lack of additional activities which are the part of professional
discipline like library science. The participants of Karachi, Sindh, and Peshawar were of
the view that the professionals rarely take interest in attending or organizing seminars,
workshops, conferences etc. The representatives of Baluchistan, Sargodha, and Peshawar
complained that the professionals do not or very rarely contribute articles in national or
international journals which indicates their lack of interest towards research. The
participants of Peshawar, Baluchistan, Islamia, and Allama Iqbal Open University
pointed out that extension lectures during their studies were never arranged due to which
they remained deprived of gaining knowledge from the experts of the field. The
participants of Karachi University and Punjab University explained that extension
lectures by the renowned professionals and educationists, holding seminars on different
burning issues related to the field and workshops to supplement lectures should be a
regular feature of the library schools so that the learners become aware about the latest
developments in their field.
Lack of demand of Profession:
Since ours is a professional field so a participant from Sindh University pointed out that
there are limited opportunities of conducting seminars, refresher courses, symposia, and
regular library visits. Some other professionals from Peshawar University, Karachi
University, Baluchistan University observed that the students should also visit publishers,
and eminent booksellers and printing and publishing houses to have congenial relations
with other elements of book world. The participants of AIOU suggested that visits of
different types and sizes of libraries will enhance the practical knowledge of the students,
which is presently lacking in almost all the professionals.
Presentation Skills:
All the participants except Punjab University and Karachi University were of the view
that presentation skills which develop confidence among students are missing in this
program and due to the same reason, the students do not perform well either in interviews
for job or at any other forum. The representatives of Peshawar University and
(141)
Baluchistan University clarified that due to the local culture of KPK and Baluchistan, the
people‘s personal appearance, and communication accent is a great barrier in their
presentation and communication skills. They were of the view that although they are
highly qualified but majority feels shy in elaborating their point of view before other
people or in interview.
6.3.2.3 Strengths of MLIS program
The participants admired the MLIS program with some reservations and comments.
Rich in Advanced Knowledge:
The participants of Karachi University, Punjab University and Islamia University were of
the view that this program gives advanced knowledge of library system such as different
software like KOHA and OpenBiblio, graphics and different websites, designing software
and cataloguing of various special materials. The representatives of Peshawar University
and AIOU opined that the students are strong in their profession due to the inclusion of
courses like information technology, information storage and retrieval and other similar
courses. There were also views from the participants of Punjab that the courses like
Project Management, Media Information Management, and Application of Information
System have strengthened the program. The representatives of Islamia University
observed that the program is rich in advanced courses like financial management,
information policy, electronic collection management, online information retrieval, and
other similar courses and subjects.
Professional Stability:
―MLIS program gives professional stability and develops skills regarding all activities,
functions, responsibilities and competencies required in libraries‖, this was the consensus
statement given by participants of all the groups. The participants of Sindh and Karachi
opined that the program has ability to maintain and operate a library through WINISIS
and other similar technologies. The participants of Sargodha University and Punjab
University were confident enough about a non-credit course their universities are offering
i.e. Practicum. They observed that through this essential 8-10 week course, the learners
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become familiar with all important functions of a library as the students are compulsorily
required to work in a library and maintain their regular diary having signed by the section
incharge of the library on daily basis. The representatives of Baluchistan University and
Peshawar University maintained that the courses being offered by their universities like
information technology and libraries, advanced technical operations, serial management,
resource sharing and networking, management of different types of libraries etc. develop
professional stability among the learners.
Supportive for Database Designing:
The participants of all the groups opined that the program is rich in imparting skills for
database designing through MS Access. Majority of the participants of all the groups was
of view that after qualifying the program, one can automate almost all the sections and
services of a library and can digitize the collection of a library. The participants of
Karachi, Punjab, Islamia, Sargodha and Sindh observed that their universities are offering
courses on application of information technology, system analysis and design which
provide the learners an understanding about the database designing.
Supportive for Indexing and Abstracting:
The participants of Karachi University, Sindh University, Punjab University, Islamia
University and Sargodha University observed that this program provides good knowledge
of indexing and abstracting and imparts command for information retrieval so it can be
termed as a comprehensive professional and practical program. The other participants of
AIOU, Peshawar University and Baluchistan University observed that although their
universities are not offering the course on indexing and abstracting but these topics are
discussed in other similar course named advanced technical operations, hence the learners
not only have know-how of the subject but also have command on the process.
Supportive for Periodical and Research Knowledge:
The groups of participants belonging to Punjab and KPK observed about MLIS program
that it offers intensive knowledge of periodicals and research resources of different
academic disciplines. The representatives of all universities except Karachi University
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informed that their universities are focusing on management of serial publications as
serials are considered the integral part of research activities, so their management and
maintenance is very important.
Digital Libraries/Librarianship:
Acknowledging the course of digital library, all the group members asserted that this
course is a great strength since it is a modern subject and very updated that helps students
in gaining an insight of the online searching resources and software and its practical
enables students to work efficiently at their job places. The participants of Karachi,
Punjab, and Sargodha were of the view that the learners should not only depend on
various digital library programs but should also develop their own digital resources.
Advanced Librarianship:
Some participants representing Karachi University, Baluchistan University, Peshawar
University, and Punjab University shared their views by saying that MLIS program is an
exposure to advanced level courses of librarianship and exposure to different types of
libraries. All these library schools are offering courses like comparative classification,
cataloguing of special material, advanced cataloguing and classification, advanced
management techniques, models for library management, and management of
information systems, etc. which are rich in advanced librarianship.
Research Methodology:
The participants commended the course of research methodology which is being offered
in all the universities of Pakistan. They were of the view that about two decades ago, this
course was taught at very superficial level but now it is instilled very deeply with the
modern contents and thoughts. In past, the concept was not clear about qualitative
research, quantitative research, sampling etc. whereas today the contents of the course are
meeting the international standard but this is not end and the course needs to be
strengthened day by day. The participants of Sindh University informed that their
university is offering three full courses on research viz. Research Methodology in Library
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& Information Science, Qualitative Research Methods, and Quantitative Research
Methods.
Practical Approach:
Other strengths which were pointed out by the participants include: practical approach
towards imparting skills like advanced classification and cataloguing, teaching research
techniques, teaching specialized libraries along with education of traditional libraries.
The elective courses included in the curriculum of Sargodha University, besides other
courses, are Agricultural Libraries, Communication and Media Librarianship, Web
Publishing, Digital Libraries, Project Management, etc. Almost similar courses are
offered by Islamia University, Bahawalpur. The participants observed that the
universities, from time to time, take the feedback from the market and then incorporate
the suggestions in their curricula. The participants of Punjab, Sindh, and Karachi
commented that their universities are also in touch with the market and try to include the
courses or contents of the courses in their curricula as received from the market. Punjab
University, Islamia University, and Sargodha University are also having a non-credit
course ―Practicum‖ in their syllabus which is very useful in terms of gaining practical
knowledge. The participants representing these universities disclosed that at the end of
the session, the students are sent to designated libraries of the city where they work for 6-
8 weeks and hence get acquaintance with the functions of different sections of a library.
This practicum is of great importance and practical knowledge for the prospective
librarians before joining the field.
Other Facilities:
Availability of well-equipped computer labs, and availability of seminar library for
reference and research. Almost all the library schools are enjoying these facilities and the
participants were satisfied that the students are learning a lot.
6.3.2.4 Weaknesses of MLIS program
About the weaknesses of MLIS program, the participants were very critical and they
expressed their views openly.
(145)
Competition with International Standard:
If the participants had admired the program on one, they had also criticized it. According
to the participants of Karachi, Sindh, Punjab, and Peshawar, the MLIS program of all
Pakistani universities cannot compete that of international level as the courses here are
not advanced. They observed that such programs in foreign countries are accredited by
some professional organization or association whereas in our country, there is no such
accreditation body. The representatives of Islamabad, Quetta, and Bahawalpur, while
commenting on the weaknesses of the program, revealed that the international
universities design their curricula and prepare the library professional to work not only in
libraries but a wide variety of career opportunities are available to them in different
sectors like publishing, archives, museums, corporations, ICT-related companies, and
other technology companies whereas our universities are preparing workforce to work in
only libraries. The participants of AIOU agreed with this idea and suggested that our
curriculum should also accommodate such courses which would open avenues for other
fields also.
Elective Courses:
With respect to offering of optional courses, the participants had strong point of views.
They were of the opinion that the groups of optional subjects have no identical courses.
Only the participants of Karachi University were satisfied with the nature of the courses
in any optional group. The participants of Baluchistan and Peshawar universities opined
that the first optional group has identical courses i.e. information sources and literature on
different subjects whereas the second optional group does not have similar type of
courses like public records, communication and media librarianship, serial management,
advanced management techniques and operations, management of information systems,
special libraries etc. The participants of other groups also have similar complaints. The
groups representing Karachi, Peshawar, Baluchistan, Sargodha, and Punjab criticized the
offering of optional courses as this practice deprives the students of studying all types of
literatures and all types of libraries. They were of the opinion that students opted one
literature are unaware about the other literatures and information sources and same is the
situation with libraries and librarianship.
(146)
Digital Library:
The participants of all the groups‘ strong focus was on the course of digital library and
their viewpoint was that this course is taught in one semester only which is insufficient.
They were of the intense opinion that the nature of the course demands that it should be
taught in two semesters or one whole session. In first semester, the theoretical aspect of
the course should be taught while in the second semester, all practical training should be
imparted. Moreover, the participants of Karachi University, Punjab University, AIOU,
and Islamia University suggested that the students should also be taken to visit to the
libraries of the city where process of digitization is going on. The students should also be
given free hand to design digital library of their own.
Lack of Interaction between Library Schools and Libraries:
The group of participants representing Sargodha University, Peshawar University and
Baluchistan University opined that being a professional subject, the library schools do not
have proper interaction with different types of libraries where frequent study tours can be
arranged. They maintained that thorough visits of at least five libraries of different types
in a year/session can develop better academic and professional awareness among the
scholars whereas no attention is paid towards this important activity.
Lack of Hands-on Practice:
There were also views of some of the participants about lack of hands-on training
facilities in the program. The participants of Sargodha University, Sindh University, and
Islamia University complained that although in the curricula, the practical have been
mentioned with some courses but no practice is imparted. The participants of Karachi
University pointed out that in the course of cataloguing of special material, the actual
materials are not provided to the students for cataloguing, instead the bibliographic
descriptions of the material are provided to them to prepare catalogue. The participants of
universities of Peshawar, Baluchistan, Sargodha, Islamia, and Allama Iqbal complained
that the number of computers in computer labs are much less than the number of students
in a practical group, hence each and every student cannot get chance to work
independently on computer. The other universities‘ representatives disclosed that
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although the number of computers in their universities are also less but two students on
one computer can easily manage.
Lack of Internship Programs:
It was pointed out that a few library schools are offering proper internship program as a
part of their curriculum but rest are not paying heed towards it. The participants of Punjab
University and Sargodha University commented that their universities are offering
internship program under the title Practicum and eminent libraries of the city have been
selected for this purpose where the students are sent to work for a stipulated period to get
professional knowledge and practice. The participants of other universities appreciated
both the universities and stressed their universities to start the same program.
Lack of Inclusion of Changing Library Trends in Curricula:
There were some observations from the participants of Sargodha University, Islamia
University, Baluchistan University, and Peshawar University that the process to include
changing trends of library environment in the curricula is very slow and the professionals
are not taken into confidence for reviewing, revising or updating the curricula. The
participants of Karachi University, Sindh University, Punjab University, and AIOU were
of the opinion that their universities invite professionals from time to time or especially in
the meetings of Board of Studies to revise the curriculum and sometimes encourage any
proposal given by the professionals.
Lack of Interaction with Experts and Professionals:
The participants of Baluchistan University, Sindh University, and Peshawar University
complained that there is lack of practice of inviting guest speakers to deliver lecture on
any burning or relevant topic. The participants of these universities drew attention
towards some courses which, according to them, were outdated and need to be replaced
by the modern courses. According to them such courses are information sources, resource
sharing, networking, etc. whose contents are very traditional and cannot compete the
modern needs so these courses can be replaced by a single course entitled Information
Literacy Instruction.
(148)
6.3.2.5 Proposed changes in BLIS program
The participants had brought different views with them about the changes in BLIS
program. Although this program is active only in one university i.e. University of Karachi
whereas all other universities have merged it with 2-year Masters program but most of
the participants who belonged to Punjab and Sindh, were the product of this program as
universities of Punjab and Sindh were practicing BLIS and MLIS programs some 6-7
years ago.
Change of Title:
The participants of all the groups were of the view that the program title should be
changed to postgraduate diploma (PGD) as practiced in some of the universities but rest
are naming it BLIS which is confusing as why once again Bachelor of LIS after B.A,
B.Sc or B.Com or Allama Iqbal Open University‘s BLIS. The participants of Baluchistan
University and AIOU were not satisfied with the contents of the courses taught at BLIS
level. They proposed more and more ICT-related courses and the courses of advanced
librarianship.
More Traditional, Less Modern:
Most of the members of the groups representing Islamia University, Sargodha University,
and Sindh University had some reservations on the courses and observed that the
approach of traditional librarianship is the most influencing element in almost all courses
of BLIS. They opined that these courses should be modernized and the courses like
History of Libraries, Library and Society, Foundation of Librarianship should be merged
and only one course should be developed by incorporating the contents. Similarly, the
group members of Punjab University and Islamia University were of the view that the
course of Bibliography should be merged with Bibliographical Control.
Traditional-Modern Balance Needed:
The participants of all the groups observed that the traditional courses should be
minimized or merged as there is a need to be balanced with at least 50% of modern and
current trends in librarianship. The members of Punjab University, Karachi University,
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and Islamia University commented that the ratio between modern and traditional courses
should be 70 and 30 but the participants of Peshawar and Sindh universities opposed and
said that the importance of traditional courses cannot be ignored so the ratio should be
50:50.
ICT-related Courses:
The participants of Punjab University, Islamia University and Sargodha University
proposed that at least two or more full-credit courses must be added to provide the CIT
(Certificate in Information Technology) level of computer related understanding. The
participants of Karachi University, Sindh University, and AIOU were not in favor of
giving more credit to the computer related courses as the library professionals should
focus on librarianship and not on computer technology.
Merger of Theory and Practical Courses:
There were suggestions from the group members of Punjab, Sargodha, Karachi, and
Sindh to merge the theory courses of classification and cataloguing with the practical
courses of same and in place of vacant courses, more management science courses should
be accommodated.
Course of Library and Society:
About the course of Library & Society, it was proposed by the participants of Karachi
and Sargodha that since it is just a topic or merely a chapter so this course should be
covered under some other relevant course and this vacant place should be given to some
other practical-based or computer-related course.
Cataloguing and RDA:
The participants representing Punjab University, Sindh University, Islamia University,
and AIOU were of the view that card cataloguing has been obsolete and AACRII has
been replaced by RDA and most of the libraries worldwide are switching over to RDA
whereas we, in most of the library schools, are still practicing card cataloguing and
AACRII. In favour of RDA, the participants of these groups mentioned its merits which
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are not in AACRII and one of the examples is including all the names of authors come
what may they are more than three authors.
6.3.2.6 Proposed changes in MLIS program
There were also some concrete proposals from the participants about the changes in
MLIS program. According to them, the MLIS is a specialized program containing
modern and market-oriented courses so the updated professional trend must be
incorporated in the curricula.
Practical Training of Useful Software:
The participants of Islamia University, Peshawar University, AIOU, and Sindh
University were of the view that the practical training of WINISIS is not much useful,
instead training on some other useful and multi-featured software should be imparted and
KOHA and Open Biblio are the best examples.
Research at Master Level:
Writing research thesis at Masters level should be compulsory for all students and there
should be no exception. The participants of Karachi University opined that a Master
thesis must replace two courses of 100 marks each and should spread over two semesters
or a full academic year whereas their university offers to write a thesis in one semester
only and against one course of 100 marks. They further elaborated that such a research
activity is not a thesis but a research report. The majority of the participants
recommended Masters thesis of 200 marks, against two complete courses, and spread
over two semesters.
Modern Relevant Courses:
The participants in all the groups agreed that the librarianship should now be modernized
by incorporating new trends emerged in the fields of information management,
information technology, knowledge management, computer science etc. The participants
of Punjab University and Punjab University proposed that concepts like social tagging,
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online cataloguing, cloud computing etc. should be included in the contents of the
courses of library schools.
Advanced Technical Operations:
The group members of Sindh University, Punjab University, Islamia University, and
Karachi University pointed out that advanced technical operations replace the courses of
advanced cataloguing and advanced classification but the study about contents of the
course reveals that the same traditional contents are included in it so it is proposed that
the course should be modernized by incorporating new contents.
Information Literacy Instructions:
The members of group representing Peshawar University proposed a course of
Information Literacy Instructions and observed that now it has become the basic
responsibility of the librarians to deliver lectures on such topics which are beneficial for
the users in connection with their study and research. They further elaborated that today
the librarians are expected to inform the users of the library about plagiarism, accessing
the libraries and their material, know-how about copyright, using different library
software, use of SPSS, etc. All such types of contents are covered by Information
Literacy Instructions so this course has become the need of time.
6.3.2.7 Suggestions about incorporation of new courses in BLIS or MLIS
There were a number of suggestions from the participants regarding inclusion of either
new courses or the contents of the courses. Although there was duplication or
overlapping in the suggestions of different library schools or different provinces but the
suggestions were valid.
Professional Written Communication:
The participants of all the groups showed their grave concern over the deteriorated
performance of the professionals especially the fresh graduates who cannot draft an office
routine letter in English which shows their inability in spoken and written English. To
overcome this problem and lacking of the professionals, the participants suggested
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addition of a module on English language. This may be a complete course or a part of
course.
21st Century Learning Skills:
Some participants representing Sindh University, Islamia University, Karachi University,
and Punjab University suggested adding sessions on learning and 21st century learning
skills which will help develop the reading habits as well as identifying and entertaining
the needs of the readers.
New Role of Librarian:
Redefining the role of a librarian, the participants of Punjab University, Sargodha
University, Islamia University, AIOU, and Karachi University were of the view that in
the new century, it has been completely changed and now to guide the readers, a librarian
must perform as an information literacy teacher. The libraries cannot keep them out of
the modern inventions and innovations so the emerging technologies should be adopted
by the libraries.
MARC Cataloguing:
It was proposed by the group members of Peshawar University that MARC cataloguing
should be applied in detail.
Modern Styles of Lecturing:
The participants of almost all the universities except Punjab University and Karachi
University, politely criticized the traditional styles of delivering lectures and suggested
that methods of lectures should be designed in such a way that will help students develop
interpersonal skills. Although the use of computer has become the basic necessity in
every walk of life including libraries, the participants stressed that the training of
computer applications should focus on LIS-related activities rather than general activities.
(This was just the opinion of some of the participants and the researcher had denied it).
(153)
Updating Curricula:
Since the modern technologies especially related to ICT have changed the objectives,
services and responsibilities of the libraries and librarians, so the participants of
Peshawar, Sargodha, and Baluchistan universities were of the view that curricula need to
be redesigned with redefined objectives. The participants were of the view that rapid
changes in information environment are also changing the society and new trends i.e.
information management, information literacy instruction etc. are emerging as new areas
in the field of librarianship so these topics are taken into consideration for incorporating
in the curricula.
Change of Nomenclature:
Participants of Sindh University, Karachi University, Peshawar University, and AIOU
pointing out towards the change of name of department as information management,
observed that merely the change of name is not enough, a number of courses of
information management will have to be included.
Merger of Core Areas:
The participants of Sindh, Karachi, Peshawar, and AIOU further said that the core areas
will have to be condensed/merged especially classification, cataloguing, and collection
development should be condensed. By condensing and merging, more space for new
courses can be generated. In the curriculum designed by HEC, the course of Information
Literacy Instruction has been kept in optional courses whereas, according to the
suggestions of participants of AIOU, Peshawar University, Islamia University, Sargodha
University, this should be a compulsory course.
Course on Knowledge Management:
In the present age, the role of librarian has become the role of knowledge manager so the
course of knowledge management should be designed and incorporated in the curriculum.
These suggestions were given by the representatives of Punjab University, Baluchistan
University, Karachi University, and Peshawar University.
(154)
Other Suggested Courses:
According to the suggestions of the participants the other courses which should be
included in the curriculum are information management, information storage and
retrieval, and data mining etc. The participants suggested that ICT-based contents should
be put in the existing contents of courses. They also recommended including the courses
of communication skills and personality development. These may be two separate
courses or a single course which are being offered by some library schools but not by all.
Another suggestion which was received was about ALA Romanization Table and the
participants agreed that it is a standard for the purpose, so it should also be included
somewhere.
6.3.2.8 Suggestions about removal of courses from among the existing
curricula
The participants of majority of the groups were well prepared about pointing out the
courses which should be removed or adjusted somewhere else in the curriculum.
Course on Collection Development:
The group members of Sargodha University, Punjab University, Islamia University, and
AIOU were of the view that the course of collection development should not be offered
as a complete and detailed course but it should be made a part of some other course.
Course on Library and Society:
Similarly, the participants of Karachi University, and Sargodha University emphasized
that the course of library & society should be condensed to a chapter or two and it should
be made a part of any other course.
6.3.2.9 Suggestions for improving the quality of education of library schools
The participants applauded, commented and criticized openly in a friendly atmosphere
the ongoing professional and educational services and activities of library schools of the
country. They opined that as far as the theory and practical courses are concerned, almost
all the library schools are doing their best to produce professional librarians to serve the
nation but everything is not up to mark.
(155)
Study Tours Strengthen Knowledge and Concept:
The majority of the participants observed that the students are not well aware about the
functions, responsibilities, and activities of different types of library as they have rarely
visited the libraries to critically monitor them. So the participants suggested that frequent
study tours of different libraries should be arranged on regular basis so that the students
can well decide their interest in any particular type of library.
Elective Courses:
The members of Punjab University, Karachi University, Islamia University, and
Sargodha University, pointing out the practice of choosing one optional subject of
libraries and librarianship, had suggested that all the students should study the basics of
all librarianships (public, academic, special etc.) and after MLIS, if they have interest
then they should do specialization in any one. The participants of a group observed that
the course of digital library is meeting the present day demands but the duration of its
teaching (including theory and practical) is inadequate so in first semester the theory of
the course should be taught whereas practical should be imparted in second semester. The
participants further suggested that the universities practicing annual system, should teach
this subject for a whole session of one year. One group observed that in most of the
universities, the library schools are the part of faculty of social science, faculty of arts etc.
whereas, according to their nature, these should be under faculty of management and
administrative science and if happens so, their worth will be upgraded in the job market.
Although majority of the Pakistani universities are practicing semester system but still
there are some who observe annual system so it was proposed by the participants that to
maintain uniformity and to standardize the education system, all the universities should
follow semester system.
The participants observed that we are not competent enough in the modern courses
especially those which have automation and computerization requirements. For these
courses, we should either train our graduates with the help of experts of field or should
hire the services of IT personnel and experts. Another area which is snubbed in the
curricula of most of the library schools is archival material so the attention should be paid
(156)
while developing and updating curricula towards archival material, their preservation,
techniques of preservation etc.
6.3.3 Key Findings
BLIS/PGD Program (Merits)
- One year program is encouraged as it contains all basic competencies which are
required to run a library.
- Core areas are well covered.
- Provides knowledge of handling technical correspondence and knowledge of
referencing.
- Imparts trainings of manual and electronic classification and cataloguing.
- Both theory and practical areas are covered which meet the market requirements.
- Full of basic computer skills.
BLIS/PGD Program (Demerits)
- More stress is given on theory rather than practical.
- The contents of some of the courses are very weak.
- Core courses are lacking ICT skills.
- No eligibility criteria for admission to PGD/BLIS.
- Lack of additional/supporting activities like seminars, symposiums, extension
lectures etc.
MLIS Program (Merits)
- Full of advanced knowledge of library system.
- Professionally stable and skillfully developed.
- Rich in database designing.
- Has ability to automate a library in all respect.
- Provides good knowledge of indexing, abstracting, information retrieval, serial
management, handling research resources.
- Helpful in digital library development.
- Teaching modern research techniques.
MLIS Program (Demerits)
- Less advanced courses which cannot compete international standard.
- Limited scope of digital library.
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- Lack of interaction with libraries.
- Lack of hands-on training.
- Non availability of internship in all library schools.
- Slow incorporation of changing trends in curricula.
Proposed changes in BLIS
- BLIS program should be rephrased as PGD-LIS.
- Ratio between traditional and modern courses should be 50:50.
- A short certificate course in IT should be included.
- By merging courses, space may be created to accommodate more professional,
computer-based and management courses.
- RDA should be introduced to replace AACRII and card catalogue.
Proposed changes in MLIS
- Multi-featured and open source software should be adopted.
- Master thesis should be mandatory for all students.
- Course of advanced technical operations should be modernized.
- A comprehensive course on information literacy instruction should be included in
the curricula of all library schools.
Inclusion of new courses (proposed)
In all the meetings, the following courses or the sections of courses were identified to be
included in the curricula:
- Digital content management
- Digital repositories
- Media library management
- Internship
- Master thesis should be compulsory
- Basic statistics courses
- Management course has some lacking especially financial management
- Evidence-based training/learning
- Research techniques/methods (how to organize a research activity?)
- Digital management
- Metadata management
- How to teach your library users?
(158)
- Library planning for each and every type of library. It should include market-
based requirements
- Library software should be a complete course
- E-communication
- Skill development
- Archival preservation techniques
- Personality development
- Information literacy instructions
- Information management/knowledge management
- Data mining
- Social tagging
- Online cataloguing
- Cloud computing
- RDA
- 21st Century learning skills
- Architecture of library building
- Functional English courses
- Leadership skills
- Human resource management
- Implementation of networking
- Collection development of electronic material
- Bibliometrics / Webometrics
- Dublin core
- EndNote software
- E-subscription
- Project management
- Event management
- Interview skills
Exclusion of courses (proposed)
In the light of suggestions of the participants, the following courses are identified to be
fully or partially removed from the curricula:
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- Collection development
- Library and society
- Courses of literatures and information sources
- WINISIS
- History of libraries and books
- Cataloguing of special material
- Bibliography and bibliographical control
Suggestions for Improvement
- Frequent study tours of different libraries should be arranged.
- Optional courses on libraries and librarianships should be offered to all the
students.
- Duration of course of digital library should be enhanced to two semester or one
year.
- LIS departments should be under Faculty of Management & Administrative
Science.
- Annual system should be replaced by semester system.
- IT experts should be hired to teach the courses related to IT.
- Attention should be paid to introduce course on archival material.
Conducting focus group interviews for the ongoing research was a very arduous but
interesting experience. It could be more difficult job if the researcher did not get the
opportunity of attending two conferences of library professionals in a span of just more
than a month. The target population (the library professionals working in different types
of libraries of the whole country) had gathered in the heart of Pakistan, Lahore and the
researcher had contacted them well in time. They had showed their willingness to be the
part of different focus groups according to their convenience and availability.
Arrangement of co-host or assistant was also not a difficult job as some of the students of
the researcher, who are the professional librarians and were attending the conferences,
had voluntarily accepted the responsibility. All the six sessions of the interviews were
held in a very peaceful, friendly, and professional atmosphere. The participants were
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well-aware about the activity and were well-prepared as they had been provided with the
necessary documents and information almost ten days in advance.
In the start of every session, the researcher briefed the participants about the discussion
which would be confined to the questions already framed earlier. The co-hosts also
assisted the meetings by taking notes and recording with the help of voice recorder. The
staff of the hostel was very cooperative who served the refreshment during the meetings.
As a result of six meetings of focus group interviews, very informative, useful, and
enlightening suggestions were found from the active representatives of all the provinces
and federal capital. The participants were not only representing the entire country but also
all the library schools of the country so their suggestions are of great worth for the
development of a model curriculum. Since all the meetings were very successful in which
the opinions of practicing professionals were sought so the findings of these interviews
were incorporated in designing the model curriculum to the possible extent. The
participants had not only identified the courses or fractions of courses to be included or
excluded from the curriculum but they had also given suggestions to improve the quality
of library education in the country. These suggestions are worthwhile and can be
presented before the concerned authorities to be implemented.
Section-4
6.4 Analysis and Interpretation of Data Collected from
Library Employers through Personal Interviews
Various organizations and institutions in both public and private sectors hire qualified
library professionals. What are their requirements and what competencies they want from
the incumbents they are going to hire, were probed during the sessions of personal
interviews by the researcher. A variety of organizations were identified who hire library
professionals so that interviews of the competent authorities or their representatives may
be arranged. In all 10 interviewees (Appendix-D) were selected for the purpose. It was
made possible to cover delegates of all the provinces and federal capital.
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Mr. Jehangir Aslam, Member Selection Board (Technical) SBP
Mr. Jehangir Aslam is M.A. Economics from England and has vast experience of banking
in Pakistan and England. Presently, he is a member of Selection Board of State Bank of
Pakistan and conducts interviews of the prospective candidates to be employed in
different technical cadres in the bank. The library professionals to be hired, appear before
the selection board where they have to face, besides others, Mr. Jehangir Aslam. He was
interviewed in July 2016 with the agenda about the selection of library professionals.
About the competencies SBP seeks in a candidate of librarianship, he observed that
although the library of State Bank is a special library covering the disciplines of
Economics, Commerce, Business, Trade and Finance, and related topics but for the last
many years, it has been given a status of public library restricted to the scholars, teachers,
students, research workers so its users have been spread over the city. For this purpose,
we need librarians who have professional experience of managing academic, public or
special library. Their command should not be confined to a subject only but they should
deal with a variety of subjects including social sciences, banking, religion, literature,
education, mass media, fiction, entertainment etc. as the library has rich collection of all
these fields. The library is fully automated and much of the collection has been digitized
so the library professional working here should be well versed with the modern
technologies of computerization etc. Mr. Aslam further explained that ability to design
library software of our own will be considered an additional proficiency for a prospective
candidate.
About deficiencies, he replied that the fresh graduates have potential of working in an
organization of repute but they have some basic administrative weaknesses. No doubt,
they are perfect in their professional capabilities but are unaware about the organizational
activities and routines. They are weak in drafting, noting, and report writing. They cannot
make routine correspondence as their writing skills (in any language) are very poor. He
continued that they hesitate taking any major responsibility with respect to deal with any
disastrous situation.
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Regarding recommendation of courses, Mr. Aslam pointed out some of courses or part of
courses which include: Writing Skills, Presentation Skills, Disaster Management, ICT,
Library Software, and Interlibrary Relationship.
The additional capabilities other than the professional ones identified by Mr. Aslam are:
Management, Team Work, Interpersonal Communication, Conducting Seminars on
various topics, etc.
Mr. Nooruddin Merchant, Chief Librarian, Habib University, Karachi
Mr. Nooruddin Merchant has very dynamic career in librarianship. He has served well-
reputed institutes and organizations of Karachi. For the last more two years, he has been
serving Habib University Karachi in the capacity of chief librarian. In his present
organization as well as the previous ones, he has vast experience of interviewing and
hiring of library professionals.
About the competencies of the library professional, Mr. Merchant replied that it depends
on the position they have applied for, however few important competencies include:
Networking (inward and outward both). In recent times, users do not come to the library,
the librarian has to outreach them. Similarly, the candidates must know how to establish
learning and personal learning networks by connecting with other library professionals
within and outside Pakistan. Similarly librarians should not shy away from building
relationships / partnerships with the faculty members.
Information Literacy is an essential competency which includes thorough knowledge
formulating search strategies using Google and online databases. The other competencies
mentioned by Mr. Merchant are creativity, innovation, team work, and adaptation.
Elaborating his point of view, he said that they should not limit themselves to one type of
library operation/service only.
As far as the question about deficiencies of the professional is concerned, the interviewee
replied that whenever we shortlist a candidate, we ask them to appear in the interview
with a PowerPoint presentation by assigning them a topic. In response to this demand, a
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majority of candidates plagiarize and do not put references. They lack English written
and verbal communication skills.
They just read what is written in the PowerPoint slides and are not aware of how to make
a PowerPoint presentation in terms of design and presentation. They do not have any
knowledge about the organization or library they are being interviewed for. Mr. Merchant
further said that all they want is to work on KOHA and other open source library
software.
In response to question about the courses to be taught to the candidates to meet the
requirements of library, Mr. Merchant enumerated a long list of subjects. He said thatfor
an academic library, the following courses must be made available:
a. library programming
b. Soft skills
c. Networking skills
d. Marketing of libraries with innovation and creativity
e. Managerial Skills and competencies
f. How to become competent for global careers.
g. Data Analytics and Cloud Computing
h. Computer Networks
I. Library Spaces Design and Development (Modern library design)
j. How Children/Adults learn (Andragogy, pedagogy etc.) / Learning Theory, Media and
Curriculum
k. User Experience and Design Thinking
l. Learning Modules Development
m. Research writing, qualitative and quantitative data analysis using NVIVO, SPSS etc.
n. Effective Written communication
o. Collection Development and Acquisitions in a connected world.
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p. Library Budgeting
q. Knowledge Management
r. Writing articles, research papers and finding avenues for publishing them
s. Youth Services and Community Engagement
t. Data mining
u. Information Policy Development
v. Digital Curation
w. Geographical Information System an introduction
With respect to additional capabilities of the library professionals, he replied that the
most important quality is lifelong learning skills. Librarians should be flexible and
adaptable to learn, pilot and experiment with different ideas.The librarians must be fond
of reading especially literature. They must have awareness about contemporary authors
and publishers.
Syed Ghayour Hussain, Director, National Library of Pakistan, Islamabad
Syed Ghayour Hussain, a professional degree holder in Library & Information Science,
has more than 25 years of professional and administrative experience. Having an
international exposure of around 35 countries, he has observed and studied the library
systems and services of famous libraries of the world. He, not only, heads the selection
boards conducted to hire professional staff of national library, but is also invited as a
professional expert in other organizations and institutions. So he has a wide experience of
interviewing the candidates. Since National Library of Pakistan is the only central library
of the country which hires graduates from all the provinces, federally-administered tribal
areas, Azad Kashmir and federal capital Islamabad, hence a variety of candidates join the
library.
As regards the competencies required from the library professionals, Mr. Ghayour is of
the opinion that the basic requirement, besides professional degree, should be Computer
and IT-literacy since almost all the sections and services of the National Library have
been automated. National Library not only serves the Pakistani nationals but the
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international delegates, foreign ambassadors and staff of foreign missions also frequently
visit the library so strong communication skills are the requirements for the library
professionals. Official rules and procedures, and administrative qualities are also
expected from the candidates to be hired. The library also offers outreach services to its
remote readers so the candidates should also be aware of this service. One of the
important responsibilities of national library is to compile, edit, compose and publish
national bibliography hence the candidates should also have knowledge about the same.
National Library has a long list of activities and responsibilities, including allocation of
ISBN and publication of ISBN directory, deposit of books and newspapers under
copyright act, preservation of documents and archives, digital preservation, liaison with
national and international bodies like IFLA, PLA, PLC, PLWO, PBWG, LPB etc.,
providing special readers services to CSS candidates, interaction with bureaucracy and
diplomats etc. In the perspective of all these activities, the library professionals are
expected to deal with a variety of services. So besides professionalism, the library staff
must exercise proficiency in all relevant fields.
As far as the deficiencies of the candidates are concerned, Mr.Ghayour complains that
they cannot even deliver properly in their favourite field or discipline. They are lack in
communication skills, dealing with the clients, use of modern technology, unawareness
about library software etc. There is also scarcity of candidates who are inclined towards
research and rarely participate or present papers in conferences, seminars etc.
The courses which Syed Ghayour identified to be included in the curriculum are:
Reference Services (with modern concept), Management of Serial Publications,
Information Literacy, Users‘ Education, Knowledge Management, and Research
Methodology.
For additional capabilities to be possessed by the library professionals, the interviewee
was of the view that the candidates should be committed with his profession, his
organization, and even himself.
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Mr. Idrees Waqar, Administrator, Punjab Group of Colleges, Lahore
Mr. Idrees Waqar is M.A. (English Literature), M.A. (History), and MBA (Finance) and
has vast experience in Education and Administration. He has visited a number of Western
and South Asian countries. He is a member of selection committee of Punjab Group of
Colleges.
About the competencies to be possessed by the prospective library professional, Mr.
Idrees says that the core knowledge of librarianship i.e. organization of information,
dealing with the users and borrowers, providing reference and information services
should be must. But besides these professional knowledge, the prospective incumbent
should possess leadership skills and can work perfectly with the members of his team.
Assigning and monitoring responsibilities of the subordinates is also another big
challenge coping with which congenially and amiably will be an additional quality. The
candidate should be a frequent shelf reader so that can have a good knowledge of
library‘s collection.
The deficiencies which Mr. Idrees found in the candidates are that they are not good
reader, are not inclined towards research or increasing their knowledge. They do not have
ability to develop or promote reading habits among their readers. Most of the candidates‘
or working librarians‘ attitude is passive instead of active. They avoid taking initiative to
help the readers find their required information.
The courses to be included in the curriculum pinpointed by Mr. Idrees are: Modern
Readers Services, ICT, Interpersonal Communication, Leadership Skills, Personnel and
Human Resource Management, and Publishing Trends.
As regards additional capabilities, Mr. Idrees opined that he had discussed those under
the question of competencies.
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Mr. Manzoor Kaleri, Deputy Director, Culture & Tourism Department, Sindh
Mr. Kaleri is an MLIS and M.Com. By profession he is a senior librarian but after
qualifying the Public Service Commission, he joined the bureaucracy of Government of
Sindh. In Culture and Tourism Department, he is holding the post of Deputy Director. He
has 18 years of experience in librarianship and administration to his credit.
Regarding competencies of a library professional, Mr. Kaleri opines that the candidate
must have thorough command on the foundation of librarianship including Classification,
Cataloguing, Bibliography, Indexing, Abstracting, Reference and Information Services
and Sources. Besides, the incumbent should have reasonable knowledge of some
specialized subjects like Information Storage and Retrieval, Digital Librarianship, ICT,
Library Software and Automation, Digitization etc. The professional should also be
inclined towards research and demonstrates continuing education programs. He must
enhance his knowledge and education and be in touch with the modern trends in his
subject.
As far as deficiencies are concerned, Mr. Kaleri is of the view that there is a lack of
potential in the library professionals. They hesitate to face the challenges and abandon
hope. During office hours, they waste their time in gossips, mobile and internet chatting,
and on social media whereas they can well utilize their spare time in at least shelf reading
to acquire more and more knowledge about the collection of their library. They do not
take initiative to help a reader in search of any required information or material. They are
also deficient in administrative and ICT competencies.
The courses recommended by Mr. Kaleri are verbal and written communication skills,
strong managerial competences, office and business correspondence, personality
grooming and development, and presentation skills.
For additional capabilities, the interviewee opines that the library professionals should
have strong inter-professional relations. They should regularly visit the book exhibitions,
book fairs, and book launching ceremonies in the city and, if possible, outside the city to
keep themselves abreast with the latest literature being produced. They should also have
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good and congenial relations with all the elements of book world including authors,
publishers, booksellers, suppliers, other libraries etc.
Prof. Dr. Shakil Baluch, Principal Staff Officer, University of Baluchistan, Quetta
Dr. Baluch is a professor of Sociology but he is holding the additional responsibilities of
Principal Staff Officer (PSO). His office is responsible to conduct selection boards of
non-teaching staff for the university. He has more than five years of experience in the
same capacity. During this period, besides other non-teaching positions, he has facilitated
holding selection boards for library professionals from BS-16 to BS-19.
Dr. Baluch opines that whatever the candidates of librarianship learn during study, is not
applied as it is in the field. He says he has observed that the fresh graduates are well-
versed with the concepts and core abilities of librarianship i.e. Classification,
Cataloguing, Indexing, Abstracting, Bibliography, Reference Sources and Services,
Collection Development etc. but they have very little or no knowledge about Knowledge
Management, Library Marketing, Information Literacy, Digitization, Information
Filtration, and Acquisition of Foreign Material. According to Dr.Baluch, all these
identified competencies are the need of time but majority of the graduates has very little
knowledge.
About deficiencies, Dr. Baluch says that mostly I have pointed out them under first
question. He further explains that majority of the young graduates cannot write even a
paragraph on any topic so their writing skills are very poor. They cannot introduce
themselves properly to the members of selection board which indicates their presentation
skills are also very poor. Due to lack of reading habits, they are unable to give the titles of
five books they have read during the period of last one year.
He again referred to the answer of first question about the courses to be introduced in the
curriculum and said that Digitization and Digital Libraries, Information Literacy,
Knowledge Management, Marketing of Library Services, Procurement of Foreign
Library Material, Filtration of e-Information, and Serial Management should be made
part of curriculum.
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For additional competencies to be possessed by the incumbent, Dr. Baluch identified
leadership skills, interviewing skills, administrative qualities, facing challenges and
solving problems of the readers.
Ms. Amtus Sajjad, Library Coordinator, Beaconhouse Schools System, Karachi
Ms. Amtus Sajjad is an MLIS and has more than 25 years of professional experience in
the field of education and librarianship. She is also responsible to hire the library
professionals for a well-known school system. She also provides training to the selected
candidates and monitors their performance from time to time. She is enjoying a
managerial position in her organization and helps elevate the standard of librarianship.
Before coming to the questions, she discussed the mission of the school, and objectives,
and responsibilities of the library. According to her, Beaconhouse aims to provide quality
education of an international standard and the authorities aim for excellence through
quality management, quality training and quality teaching, bringing benefit to their
students, the community and the wider world. Enumerating the objectives and
responsibilities of the school libraries, she said that libraries support curricula, enhance
learning, add more resources other than books, arrange events and activities to promote
reading and learning, teach internet safety rules and provide information/ digital literacy,
and guide how to do research.
Regarding competencies to be required, Ms. Sajjad said that the candidates should be
well versed with communication skills, capable of arranging different events especially
reading programs, competitions like quiz, debate, literary competitions etc., have
knowledge of latest literature, and have better relations with other libraries of same
nature. They should also be proficient in the basic librarianship skills like classification,
cataloguing, reference services, circulation services, selection and acquisition process etc.
Besides all this, a school librarian must have command on dealing with school children
and to promote their reading habits, and should know the techniques of storytelling.
As regard deficiencies, the interviewee was of the opinion that their communication
skills, concept of learning areas in new era, new concepts of libraries are very poor. They
are also hesitant to work on modern technology and their ICT competencies need
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improvement. They do not have interest in reading, demonstrate poor confidence, and
have no awareness of 21st century library spaces.
The courses or the contents of courses recommended by Ms. Sajjad are storytelling,
emerging concepts in school libraries, communication skills, role of school librarian in
developing reading habits and grooming the personality of students. She also emphasized
to include courses on language skills, IT skills, and some important learning community‘s
software in the curriculum.
The additional capabilities pointed out by the interviewee include solving academic and
intellectual problems of students and teachers, administrative qualities, disaster
management, having pleasant relations with publishers and booksellers, and arranging
book fairs at least twice a year in school premises.
Engineer Mazhar Hussain, NED University of Engineering & Technology, Karachi
Engineer Mazhar Hussain is associated with NED University for the last 15 years as
member selection committee (non-teaching). He has facilitated a number of selection
boards of different cadres including library professionals.
To the question which competencies should be possessed by the candidates, he observed
that the basic librarianship skills including organization of knowledge, reference services,
selection of suitable material, liaison with all elements of book world, and providing the
exact and accurate information or material to the readers should definitely be enjoyed by
the incumbents. Besides, he or she should be fully conversant with modern technology,
digitization, information retrieval, and other similar activities.
Regarding deficiencies of the library professionals, Engineer Hussain was of the view
that they are comparatively weak in written and verbal communication. They can neither
draft an impressive letter or report nor can properly present themselves especially before
the foreigners. They lack in adaptation of new advancement of classification and
cataloguing practices, and also hesitant to adapt Web 2.0 technology. They have no or
less awareness of digital library application software. Engineer Hussain further said that
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due to lack of management and financial skills, the library professionals fail to properly
utilize the library budget.
Engineer Hussain recommended the courses of information and knowledge management,
marketing of library services, ICT, leadership skills, use of modern technology in
libraries, and interpersonal relations.
About additional required proficiencies, the interviewee opined that a library professional
must be knowledgeable about the sources and services of his/her library. Providing
information or material to the readers is the responsibility of the librarian so either the
demanded material or information about it should be furnished to be reader. The
interviewee further suggested that the library professionals may be provided opportunities
to visit some foreign university libraries. Short period exchange program of LIS
professionals with advanced countries should be initiated. Moreover, the higher
authorities of universities, provincial and federal governments, and HEC should provide
scholarship facilities to LIS professionals to attend short advanced courses from abroad.
Mr. Izhar ul Haq, Member Selection Board, Institute of Sindhiology, Hyderabad
Mr. Izhar is a CSP officer and has more than 25 years of experience of administration,
management, different advisory committees of federal and provincial governments, and
member of various selection boards of public and private sectors.
He said that the post of librarian is of great importance whereas most of the people do not
realize its significance and consider it a clerical job. ―As I am a regular visitor of different
libraries to quench my thirst of reading habit, and I also meet the librarians and other
library staff to inquire different things about my required material. Somewhere I happen
to meet very efficient staff who provides me not only what I ask but also the relevant
material or information whereas somewhere else I return very hopelessly as the staff does
not take care of its clients. I can very easily assess the competencies of an efficient
librarian‖. The competencies which Mr. Izhar pointed out are: understanding psychology
of the reader, identifying the need of the reader, be familiar with different subjects and
their contents, be conversant with ICT and library software, and having good relations
with other libraries. Some other competencies of a librarian identified by Mr. Izhar
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include: a good listener, a good communicator, a good administrator, and a good
manager.
Regarding deficiencies of the library professionals, he was of the view that they are
neither good reader nor good writer. Their communication skills are very poor and cannot
draft an impressive report or letter. Their ICT skills are also weak and they depend upon
computer professionals for any ICT-related task. They are not much cooperative with
their clients and do not take any initiative to fulfil the requirements of the readers
utilizing their all-out efforts and energies.
The courses identified by the interviewee were: basic and advanced communication
skills, leadership skills, personality development, knowledge management, research
methods, reference and information services, ICT-related courses, readers psychology,
and information management.
As far as additional qualities of a librarian, Mr. Izhar revealed that a library professional
should have a love of knowledge, books and learning, should be friendly and cooperative
with the clients, should be able to use technology to enhance the performance of the
library, and should be conversant with web-based methods of improving technological
access to information.
Malik Habibullah Khan, Assistant Director, KPK Public Service Commission,
Peshawar
Malik Habibullah Khan is an assistant director of Khyber Pakhtoon khwah Public Service
Commission Peshawar. He has an MA in Library & Information Science from Peshawar
University and after qualifying CSS, he joined the Civil Service. He has 10 years‘
experience of administration and conducting PSC examinations for different cadres and
groups. He has also conducted competitive exams and interviews for the posts of
librarians.
About the competencies needed by a library professional, Malik Habibullah Khan
narrated that he should possess good knowledge of archiving and filing information. A
librarian should not only be capable of maintaining databases and reference information
but also be proficient with evaluation of resources and selecting the best for answering
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and solving different questions or queries. A librarian, to find required information,
should be able to search relevant catalogues, internet resources, and databases efficiently
and quickly. His communication skills with library staff and all patrons (including
authorities, other libraries, publishers, booksellers, and library users) should be very
effective. A librarian should have quality of: promoting reading habits and culture,
demonstrating information clearly and in an interesting manner, and adapting to new
tools and systems
Regarding deficiencies of the library professionals, the interviewee was of the view that
they have lack of confidence, managerial qualities, interpersonal relations, and written
communication skills. They are sometimes unable to deal with difficult situation in the
library and their behaviour seems to be passive rather than active. They are also unable to
locate or identify a library or other source from where a required material may be found,
if it is unavailable in their library.
The courses identified by Malik Habibullah were: communication skills, use of
computers in libraries, library software, digital libraries, readers services, reference
services in digital era, e-journal management, information literacy, marketing of library
services, and project management.
As far as the additional qualities for library professionals are concerned, Mr. Khan opined
that the incumbent should have professional as well as personal qualities. The librarian
should be desirous to work for the welfare of the people around him. Strong
organizational and managerial skills, reasonable computer skills, interest of reading
books, and creating congenial atmosphere for readers should be the qualities of a
librarian.
6.4.1 Key Findings
6.4.1.1 Needed Competencies:
Management of academic, public, and special libraries
Knowledge of computerization, digitization, and automation
Designing library software
Information literacy
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Creativity, innovation, team work, and adaptation
Computer and IT literacy
Strong communication skills
Knowledge about office rules and procedures
Administrative qualities
Knowledge of compiling, editing, composing and publishing national
bibliography
Leadership skills
Supervisory qualities
Frequent shelf reading
Thorough command on the foundation of librarianship
Knowledge management
Library marketing
Information filtration
Capability of arranging events especially academic
Knowledge of latest literature
Storytelling techniques
Maintaining liaison with all elements of book world
Understanding psychology of the reader
Identifying need of the reader
Good knowledge of archiving and filing information
6.4.1.2 Deficiencies found in library professionals:
Weakness of drafting, noting, and report writing
Hesitant of taking any major responsibility
Plagiarize in report writing without making references
Weakness of verbal and written English communication
Unable to design a power point presentation
Hesitant to use modern technology
Unawareness about library software
Non-inclination towards research
Not good reader
Not interested in increasing knowledge
Passive attitude instead of active one
Avoid taking initiative to help readers
Hesitant to face challenges
No knowledge of Knowledge Management, Library Marketing, Information
Literacy, Digitization, Information Filtration
Hesitant to explore new concepts of libraries
Lack of confidence in dealing with clients or others
Unawareness about 21st century library spaces
Lack of interpersonal relations
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6.4.1.3 Recommended courses:
Writing skills
Presentation skills
Disaster management
ICT skills
Library software
Collection development and acquisition in a connected world
Library budgeting
Knowledge management
Management of serial publications
Information literacy
User‘s education
Interpersonal communication
Leadership skills
Verbal and written communication skills
Managerial competencies
Personality grooming
Procurement of foreign library material
Filtration of e-Information
Marketing of library services
Readers‘ psychology
6.4.1.4 Other qualities:
Team work
Interpersonal communication
Conducting seminars
Lifelong learning skills
Knowledge about contemporary authors and publishers
Commitment with the profession
Inter-professional relations
Knowledge about latest literature and best sellers
Interviewing skills
Administrative qualities
Ability to face challenges and address problems
References
Sabzwari, G.A. (1987). Who‘s who in library and information science in Pakistan.
Karachi: Library Promotion Bureau. 305.
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Chapter-7
DISCUSSION, CONCLUSION, MODEL
CURRICULUM
7.1 Discussion
Education of Library and Information Science at postgraduate level in Pakistan is
imparted by 11 universities including nine in public and two in private sector, whereas
one public university has suspended the program in 2008. The journey of library
education which was started in Pakistan in 1956 from Karachi University with a
postgraduate diploma, has now reached to masters and Ph.D. programs. After Karachi,
the universities of other provincial capital cities (Lahore, Peshawar, and Quetta) also
started the program. All the universities of Pakistan, having departments of library &
information science, award (or awarded in past) degrees namely: PGD (postgraduate
diploma) in library science, BLS, BLIS, DLS, DLIS, B.A. (Hon.), BS, MLS, MLIS,
M.Phil. (Lib & Inf. Sc.), and Ph.D. (Lib & Inf. Sc.).Although the title and nomenclature
of the degrees are different but the status and programs are almost same and all the
universities are offering more or less same courses. The PGD, BLS, BLIS, DLS, DLIS,
and B.A. (Hon.) are the postgraduate degrees comprising total 15 years of education and
the passed-out students are eligible of applying for a post of BPS-16 in government cadre
employment. The students having postgraduate degree or diploma, may also continue
their education for one more year to complete their Masters. The degrees of BS, MLS,
and MLIS are awarded on the successful completion of 16 years of education. After that
the students inclined towards research, are eligible to take admission in M.Phil. and Ph.D.
All these universities offer curricula designed by themselves or by making necessary
amendments in the HEC-designed curriculum. Although the foundation, core,
specialized, or elective subjects offered by the universities are more or less similar but
despite that some additional courses are also included in the curricula of a university or
another. There is no uniformity or standard in the concepts, titles, or number of courses
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offered by various Pakistani universities. Although the system of examinations, at
present, followed by these universities is same i.e. Semester System except one university
i.e. Peshawar University but there are differences in the schemes of studies. Only one
university i.e. Karachi University is offering two programs of one year each namely BLIS
and MLIS whereas this used to be the practice of other universities in the near and far
past. Only one university i.e. Sindh University is offering only 4-year BS program in
which the intake is intermediate, hence this university has stopped taking graduates
having 14 years of education. Similarly, this university does not allow its scholars leave
earlier. Only one university i.e. Peshawar University is pursuing annual system whereas
Baluchistan University has recently (early 2017) adopted semester system. Three
universities i.e. Islamia University, Sargodha University and Khushal Khan Khattak
University are running 4-year BS and 2-year MLIS programs simultaneously. Punjab
University is the oldest university of Pakistan (pre-partition) and it had started certificate
course in librarianship in 1915 but with respect to postgraduate studies in library science,
Karachi University is the pioneer which started postgraduate diploma in library science in
1956.
The courses taught by all the universities at BLIS or MA (previous) or equivalent level
are the core courses and are compulsory (without any option) for all the students whereas
courses of MA (final) level are specialized as well as elective ones. The students are
required to study the compulsory and core courses to fulfill the requirements of degree.
These courses provide basic and essential knowledge on the subject which help in
strengthening the profession. Almost equal and same number of compulsory courses is
offered by all the library schools with some exceptions. Some of the courses are
compulsory and some are optional and each university has a wide range and pattern of
elective courses. Master thesis or research project is also offered as an optional course in
all the universities but in some universities, it is of six credits and against two courses
while in some other universities, it is of three credits and against one course.
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7.1.1 Discussion on Survey Questionnaire
A survey was carried out through questionnaire from the professionals working in the
field and from the faculty members of all the library schools of the country to inquire
about needs of the market. The qualification of the respondents was from MLIS to Ph.D.
and they had professional/academic and both experiences from 5 to 25 years.
Those who had done their Masters more than 15 years ago and are working in one or
another type of library, deem the courses they had studied incompatible with the modern
requirements. According to them, at that time the courses were more theoretical and a
very small fraction of the courses was practical one except the courses of technical
section like classification, cataloguing, indexing, abstracting, bibliography etc. They were
of the view that due to a little trend towards automation and computerization in libraries
at that time, the library schools were also lacking in the relevant courses. No doubt, the
use of ICT in libraries in Pakistan has geared up during the last about two decades and
before that all the library operations were manual. This is not the case of Pakistan but
also other developing countries of Asia and Africa. It has turned into a basic need for the
different LIS projects to modify and grow their projects to suit the new LIS condition,
especially, in the zone of Information and Communication Technologies (ICTs), and in
addition financial and social improvement. Subsequently, this requires an inside and out
and organized instruction programs for the LIS experts (Lawal, 2009).Since there was no
need of learning latest information and communication technology to be applied in
libraries, the courses of the library schools also did not have any provision of such
contents. But the use of automation and relevant technology fitted out in libraries very
speedily and libraries needed professional with additional competencies of computer,
software, automation, digitization, etc. As a result, the library schools had to revise their
curricula to include contents of the required fields.
The professionals who have got opportunity of applying their knowledge of practical of a
course or another in their profession, consider it suitable and those who have not got a
chance, deem it unsuitable or useless. They recommended to include more practical work
in some of the existing courses and to introduce some new courses which should be
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compatible with the ongoing demands. Even though practice of all the courses is applied
in the professional field but the most important courses with respect to application and
usefulness of their practical are classification, library operations, ICT/digital libraries.
The courses which come at the second place in this regard are cataloguing, reference
sources and services, bibliography etc.
As far as the merging of the courses is concerned, the courses of classification and
cataloguing were found the most appropriate courses. Since these courses are the core
technical activities and are interlinked to one another so it is deemed that these should be
merged. The courses which were identified to have only practical work include Digital
Library Development, Classification, Cataloguing, Reference Services, Information
Retrieval, Bibliography. The results of the survey about practical courses the respondents
studied are hopeful but they also recommended some more practical work in identified
courses. Although the practical work has been amplified and almost all the library
schools are paying heed towards this important task but the financial constraints, lack of
lab facilities, scarcity of trained lab staff, problems of loadshedding, etc. are some
identified hurdles in attaining the target.
As far as the status of master‘s thesis is concerned, most of the library schools offer it in
the last semester having 3 credit hours and against one course whereas it should be of 6
credit hours and against two courses of 3 credit hours each. The maximum marks of the
thesis should also be 200. The thesis which is being practiced by Pakistani library schools
is, in fact, research projects, not theses. Keeping in view the standard and status of
master‘s thesis, it has been assigned 6 credits, 200 marks, and to be completed in two
semesters, in the model curriculum.
The system of education and examinations in all the universities is slightly different but
majority is following alike i.e. semester system. Similarly, number and title of courses
taught to the learners are almost same but in case of optional subjects offered in final
year, there is some disparity i.e. number of optional groups and number of optional
subjects in a group are not same in all the universities. Reason of this inconsistency is the
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local demand and as per market needs, the elective courses are offered. The ICT-related
courses are at the top in demand. Most of the courses in which practical training is
suggested in the survey are either more advanced or computer science courses whereas
the LIS-related courses are already having practical training.
The professionals working in different libraries of Pakistan had studied a number of
courses during their Masters education and had opted different optional subjects and
thesis/research projects. They had also experience of studying one or another type of
courses of information sources and literature and dealing with entirely different literature
in their library or studying one type of libraries and librarianship and working in another
atmosphere. Although the elective courses studied by the students are of their own
choice, interest, and inclination and provide specialization and concentration in the same
field or discipline but, in no way, the courses restrict the learners to join the same
specialized library or they are not fit to work in another type of library. There are several
examples that the graduates are working in a type of library they had not studied and the
reason is that they have basic and core knowledge of librarianship so they can cope with
any type of collection, query, or service in their library.
The majority of the courses taught at BLIS or MA (previous) level in all the library
schools are composed of theory and practical. The theory-practical ratio varies from
course to course and from school to school. The practical training of any course is, no
doubt, applied in the profession but to strengthen the professional knowledge and to
understand the philosophy of the subject, theory courses also deserve equal importance.
Without apprehending and grasping the subject matter and exhibiting command on the
roots of the text, better professional services cannot be rendered. Similarly, one cannot
deny the importance of theory courses in a profession as general opinion is that the
philosophical and fundamental knowledge should continue to be imparted.
The nature of the courses offered at MA (final) level is more advanced, technical,
specialized and slightly research-oriented. The purpose of offering these courses is to
produce not only the professionals par excellence but also to prepare such library and
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information experts who are ready to help and entertain research activities of the users of
their library and to infuse research interest in themselves.
Since Library and Information Science is a professional discipline which focuses, besides
theoretical and philosophical approaches, more on practical training. As far as practical
courses are concerned, the professionals have different point of views with respect to the
implementation of those courses in their profession. Those who have got chance to
apply/implement the knowledge of such courses in their profession, declare the courses
superb whereas those who could not get an opportunity, consider the courses unsuitable
to be offered. The courses taught along with practical training and assignments have
positive and useful impact in profession. Certain courses which are only theoretical-based
enrich the enlightened and logical vision of the subject whereas those which are practical-
based have implementation in running the routines and different administrative and
technical operations of the library. The practical training imparted in the courses of
Classification, Cataloguing, Reference Sources and Services, Bibliography, ICT, Digital
Libraries, etc. is highly useful in the profession so they suggested not to only continue
these trainings but should also expand to the use of modern techniques and equipment.
To produce efficient, competent, updated and capable reference librarians, the research
reveals that almost all library schools are paying special attention to the course of
reference sources and services and besides theoretical concepts, practical work is also
taken into consideration. The researcher identified certain courses whose practical
training is almost not being applied in the profession. Of such courses, on the top are
Indexing and Abstracting.
The inquisitive librarians, as observed by the researcher, do not depend on what they had
learnt during their study but continue to update their knowledge and are curious about
what the other library schools are delivering. For this purpose, they remain in touch with
the courses and trainings offered by the library schools. When inquired they indicated the
shortcomings and deficiencies of the courses they had studied and identified the courses
which are the needs of time and also pointed out which library schools are offering those
courses. This indicates their involvement with the profession, its lacking and
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shortcomings, and solution to improve it. They had also showed their inspiration with the
courses they had not studied but now they are being offered either by their library schools
or by others.
7.1.2 Discussion on Focus Group Interviews
7.1.2.1 Strength of BLIS program
The courses which emerged as strength of BLIS program are the foundation courses like
classification, cataloguing, reference services etc. The courses of library correspondence
and communication skills were appreciated by the participants of the universities where
these courses are being offered whereas the participants of other universities, realizing
the importance of the courses, suggested their library schools to offer these courses. The
participants also acclaimed one year BLIS and one year MLIS program and observed that
after qualifying one year postgraduate BLIS, the learners are able to professionally and
technically handle a library of any type. They recommended to continue/restart one year
postgraduate programs in all the universities of Pakistan and observed that only one
Karachi University is continuing the practice whereas Sindh University and Punjab
University have abandoned one year programs and have switched over to four-year and
two-year programs respectively. The other universities are practicing either two or four
year programs or both the programs. The practical of classification and cataloguing is
thestrength of the program as only theory of these courses is not enough. The theory of
these courses is necessary to understand the concept of classification and cataloguing but
how these courses are utilized in the professional field, the practical work is necessary.
The computer skills being developed by almost all the library schools of Pakistan in
different courses can be termed as strength of the program. By gaining computer
knowledge, the learners can compete with other fields and can have a command on their
profession also.
7.1.2.2 Weaknesses of BLIS program
Strengths and weaknesses are correlated to one another. If there are merits of something,
demerits are also there. It is witnessed that in some library schools the practical facilities
are scarcely available to the students and when they join the practical field, they face
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problem in classifying, cataloguing and other related work. The reason of this deficiency
is the shortage of financial or other resources as a result of which very little practical
work is done. Similarly some library schools do not have their own computer labs and
they have to use joint labs of other faculties and departments and consequently, the
students suffer. Another point of weakness is the role of librarian which is taught in the
course of ―library and society‖. This role is not seen anywhere in the society. The
librarian‘s role is exaggerated in the study and he/she is presented as the most efficient,
active, cooperative, supportive, and guide of the reader and utilizes all his energies and
efforts in meeting the information needs of the client. To some extent, this point of view
can be taken as fact but not all the time and in all the cases as there are some energetic,
cooperative and efficient librarians working in different libraries and their personality
reflects the character of an ideal library professional which is discussed in Library &
Society. With respect to contents of course of communication skills, the participants were
of the opinion that the course seems to be designed for an advanced level as majority of
the students belongs to middle class families and due to the poor education system, their
capability of communication is very weak. In such condition, they should be taught
communication skills from very beginning. Some participants also opined that the core
courses should be technology-based but this point of view cannot be considered valid as
the nature of the courses demands the students to learn the foundation of librarianship and
not the practice. Another version of the participants was that the students who are given
admission, do not have any background of librarianship so there should be a criteria for
admission. But the analysis of contents of the courses of BLIS reveals that librarianship is
taught to the students from basic concepts of library and information science so there is
no need to impose restrictions that those will be given admission who have LIS
background. Another weakness was indicated that the students are admitted without any
inclination or aptitude towards librarianship. This point of view is invalid as after joining
the classes, interest is developed and the majority is leading a successful life. The
participants of KPK, Baluchistan, and Sindh complained that no extension activities like
seminars, conferences, workshops etc. are available to the students of their universities.
No doubt, these are comparatively backward areas of the country and due to shortage of
financial and human resources, they cannot arrange or participate in such activities. This
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objection is not absolutely correct as the record reveals that Peshawar library school
continuously arranges similar activities not only in Peshawar but in Bara Gali campus.
Lack of aptitude towards research is another drawback which was pointed out by the
participants. No doubt, majority does not have inclination towards research due to a
reason or another but this shortcoming can be made up by making the masters thesis
compulsory for all. As far as presentation skills and communication skills are concerned,
the participants were of the view that local culture and accent is an obstacle. In fact, the
language, pronunciation, dressing, etc. of different regions and areas are different and
these do not put a negative impact on the behavior, services, and interaction with others.
7.1.2.3 Strengths of MLIS program
The participants of all the groups were satisfied with the use of information and
communication technology in all library schools. They opined that the students are also
using latest library software. The participants were contented with the initiatives taken by
the LIS departments to introduce advanced courses compatible with the modern needs of
the libraries. They observed that practicum (or internship) is being practiced by only a
few library schools whereas it should be compulsory in all the departments. As
librarianship, like other professional courses, is a course which needs regular and
frequent updating. The changes in the society, leave changes in the education system
which indirectly affects the libraries so the library professionals should also keep them
up-to-date and it is possible when they have studied the modern techniques. Almost all
the library schools of Pakistan make necessary changes in the curricula. Majority of the
participants praised the courses related to information technology and database designing
and admitted that whatever they had learnt is being applied in the profession. No doubt, it
is the strength of a program that the learning should be implemented. Relevance to this
fact is found in the study conducted by Zainab, Edzan and Abdul Rahman (2004) for the
graduates of the MLIS programme of the University of Malaya. The study reveals that
more than half of the respondents agreed that the courses which they had studied were
relevant to their job responsibilities.
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The course of serial publication is being offered in all the universities except Karachi
University. Some universities are teaching this course as a compulsory whereas some
others are offering it as an elective course. Today in the era of research and advancement,
the importance of serial publications is multiplied and the responsibilities of the librarian
are also augmented. In such a situation, the course of serial publication should be the part
of LIS curricula. In today‘s digital world, the course of digital libraries and librarianship
deserves a high place in the curricula of library schools. This course is being offered by
all the library schools of Pakistan which indicates that they realize the need of the course.
Research methodology used to be a subject of mediocre interest some 2-3 decades ago
and contents of the course were also of superficial nature. The participants observed that
today, realizing the usefulness of the course, the contents have been modified and
expanded. Undoubtedly, the research plays very important role in every walk of life but
in developing research culture in Pakistan, the major credit goes to Higher Education
Commission of Pakistan (HEC) which opened the closed doors (partially or fully) to the
students. As a result, the professional librarians, faculty members, and students have been
inclined towards research.
7.1.2.4 Weakness of MLIS program
There are a number of weaknesses and flaws in the program but, no doubt, there are some
reasons otherwise the library schools are doing their best. One of the major reasons is that
the government does not give due importance to the subject as a result of which the
professionals are not respected and encouraged. Moreover, in Pakistan there is no
accreditation body to certify the program. Pakistan Library Association (PLA) could play
its role to recognize the program but the Association is not so strong and active to take
such an initiative. In the absence of accreditation body, the international standard cannot
be achieved. With respect to accreditation of LIS program, Patil and Pudlowski (2005)
are of the view ―accreditation and assessed both are compulsory parts playing their role in
the development of any course or program as a whole‖, but the fact is that all the library
schools, while developing, designing, or revising the curriculum, do not ignore the
relevant factors. During the process of curriculum designing and revising, the local needs,
international scenario, and curricula of Asian countries are taken into consideration as a
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result of which an acceptable and appropriate curriculum is developed which can
compete the international standard. There were also some versions that various
organizations similar to libraries e.g. museums, media houses, publishing bodies, arts
councils, etc. do not offer jobs to the graduates of LIS as they do not realize the
importance and ability of the profession. The fact is that the LIS graduates have
competencies and capabilities to work efficiently in all such organizations, if they are
given a chance.
All the library schools, besides core and compulsory courses, are also offering elective
courses. There are some elective courses in the curricula of some library schools which
should not be elective but compulsory courses. Similarly, in the groups of elective
courses, the nature of courses is not same. Hence while designing a curriculum, the
nature and importance of the course should necessarily be taken into consideration and
similar nature courses should be kept in a group so that the basic concept of the course
can be delivered to all the students come what may they have opted which course.
Some library schools do not have their own computer labs so either they do not have
provision of making their students do hands-on practice or they make their students use
labs of other departments or faculty. Due to unavailability or scarcity of lab facilities, the
students are compelled to do practice in groups, which is not helpful for the students and
they gain very little knowledge of practical. The library schools of Karachi and Lahore
enjoy enormous and excellent facility of computer lab. During the practical hours, every
student has access on independent PC. The lab supervisor is also available in the lab
helping the students all the time. Moreover, the teacher also guides the students online
after working hours both sitting in their houses.
Only two universities i.e. Punjab and Sargodha are offering the compulsory course of
Practicum in which the students are assigned the eminent libraries of the city to work
there for 10-12 weeks under the supervision of their course incharge. The library staff
monitors their performance on daily basis and written report is signed by the library
incharge. During this period, the students learn a lot in a professional atmosphere. The
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students of Karachi University are lucky enough as majority of them receives job or
internship offers almost during the period of their last semester. During their internship
period, they not only learn a lot but also earn a stipend.
7.1.2.5 Proposed Changes in BLIS and MLIS Programs
As the purpose of BLIS one-year program is to aware the learners about the foundation of
librarianship including both theory and practical. In first semester, the basic concepts of
the profession are to be delivered so more focus is on foundation and traditional
knowledge whereas the students move gradually towards modernization. The
participants, after declaring the program as ―more traditional, less modern‖ had proposed
that more and more space should be given to modern courses instead of traditional. This
proposal cannot be entertained as the perception of the subject cannot be elaborated
without offering or restricting traditional courses.
Importance of ICT and computer technology is justified but the professional library
courses cannot be abolished just in the race of modern communication technology. No
doubt, the use of ICT in libraries is not only beneficial but a compulsion so the
suggestion about introducing more and more ICT-related librarianship courses is valid
and the library schools have already introduced and included this technology in almost all
the courses.
Suggestions about merger of concurring courses and theory-practical courses were valid
and in the proposed model curriculum, these suggestions have been incorporated.
The participants had proposed that master‘s thesis should be of 6 credits and 2 semesters.
As the majority had agreed on it and the result of survey (through questionnaire) was in
the same favour so in the proposed model, master thesis will be of two hundred marks
and will spread over two semesters. In lieu of opting thesis, the students will be exempted
from two courses; one in second last semester and the other in last semester. Since
majority has not given the consent so the thesis is still kept in elective course. Those who
do not have inclination towards research, are not bound and they can continue with the
alternate courses.
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Keeping in view the environment, the course or course contents related to digitization
have been included in the curriculum by majority of the library schools. Moreover, new
library software have also been introduced. Some library schools are still deprived of
these changes due to financial constraints or other reasons but they are endeavoring their
best to come in the mainstream.
7.1.3 Discussion on Personal Interviews
7.1.3.1 Needed Competencies:
The employers and the members of selection committees and boards, who are responsible
to hire the library professionals, during the course of interviews, enumerated a number of
competencies and qualities which they seek in the professional to be hired. Much of these
capabilities are, definitely, concerned with the library profession and qualification but
some of the qualities are related to administration, management, personal behaviour,
interaction and dealing with clients, information and communication technology,
leadership role, etc. The authorities and management of any organization endeavour to
uplift the excellence of their organizations and they do not want to compromise on
standard and quality of their services and products. To meet these requirements, they
would not take any risk of hiring/employing incompetent or inefficient workers. So
during the course of selection, they thoroughly evaluate the competency and capability of
the candidate and no doubt, it is their right to hire the most suitable candidate having all
required competencies. In case of selecting a library professional, the employers expect
that the prospective candidate would efficiently manage and run the routines of the
library. They want that the candidate, to be selected, should have sufficient knowledge of
modern information technology, have good relations with all elements of book world like
authors, publishers, booksellers, book suppliers, and other libraries and he/she should
also be fond of reading books. Besides professional and semi-professional traits, they also
require some other qualities like personality, attitude, responsible approach, controlling
power, decision making, handling untoward and unpleasant situations, etc. The demands
of the employers which were emerged as the major competencies expected from the
prospective library professional, besides the core library proficiencies, are knowledge of
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computer and information and communication technology, and written and verbal
communication skills.
7.1.3.2 Deficiencies found in library professionals:
The employers, on the basis of their experience and observations, have pointed out a
number of inefficiencies and inabilities in the prospective candidates. Most of the
identified inefficiencies are non- or semi-professional traits. The employers had
complained that although the candidates are professionally qualified and competent but
they are lack in managerial and administrative abilities and are reluctant to take major
responsibilities, use modern communication technology, face challenges, increase
knowledge, etc. They are either unable or weak in drafting and other routine
correspondence and the reason is poor verbal and written communication in any
language. Although the majority of the professionals especially the young ones and fresh
graduates are comfortable with information and communication technology but those
who had been graduated some two to three decades ago, are indisposed to use computers
and related technology. The authorities and employers of library professionals need
competent and efficient incumbents who not only perform their professional
responsibilities but also the relevant errands and tasks and other routine activities of an
organization. The management wants an appointee having command on professional and
non-professional pursuits, having leadership qualities, having ability to assign the
justified tasks to the subordinates, having good communication skills etc. The
management does not want to have any loophole in the performance of the library
especially and the organization generally so it needs an efficient library professional, who
should be free from all inefficiencies. To meet the objectives, the employers identify the
inabilities and avoid selecting such candidates.
7.1.3.3 Recommended courses:
They recommended a number of courses or contents of courses to be
included/incorporated in the existing syllabus. Although they had proposed some
attractive titles of courses or contents of courses but due to their unawareness or lack of
information, they had named such titles which are either already part of existing curricula
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or not related to the field of librarianship. Some of the employers had professional
experience of library and information science but some others did not have any know-
how of libraries and related field. Those employers whose background was library and
information science, had recommended the core and specialized courses whereas non-
professional employers who had administrative and executive experience, recommended
the contents like communication and writing skills, disaster management, personality
grooming, managerial skills, leadership skills, etc. All the employers proposed the
courses of their own ability and approach. Much of their recommendations have been
incorporated in the model curriculum.
7.1.3.4 Other qualities of Library Professionals:
The employers suggested some other qualities of the incumbents which can distinguish
them from those who do not possess these skills. Although these capabilities are not of
the library professionals but can give them an edge over those missing the qualities. A
librarian is expected to perform his/her professional activities as well as the supervisory
and administrative ones. Very thought-provoking and attractive suggestions were
received against this question and no doubt, a librarian should possess all or some of
them. The recommended additional qualities given place in the model curriculum include
lifelong learning skills, interpersonal communication, interviewing skills etc. It is
expected that these course contents would not only enhance the performance but also the
prestige of the library professionals.
7.2 Conclusion
The education of library science (now library and information science) was started in
1956 from University of Karachi. At that time it was a one-year postgraduate program
and gradually it was elevated to higher level and today has reached to Ph.D. Till 1982,
five universities were offering programs in library science but later on, the number started
increasing. The other universities of Pakistan, following the example of Karachi
University, also started the programs and now nine public sector and two private sector
universities of Pakistan are offering professional degree program in library and
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information science. Realizing the importance of library education, the private
universities have started offering the program up to Ph.D.
Although the program had been started as one year postgraduate diploma in Library
Science (PGD-LS), or DLS, or BLS, or equivalent but after some time, it had been
converted into one more year as MLS, or MA in Library Science but in the recent years,
due to the involvement of Higher Education Commission (HEC), emphasis was given to
4-year BS program (equivalent to M.A.). Some universities adopted the four-year
program whereas some others continued with the two-year postgraduate program. Today,
a few universities are practicing 2-year, some other 4-year, and some both the systems in
parallel. As far as the system of education and examination is concerned, till the end of
2016, except two universities (Peshawar University and Baluchistan University) were
practicing semester system whereas these universities were following annual system but
with the start of 2017, Baluchistan University has also come in the mainstream and has
adopted semester system and now only Peshawar University is practicing annual system.
The graduates of the universities who had/have two degrees of one year each (most
commonly BLIS and MLIS) are in favor of continuation of these two separate programs
as after successful completion of one year, if the student wants to drop for a reason or
another, he/she can get a degree which would be useful for his/her career. Most of the
working librarians support this practice and demand all the universities to follow the
system.
As far as accreditation body to accredit a professional degree program is concerned,
unfortunately there is no such body. In western and developed countries, the accreditation
body recognizes the program of LIS and different organizations give preference to the
candidates having passed professional education approved by accredited council.
The Higher Education Commission has developed LIS curriculum and, from time to time,
revises it but the library schools, except one or two, develop their own curricula as per
local requirements. The curricula of all Pakistani library schools are same with minor
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differences. All the universities are offering core courses to the students of BLIS or
equivalent while specialized and elective courses are taught in next year. Although due to
the demand, some of the courses have been bifurcated into theory and practical but there
is no proper ratio of credits and marks between the two, nor do they have separate
passing heads. The curriculum designed by HEC, indicates ratio between theory and
practice but either the universities are not practicing the HEC curriculum or if practicing,
they do not follow the standard ratio of HEC.
Use of information and communication technology (ICT) in the libraries of Pakistan is
passing through a transitory phase so the demand of ICT-based courses is very high. The
library professionals who were graduated during a decade ago, are familiar with the
technology and are using it to some extent to serve their clients. But those who were
graduated earlier than that period, demand the course not only to be included in the
curricula but also the refresher course for the people like them. Another most demanding
course to be included in the curricula is Communication Skills. People realize that the
library professionals, like many other professionals, are lacking in noting, drafting, and
communicating with their patrons due to lack of competencies. Verbal and written
communication and professional correspondence is necessary to run the routines of a
library, so the people should be trained in such a way that they can impressively represent
their organization at different forums. Another thing with respect to inclusion/exclusion
of the courses to be studied which was emerged was that the professionals want to study
only those courses which are beneficial for them and applicable in their profession.
As far as elective courses of librarianship are concerned, the consensus was drawn that a
professional can work in any type of library irrespective of the fact that he/she had
studied another type of librarianship. Justification for this fact is that the professional had
already studied the functions, services, collections, readers and responsibilities of all
types of library, besides other professional courses, so the atmosphere of any type of
library will not be strange for him/her.
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Some of the professionals had also shown the quality of urge of learning. They remain
inquisitive in search of learning new and unique things. When they think they had not
studied something relevant to their field or profession, they try to seek which other
university is offering the same thing. For this purpose, they study the courses of other
library schools and hence keep themselves updated about the expertise of other
universities. Some of the courses of other library schools also inspire them and they
discuss it with their colleagues.
Since at master level, only the stereotype education is not imparted but the concept about
research is also developed among the learners so they are encouraged to incline towards
research projects, research paper, thesis, etc. This micro level study can develop research
culture in academic institutions. To achieve the same purpose, Masters research spread
over two semesters of final year has been recommended in the model curriculum. The
students having interest in conducting research, will opt a thesis against two courses of
first and second semester under the guidance of a faculty member.
Although the employers seek both professional and personal capabilities and qualities in
the incumbent but their main focus is on personal talents and behaviors. They need a man
full of various traits and characters. A person - who is punctual, dedicated, sincere, team
leader, and devoted to his profession and organization and incumbent should have the
quality of assigning justified responsibilities to the right person among all the
subordinates. What professional competencies the employers want from the incumbent
most are appropriate use of technology, communication skills, report writing, and
professional correspondence. According to the employers, the library professionals lack
in these competencies. All these weakness indicate lack of motivation and enthusiasm in
the professionals which is an alarming situation. To overcome this problem, contents of
personality development, team work, and leadership skills have been kept in the proposed
curriculum.
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7.3 Model Curriculum
Model Curriculum Proposed for BLIS (1-Year) & MLIS (1-Year)
Degree
For the last two to three decades, the external elements which have intensely affected the
LIS education and profession, include information and communication technology (ICT),
internet, and digital and electronic technology. As a result, new trends and tendencies
have been emerged in the field of library science education. So it is the need and demand
of time that the LIS graduates should be sent fully prepared in the professional field. Due
to the same, the library schools are changing their nomenclature, programs being offered,
and degrees. According to Abubakar and Idris (2011) some library schools are offering
joint degree programs in collaboration with certain other faculties. Similarly, Rehman
and Marouf (2008) observe that fundamental changes are being reported in the education
of LIS which are discerning, prevalent and universal. The study of Buarki, Hepworth and
Murray (2011) reveals that the competencies required for LIS graduates are being
incorporated in the curricula by the library schools all over the world. The LIS experts,
intellectuals and practitioners agree on the point that the emerging information market
needs such professionals who are readied with the necessary capabilities and skills
according to the rapidly-changing LIS environment. Xu (2003) explores that fulfilling the
demands for the coming generations of information professionals will be an arduous job
for LIS education. According to Megnigbeto (2007) the LIS professionals will have to
learn additional competencies to play their effective role in the new environment of
technology so that they can continue their mission which is intermediary between the
information seekers and the resources. In the same context, Nonthacumjane (2011) is of
the opinion that in the present rapidly-changing digital era, the working LIS professionals
should not only possess the competency of providing information to their clients but
should also have the knowledge of general or any specific field. She elaborates that it is
necessary in an atmosphere when an LIS professional is expected to have knowledge of
other fields and disciplines.
(195)
After going through all these studies it can be concluded that in a milieu where the LIS
professionals are being expected a lot, it becomes necessary that LIS programs are so
designed or changes or additions are so incorporated which have a match with new LIS
environment. All such transformations should be made keeping in view the ICTs and
social and economic developments.
In a country like Pakistan or any other developing country, effective and vibrant changes
in the curriculum of LIS are needed. Although a number of changes have occurred but
still there is some room to incorporate the topics like knowledge management,
information and communication technology, networking, information science,
information literacy, digital libraries, critical thinking, strategic planning, content analysis
etc.
After critically analyzing the curricula offered by all library schools of Pakistan,
conducting survey of the library practitioners of Pakistan, group interviewing the eminent
professionals serving in all provinces and federal capital of the country, and conducting
interviews of the library employers, this chapter will propose such a feasible model
which will have the adeptness to meet all requirements in the changing background of
librarianship in the world in general and in Pakistan in particular.
The postgraduate education in library science was started in Pakistan in 1956 from the
library school of Karachi established in University of Karachi and gradually the other
parts of country followed the practice. The basic objective of this education was to
produce such professionals who are the graduates of special and technical education in
library science and can perform all professional activities and responsibilities of libraries
independently. To meet this objective, various universities of Pakistan started library
professional programs with different names and degrees like DLS, BLS, PGD-LS, BLIS,
MLS, MLIS, MA-LIS and in the current perspectives and directives of HEC (Higher
Education Commission of Pakistan) the four-year BS (in LIS) program.
The two-year program in library and information science in Pakistan has been designed
in such a way that can provide the students a modern, friendly and sprawling perception
(196)
following which the graduates can be able to be cognizant with the basic methodology
and philosophy of librarianship.
After browsing the literature, it is disclosed that on the topic of library education and
training and especially in the background of curriculum and curriculum development
with specific reference to recent period, a large number of material is available.
IFLA Guideline for LIS professional program
The guideline for LIS professional program outlined by IFLA (2009) recommends the
following core elements:
- Information environment, information policy and code of conduct, history of field
- Information production, communication and use
- Scrutiny of information needs and designing of services
- Process of informational change
- Informational organization, preservation, and retrieval
- Research analysis and translation of information
- Implementation of information and communication technology in library and
information products and services
- Information resources management and knowledge management
- Management of information centers
- Qualitative and quantitative analysis of outcomes of library use and information
In the light of above guideline and due to the vivid changes in the information
environment, the world LIS programs are expected to make necessary amendments in
their curricula to provide space to changes and complications caused by the IT
transformation. According to Rehman (2012), very rapid changes are being occurred in
the profession of LIS, so the curricula and educational policies should reflect these
changes.
Characteristics of proposed model
- The proposed model of LIS curriculum should have the ability to satisfy the
present and prospective employers of LIS graduates.
(197)
- It should be up to the requirements of present environment and should compete
with the international trends.
- It should be need-based.
It is an undeniable fact that the LIS education is influenced with the rapidly-transpiring
social changes so we should consider those elements which can affect the future of
libraries. For this purpose we will have to design the contents of LIS curriculum in the
light of opinions of all stakeholders of libraries and library and information science. Till
the end of last century and early years of present century, traditional and conventional
courses were included in the LIS curricula but immediately after that, the trend to
incorporate the modern courses or their contents in the curricula grew very rapidly. All
this was done keeping in view the needs of the students and the trends of market.
Factors of LIS model curriculum
Following are the possible factors of proposed model curriculum of LIS:
- Course work
- Faculty
- Instructional Methods
- Facilities
- Field work/Study Tours/Library Visits
- Comprehensive examination
- Research component
Pakistan’s LIS curricula
It is very important that the curricula of most of the library schools of Pakistan are
composed of conventional courses and the modern courses are very limited. Moreover
the courses included in the curricula are not harmonious with the global needs and trends.
After going through the current literature and observing the library culture, it can be said
with certainty that the LIS environment is heading towards the modern shape from the
traditional one. Hence the present atmosphere in which the library professionals have to
serve is full of modern trends and techniques and the practitioners need more expertise
and skills. Keeping in view these needs, the curriculum has to be designed in such a way
(198)
that it can compete with the modern international standards and can get an
acknowledgement and acceptance.
After analyzing and reviewing the national and international curricula of library and
information science and meeting and interviewing the stakeholders and gathering
opinions of professionals working across the country through questionnaires, the
following courses or contents of courses have been identified which can be made the part
of curricula:
- Information and knowledge management
- Project management
- Media library management
- Financial management
- Human resource management
- System analysis and management
- Metadata management
- Digital content management
- Digital repositories
- Digital libraries
- Design of digitally meditated information services
- Conceptual database design
- Network system administration
- E-subscription
- E-communication
- Data mining
- EndNote software
- Information architecture
- Information needs and use
- Content analysis
- Personality development
- Leadership skills
- Skill development
(199)
- Written and verbal communication skills
- 21st century learning skills
- Teaching library users
- Information Literacy Instructions
- Compulsory Master thesis
- Market-based library planning
- Research techniques
- Evidence-based training/learning
- Architecture of library building
- Archival preservation techniques
- Implementation of networking
- Functional English courses
- RDA
- Online cataloguing
- Basic statistics courses
- Internship
The LIS coursework available to students can be organized in following four levels:
1. Core/Foundation courses in LIS for all students
2. Elective Courses
3. Specialized Courses (Librarianship)
4. Specialized Courses (IT-based)
The LIS curriculum is designed to produce graduates equipped to perform the general
and specialized services in a library. The curriculum reflects input both from employers
and practitioners.
The structure and sequence of 23 courses permit completion of the curriculum in two
years. The curriculum gives course descriptions which include the objectives, brief
description, learning outcomes, teaching methodology, students evaluation/assessment
methods, and contents of the courses.
The purpose of including core courses in the curriculum is to give the understanding of
theoretical and philosophical strong knowledge, necessary skills, and basic values of the
(200)
field to the prospective professionals. About LIS core courses, Hall (2009) opines that
these form a basis for a common understanding of librarianship.
Since the core courses are to be studied by all the students hence they (the students) get
an opportunity to mutually discuss the basic features of the field. By developing
interaction, they strengthen their knowledge which would be helpful in their professional
life.
The development of information technology, if on one hand, caused challenges for LIS, it
created opportunities for library education on the other. These opportunities include
coordination and collaboration of theoretical deliberations with the practical implications
and competencies and the progress of new courses and specialization. The curriculum so
designed appreciates the efforts made by the library educators that they developed an
educational program for the prospective professionals to fulfill the demands and
requirements of the rapidly changing library scenario. The objectives of LIS education
were speedily changed due to E-concept. In the background of this situation, there are
two emerging trends which caused change in curriculum:
1. Change in the structure and contents of LIS program which included learning
outcomes, inclusion of technical-based courses and specialization courses
2. Advancement towards information program
Required competencies in curriculum
For reviewing an LIS curriculum, the following competencies should necessarily be taken
into consideration:
- Sound education in the field of administration and management
- Information searching (both manual and online)
- Information and communication technologies
- Analysis and synthesis of information
- Ability to perform practical work
Keeping in view the required competencies, the characteristics of proposed model
discussed above, analysis and review of the national LIS curricula, meetings and
interviews of library scientists and experts, and the information and opinions gathered
(201)
from the library and information professionals working in Pakistan from one corner to
another, the following model curriculum is proposed:
Course structure
The model curriculum is composed of two programs of BLIS and MLIS (one year each).
The one-year BLIS requires completion of10 core courses comprising 33 credits, and
one-year MLIS requires 9 core and 3 elective courses comprising 39 credits. In MLIS
students are required to choose three elective courses from a specified list of electives.
Besides, they may also opt a thesis against two courses (comprising 6 credits) in MLIS.
The complete Master‘s degree will be awarded after the completion of 72 credits and 8-
10 week mandatory (non-credit) practicum.
MODEL CURRICULUM
Model Curriculum Proposed for BLIS/MLIS Course
BLIS (1 Year or 2 Semesters) Courses Proposed for 1st Semester
S.No. Course Code Course Title Credit Hours
1. LIS-511 Foundation of Library & Information Science 3+0
2. LIS-521 Collection Development and Management 3+0
3. LIS-531 Classification: Theory and Practice 2+2
4. LIS-541 Cataloging: Theory and Practice 2+2
5. LIS-551 Management and Leadership Skills in Lib. and Inf. Centers 3+0
BLIS (1 Year or 2 Semesters) Courses Proposed for 2nd
Semester
S.No. Course Code Course Title Credit Hours
1. LIS-512 Reference and Information Sources 3+0
2. LIS-522 Cataloging of Special Material: Theory and Practice 2+1
3. LIS-542 Application of Emerging Technologies in Lib. Operation 2+2
4. LIS-552 Communication Skills & Lib. Professional Correspondence 3+0
5. LIS-562 Indexing, Abstracting, and Bibliography 3+0
(202)
MLIS (1 Year or 2 Semesters) Courses Proposed for 1st Semester
S.No. Course Code Course Title Credit Hours
1. LIS-611 Elective Courses – Group-1 (Choose any One) 3+0
2. LIS-621 Digital Libraries 2+2
3. LIS-631 Application of IT, System Analysis and Design in libraries 3+0
4. LIS-641 Elective Courses – Group-2 (Choose any One) 3+0
5. LIS-651 Research Methodology 3+0
6. LIS-661 Comparative and Int‘l Librarianship (in lieu of Thesis) 3+0
MLIS (1 Year or 2 Semesters) Courses Proposed for 2nd
Semester
S.No. Course Code Course Title Credit Hours
1. LIS-612 Marketing of Library & Information Services 3+0
2. LIS-622 Advanced Classification: Theory and Practice 2+2
3. LIS-632 Information Storage and Retrieval 2+2
4. LIS-642 Elective Courses – Group-3 (Choose any One) 3+0
5. LIS-652 Knowledge Management 3+0
6. LIS-662 Planning of Library & Inf. Centers (in lieu of Thesis) 3+0
LIS-661/662 Thesis (In Lieu of LIS-661 & LIS-662) 6
7. Practicum: 8-10 weeks mandatory internship in any library of the city during the
last two semesters (non-credit course)
BLIS or MA (previous) in LIS
1st Semester
Module-1 Foundation of Library & Information Science/Librarianship
Course Module Code : LIS-511
Course Module Title : Foundation of LIS/Librarianship
Credits : 3+0
Objectives:
(203)
- To develop among the learners an understanding of the basic philosophy,
principles, and fundamentals of librarianship.
- To introduce the origins and historical development of librarianship and libraries.
- To acquaint the learners about origin and development of alphabets and writing
material.
- To develop an understanding about the functions and purpose of the libraries and
information centers.
- To create and develop an understanding about the role a library plays in a society.
- To develop an understanding among the learners about LIS profession and
professional ethics, values and policies.
- To explore LIS as a profession with 21st century emerging trends of librarianship.
- To discuss the role of library as an agent of change.
- To converse the role of library in controlling the enormous growth of information.
Description:
This course will serve to explore the essence of librarianship, the meaning of information,
and the principles behind a desire for information transfer, preservation of older records,
or creation of new ideas.
It will be divided into three parts:
Part I : will be the study of LIS discipline. It includes: (1) Introduction; (2) Historical
Milestones in Librarianship; (3) Changing Paradigms of Library and Information
Science; (4) The Issue of Library and Information Science Self-Consciousness
Part II : will be titled as ―Defining Library Reality: Philosophical Inquiry‖. It will cover
(1) Conceptual Framework; (2) Philosophy of Librarianship (3) Emerging Philosophy of
Librarianship (4) Theories about Knowledge
Part III : will be titled as "Meta librarianship" and includes (1) Intellectual Environment
of Meta librarianship; (2) The concepts of 'Information' and 'Knowledge' (11) Theory of
Meta librarianship; and (12) Meta library Implications.
(204)
Learning outcomes:
The students will be able to:
- Comprehend the concept of library and librarianship in its real term.
- Differentiate the traditional and modern librarianship.
- Distinguish between the book and non-book material.
- Organize different sections of a library.
- Assess and fulfill the literary requirements of different sections of the society.
Teaching Methodology:
Since the nature of the course is theoretical, so the following teaching methodologies may
be applied:
Lectures
Classroom lectures will be delivered by the class teacher on a specific topic according to
the course contents. At the end of the lecture, students will be asked to put any question
on the discussed topic.
Lectures-cum-discussion
The major points of the topic under discussion will be elaborated by the teacher and the
students will be offered to join the discussion according to their knowledge or
comprehension. The teacher will conclude in the last.
Case study
Any topic of the course will be thoroughly discussed from every possible aspect. The
students will also give their feedback.
Assignments
After explaining a topic in 2-3 classes, the students will be assigned to gather information
from the available sources and prepare an assignment to be submitted after a stipulated
period. This task can be assigned to each and every student individually or in groups of
students.
(205)
Presentations
Different topics in the course, after being identified, will be assigned to different groups
of students to prepare their project and then present in the class. The other students and
teacher may raise any question or suggestion to be incorporated.
Students Evaluation/Assessment Methods
At the end of session/semester, the students will be examined as following:
Eighty percent performance will be evaluated through written examination having both
subjective as well objective type questions set from the entire course. The objective type
questions may be divided in various parts like ―Fill in the blanks‖, ―MCQs‖, ―Marking
True and False‖ etc. The subjective type questions will need detailed and descriptive
answers. These may be divided into different relevant parts covering a topic in detail.
There may be one or two questions containing short notes.
Twenty percent performance will be assessed through class assignments, presentations,
and small projects done during the semesters. It may also include the class performance
of the student during the session/semester.
Course Contents:
- Origin and development of alphabets
- Writing and writing material
- Invention of printing
- Development of other formats for recording knowledge
- Information and knowledge society
- History of libraries from ancient period to modern age of information science
- Role of Muslims in the development of libraries and promotion of scholarship
- LIS education
- Professional ethics
- Role of library in society
- Types of libraries and information agencies
- Professional associations
(206)
- Current issues and problems of LIS profession
- Libraries in the subcontinent
- Library and information profession in Pakistan
Module-2 Collection Development and Management
Course Module Code : LIS-521
Course Module Title : Collection Development and Management
Credits : 3+0
Objectives:
- To give a theoretical knowledge of the selection and evaluation of collection in all
types of libraries.
- To identify methods, problems and challenges of collection development and
management.
- To develop constructive approaches to investigate and resolve problems of
collection development and management.
- To understand current issues in collection development and management faced by
various types of libraries.
- To discuss the qualities a selector should possess in an ever-evolving profession.
- To acquaint the issue relating to book trade in Pakistan with special emphasis to
problems of selection and book trade.
Description:
This course deals with the methods of developing and managing library collections in all
types of library. The selection, acquisition, evaluation and maintenance of information
resources in electronic, print and non-print formats is very important process to develop
collection in a library and this course works with all these matters. The purpose of this
process is to meet the information needs of the people with the help of information
resources so the course copes with all the steps involved from identifying the needs of the
people to the acquisition of the material in the library by purchase, exchange, gift, and
legal deposit (according to copyright act). The course also provides information about
getting licensing and purchase of electronic information sources.
(207)
Learning outcomes:
The students will be able to:
- Assess the information needs of the readers.
- Identify the information sources and their contents.
- Select and acquire the material according to the needs and budget.
- Assess the methods of acquiring material covering various formats and types of
library.
- Acquaint with the different selection resources/tools.
- Replace the worn or lost material.
- Weed out the material from the stock which is no longer needed in the collection.
- Cooperate decision-making with other libraries.
- Learn about issues covering collection development like budgeting, policies, users
groups and collection management
- Identify the donor agencies to acquire gifts and donations.
Teaching Methodology:
Although the course is of theoretical nature but it needs to be elaborated through
discussions and visits of the concerned sections of different libraries. The following
methods may be involved to teach the learners:
Lecture and Discussion
The nature of the course demands classroom lectures as well as lecture-cum-discussions
and the students will be prepared to discuss their points of view with the teacher on the
topic to be delivered.
Tours and Visits
The acquisition sections of well-established libraries will be visited to observe their
functions and activities.
Students Evaluation/Assessment Methods
At the end of session/semester, the students will be examined as following:
(208)
Eighty percent performance will be evaluated through written examination having both
subjective as well objective type papers set from the entire course. There will be short
answers questions, MCQs, and fill in the blanks in objective type paper whereas the
subjective type paper will comprise questions for detailed answers.
Twenty percent performance will be assessed through class assignments, presentations,
and small projects done during the semesters. It may also include the class performance
of the student during the session/semester.
Course Contents
- Need and Importance of selection
- Selection Policy: General principles, methods, aids/tools, principles and problems
of selection by subject, by type of material, by type of libraries
- Different Types of Library Material
- Factors of Selection (Material, Resources and Clientele)
- Qualities and Responsibilities of Selector
- Evaluation Criteria for different types of material, updating of present collection
(review and weeding), censorship, piracy, copyright
- Book World components, situation, problems and solution
- Book trade in Pakistan with special emphasis to problems of book selection and
book industry in Pakistan
Module-3 Classification: Theory & Practice
Course Module Code : LIS-531
Course Module Title : Classification: Theory & Practice
Credits : 2+2
Objectives: (Theory)
- To conceive the concept of classification and its application in everyday life and
importance of classification in library.
- To acquaint the learners about theoretical foundation of knowledge organization
and apprise them the theory and principles of classification.
(209)
- To familiarize about the history of library classification schemes with special
emphasis on the development during 19th
and 20th
centuries and Islamic period.
- To study the important and major library classification schemes of the world.
- To study Dewey Decimal Classification Scheme in detail.
- To get acquaintance about subject headings and important lists of subject
headings.
- To study the development of library classification in Pakistan.
(Practice)
- To understand the elements of library classification
- To develop skills of subject analysis and representation
- To gain practical training of DDC classification
- To learn application of subject heading according to the prevailing lists of subject
headings i.e. Sears List, Library of Congress Subject Headings etc.
Description:
This course will serve as the basis of librarianship as without classification the library
material cannot be systematically organized and the library will merely be a store house.
Since organization and discipline facilitates our life and saves the time to locate or
identify any thing, it is necessary to apply the concept of classification in every field of
life. Librarianship is also a professional field where by applying any classification
system, the routine matters can be run systematically. This course deals with the basic
concept of classification not only in libraries but also in every walk of life. By studying
various classification schemes, the user can decide adopting a classification scheme most
suitable for his/her library.
Learning outcomes:
The students will be able to:
- Conceive the concept of classification in its real spirit especially with reference to
librarianship.
- Comprehend the philosophical and theoretical aspects of the division of
knowledge as presented by different scholars and intellectuals.
(210)
- Differentiate between the knowledge classification and book classification.
- Understand the concepts of division of subjects, generalia class, form division and
form class.
- Envisage the perception about use of notations in place of subject of the material.
- Learn how the call numbers are built to locate/identify the required material.
- Classify systematically the entire collection of the library.
- Assign the designated call number to the book and non-book material of the
library to easily identify and locate it.
- Provide the right material to the right reader at the right time.
- Organize the library material according to their contents properly on the shelves.
- Prepare the subject bibliography of the books available in the library.
- Identify and provide the material on the relevant topic or subject required by a
reader.
- Save the time of the reader as well as of staff in locating/searching a required
material.
Teaching Methodology:
Since the course is composed of theoretical concepts as well as practical work of
classification, so the teaching methodology includes lectures as well as practice. The
students will get the idea how the notations are built using DDC Classification Scheme.
They will also be briefed about the addition (joining) of two or more numbers in the
scheme. After comprehending the basics of DDC scheme, they will do practice to build
notations of simple and complex subjects.
Tutorials
In this method of teaching, the teacher pays full attention to each and every student of the
class which is the demand of the course. It is a method of transferring knowledge and can
be used as a part of teaching-learning process. The teacher delivers a set of instructions to
complete the task i.e. to construct a number (notation) from the given schedule of
classification scheme. This mode of teaching can also be termed as interactive problem-
solving session.
(211)
Lab Exercises
In Classification Lab, there are facilities to develop classification number of given
problems or unclassified books with the help of schedules of recommended classification
schemes (usually DDC and LCC scheme). The students are already demonstrated how
the numbers are developed and then they are given problems (in the form of single or
double words or phrase representing the simple or complicated subjects or topics) or
unclassified books. The students then search the notations for the given problem or book
from the given scheme. Besides finding classification number, they are also required to
find/develop at least three subject headings of every problem/book from the
recommended list of subject headings (Sear List or LCSH). After finding and verifying
the number from the teacher, they also write the steps and description to develop the
notation in properly-maintained practical journals, which is checked and signed by the
teacher/course incharge.
Students Evaluation/Assessment Methods:
At the end of the session, the students will be examined theoretically as well as
practically i.e. they will be required to develop notations of the given subject.
On the day of practical examinations, each and every student is given separate problems
or unclassified books to assign exact notations to them using the designated classification
scheme. They are also required to write the steps and description of developing the
number as they had done in their practical journals. Then they are required to find at least
three exact or closely related subject headings to finish the problem. During the process
of building numbers, viva is also taken to assess the ability of the student about the
classification scheme and determination of subject.
Course Contents:
(Theory)
- Meaning and definition of classification
- Concept of classification
(212)
- Brief history of classification schemes with special emphasis on the development
during 19th
and 20th
centuries and Islamic period
- Detailed study of major classification schemes of the world
- Study of classification schemes locally used
- Study of latest editions of DDC and electronic DDC
- Study of Shafi expansions and others efforts of Muslims and Pakistani scholars
- Study of Sear‘s list of subject headings
- Problems of knowledge organization in Pakistan
(Practical)
- General principles of classification
- Introduction to DDC scheme – latest edition
- Practice of building classification numbers in DDC classes (000-999)
- Addition (Joining) of two numbers within the classes
- Addition (Joining) of numbers from Tables 1-6
- Use of electronic DDC
- Use of Shafi Expansion
- Subject analysis practice of Sear‘s List of Subject Headings & Library of
Congress Subject Headings
Module-4 Cataloguing: Theory & Practice
Course Module Code : LIS-541
Course Module Title : Cataloguing: Theory & Practice
Credits : 3+0
Objectives:
(Theory)
- To comprehend the meaning of library catalogue and cataloguing.
- To familiarize the learners with the fundamentals and importance of library
catalogue and cataloguing.
(213)
- To acquaint with the Anglo American Cataloguing Rules 2nd
edition (AACR2R)
1998 with special emphasis to general rules of description of various types of
library material.
- To introduce application of computer in formation of catalogue.
- To understand the role of catalogue in retrieving library material.
(Practice)
- To introduce the Anglo-American Cataloguing Rules
- To give practical training of cataloguing of different types of information sources
- To educate learners to apply basic principles and laws of cataloguing
- To train the learners about the filing system of catalogue cards
- To acquaint the learners about the cataloguing of Pakistani and oriental names of
authors.
Description:
After classification, another important and fundamental course of librarianship is
cataloguing. It is, in fact, a technical list of each and every material of the library. The
catalogue helps to locate or find out the particular required material in the library.
In 1997, an international conference on the principles and future development of AACR
(Anglo-American Cataloguing Rules) was held in Toronto (Canada) in which the concept
of RDA (Resource Description and Access) emerged. It is a new standard for
descriptive cataloging initially released in June 2010, providing instructions and
guidelines on formulating bibliographic data. It is intended for use by libraries and other
cultural organizations such as museums and archives, RDA is the successor to Anglo-
American Cataloguing Rules, Second Edition (AACR2).It is published jointly by
the American Library Association, the Canadian Federation of Library Associations, and
the Chartered Institute of Library and Information Professionals (CILIP) in the United
Kingdom. Maintenance of RDA is the responsibility of the RDA Steering Committee
(RSC). RDA offers libraries the possibility to change significantly how bibliographic data
is created and used. It is now available, and certain libraries have started using it for their
current cataloging workflow. The Library of Congress has announced full
(214)
implementation of RDA for 31 March 2013. Realizing the importance of RDA, this
course has been designed after modifying the course of cataloguing.
Learning outcomes:
The students will be able to:
- Comprehend the concept of standard cataloguing entries (main and added) under
author, title, subject, etc.
- Understand the role of cataloguing in retrieving library materials.
- Get overview of the current aspects of metadata including creation, management,
standards and use.
- Examine criteria for the cataloguing and indexing of special forms of material, to
promote understanding of the structure of different forms of subject indexing.
- Prepare, maintain, and supervise cataloguing process in every type of library.
- Plan and make union catalogue of two or more libraries.
- Assist the reader locate any required material without wasting time.
- Make record of the library material under any approach like author-wise, title-
wise, subject-wise etc.
- Interpret to readers the essential elements of books like author, subject, title,
edition, imprint, collation, series etc.
- Furnish information to the acquisition section about the availability or
unavailability of any material to be acquired.
Teaching Methodology:
The course is both theoretical as well as practical nature and hence the teaching
methodology includes lectures as well as practice. The students will be briefed about the
concept of catalogue, its use and importance in the library and what role it plays to
retrieve any required material. They will have interaction with different types of
catalogue entries.
(215)
Tutorials
In this method of teaching, the teacher pays full attention to each and every student of the
class which is the demand of the course. Tutorial is a method of transferring knowledge
from one person to a group of persons and can be used as a part of teaching-learning
process. The teacher conveys a set of instructions to complete the task i.e. to prepare a
card (main or added entry) following the existing rules (AACR2R or RDA). To explain
anything, the teacher him/herself can draw the card on the board as a sample entry and
then the students can follow the pattern by inserting required bibliographic information to
be taken from the given material. Besides, a student may be called to draw and explain
the entry on the board.
Lab Exercises
In Cataloguing Lab, books of different nature (single authored, double, triple authored,
more than three authored, editorial/compiled work, institutional work, work of
government and non-government organizations, international bodies, encyclopedic work
etc.) for practice are made available and the students have to make entries of every type
of material step by step. Before the start of every category of the material, the teacher
first demonstrate how to make catalogue following the international rule and standard,
then the students are asked to find the books of that category and make proper entry. The
students have to make cards of main entry as well as all possible added entries. After
making the cards and getting them verified from the teacher, they also draw the cards in
properly-maintained practical journals, which is checked and signed by the
teacher/course incharge.
Students Evaluation/Assessment Methods:
At the end of the session, the students will be examined theoretically and practically and
they will be asked to invert the names of authors of different categories, identify various
areas of catalogue from the given information, and identify required bibliographic
information to be used in a catalogue.
(216)
On the day of practical examinations, each and every student is given separate sets of
books (of all categories) for making their catalogue cards following the international
standard. They are required to properly make main entry and all possible added entry
cards. In the meantime, viva is also taken to assess the ability of the student about the
standard bibliographic information, different citations, elements of catalogue, areas of
catalogue, rules for Pakistani names etc.
Course Contents:
- Meaning and definition of catalogue
- Purpose and functions of catalogue
- Forms and kinds of catalogue (Physical/outer forms: book, sheaf, card,
computerized, microform catalogues. Inner forms: dictionary, classified and
alphabetico-classed)
- Other similar tools: bibliographies, indexes, accession lists, and shelf lists
- Development of cataloguing codes and their limitations
- Shared and cooperative cataloguing
- Centralized cataloguing
- Descriptive cataloguing
- Book marks
- Comprehensive study of AACR2R for monographs and serial publications
- Standards of bibliographic descriptions and record formats : ISBD, Development
of MARC format, Practical cataloguing using MARC 21 format, AACR2R,
FRBR (Functional Requirement of Bibliographical Record), RDA (Resource
Description and Access), Bar coding
- OPAC, WEBOPAC (Web Based Catalogues) and Cataloguing of Web resources
- Nature of online catalogues and problems that arise in using them
- Cataloguing of Non-Book material and explores the problems of descriptive
cataloguing of print and non-print materials
- Use of Internet in Cataloguing and Impact of IT on Cataloguing in digital era
- Metadata: Meaning, Definitions, Purpose, Use and Types
- History of schemes and metadata Communities
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- Metadata structure and characteristics- Semantics, syntax and structure, Metadata
creation process models and interoperability, Resource Description Framework
and Open Archives Initiative (OAI)
- Cataloguing of Pakistani, Islamic and oriental names
Practical Course Contents:
- Descriptive cataloguing
- Book marks
- Structure of AACR2
- Basic AACR2 rules with cataloguing practice
- MARC and RDA
- ALA filing rules
- Copy cataloguing
- Cataloguing of Pakistani and oriental names
Module-5 Management of Library and Information Centers
Course Module Code : LIS-551
Course Module Title : Management of Library and Information Centers
Credits : 3+0
Objectives:
- To introduce among the learners an understanding of theories, principles and
technology of management and their application in library and information
services.
- To acquaint the learners with the management functions and their applications in
library routine work practiced in different sections.
- To develop skills to perform library operations.
- To create management techniques to achieve the organizational effectiveness and
efficiency.
- To educate the learners with library procedures and train them to become
effective librarians.
(218)
Description:
Like any other organization, libraries and information centers also need to be managed
under the basic theories and principles of management. This course deals with the
development of theories and principles of management and their application in the
administration and management of libraries and information centers. Special emphasis is
given to the objectives, policies, human resources, structure, division of work,
communication, leadership, budgets, system analysis and future directions of
administration.
Learning outcomes:
The students will be able to:
- Have an awareness of general management philosophies, terminologies, and
procedures.
- Experience management development with an emphasis on application in
libraries, archives, and other information and documentation centers.
- Be conversant with the professional standard traditions, practices relating to
human resources, financial resources, expenses and budgeting, organizational
communication and policymaking.
- Acquire knowledge and confidence in making professional written and verbal
presentations and other attributes of administrative work.
- Comprehend administrative viewpoints governing library and archival services,
and learn how to publicize these to public.
- Be equipped with a professional philosophy for future advancement.
Teaching Methodology:
The following methods and techniques are involved to fulfill the teaching requirements
for the course:
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Lectures
The teacher will deliver the lectures according to the outline of the course. After a topic is
discussed in detail by the teacher, questions will be put by the students to remove any
confusion, if any. The teacher will satisfy the students from any aspect of the topic.
Group Discussion
The students will also discuss a topic in different groups to reach a conclusion. This
exercise will be conducted in the supervision of the teacher and he/she will guide the
students to express their views with sold justification. The valid conclusion will be
further elaborated by the teacher.
Student Presentations
The students, after consulting different sources, will prepare their presentations on the
topics assigned by the teacher. These assignments will be presented before the class.
Multimedia or overhead projector may be used to elaborate the presentation. At the end,
the audience can ask any question(s) and the presenter will have to satisfy the audience.
All this exercise will be monitored and guided by the teacher.
Guest Speakers
Lectures on any specialized topic may be delivered by some guest speaker who has
expertise on the topic. The professional librarians or a manager or administrator of any
organization may be invited to deliver lecture on such topic. Being professional or having
experience of the field, he/she can explain a topic very well.
Assignments
Besides organized and systematic presentations, oral and written assignments, such as
case studies, can also be designed to promote critical analysis and reflection on readings.
These assignments should be submitted on a due date and attendance and constructive
participation are required. Some assignments will be helpful for the students for early
days of their professional work, while the majority of assignments will lay the
foundations for more advanced understanding.
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Students Evaluation/Assessment Methods:
At the end of the session, the students will be examined theoretically and they will have
to attempt a question paper of 60 to 80 marks while remaining 20 to 40 marks will be
allocated to presentations, class assignments, quizzes, MCQs, and objective type
questions.
Course Contents:
- Definition and concept of Management
- Elements of Management
- Relationship of the Library /Information Center and the parent organization
- Managerial Concerns in Libraries and Information Centers
Collection Management
Personnel Management
Service Management
Financial Management
Evaluating Library/Information Centers
Total quality management
- Leadership: Definition, importance, Style of leadership, Tools, Qualities of
leaders, Theories, Leadership vs Management
- Creation of library board/ committee: importance and functions
- Development of Vision, Mission, and Goals and Objectives
BLIS or MA (previous) in LIS
2nd
Semester
Module-6 Reference and Information Sources and Services
Course Module Code : LIS-512
Course Module Title : Reference and Information Sources and Services
Credits : 3+0
(221)
Objectives:
- To get acquainted with different reference sources and services.
- To develop skills of critical evaluation of reference sources and services.
- To introduce management and structure of reference department of different types
of libraries.
- To support library users seek access to information in all formats wherever these
resources are located.
- To develop among the learners competencies required for an understanding of
basic information sources and of the users‘ information seeking behavior and
expectations. For this purpose they would conduct effective interviews of the
users so that they would be able to understand the needs of the users.
- To acquaint the learners about basic search methods, display options and
terminology of the library‘s catalogue, website, and other information access
tools.
- To train the learners how to instruct and assist the researchers in basic research
procedures including digital literacy skills.
- To evaluate the quality, currency, and authority of the available information
available in local and non-local sources.
Description:
Reference sources and services are the integral and the most important part of any type or
size of library. Besides issuing or returning books and other library material, the users
have to seek plenty of information from the reference desk and the professional sitting
behind the reference counter has to deal with client using his/her all-out efforts and
professional expertise. This course is designed to fulfill all the requirements and services
rendered from the reference section or reference counter of the library. The course gives
an overview of the reference function with emphasis on how to develop an effective
knowledge of basic reference tools and sources, both print and online.
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Learning Outcomes:
The course will develop skills of critical evaluation of reference sources and services and
will introduce management and structure of reference department of different types of
libraries.
After successfully studying the course, the learner will be able to:
- Classify and clarify the functions and the role of reference work.
- Recognize the parts of a book and express proper use of each.
- Use selected basic reference sources to answer basic reference queries.
- Identify the types of reference questions.
- Select the best reference sources to satisfy patron‘s needs.
- Describe electronic reference service.
- Define plagiarism and explain the reason for citing sources.
- Name the major style manuals and cite selected print sources in at least two
styles.
- Identify and describe professional behavior and ethics in reference work.
Teaching Methodology:
The nature of the course demands both theoretical and practical methods of teaching. The
philosophical concepts of the course will be explained through the lectures of the teachers
whereas the practical aspects of the course will be elaborated through different modes
and methods.
Lectures
The theoretical concepts of the course will be delivered by the teacher in the class and
after going through a topic or subtopic, the students will ask any question to understand
and any incomprehensible point or to remove the confusion.
Brainstorming
A group creativity technique may also be introduced by the teacher asking the students to
put their efforts to find a conclusion for a specific problem relating to a reference source
(223)
by gathering a list of ideas spontaneously contributed by the members of the groups of
the students.
Assignments
Students will be given different queries and will be asked to find the answers of these
queries and problems using different reference sources. The students will search for the
answers from different sources and will make the citations of the sources giving detail of
the source about its scope and coverage. They will also compare different sources
containing answers of same questions.
Study Tours
Study tours of reference sections of different libraries in the supervision of class teacher
will be arranged to observe their functions. The students will observe how the reference
staff provides formal instruction and information assistance in using information
resources. They will also learn various levels of research support – from answering
questions to guidance with topic selection, database searching, and finding and citing
sources.
Students Evaluation/Assessment Methods:
At the end of the session/semester, the students‘ performance will be assessed through
theoretical as well as practical examination. The theoretical portion of the examination
will comprise both subjective and objective questions relating to philosophical concepts
of the course whereas the practical portion will comprise different questions demanding
to trace the reference material containing the answers of the questions. The recommended
ratio between theoretical and practical examination may be 60 and 40 respectively.
Course Contents:
- General Introduction to Reference Sources and Services
- Importance of Reference Services in Library and Information Environment
- Conventional Functions of Reference Department (SIGIBA)
- Modern concept of Reference Services
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- Modern Reference Services: Abstracting, Information and Referral Services,
Current Awareness Services, Selective Dissemination of Information, Electronic
Information Services, Translation
- Organizational pattern of Reference Department in various types of libraries
- Skills and duties of Reference Personnel: Professional, non-Professional
- Nature and Use of Information Sources: General and Specific Sources,
Bibliographical Sources, Current Sources, Geographical Sources, Ready Reference
Sources, Special Reference Sources
- Review of important reading reference sources
- Use of major information sources
- Major bibliographic and reference sources published in Pakistan
- Ethics at the reference desk
- Evaluating the web as a reference tool
Module-7 Cataloguing of Special Material
Course Module Code : LIS-522
Course Module Title : Cataloguing of Special Material
Credits : 2+1
Objectives:
- To get acquaintance with different types of special material of library
- To give practical training of cataloguing of non-book material
- To familiarize the learners with the application of descriptive cataloging rules
in RDA (Resource Description & Access)
Description:
Besides book material, non-book or special material (including serials, pamphlets,
newspaper clippings, maps, charts, globs, photographs, slides, sound recordings, video
and audio tapes, motion pictures, posters, microforms, computer disks, etc.) is also an
integral part of literary and scholastic collection of a library. If such material is selected
and acquired for onward transmission to users of the library, its catalogue is also required
to be made. Although the basic principles of cataloguing of book and non-book material
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are same but the physical appearance of both the material is different so the cataloguing
rules with respect to collation information and some other information are different. This
course is designed to cover the role of non-book materials in libraries, documentation
centers and information centers. The course will deal with the descriptive cataloguing and
MARC coding of various special materials according to AACR2, RDA and MARC
standards, and current library practice. The other relevant topics like developments in
cataloguing standards including RDA, and the challenges of new and changing formats
especially the automated and mechanized cataloguing will also be taken into
consideration.
Learning Outcomes:
By the end of the course, the students will be able to:
- Prepare catalogues of different types of non-book materials.
- Explain modern trends, standards, and library practice with respect to non-book
materials‘ cataloguing.
- Vindicate continuing development of cataloguing standards and media formats.
- Recognize and employ common cataloguing standards and tools for designating
special material.
- Figure out the advantages and challenges of shared cataloguing.
Teaching Methodology:
The nature of the course is a blend of theory as well as practical.
Lectures:
The teacher will elaborate the rules, sources of information, required bibliographic
information, and problems of cataloguing of any of the special materials and the students
are expected to interact with each other and the instructor in discussions. After discussing
and comprehending the catalogue of the material, model entries will be made and
explained by the teacher.
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Laboratory Exercises
The lab meetings will consist of lecture and discussion format and regular in-class
exercises using cataloguing rules already explained by the teacher. The students will also
prepare practical journals having proper cataloguing entries of various materials.
Activities & Assignments
The teacher will assign different special material available either in the cataloguing lab or
anywhere else including seminar library, main library, or the laboratories of other
departments like geography, mass communication, physics, microbiology, etc. to be
catalogued. Working individually and in groups, students will be expected to complete
several small activities and the assignments.
Students Evaluation/Assessment Methods
Since the course is divided into both theoretical and practical portions, the performance
of the students will also be assessed accordingly. The theory examination will be
composed of questions (both subjective and objective) to assess the philosophical
understanding and conceptual knowledge of the students. The practical examination will
be taken separately and every student will be given separate problems or an original
special material to be catalogued. During the process of catalogue making, viva voce is
taken to assess the ability of the student about the cataloguing rules of specific type of
material, sources of information, etc.
Course Contents:
- Study and practice of cataloguing various types of special material
- Descriptive cataloguing and subject analysis of electronic resources, internet
resources, etc.
- Library of Congress Subject Headings
Practical Course Contents:
- Title and author entries of serial publications
- Change of title or publishing body of serials
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- Entries of cartographic material
- Microform material
- Motion pictures and video recordings
- Computer files
- Digital and electronic material
- Graphic material (pictures, photographs, study prints, slides, transparencies etc.)
- Art original, art print, art reproduction, paintings etc.
- Sound recordings
- Manuscripts
Module-8 Application of Emerging Technologies in Library Operations:
Theory & Practice
Course Module Code : LIS-532
Course Module Title : Application of Emerging Technologies in Library
Operations: Theory & Practice
Credits : 3+0
Objectives:
- To create an awareness about different functions of library automation systems
- To develop among the learners practical skills for using high-tech library
automation systems
- To train the students develop the library automation subsystems covering
acquisition and collection management, managing serials, cataloguing,
circulation, inter-library loans, and reference services etc.
- To create an awareness of expected technologies used in a library surroundings
Description:
This is an era of using modern technology in every field of life whether professional or
non-professional, and librarianship has no exception. Different services of the libraries of
all types and sizes have been automated benefitting both the stakeholders i.e. library staff
and the patrons or clients. This course is designed to provide the learners with a sound
perception about application of modern technology by libraries to disseminate
information and provide other library material to the information seekers by running
(228)
library automation systems. The learners will also be educated about how automation
systems will be used for inventory control and for bibliographic descriptions of manual
collections of library.
Learning Outcomes:
Upon completion of this course students will be able to:
- Describe and evaluate variety of computer-based systems used for different
library operations including selection and acquisition, cataloguing and indexing,
document delivery, circulation, serial subscription, control and management, etc.
- Examine and suggest applicable methods to managerial and administrative issues
concerning the implementation of computer-based local systems.
- Appraise integrated online library systems.
- Understand administrative, training, and maintenance aspects of automation,
- Exhibit a perception of the changing role of librarians and libraries which is the
result of use of information technology.
Teaching Methodology:
The learning sessions will be a combination of lectures, discussions, and class
assignments/exercises. Students bringing an open and questioning attitude to class will be
encouraged.
Lectures
The theoretical concepts of the course will be delivered by the teacher and after going
through a topic or subtopic, the students will ask any question to understand any
incomprehensible point or to remove the confusion.
Assignments/Presentations
After discussing a topic or subtopic, assignments will be given to the students and they
will collect information on the given topics consulting various sources and visiting
different libraries. The assignments will be prepared covering all required aspects with
the proper citations and references. For the evaluation of the assignments, they will be
(229)
presented in the class and necessary comments, amendments, feedbacks etc. from the
teacher and the fellows will be incorporated to finalize the assignment.
Class/Laboratory Exercises
The lab meetings will consist of lecture and discussion format and regular in-class
exercises using the concept of automation already explained by the teacher. The students
will also prepare practical journals with system diagrams, flow charts, and methods
adopted to automate a section of the library.
Students Evaluation/Assessment Methods:
Examinations
The assessment of the students‘ performance will be composed of written examinations
as well as evaluation of assignments and class presentations. In written examinations,
there will be theoretical questions (both subjective and objective) to strengthen the
philosophical concepts of the course.
Project
The student‘s ability will also be evaluated by assigning them to carry out a project on
relevant topic during the semester and present it in the class. This project will be assessed
as a part of examination.
Laboratory Exercise
The students will be required to develop/design a program to automate a section or a
service of the library to fulfill the given requirement.
Course Contents:
- Introduction to ICT
- Computer: basic Components, Types, Generations of Computer
- Hardware, Software
- Basic Library Operations: Acquisition Work, Classification and Cataloguing,
Circulation Control System, Storage and Preservation
(230)
Practical:
Automation for library operations
Module-9 Communication Skills and Library Professional Correspondence
Course Module Code : LIS-542
Course Module Title : Communication Skills and Lib. Professional Corresp.
Credits : 3+0
Objectives:
- To develop among the learners the skills of communicating and conversing with
the clients, patrons, and colleagues in a decent and effective way.
- To guide the learners improve their presentation skills and boost up their image
and personality.
- To acquaint the learners about the modes of communication i.e. reading, writing,
listening and speaking.
- To introduce the role of library professionals as key communicator.
- To develop writing and presentation skills among the learners.
- To familiarize students to the importance and various approaches of personality
development.
- To familiarize the learners with the principles essential for decent verbal and
written communication.
- To acquaint the learners about written communication skills.
- To prepare the students write with increased confidence and competence.
- To provide training of administrative correspondence of library.
- To develop among the learners technical writing skills.
- To enhance leadership skills of the learners.
Description:
Librarianship is a profession where a library professional has to interact with a client
either in the shape of a reader or any party dealing with library. So a library professional
must need some qualities to be expressed for gaining better results in the services a
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library renders. This course is designed to develop and improve the communication and
personal skills of LIS professionals.
Like any other organizations, a library also has to produce a number of documents,
reports, letters, and technical and professional writings. The business and professional
letters have a standard format and design which a library professional should follow. As
the nature of the course is theoretical as well as practical so the students will learn the
basics of business and professional writings especially the nature of documents generated
in a library as well as they will also be given task to produce documents of different types
and nature keeping in view the need of different sections of a library.
Learning Outcomes:
The students will be able to:
- Effectively communicate (spoken and written) in a very decent and professional
way with the clients, patrons and other stakeholders of the library.
- Possess effective presentation skills.
- Become self-possessed person by grasping inter-personnel abilities, team
management skills, and leadership qualities.
- Identify the personal strength and weaknesses, work and organizational
psychology, emotional intelligence and competence.
- Conduct effective professional correspondence and prepare result-oriented library
reports.
- Design and edit the library-relevant written documents like user manuals, graphic
guides, online help files etc.
- Share important information with the users of the library in a very useful and
meaningful manner.
- Develop and design any library-related research writing which is to help the users
achieve their goals.
(232)
Teaching Methodology:
The course is a blend of theory as well as practical so demands lectures by the teacher
and hands on practice.
Lectures
The theoretical concepts of the course will be explained by the teacher in the class and
after going through a topic or subtopic, the students will ask any question to understand
and any incomprehensible point or to remove the confusion.
Assignments/Presentations
After discussing a topic, different tasks encompassing the topic will be assigned to the
students (either individuals or groups) and they will prepare with the help of available
literature. The selected assignments can also be presented in the class. The assignments
should carry marks so that the students take interest keeping in view the necessities of the
document. More than one assignment can be given to the students during the whole
session/semester.
Study Tours
To get acquainted with the routine professional correspondence with the library patrons,
different types of libraries will be visited so that the professional documents and the
styles of business letters can be observed. The visited libraries are expected to cooperate
in showing the routine documents, other than the confidential ones if any, so that the
students can learn the structure, format, and the protocol of official documents and letters
generated in the library.
Students Evaluation/Assessment Methods:
The assessment of the students‘ performance will be composed of written examinations
as well as evaluation of assignments and class presentations. In written examinations,
there will be theoretical questions (both subjective and objective) to strengthen the
philosophical concepts of the course but the major portion will comprise the generation
or designing of professional documents.
(233)
Course Contents:
- Communication: Definition, Significance, Components, Modes of Communication,
Ethics
- Personal and Non-Personal Communication Skill:
- Aspects of Communication: Reading, Writing, Listening, Speaking
- Other Communication Skill: Building Confidence, Improving Self Esteem, Anger
Management, Dealing with Aggression and Communication in difficult situation
- Presentation skill, Negotiation, Public Relation
- Communication Needs of Library Professional
- Professional Correspondence, Professional Correspondence with Patron,
- Administrative correspondence, Technical Writings
Module-10 Indexing, Abstracting and Bibliography
Course Module Code : LIS-552
Course Module Title : Indexing, Abstracting and Bibliography
Credits : 3+0
Objectives:
- To study the principles and practices of bibliography, indexing and abstracting.
- To study various types and methods of bibliography, indexing and abstracting.
- To identify the problems of techniques and standardization of bibliography,
indexing and abstracting and to find out their solutions.
- To study and review various bibliographies, indexes and abstracts and
bibliographic, indexing and abstracting services.
- To comprehend and perform computer-based indexing for surfing and searching.
Description:
In a library, the importance of bibliographies, indexes and abstracts cannot be ignored as
they save a lot of time of the scholars and researchers in searching the required and
relevant articles whose title might appear useful but whose content can turn out to be
totally irrelevant to the concerned study and research. These are basically a systematic list
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of book materials and journals articles. Indexes consist of a rudimentary list of articles
providing bibliographic information which includes author, title of the article, title of the
journal, volume, issue, page numbers and the ISSN number. Abstracts, some time,
provide a brief description of the content of the article whilst some time, provide a full
summary. Indexes and Abstracts have two general purposes: i) they minimize the time
and effort and ii) maximize the searching. The process of compiling indexes and abstracts
is called indexing and abstracting. This course is designed to present the essentials of
indexing and abstracting as a basis for entry-level professional practice.
Learning Outcomes:
After studying the course, the students will be able to:
- Provide not only the bibliographic details, but also a summary of the required
document enabling the researcher determine whether the document is or not
useful to him/her.
- Inform researchers about the existence of related work done somewhere else as
the abstract, being an authentic tool of bibliographic control, helps prevent piracy.
- Help researchers and authors in reviewing the literature in a particular discipline
or field.
- Compile in-house indexes and abstracts of the library as per information needs of
the scholars and researchers.
- Assess indexing software, automatic indexing, and computer-assisted indexing.
- Improve the quality of library‘s services towards searching and information
retrieval.
Teaching Methodology:
The nature of the course demands participation of teacher and students in teaching-
learning activities. The introductory and descriptive lectures will be delivered by the
teacher but the participation of the students in different way will enhance the process of
learning.
(235)
Lectures
The theoretical concepts of the course will be delivered by the teacher in the class and
after going through a topic or subtopic, the students will ask questions to understand any
incomprehensible point or to remove the confusion.
Group Discussion
The contents of the course need to follow group-based learning. Participative discussion
bears everlasting impact on the minds of prospective information scientists. The learners
will be allowed to discuss and share their views with the teacher as well as their fellows
to conclude better results.
Assignments
As a practicing activity, assignments to compile and arrange, under different approaches,
indexes and abstracts of the journal articles will be given to the individual or groups of
students.
Presentations
Class presentation on any topic is another encouraging activity and builds confidence in
the students to share their views and ideas. Various relevant topics will be selected to
assign to different students who will display their presentation in the class and after the
feedback of the audience, the valid suggestions and comments will be incorporated in the
final report.
Guest Speakers
Besides all the above activities, seminars on some important topic(s) of the course may
also be arranged in which the experts of the field may be invited to elaborate the topic.
The speakers should be practitioners and have command on the topic.
Students Evaluation/Assessment Methods:
The assessment of the students‘ performance will be composed of written examinations
as well as evaluation of assignments and class presentations.
(236)
Examinations
In written examinations, there will be theoretical questions (both subjective and
objective) to strengthen the philosophical concepts of the course.
Assignments
The indexes and abstracts compiled systematically as assignments will be evaluated as a
part of assessment.
Course Contents:
- Concepts, principles and methods of indexing and abstracting
- Types of indexes and abstracts
- Types of computer-based indexing methods
- Problems of techniques and standardization of indexing and abstracting
- Functions of indexes and abstracts as tools for information retrieval in libraries
- Indexing and abstracting services including electronic databases
- Study and review of various indexes and abstracts and indexing and abstracting
- Bibliography: Introduction, Types, kinds, forms, Bibliographic control, Universal
Bibliographic control, Process of compilation
- Practice in developing indexing and abstracting tools
- Practice of Bibliographic citations
MLIS or MA (final) in LIS
1st Semester
Module-11 (Elective-1) Information Sources and Literature of:
1) Humanities and Social Science
2) Science and Technology
3) Islam and Pakistan
Course Module Code : LIS-611
(237)
Course Module Title : Information Sources and Literature of Humanities
& Social Science/Science& Technology/Islam and
Pakistan
Credits : 3+0
Objectives:
- To introduce core information sources in the field of Humanities or Science or
Islam.
- To acquire knowledge about the subjects included in any of the above fields.
- To get familiarity of organizations working in the relevant field and the eminent
personalities contributed/contributing in the pertinent discipline.
- To learn use of print and online sources of the subjects in the particular domain.
- To be conversant with the reference material and latest serial publications
produced locally or internationally in the concerned field.
Description:
The librarian has to deal with different types of literatures and information sources
available in the library and that material can be classified into various broad categories,
some of which are humanities, science, social science, technology, and Pakistan, Islam
(especially in the context of Muslim world and Pakistan). A librarian is expected to
provide necessary information to the scholars and researchers to meet their scholastic and
research needs. This group of optional courses (humanities, science, and Islam) is
designed to introduce among the learners develop thorough knowledge on the relevant
field. They also study the counterparts of these courses on social science, technology, and
Pakistan respectively in the second semester or other part of the session (under annual
system).
Learning Outcomes:
As a result of having studied the course, the students will be able to:
- Develop among themselves the expertise about every aspect of the concerned
literature.
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- Furnish required and relevant information to the client without any wastage of
time.
- Assist the library management for acquiring/developing literature on the specific
field.
- Develop an understanding about information dynamics and its relativity with the
body of knowledge.
- Assess the information needs and information seeking behavior of scholars of the
concerned field.
Teaching Methodology:
Since the nature of the course is both theoretical and practical, so the lectures as well as
other modes of teaching will be applied. The philosophical concepts of the course will be
explained through the lectures of the teachers whereas the practical aspects of the course
will be elaborated through different approaches and methods.
Lectures
The theoretical concepts of the courses will be delivered by the teacher in the class and
after going through a topic or subtopic, the students will ask any question to understand
any incomprehensible point or to remove the confusion.
Brainstorming
Either a group discussion or lecture-cum-group discussion, a group creativity technique
may also be introduced by the teacher asking the students to put their efforts to find a
conclusion for a specific problem relating to a reference source, serial publication,
eminent personality, or an organization or institution by gathering a list of ideas
spontaneously contributed by the members of the groups of the students.
Assignments/Presentations
After completing a topic or subtopic, assignments on reference sources, serial
publications, eminent personalities, well-known organizations working in the field will be
given to the students and they will collect information on the given topics consulting
various sources and visiting different organizations and libraries. The assignments will be
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prepared covering all required aspects with the proper citations and references. For the
evaluation of the assignments, they will be presented in the class and necessary
comments, amendments, feedbacks etc. from the teacher and the fellows will be
incorporated to finalize the assignment.
Students Evaluation/Assessment Methods:
At the end of the session/semester, the students‘ performance will be assessed through
theoretical examination and class performance and assignments. The theoretical portion
of the examination will comprise both subjective and objective questions relating to
philosophical concepts of the course and they will also be required to discuss the eminent
figures, organizations, reference sources, and serial publications on the given subjects of
the concerned field. The recommended ratio between theoretical examination and
assignment/presentation may be 80 and 20 respectively.
Course Contents:
- Nature and scope of Humanities, Science, or Islam
- Print and digital reference services
- Information seeking research
- General material, reference books, public documents, audio-visual material, serial
publications, electronic information sources and databases of the field
- National and international scholars and organizations having remarkable
contribution in the field
Module-12 Digital Libraries and Librarianship
Course Module Code : LIS-621
Course Module Title : Digital Libraries and Librarianship
Credits : 2+2
Objectives:
- To acquire knowledge of digital libraries and digital information system
(240)
- To learn how to develop digital library and develop a digital library as a practical
training
- To get practical training of digitization of resources
- To examine some digital libraries of the city as case study
Description:
Digital libraries management has become a milestone of the modern society. A number of
institutions, agencies, and organizations have developed and developing digital resources
and services and accordingly they require new expertise of meeting users, strategic
thinking and managing, designing and promoting them. In such an environment, a
librarian will have an opportunity to acquire key knowledge and skills of exploring,
assembling, running, appraising and putting to the effective use different types of digital
libraries. This course has been designed to train students how to develop and manage
digital libraries at academic or research institutions, cultural heritage organizations, and
documentation and information centers.
Learning Outcomes:
The students will be able to:
- Recognize and examine various mechanisms of a digital library including
technical and social, policy and programming, content and delivery components.
- Develop an outline in which to install the components into a greater whole.
- Design/offer a system which works on content-based filtering to reduce
information overload and help his/her users finding relevant literature.
- Use different viewpoints in the organizations that require and utilize advanced
expertise in the area of digital libraries and information services and apply
abstract knowledge to specific cases and problems.
- Develop and execute policies for digital information services in collaboration with
other specialists.
- Design, develop, and conduct basic training for the users of digital library
independently.
(241)
Teaching methodology:
Theory classes including lectures and participation and discussion of the students will be
accompanied by practical sessions, using selected software. Students will also present
their projects and assignments in the scheduled sessions.
Lectures:
The theoretical concepts of the courses will be delivered by the teacher in the class and
after going through a topic or subtopic, the students will ask any question to understand
any perplexing point or to remove the confusion.
Laboratory Exercises
In the computer lab, the students will design, develop, and modify the system following
the instructions of the teacher. The small projects will be assigned to the students and
they will work according to the needs and specifications.
Students Evaluation/Assessment Methods:
Examinations
The assessment of the students‘ performance will be composed of written examinations
as well as evaluation of assignments and class presentations. In written examinations,
there will be theoretical questions (both subjective and objective) to strengthen the
philosophical concepts of the course.
Project
The student‘s ability will also be evaluated by assigning them to carry out a project on
relevant topic during the semester and present it in the class. This project will be assessed
as a part of examination.
Course Contents:
- Introduction and overview of digital libraries
- Electronic and Digital information sources
(242)
- Standards and Protocols of digital libraries
- Suppliers and Producers of Digital information sources
- Architecture and systems of Digital libraries
- Future of Digital libraries
Practical Course Contents:
Training of:
- Digitization software: KOHA, DSpace, Greenstone, Calibre
- Web Designing
- Use of OCR
- Ebook Maker software
Module-13 Application of I.T., System Analysis & Design in Libraries
Course Module Code : LIS-631
Course Module Title : Application of I.T, System Analysis & Design in
Libraries
Credits : 3+0
Objectives:
- To study automation processing with reference to computer-based library system
- To identify, locate, and study computerized literature
- To get acquainted with the techniques of information searching, retrieval, and
sharing
- To study various national and international information systems
- To study the principles of system analysis, and data banks
Description:
Information Technology has become the part of everyday life and libraries and
librarianship are no exception. Application of I.T. in libraries has sped up various
functions with least chances of errors and blunders. This course aims to adopt this
modern technology to facilitate not only the readers and users but also the workers of the
library.
(243)
Learning Outcomes:
After having studied the course, the students will be able to:
- Apply information technology in the library.
- Analyze and design the suitable system of automation in the library.
- Able to utilize the online resources for the dissemination of information.
Teaching Methodology:
The methods of teaching will be fairly standard including reading and discussion, site
visits, presentations, and assignments.
Lectures
The theoretical concepts of the courses will be delivered by the teacher and after going
through a topic or subtopic, the students will ask any question to understand any
incomprehensible point or to remove the confusion.
Assignments/Presentations
After discussing a topic or subtopic, assignments will be given to the students and they
will collect information on the given topics consulting various sources and visiting
different libraries. The assignments will be prepared covering all required aspects with
the proper citations and references. For the evaluation of the assignments, they will be
presented in the class and necessary comments, amendments, feedbacks etc. from the
teacher and the fellows will be incorporated to finalize the assignment.
Study Tours
To observe the system, the well-organized medical libraries of the city will be visited in
the supervision of the class teacher. The learners will visit different sections of the
libraries and will get professional information how those sections are performing. They
will also make queries with the staff working there about any service, system or policy.
This practical experience will be of great consequence in their study.
(244)
Practicum
With the consultation of different medical libraries, the teacher concerned will form
various groups of students to be deputed to different libraries where they will work on a
special project. Under the supervision of the librarian or any other professional of the
library, they will take part in different activities of the library and will write diary on
daily basis which will be signed by the supervisor. At the end of the practicum period
(recommended 6-8 weeks), a final report will be prepared and submitted in the host
library as well as in the class.
Students Evaluation/Assessment Methods:
Examinations
The assessment of the students‘ performance will be composed of written examinations
as well as evaluation of assignments and class presentations. In written examinations,
there will be theoretical questions (both subjective and objective) to strengthen the
philosophical concepts of the course.
Case Study
The students may also be required to prepare a case study report of the library they had
visited during their study. This will evaluate the ability of their observations,
surveillances, and perceptiveness about any object.
Project/Paper
The student‘s ability can also be evaluated by assigning them to carry out a project on
relevant topic during the semester and write a comprehensive paper on it. This project
will be assessed as a part of examination.
Course Contents:
- Concept, meanings, and definition of IT,
- Application of IT and communication technology
- Computer networks and distributed information system
(245)
- Internet-origin, development, architecture, connection options, Internet
- Computer-based library system
- System Analysis
- System Design
- System Implementation
- System Review
Module-14 Public Library, Library Legislation and System
Course Module Code : LIS-641.1 (Optional)
Course Module Title : Public Library, Library Legislation and System
Credits : 3+0
Objectives:
- To introduce concept of public library and role of public library in society
- To explore public library legislation
- To aware standards for public library in terms of services, building and equipment
- To acquaint about user services, children services and user extension services
rendered by a public library
Description:
Public libraries are found in every developed and developing society as these are the
institutions of basic learning with a mission of providing literary material and library
services to the local community to meet its information needs. The public libraries serve
as access to knowledge and information. A librarian of a public library is expected to
have a wide range of skills. The course is designed to introduce the existing and
prospective library professionals to the basics of public library administration.
Learning Outcomes:
By the end of the course, the students will be able to:
- Deal with the day-to-day operations, challenges, and opportunities to provide
admirable services to the community living in the surrounding of the library.
(246)
- Provide library services to, besides the common people, the elected
representatives and municipal officials.
- Develop professional relations with other libraries for interlibrary loan, resource
sharing, shared and centralized systems etc.
- Cooperate with the legislators to frame legal documents for library legislation.
- Suggest the concerned authorities for initiating adult education programs within
the premises of the library.
Teaching Methodology:
The nature of the course is mostly theory-based but the assignments and study tours of
different public libraries to observe the system practically are also the need of the course.
The philosophical concepts of the course will be explained through the lectures of the
teachers and the students will be given assignments on various topics to be presented in
the class.
Lectures
The theoretical concepts of the courses will be delivered by the teacher in the class and
after going through a topic or subtopic, the students will ask any question to understand
any incomprehensible point or to remove the confusion.
Assignments/Presentations
After completing a topic or subtopic, assignments will be given to the students and they
will collect information on the given topics consulting various sources and visiting
different organizations and public libraries. The assignments will be prepared covering all
required aspects with the proper citations and references. For the evaluation of the
assignments, they will be presented in the class and necessary comments, amendments,
feedbacks etc. from the teacher and the fellows will be incorporated to finalize the
assignment.
Study Tours
To observe the system of public library, the well-organized, well-stocked, and disciplined
public libraries of the city will be visited in the supervision of the class teacher. The
(247)
learners will visit different sections of the libraries and will get professional information
how those sections are performing. They will also make queries with the staff working
there about any service, system or policy. This practical experience will be of great
consequence in their study.
Students Evaluation/Assessment Methods:
Examinations
The assessment of the students‘ performance will be composed of written examinations
as well as evaluation of assignments and class presentations. In written examinations,
there will be theoretical questions (both subjective and objective) to strengthen the
philosophical concepts of the course.
Case Study
The students may also be required to prepare a case study report of the library they had
visited during their study. This will evaluate the ability of their observations,
surveillances, and perceptiveness about any object.
Course Contents:
- Introduction to Public Library
- Organization of Public Library
- Public Library Services: Readers Services, Services to Children, User Extension
Services
- Library Cooperation: Needs and Importance, Possible areas of cooperation
- Public Library Legislation: Concept and Importance
- Public Library System: Role of UNESCO, Local and National Network System,
Comparative Study of USA, UK, India
- Standards for Public Library: Services, Building, and Equipment
- Public Library System in Pakistan: History, Efforts towards the development
(248)
Module-15 Children Librarianship and School Library Media Center
Course Module Code : LIS-641.2 (Optional)
Course Module Title : Children Librarianship and School Library Media
Center
Credits : 3+0
Objectives:
- To give an overview of school library and children library
- To gain knowledge about operations of school library and children library
- To aware about qualitative and quantitative services of school library and children
library
- To explore the standards for such library in terms of services, building and
equipment
- To acquaint about extension services rendered by such a library
Description:
In developed countries, the children libraries and school library media centers are well-
established and equipped with all necessary material to satisfy the needs of young
generation but in developing countries, like Pakistan, no consideration has been paid
towards it. There are very few libraries for children in major cities and same is the
situation of school libraries or school library media centers. The purpose of this course is
to develop the concept of library services to the young ones at public library level as well
as at school level. The course will provide the learners with an understanding of different
methodologies for reading instructionand they will be trained how to evaluate books,
periodicals, websites and other material that children need to read.
Learning Outcomes:
By the end of the course, the students will be able to:
- Design and develop a library or school library media center having attraction for
young ones.
- Select and acquire books to align with the curriculum
- Order books and other reading material to promote love of reading
(249)
- Help children with the skills to identify, collect, organize, write, and cite
information for their assignments/reports/project.
- Teach students about the reliability and scholarship of the search engines.
- Provide other important tools of learning including DVDs, magazines, audio and
video records and other informative material for their assignments and project.
Teaching Methodology:
The nature of the course is mostly theory-based but the assignments and study tours of
different concerned libraries and library media center to observe the system practically
are also the need of the course. The philosophical concepts of the course will be
explained through the lectures of the teachers and the students will be given assignments
on various topics to be presented in the class.
Lectures
The theoretical concepts of the courses will be delivered by the teacher and after going
through a topic or subtopic, the students will ask any question to understand any
incomprehensible point or to remove the confusion.
Assignments/Presentations
After completing a topic or subtopic, assignments will be given to the students and they
will collect information on the given topics consulting various sources and visiting
different children libraries or children sections of public libraries and school library
media centers. The assignments will be prepared covering all required aspects with the
proper citations and references. For the evaluation of the assignments, they will be
presented in the class and necessary comments, amendments, feedbacks etc. from the
teacher and the fellows will be incorporated to finalize the assignment.
Study Tours
To observe the system, the well-organized, well-stocked, and disciplined school and
children libraries of the city will be visited in the supervision of the class teacher. The
learners will visit different sections of the libraries and will get professional information
how those sections are performing. They will also make queries with the staff working
(250)
there about any service, system or policy. This practical experience will be of great
consequence in their study.
Students Evaluation/Assessment Methods:
Examinations
The assessment of the students‘ performance will be composed of written examinations
as well as evaluation of assignments and class presentations. In written examinations,
there will be theoretical questions (both subjective and objective) to strengthen the
philosophical concepts of the course.
Case Study
The students may also be required to prepare a case study report of the library they had
visited during their study. This will evaluate the ability of their observations,
surveillances, and perceptiveness about any object.
Course Contents:
- Introduction to Children Library and School Library Media Center
- Difference between School Library and Children Library
- Administration: Library Committee, Staff, Duties of School Library Media Center
Manager, Qualities of Librarian
- Collection Development: types of material, selection and acquisition, organization
and arrangement of material
- Services: technical, readers, special services, special activities
- Housing, building and equipment
- Budgeting and finances
- Standards: qualitative, quantitative
- Organizations and associations concerned with children and their reading
- Problems and prospects of children and school libraries in Pakistan
(251)
Module-16 Special Libraries/Librarianship
Course Module Code : LIS-641.3 (Optional)
Course Module Title : Special Libraries/Librarianship
Credits : 3+0
Objectives:
- To understand various types of special libraries and documentation centers.
- To acquaint how special libraries and documentation centers disseminate
information.
- To train the learners about the selection and procurement of documents and other
sources of information required by a special library.
- To develop awareness about the specialized services rendered by a special library
including indexing, abstracting, current awareness service (CAS), selective
dissemination of information (SDI), document delivery services, translation
service etc.
Learning Outcomes:
After having studied the course, the students will be able to:
- Serve the information needs of parent organization.
- Disseminate updated required/desired information in any form.
- Share new ideas and inspiration with the readers for initiating new projects.
- Plan, maintain and develop indexing and abstracting services for the convenience
of the readers.
- Compile subject bibliography, documentation lists, newspaper clippings etc. to
help the researchers save their time.
Teaching Methodology:
The methods of teaching will be fairly standard including reading and discussion, site
visits, and meetings with special librarians and other professionals. During the whole
session/semester, the eminent special librarians working in different types of libraries e.g.
medical, business, engineering, law, agriculture, etc. will be invited to speak to the
students and share their views and experiences.
(252)
Lectures
The theoretical concepts of the courses will be delivered by the teacher and after going
through a topic or subtopic, the students will ask any question to understand any
incomprehensible point or to remove the confusion.
Assignments/Presentations
After discussing a topic or subtopic, assignments will be given to the students and they
will collect information on the given topics consulting various sources and visiting
different libraries. The assignments will be prepared covering all required aspects with
the proper citations and references. For the evaluation of the assignments, they will be
presented in the class and necessary comments, amendments, feedbacks etc. from the
teacher and the fellows will be incorporated to finalize the assignment.
Study Tours
To observe the system, the well-organized, well-stocked, and disciplined special libraries
of the city will be visited in the supervision of the class teacher. The learners will visit
different sections of the libraries and will get professional information how those sections
are performing. They will also make queries with the staff working there about any
service, system or policy. This practical experience will be of great consequence in their
study.
Practicum
With the consultation of different special libraries, the teacher concerned will depute a
group of 3-4 students to a special library where they will work on a special project. Under
the supervision of the librarian or any other professional of the library, they will take part
in different activities of the library and will write diary on daily basis which will be
signed by the supervisor. At the end of the practicum period (recommended 6-8 weeks), a
final report will be prepared and submitted in the host library as well as in the class.
(253)
Students Evaluation/Assessment Methods:
Examinations
The assessment of the students‘ performance will be composed of written examinations
as well as evaluation of assignments and class presentations. In written examinations,
there will be theoretical questions (both subjective and objective) to strengthen the
philosophical concepts of the course.
Case Study
The students may also be required to prepare a case study report of the library they had
visited during their study. This will evaluate the ability of their observations,
surveillances, and perceptiveness about any object.
Project/Paper
The student‘s ability can also be evaluated by assigning them to carry out a project on
relevant topic during the semester and write a comprehensive paper on it. This project
will be assessed as a part of examination.
Course Contents:
- Meaning, concept, definition, objectives, types, role, and importance of special
libraries and documentation centers in the dissemination of information
- Functions, resources, and current trends in special library services
- Major sections, building, staffing
- Special features and problems of management
- Methods and techniques using comparative study of the provision of major
special libraries in UK, USA and Pakistan
- Impact of technological development on special library services
- Types of special materials
- Problems of organizations and use
- Special libraries in developing countries with special reference to Pakistani
problems and suggestions
(254)
Module-17 Research Methodology
Course Module Code : LIS-651
Course Module Title : Research Methodology
Credits : 3+0
Objectives:
- To develop an understanding of concept, purpose, and importance of research.
- To acquaint the learners with fundamentals of research methods
- To introduce skills among the learners different methods and approaches of
research.
- To understand basic concepts, terminology and process of social science research
within the library and information science field.
- To promote problem-oriented research in the field of LIS or related topic.
- To identify various elements of literature reviewing process.
- To develop awareness about the basic structure of research process.
- To educate the learners about research design, data collection and data analysis.
- To develop skills of reporting and presenting research report.
- To train students how to develop a research plan.
Description:
Research Methodology is a pro-active course designed to explain fundamental methods
and techniques of academic research in various disciplines. The students would learn the
main components of a research framework i.e., problem definition, research design,
literature review, data collection, ethical issues in research, report writing, and final
presentation. The course focuses on the moral values and challenges, and the components
of the research process within the research approaches including quantitative, qualitative,
and mixed methods.
Learning Outcomes:
The students, at the end of the course, will be able to:
(255)
- Comprehend the fundamental perceptions and theories of research and different
methodologies.
- Pinpoint appropriate research topics.
- Select, define, and explain suitable research problem and its limitations.
- Outline and undertake a research proposal.
- Write a research report, thesis or dissertation.
Teaching methodology:
To study the course, different teaching methods including readings, lectures, group
discussions, and assignments are involved.
Lectures:
Lectures will be designed in such a way that they will ensure greater students‘
participation. The theoretical concepts of the course will be delivered by the teacher and
after going through a topic or subtopic, the students will have liberty to ask questions to
further expound any point.
Group Discussion
The contents of the course need to follow group-based learning. Participative discussion
bears everlasting impact on the minds of prospective information scientists. The learners
will be allowed to discuss and share their views with the teacher as well as their fellows
to conclude better results.
Assignments/Presentations
After discussing a topic or subtopic, assignments will be given to the students and they
will collect information on the given topics consulting various sources and visiting
different libraries. The assignments will be prepared covering all required aspects with
the proper citations and references. For the evaluation of the assignments, they will be
presented in the class and necessary comments, amendments, feedbacks etc. from the
teacher and the fellows will be incorporated to finalize the assignment.
(256)
Students Evaluation/Assessment Methods:
Examinations
The assessment of the students‘ performance will be composed of written examinations
as well as evaluation of assignments and class presentations. In written examinations,
there will be theoretical questions (both subjective and objective) to strengthen the
philosophical concepts of the course.
Project
The student‘s ability will also be evaluated by assigning them to design a research project
on any topic in consultation with the teacher concerned during the semester and present it
in the class. This project will be assessed as a part of examination.
Course Contents:
- Introduction
- Types of research
- Research Method
- Research Process: Selection of topic, Literature review, Research Question,
Hypothesis, Sampling, Data collection, Data analysis and Interpretation, Report
Writing
- Research in Library & Information Science
Module-18 Comparative and International Librarianship
Course Module Code : LIS-661
Course Module Title : Comparative and International Librarianship
Credits : 3+0
Objectives:
- To study the trends and issues in library development in various countries of the
world.
(257)
- To study the impact of information explosion and technology on the library
developments in the countries of the world.
- To take an overview of the literature and major themes being emerged on the
international horizon.
- To identify and study the international library organizations and their role in
promotion of library services with special reference to developing countries.
- To explore current approaches in research methods in librarianship across the
globe.
Description:
Librarianship is recognized as a developed profession across the world. Whether it is a
developed country or a developing or undeveloped one, libraries and librarianship exists
there. No doubt, the libraries of developed countries are developed in all respect but the
international standards of library science and librarianship are also being followed in the
libraries of developing countries. The library professionals and library educationists are
paying attention towards the development of the libraries and profession of these
countries. This course is designed to study the systems of libraries, the library profession,
and library education of all the nations of the world and to compare the systems of
developed countries with the developing countries. Other issues relating to comparison
and development are also brought into consideration.
Learning Outcomes:
The students will be able to:
- Differentiate between comparative and international librarianship, express clearly
both the fields and explain how they are related to one another.
- Describe the research methods suitable to comparative and international
librarianship and employ this knowledge to the analytical evaluation of examples
from the literature.
- Evaluate relations, inspirations and collaboration between different institutes,
organizations, bodies, or individuals of library and information science working in
two or more countries.
(258)
- Express the role of major international public agencies and NGOs and societies
working in the field of library and information services, and appraise their work.
- Discuss important issues concerned with international information relations
including social, economic, political factors affecting flow of information
between developed and developing countries.
Teaching Methodology:
The nature of the course is mostly theory-based but the assignments are also the need of
the course. The philosophical concepts of the course will be explained through the
lectures of the teachers and the students will be given assignments on various topics to be
presented in the class.
Lectures
The theoretical concepts of the courses will be delivered by the teacher and after going
through a topic or subtopic, the students will ask questions to understand any
incomprehensible point or to remove the confusion.
Assignments/Presentations
After completing a topic or subtopic, assignments will be given to the students and they
will collect information on the given topics consulting various sources. The assignments
will be prepared covering all required aspects with the proper citations and references.
For the evaluation of the assignments, they will be presented in the class and necessary
comments, amendments, feedbacks etc. from the teacher and the fellows will be
incorporated to finalize the assignment.
Students Evaluation/Assessment Methods:
Examinations
The assessment of the students‘ performance will be composed of written examinations
as well as evaluation of assignments and class presentations. In written examinations,
there will be theoretical questions (both subjective and objective) to strengthen the
philosophical concepts of the course.
(259)
Assignments
The assignments prepared and presented in the class, will be assessed as a part of
examinations.
Course Contents:
- Trends and issues in library development in various countries
- History and development of comparative and international librarianship
- Theory and principles
- Library education in the world
- Role of library professional associations working in different countries
- National planning and policies w.r.t. librarianship of nations of the world
- Role of non-government organizations towards librarianship
- State of all types of libraries of the world
- Impact of information explosion and I.T. on library developments
- International library organizations and their role in promotion of library services
especially in developing countries
MLIS or MA (final) in LIS
2nd
Semester
Module-19 Marketing of Library and Information Services
Course Module Code : LIS-612
Course Module Title : Marketing of Library and Information Services
Credits : 3+0
Objectives:
- To introduce the meaning and basic concept of marketing
- To develop an understanding about the marketing of library and information
services
- To develop practical skills among the learners about formulating plan for library
and information services
(260)
- To promote maximum use of available information resources
- To improve the image and prestige of libraries and library scientists
- To prevent libraries from decreasing readers support
Description:
In fact, the subject of marketing is connected with the commercial or profiteering
organizations but the concept of marketing of services in non-commercial organizations
has developed during the recent past. The Not-for-Profit organizations like libraries have
recently realized the need to market their products and services. Today we can recognize
the services and products of libraries as commodities like the other merchandises that can
be sold, exchanged, lent, and transmitted. If the libraries pay attention towards the quality
and effectiveness of their services, and ability to fulfill, in advance, the information needs
of the actual and potential users of the library, they cannot only recover the operational
costs spent on the products and services but also make a profit through their services.
This course is designed to introduce the concept and practice of marketing in the field of
library and information services. It gives solution to the challenges and pressures being
faced by the profession. These challenges may be classified as budget cuts, increased user
base, instant growth of library material, fluctuating costs and prices, complexity in
information requirements, networking demands, and competition by database vendors.
Learning Outcomes:
After completing the course, the students will be able to:
- Make sure that majority of the readers/visitors are being entertained and satisfied.
- Ensure maximum use of library resources and provision of information.
- Address the problems relating to increasing prices of library material.
- Cope with the issues of information explosion.
- Initiate revolutionary ICT systems in library services.
- Prevent image of libraries and information centers from depreciation.
- Endorse the motto that ―knowledge is power‖ through the services of the library.
(261)
Teaching Methodology:
The methods of teaching will be fairly standard including reading and discussion, guest
speakers, assignments, and case study.
Lectures
The theoretical concepts of the course will be delivered by the teacher and after going
through a topic or subtopic, the students will ask any question to understand any
incomprehensible point or to remove the confusion.
Assignments/Presentations
After discussing a topic or subtopic, assignments will be given to the students and they
will collect information on the given topics consulting various sources and visiting
different libraries. The assignments will be prepared covering all required aspects with
the proper citations and references. For the evaluation of the assignments, they will be
presented in the class and necessary comments, amendments, feedbacks etc. from the
teacher and the fellows will be incorporated to finalize the assignment.
Study Tours
To observe the system, the well-organized and well-developed library of the city which
has experienced marketing of its services and products will be visited in the supervision
of the class teacher. The learners will visit different sections and will get professional
information how those sections are performing and which techniques are used to motivate
and attract more and more readers towards their services and resources. They will also
make queries with the technical and supervisory staff working there about the
methodology, service, system or policy. This practical experience will be of great
consequence in their study.
Case Study
The library or libraries which have materialized the concept of library marketing, will be
identified and the groups of students will be deputed in different days to visit, observe,
and monitor the services in the perspective of library marketing services and prepare a
(262)
comprehensive report. This case study will be of great importance with respect to
implementing the services by other libraries.
Guest Speakers
Besides all the above activities, seminars on some important topic(s) of the course may
also be arranged in which the experts of varying fields (library professionals as well as
marketing, advertising, and business experts) may be invited to elaborate the topic. The
speakers should be practitioners and have command on the topic.
Students Evaluation/Assessment Methods:
Examinations
The assessment of the students‘ performance will be composed of written examinations
as well as evaluation of assignments and class presentations. In written examinations,
there will be theoretical questions (both subjective and objective) to strengthen the
philosophical concepts of the course.
Case Study
The students may also be required to prepare a case study report of the marketing-
practicing library they had visited during their learning. As a result of this study, a report
prepared by the students will be evaluated as a part of examination.
Assignments‘ Evaluation
The assignments prepared and presented in the class will also be evaluated as a part of
examinations.
Course Contents:
- Marketing: An Introduction
- Library Marketing
- The Marketing Mix: Pros and Cons
- Marketing Segmentation
- Marketing of Library and Information Services and Products
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- Marketing Management
- Marketing Services and Tools
- Marketing Ethics
- Marketing in the Digital Age
Module-20 Advanced Classification: Theory and Practice
Course Module Code : LIS-622
Course Module Title : Advanced Classification: Theory and Practice
Credits : 2+2
Objectives:
- To study various library classification schemes
- To investigate species of scheme for classification
- To conduct comparative study of different classification schemes of the world
- To acquaint the learners about the merits and demerits of different schemes
Description:
Different classification schemes are being used in different libraries but the popular and
most widely-used schemes are two or three. This course is designed to discuss all major
schemes of the world with detailed and comparative study of the most popular ones. By
comparing and studying the merits and demerits of the schemes, the learners can well
decide which scheme will be suitable for which type, size, or nature of library.
Learning Outcomes:
By the end of the course, the students will be able to:
- Comprehend the structure, scope, notations, format of different classification
schemes.
- Analyze the schemes with respect to their strengths, weaknesses, opportunities,
and threats.
- Guide any library about implementation of a suitable classification scheme
keeping in view the nature, size, collection, and readers of the library.
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- Advise libraries about the reasons of poor performance caused due to the
organization of library material and suggest the most suitable classification
scheme to be adopted in place of the existing one.
Teaching Methodology:
The nature of the course is a blend of theory as well as practical.
Lectures
The theoretical concepts of the courses will be delivered by the teacher in the class and
after going through a topic or subtopic, the students will ask any question to understand
any perplexing point or to remove the confusion.
Laboratory Exercises
In the classification lab, standard tools of classification (schedules of DDC, LCC and
other schemes) are available and the students will be given different topics in the form of
problems or unclassified books to assign classification numbers after consulting the
schedules of the schemes. The students will also be required to classify the same problem
using another classification scheme. Besides finding classification numbers, they are also
required to find/develop at least three subject headings of every problem/book from the
recommended list of subject headings (Sear List or LCSH). After finding and verifying
the number from the teacher, they also write the steps and description to develop the
notation in properly-maintained practical journals, which is checked and signed by the
teacher/course incharge.
Students Evaluation/Assessment Methods
Since the course is divided into both theoretical and practical portions, the performance
of the students will also be assessed accordingly. The theory examination will be
composed of questions (both subjective and objective) to assess the philosophical
understanding and conceptual knowledge of the students. The practical examination will
be taken separately and every student will be given separate problems or unclassified
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books to assign exact notations to them using the designated classification schemes. They
will also be required to write the steps and description of developing the number as they
had done in their practical journals. Then they will be required to find at least three exact
or closely related subject headings to finish the problem. During the process of building
numbers, viva voce is taken to assess the ability of the student about the classification
schemes and determination of subject.
Course Contents:
- Concept of comparative classification
- Detailed study of DDC, LCC, UDC, CC
- Faceted Application of Subject Terminology (FAST)
- Concept of taxonomy
- Use of metadata schemas such as Dublin Core
- Metadata Object Description Schema (MODS)
- Metadata Encoding and Transmission Standard (METS) for the organization of
digital resources
Practical Course Contents:
- Hands-on practice with DDC and LCC
- Library of Congress Subject Headings – practice
Module-21 Information Storage and Retrieval
Course Module Code : LIS-632
Course Module Title : Information Storage and Retrieval
Credits : 2+2
Objectives:
- To introduce different formats of information
- To analyze the components of an information retrieval system
- To study important information storage and retrieval system
- To learn how to disseminate information
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- To understand basic principles of information storage, processing and retrieval
- To concentrate how information is administered within an information retrieval
system
Description:
Information storage and retrieval is a systematic process of collecting and organizing data
with the aim to disseminate on demand. Implementation of computers and data
processing techniques have facilitated accessing the high-speed and bulk amount of
information for public, commercial and academic purposes. This course is designed to
educate the learners meet the needs of the researchers by collecting, storing and
disseminating information. The basic purpose of the course is to train students as
information retrieval system analysts and designers.
Learning Outcomes:
On completion of the course, the learners will be able to:
- Differentiate between structured and unstructured information and descriptive
documents and imaginative documents.
- Employ deep-rooted methods used in information retrieval to appraise retrieval
tools.
- Describe retrieval paraphernalia and their modules.
- Execute web retrieval tasks using innovative search approaches.
- Generate an applicable document model and specify automatic methods for
processing the documents.
.
Teaching methodology:
Theory classes including lectures and participation and discussion of the students will be
accompanied by practical sessions, using selected software. Students will also present
their projects and assignments in the scheduled sessions.
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Lectures:
The theoretical concepts of the courses will be delivered by the teacher in the class and
after going through a topic or subtopic, the students will ask any question to understand
any perplexing point or to remove the confusion.
Laboratory Exercises
In the computer lab, the students will design, develop, and modify the system following
the instructions of the teacher. The small projects will be assigned to the students and
they will work according to the needs and specifications.
Students Evaluation/Assessment Methods:
Examinations
The assessment of the students‘ performance will be composed of written examinations
as well as evaluation of assignments and class presentations. In written examinations,
there will be theoretical questions (both subjective and objective) to strengthen the
philosophical concepts of the course.
Project
The student‘s ability will also be evaluated by assigning them to carry out a project on
relevant topic during the semester and present it in the class. This project will be assessed
as a part of examination.
Course Contents:
- Introduction to information storage
- Introduction to information retrieval system
- Digital information retrieval system
- Database management system
- Introduction to library automation
- Workflow of Automated library system
- Components of Automated library system
- Software related to library Automation
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Practical Course Contents:
- Integrated Library system: Installation, configuration and customization
- Content management software: : Installation, configuration and customization
Markup languages: HTML
Module-22 Archive Management and Preservation
Course Module Code : LIS-642.1 (Optional)
Course Module Title : Archive Management and Preservation
Credits : 3+0
Objectives:
- To study various definitions of Archives, their objects, principles, and procedures.
- To differentiate between public and private documents.
- To study the history and origin of archives, primary division of archives,
historical criticism of archives, standardization of methods.
- To determine the responsibilities of archivist.
- To study physical defense of archives and moral defense of archives.
- To arrange archives systematically.
Description:
Any sort of recordkeeping is one of the most earliest and essential human and
institutional activities. To prove an evidence, to bring someone to face accountability, or
to recall a corporate, social or personal memory, records are created and maintained.
Archives perform a fundamental cultural function, offering society an awareness of
identity and memory. Archives management and preservation programs help
organizations to be obedient with monitoring and controlling agencies, accountable to
constituent groups, and effective and efficient in the use of informational resources. This
course is designed to provide a thorough knowledge of theory, philosophy, methodology,
practice, and issues associated with archival, preservation, record management, and
digital repository.
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Learning Outcomes:
By the end of the course, the students will be able to:
- Gain an extensive knowledge of managing and maintaining archives and utilize
this knowledge in a variety of organizations.
- Exhibit skills and acquaintance to identify and explore recordkeeping systems
from legal, evidential, historical, and traditional points of view.
- Work as an archivist, or record manager in any public or private institution or
agency.
- Be familiar with the features of archives and their roles in society.
- Handle key issues bordering the establishment and management of archival
collections.
Teaching Methodology:
Since the theoretical aspect of the course needs to be explained verbally while the
practical part needs hands-on practice, it is composed of a combination of lectures,
seminars, computer laboratory practical and classroom practical.
Students Evaluation/Assessment Methods
Since the course is divided into both theoretical and practical portions, the performance
of the students will also be assessed accordingly. The theory examination will be
composed of questions (both subjective and objective) to assess the philosophical
understanding and conceptual knowledge of the students. The practical examination will
be taken separately.
Course Contents:
- Definition of archives
- Public and private documents
- History and origin of archives
- Primary division of archives
- Historical criticism of archives
- Moral defense of archives
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- Archives arrangement: its objects, principles, procedures
- The role of archivist
- Repository management
- Acquisition, appraisal, scheduling, organization and description
- Preservation and conservation management
- Reference and outreach
- Archival association
Module-23 Academic Libraries
Course Module Code : LIS-642.2
Course Module Title : Academic Libraries (Optional)
Credits : 3+0
Objectives:
- To study the library needs of colleges and universities
- To study the recent efforts to meet the needs of the college and university
libraries.
- To discuss in detail the integration of library services with their educational
programs.
- To study collection development, maintenance and use, problems of academic
librarianship in Pakistan.
Description:
The university and college libraries across globe offer inspiring and worthwhile
opportunities to apply the professional core knowledge and skills in new techniques to
meet the demands of the vibrant networked world. In the modern ICT environment, the
academic librarians are embracing key roles in designing institutional repositories,
acquiring and managing digital and electronic data, and evaluating research outputs. They
have not abandoned their traditional role and are performing the conventional
responsibilities of collection development, reference services, and information literacy.
This course is designed to provide learners with the theoretical knowledge as well as
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practical skills to work effectively as a librarian or information professional in a higher
education sector that is continually progressing.
Learning Outcomes:
The students will be able to:
- Face and address the challenges and demands of academic libraries in the
perspective of planning, managing and delivering resources and services.
- Exhibit the competencies needed to accomplish the academic library‘s core roles
in supporting the academic and research programs of its parent educational
institution.
- Demonstrate skills needed for evidence-based practice in the field.
- Understand and implement fully the role and functions of academic library
including selecting, collecting, preserving and disseminating information.
Teaching Methodology:
The nature of the course is mostly theory-based but the assignments and study tours of
different concerned libraries to observe their system practically are also the need of the
course. The philosophical concepts of the course will be explained through the lectures of
the teachers and the students will be given assignments on various topics to be presented
in the class.
Lectures
The theoretical concepts of the courses will be delivered by the teacher and after going
through a topic or subtopic, the students will ask questions to understand any
incomprehensible point or to remove the confusion.
Assignments/Presentations
After completing a topic or subtopic, assignments will be given to the students and they
will collect information on the given topics consulting various sources and visiting
different college and university libraries. The assignments will be prepared covering all
required aspects with the proper citations and references. For the evaluation of the
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assignments, they will be presented in the class and necessary comments, amendments,
feedbacks etc. from the teacher and the fellows will be incorporated to finalize the
assignment.
Study Tours
To observe the system, the well-organized, well-stocked, and well-ordered college and
university libraries of the city (both in public and private sector) will be visited in the
supervision of the class teacher. The learners will visit different sections of the libraries
and will get professional information how those sections are performing. They will also
make queries with the staff working there about any service, system or policy. This
practical experience will be of great consequence in their study.
Students Evaluation/Assessment Methods:
Examinations
The assessment of the students‘ performance will be composed of written examinations
as well as evaluation of assignments and class presentations. In written examinations,
there will be theoretical questions (both subjective and objective) to strengthen the
philosophical concepts of the course.
Case Study
The students may also be required to prepare a case study report of the library they had
visited during their study. This will evaluate the ability of their observations,
surveillances, and perceptiveness about any object.
Course Contents:
- Meaning and definition, concept, objectives, importance, and functions of college
and university library
- Types of academic libraries
- Role of library in the academic community
- History of academic libraries
- Academic library resources: financial, human, intellectual, and physical
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- Academic library services: technical, readers, extension
- Use of computers and information technology in college libraries
- Standards for college libraries with special reference to Pakistan
- Management of university libraries
- Current trends in university library services
- Impacts and opportunities of electronic technologies
- The academic library building
- Collection and access management
- Public services in academic libraries
- Resource sharing and networking in university libraries
- Academic library systems and services
- Management and professional issues
- Performance evaluation of academic libraries
- Users education
- Integration of college library services with their educational programs
- Standards for university libraries with special reference to Pakistan
Module-24 Health & Medical Libraries and Librarianship
Course Module Code : LIS-642.3 (Optional)
Course Module Title : Health & Medical Libraries and Librarianship
Credits : 3+0
Objectives:
- To discuss various definitions of medical science, history of medical science, and
medical profession
- To identify different fields of medical sciences and contemporary approaches of
medical science
- To ascertain information needs of medical profession, new trends in medical
education, and medical librarianship
- To trace the origin and development of medical libraries
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- To study various types of medical libraries, functions of medical libraries, role of
medical libraries in electronic environment, and importance of medical literature
Description:
Medical librarians play very important role in educating and guiding the health
practitioners by providing them access to the resources of the library available in
different types and formats from print to electronic form and data. They also develop or
help to design and manage websites, digital libraries and programs of distance education.
They guide healthcare professionals to access and assess information. They also play
their vital role by assisting the pharmaceutical company teams on the development and
invention of new products, services, and treatments. This course is designed to fulfill all
these requirements so that a medical librarian, after joining the profession, can work
diligently with a variety of persons within the library to undertake routine tasks. The
course also focuses on the relevant assignments and in-house and external tasks like
marketing of services, information retrieval and synthesizing, fundraising, information
technology systems etc.
Learning Outcomes:
After having studied the course, the students will be able to:
- Serve the information needs of parent organization
- help physicians, surgeons, paramedics, and medical researchers to be well-
informed of new developments and inventions in their specialty areas
- Disseminate updated required/desired information in any form.
- Plan, maintain and develop indexing and abstracting services for the convenience
of the readers.
- Compile subject bibliography, documentation lists, newspaper clippings etc. to
help the researchers of the field save their time.
- Work attentively with patients and patrons who are in search of reliable health
information.
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Teaching Methodology:
The methods of teaching will be fairly standard including reading and discussion, site
visits, and meetings with medical librarians and other professionals. During the whole
session/semester, the eminent health science and medical librarians will be invited to
speak to the students and share their views and experiences.
Lectures
The theoretical concepts of the courses will be delivered by the teacher and after going
through a topic or subtopic, the students will ask any question to understand any
incomprehensible point or to remove the confusion.
Assignments/Presentations
After discussing a topic or subtopic, assignments will be given to the students and they
will collect information on the given topics consulting various sources and visiting
different libraries. The assignments will be prepared covering all required aspects with
the proper citations and references. For the evaluation of the assignments, they will be
presented in the class and necessary comments, amendments, feedbacks etc. from the
teacher and the fellows will be incorporated to finalize the assignment.
Study Tours
To observe the system, the well-organized medical libraries of the city will be visited in
the supervision of the class teacher. The learners will visit different sections of the
libraries and will get professional information how those sections are performing. They
will also make queries with the staff working there about any service, system or policy.
This practical experience will be of great consequence in their study.
Practicum
With the consultation of different medical libraries, the teacher concerned will form
various groups of students to be deputed to different libraries where they will work on a
special project. Under the supervision of the librarian or any other professional of the
library, they will take part in different activities of the library and will write diary on
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daily basis which will be signed by the supervisor. At the end of the practicum period
(recommended 6-8 weeks), a final report will be prepared and submitted in the host
library as well as in the class.
Students Evaluation/Assessment Methods:
Examinations
The assessment of the students‘ performance will be composed of written examinations
as well as evaluation of assignments and class presentations. In written examinations,
there will be theoretical questions (both subjective and objective) to strengthen the
philosophical concepts of the course.
Case Study
The students may also be required to prepare a case study report of the library they had
visited during their study. This will evaluate the ability of their observations,
surveillances, and perceptiveness about any object.
Project/Paper
The student‘s ability can also be evaluated by assigning them to carry out a project on
relevant topic during the semester and write a comprehensive paper on it. This project
will be assessed as a part of examination.
Course Contents:
- Meaning, definition, concept and importance of medical libraries
- History of medical science and medical profession
- Fields of medical sciences, contemporary approaches of medical sciences
- Information needs of medical professionals, new trends in medical education
- Medical librarianship, origin and development, types of medical libraries
- Functions, resources, current trends in health and medical library services
- Significance of medical literature
- Integration of library services with user communities
- Management, staffing, building of health science libraries
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- Use of ICT in medical libraries
- Duties and responsibilities of professional staff including head librarian
- Situation of medical libraries in developing countries with special reference to
Pakistan
- Recent developments in medical library profession especially online searching of
medical databases with emphasis on Medline and other databases
- Virtual medical libraries
- Problems and prospects of medical libraries in Pakistan
Module-25 Knowledge Management
Course Module Code : LIS-652
Course Module Title : Knowledge Management
Credits : 3+0
Objectives:
- To provide the learners with an introductory framework devised to introduce
current knowledge management forces.
- To train the learners how to collect, store, and organize the collective knowledge
and experience of the staff of an organization.
- To make the students learn about different kinds of knowledge management
software and their strengths and weaknesses.
- To educate the learners how to plan knowledge management project to be based
on analysis of different knowledge management tools and various case studies.
Description:
Knowledge Management (KM) encompasses a series of policies of an organization to
produce, denote, classify, allocate, and enable acceptance of visions and experiences.
Such visions and experiences comprise knowledge, either represented in individuals or
implanted in organizational processes or practice. The IT-related concepts and basic
knowledge and information principles are elaborated in the course. With respect to
information and knowledge management, the course strengthens one or more specialist
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areas in the fields of librarianship, knowledge management, records management,
information architecture, archival science etc.
Learning Outcomes:
On the successful completion of the course, the learners will be able to:
- Describe the significance of KM in libraries and information centers.
- Comprehend various kinds of KM tools, especially document management
systems, social networks for organizations, etc.
- Evaluate, in order to find the appropriate tool for any KM project, the strengths
and weaknesses of different knowledge management systems.
- Recognize approaches to make any KM project successful.
Teaching Methodology:
The teaching methods comprise reading and discussion, interaction with guest speakers,
assignments, and case study.
Lectures
The theoretical concepts of the courses will be delivered by the teacher and after going
through a topic or subtopic, the students will ask any question to understand any
incomprehensible point or to remove the confusion.
Assignments/Presentations
After discussing a topic or subtopic, assignments will be given to the students and they
will collect information on the given topics consulting various sources and visiting
different libraries. The assignments will be prepared covering all required aspects with
the proper citations and references. For the evaluation of the assignments, they will be
presented in the class and necessary comments, amendments, feedbacks etc. from the
teacher and the fellows will be incorporated to finalize the assignment.
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Guest Speakers
Seminars on some important topic(s) of the course may also be arranged in which the
experts of the field may be invited to elaborate the topic. The speakers should have rich
knowledge and experience in the field of KM.
Case Study
Some organizations (libraries and others) having experience of implementing knowledge
management may be identified. Based on the experience of such organizations, students
may be asked to visit, study the aspects related to knowledge management, and prepare a
report to be presented in the class.
Students Evaluation/Assessment Methods:
Examinations
The assessment of the students‘ performance will be composed of written examinations
as well as evaluation of assignments and class presentations. In written examinations,
there will be theoretical questions (both subjective and objective) to strengthen the
philosophical concepts of the course.
Case Study
The students may also be required to prepare a case study report of the library they had
visited during their study. This will evaluate the ability of their observations,
surveillances, and perceptiveness about any object.
Project/Paper
The student‘s ability can also be evaluated by assigning them to carry out a project on
relevant topic during the semester and write a comprehensive paper on it. This project
will be assessed as a part of examination.
Course Contents:
- Knowledge Management (KM): Introduction
- What is knowledge? Objective
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- KM system
- KM from an LIS perspective
- KM approaches
- KM strategy
- KM model
- KM Life cycle
- KM competencies
- KM tool and processes
- KM in libraries
- Information technology and KM
Module-26 Planning of Libraries and Information Centers
Course Module Code : LIS-662
Course Module Title : Planning of Libraries and Information Centers
Credits : 3+0
Objectives:
- To study concept of planning, planning process, and need for library planning
- To familiarize the learners with the documentation and information services in the
framework of a country‘s national development plan
- To discuss in detail the principles of planning, legislation, political and
organizational basis for planning, normative phase, operational phase and
planning stages
- To study criteria for costing, and standards for services
- To conduct comparative study of library planning in UK, USA and developing
countries with special reference to Pakistan
- To discuss the role of UNESCO in promotion of planning concept
Description:
Planning is to decide in advance about how, when, who, and what is to be done. As we
know that a library works in a multifaceted, dynamic, revolutionizing, and ambiguous
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environment so it has to take into consideration the escalating government directives and
growing community interests. Library is growing organism and with the passage of time,
can be developed into a large and complex organization. So preparation with respect to
library services, resources, building etc. must be considered as planning is one of the
basic managerial functions. To keep all these functions, requirements, and obligations
into consideration, this course has been designed.
Learning Outcomes:
After having studied the course, the students will be able to:
- Plan the objectives of a library.
- Frame the policies, procedures, rules and regulations, and budget of the library.
- Ascertain the opportunities and threats being faced by the library.
- Perceive in advance the requirements and expectations of the users.
- Understand the weaknesses and strengths of the library.
- Compare the library services, functions and facilities with any other similar
library.
- Evaluate the services and resources of the library.
Teaching Methodology:
The methods of teaching will be fairly standard including reading and discussion, site
visits, guest speakers, assignments, and case study.
Lectures
The theoretical concepts of the courses will be delivered by the teacher and after going
through a topic or subtopic, the students will ask any question to understand any
incomprehensible point or to remove the confusion.
Assignments/Presentations
After discussing a topic or subtopic, assignments will be given to the students and they
will collect information on the given topics consulting various sources and visiting
different libraries. The assignments will be prepared covering all required aspects with
(282)
the proper citations and references. For the evaluation of the assignments, they will be
presented in the class and necessary comments, amendments, feedbacks etc. from the
teacher and the fellows will be incorporated to finalize the assignment.
Study Tours
To observe the system, the well-organized and well-planned libraries of the city will be
visited in the supervision of the class teacher. The learners will visit different sections of
the libraries and will get professional information how those sections are performing.
They will also make queries with the staff working there about any service, system or
policy. This practical experience will be of great consequence in their study.
Case Study
Different libraries of the city can be contacted after being identified to be studied in the
perspective of planning. Then the groups of 3-4 students will be deputed in each library
to study the planning strategies they had adopted as a whole library or different
sections/services of the library. A detailed report will be prepared by the group leader
with the consultation of the group members and will be presented in the class.
Guest Speakers
Besides all the above activities, seminars on some important topic(s) of the course may
also be arranged in which the experts of the field may be invited to elaborate the topic.
The speakers should be practitioners and have command on the topic.
Students Evaluation/Assessment Methods:
Examinations
The assessment of the students‘ performance will be composed of written examinations
as well as evaluation of assignments and class presentations. In written examinations,
there will be theoretical questions (both subjective and objective) to strengthen the
philosophical concepts of the course.
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Case Study
The students may also be required to prepare a case study report of the library they had
visited during their learning. As a result of this study, a plan prepared by the students will
be evaluated as a part of examination.
Course Contents:
- Concept of planning
- Principles of planning, legislation, political and organizational basis for planning
- Planning process
- Need for planning of library
- Normative phase, operational phase and planning stages
- Criteria for costing, standards for services
- Documentation and information services in the framework of a country‘s national
development plan
- Comparative study of library planning in UK, USA and other developing
countries with special reference to Pakistan
- Role of UNESCO in promotion of planning concept
In Lieu of LIS-661 & LIS-662 Thesis (6 Credit Hours)
Thesis on any researchable topic will be opted by the students under the guidance of a
course supervisor.
Elective Courses – Group-1 (Choose any ONE from the following)
LIS-611.1 Information Sources and Literature of Humanities and Social Science
LIS-611.2 Information Sources and Literature of Science and Technology
LIS-611.3 Information Sources and Literature of Islam and Pakistan
Elective Courses – Group-2 (Choose any ONE from the following)
LIS-641.1 Public Library, Library Legislation and System
LIS-641.2 Children Librarianship and School Library Media Center
LIS-641.3 Special Libraries/Librarianship
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Elective Courses – Group-3 (Choose any ONE from the following)
LIS-642.1 Archives Management and Preservation
LIS-642.2 Academic Libraries
LIS-642.3 Health and Medical Libraries and Librarianship
Practicum: 8-10 weeks internship in any library of the city during the last two semesters
(non-credit course)
References
Abubakar, B.M. &Idris, A.A. (2011). Curriculum development in library and information
science programmes A paper presented at the Conference of the National Association of
Library and Information Science Educators (NALISE), Held at Zaria, Ahmadu Bello
University, from 8- 12 November, pp 1-15.
Buarki, H., Hepworth, M., & Murray, I. (2011). ICT skills and employability needs at the
LIS programme in Kuwait: a literature review. New Library World, 112(11/12), 499-512
Hall, Russel A. (2009). Exploring the core: an examination of required courses in ALA-
accredited. Education for information, 27(1), p. 57.
International Federation of Library Associations and Institutions, Education and Training
Section (2009).Guidelines for professional library/informational educational
programmes. Available at: http://archive.ifla.org/VII/s23/bulletin/guidelines.htm
(Accessed 10 July 2012).
Lawal, O.O. (2009). Current status of library and information science programme in
Nigeria. Nigerian Libraries, 42, 1-19.
Mêgnigbêto, E. (2007). LIS curriculum in French-speaking West Africa in the age of
ICTs: The case of Benin and Senegal. International Information and Library Review, 39,
158-165.
Nonthacumjane, P. (2011). Key skills and competencies of a new generation of LIS
professionals. IFLA Journal, 37(4), 280-288.
Patil, A.S. and Pudlowski, Z.J. (2005) Important issues of the accreditation and quality
assurance and a strategy in the development of an accreditation framework for
engineering courses. Global Journal of Engineering Education, 9(1) p.49.
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Rehman, S. (2012). Accreditation of library and information science programmes in the
Gulf Cooperation Council nations. Journal of Librarianship and Information Science,
44(1), 65-72.
Rehman, S. &Marouf, L. (2008). MLIS programme at Kuwait University: perceptions
and reflections. Library Review, 57(1), 13-24.
Xu, H. (2003). Information technology courses and their relationship to faculty in
different professional ranks in library and information science programmes. Library and
Information Science Research, 25(203),207-222.
Zainab, A.N., Edzan, N.N. & Abdul Rahman, S. Z. (2004).Tracing graduates to ascertain
curriculum relevance. Malaysian Journal of Library and Information Science, 9(1), 27-37
(286)
BIBLIOGRAPHY
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Appendix-A
Courses of Pakistani Library Schools
The LIS courses at postgraduate level offered by the nine public sector universities of
Pakistan are enumerated hereunder:
Courses offered by University of Karachi First Semester
C.No. Title of Course Credit
Hrs
Marks
BLIS-
511
History of Books and Libraries 3 100
BLIS-
521
Collection Development and Management 3 100
BLIS-
531
Introduction to Classification 3 100
BLIS-
541
Introduction to Cataloguing 3 100
BLIS-
551
Management and Administration of Lib. & Inf.
Centers
3 100
BLIS-
561
Communication Skills 3 100
Second Semester
C.No. Title of Course Credit
Hrs
Marks
BLIS-
502
Libraries and Societies 3 100
BLIS-
512
Reference Sources and Services 3 100
BLIS-
522
Bibliographies, Bibliographical Control 3 100
BLIS-
532
Applied Classification 3 100
BLIS-
542
Applied Cataloguing 3 100
BLIS-
552
Library Operations 3 100
BLIS-
562
Library Correspondence, Records and Technical
Writings
3 100
In MLIS i.e second year of Masters, the students have to qualify 14 courses (7 in each
semester). Of these 14 courses, there are 9 compulsory and 5 optional courses including a
(296)
master thesis (Research Project). The courses along with their status
(compulsory/optional) are enumerated hereunder:
First Semester
MLIS-611.1
(optional)
Information Sources & Literature of Social
Science
3 100
MLIS-611.2
(optional)
Information Sources & Literature of Science 3 100
MLIS-611.3
(optional)
Information Sources & Literature of Islam 3 100
MLIS-621
(compulsory)
Resource Sharing and Networking
3 100
MLIS-631
(compulsory)
Comparative Classification 3 100
MLIS-641.1
(optional)
Public Library, Library Legislation and
System
3 100
MLIS-641.2
(optional)
Children Librarianship and School Library
Media Center
3 100
MLIS-641.3
(optional)
Special Librarianship 3 100
MLIS-651
(compulsory)
Information Storage, Processing and
Retrieval
3 100
MLIS-661
(compulsory)
Digital Libraries, Library Management
Softwares
3 100
MLIS-671
(compulsory)
Research Methodology 3 100
From among the three courses of 611.1-.3, the students have to opt any one course of
their choice. Usually the criteria is that the students having background of studying
Science in Intermediate or Bachelor are offered Information Sources & Literature of
Science (611.2), which is automatically converted into Information Sources & Literature
of Applied Science/ Technology (612.2) as a counterpart of the course in the second
semester. The remaining students have their choice of opting either Information Sources
& Literature of Social Science (611.1) or Information Sources & Literature of Islam
(611.3) which have their counterparts Information Sources & Literature of Humanities
(612.1) and Information Sources & Literature of Pakistan (612.3) respectively. Similarly
from among the optional group of Course No. 641, the students have to opt any one
course of their choice but for those who have Science background or any experience of
working in Medical libraries, are offered Special Librarianship (641.3) as it is converted
into Medical Libraries and Librarianship (642.3) in the second semester. The remaining
students have their choice of opting Public Library, Library Legislation and System
(641.1) or Children Librarianship and School Library Media Center (641.2).
(297)
Second Semester
Course No. Title of Course Credit Hrs Marks
MLIS-612.1
(optional)
Information Sources & Literature of Humanities 3 100
MLIS-612.2
(optional)
Information Sources & Literature of Technology 3 100
MLIS-612.3
(optional)
Information Sources & Literature of Pakistan 3 100
MLIS-622
(compulsory)
Abstracting & Indexing 3 100
MLIS-632
(compulsory)
Cataloguing of Special Material 3 100
MLIS-642.1
(optional)
Archive Management & Preservation 3 100
MLIS-642.2
(optional)
Academic Libraries 3 100
MLIS-642.3
(optional)
Medical Libraries and Librarianship 3 100
MLIS-642.4
(optional)
Media Technology and Resources 3 100
MLIS-652
(compulsory)
Application of Information Technology, System
Analysis & Design in Libraries
3 100
MLIS-662
(compulsory)
Planning of Library and Information Centers 3 100
MLIS-672
(compulsory)
Comparative & International Librarianship 3 100
In lieu of Course No. MLIS-672, the students may opt a Research Project of 100 marks.
Courses offered by University of Peshawar MA (Previous)
S.No. Title of Course Marks
1. Introduction to Library and Information Science 100
2. Collection Development and Bibliographical Control 100
3. Introduction to Classification: theory and practice 100
4. Introduction to Cataloguing: theory and practice 100
5. Serial Management 100
6. Management of Libraries and Information Centers 100
All these six courses are compulsory and no choice or option is given to the students.
(298)
MA (Final)
S.No. Title of Course Marks
1. Information Technology and Libraries 100
2. Advanced Technical Operations 100
3. Resource Sharing and Networking 100
4. Research Methodology 100
5. Information Sources: (Opt any one from the following three)
a. Information Sources on Science and Technology.
b. Information Sources on Humanities and Social
Sciences.
c. Information Sources on Islam and Pakistan.
100
6. Specialized Courses (Opt any one from the following nine)
a. Public Records, Rare and Archival Materials and
Preservation.
b. Communication and Media Librarianship.
c. Management of Information Systems (MIS).
d. Special Libraries.
e. Academic Libraries.
f. Public Libraries and Legislation.
g. Marketing of Library Information Services.
h. Introduction to Computer
i. Thesis
100
Courses offered by Islamia University Bahawalpur
1st Semester
C.No. Course Title Credits Marks
21101 Literature on Islam 3 100
21102 Foundation of Librarianship 3 100
21103 Organization of Information: Classification and Cataloguing 3 100
21104 Information Technology: Concept and Application 3 100
21105 Management of Libraries and Information Centers 3 100
21106 Reference, Information Sources and Services 3 100
2nd Semester
C.No. Course Title Credits Marks
21201 Bibliography: Theory & Practice 3 100
21202 Applied Classification 3 100
21203 Applied Cataloguing 3 100
21204 Collection Development and Management 3 100
21205 Library Automation System 3 100
21206 Personality Development and Communication Skills 3 100
(299)
3rd Semester
C.No. Course Title Credits Marks
21301 Research Methods in Library and Information Science 3 100
21302 Marketing of Library and Information Services 3 100
21303 Library, Information and Society 3 100
21304 Online Information Retrieval 3 100
Any Two from the following:
21305 Literature on Humanities 3 100
21306 Literature on Social Sciences 3 100
21307 Literature on Science 3 100
21308 Literature on Technology 3 100
21309 Literature on Pakistan 3 100
4th Semester
C.No. Course Title Credits Marks
21401 Practicum 3
Group-A Any One from the following:
21402 Academic Libraries 3 100
21403 School Libraries 3 100
21404 Children Libraries 3 100
21405 Public Libraries 3 100
21406 Special Libraries 3 100
21407 Agricultural Libraries 3 100
21408 Health and Medical Libraries 3 100
21409 Law Libraries 3 100
21410 Science and Technology Libraries 3 100
Group-B Any One from the following:
21411 Advanced Management Techniques 3 100
21412 Public Record, Rare Materials and their Conservation 3 100
21413 Communication and Media Librarianship 3 100
21414 Indexing and Abstracting 3 100
21415 Resource Sharing and Networking 3 100
21416 International and Comparative Librarianship 3 100
21417 Models for Library Management, Decision Making and
Planning
3 100
Group-C Any One from the following:
21418 Web Publishing 3 100
21419 Database Structure and design 3 100
21420 Computer Networks 3 100
21421 Computer Programming for Information Management 3 100
21422 System Analysis and Design 3 100
21423 Digital Libraries 3 100
21424 Electronic Collection Management 3 100
(300)
Group-D Any Two from the following:
21425 Serials Management 3 100
21426 Information Policy 3 100
21427 Knowledge Management 3 100
21428 Financial Management Libraries and Information Centers 3 100
21429 Information Seeking and Use 3 100
21430 Project Management 3 100
21431 Archives Management 3 100
21432 Advanced Cataloguing and Classification 3 100
21433 Information Architecture 3 100
21434 Information Literacy Instruction 3 100
21435 Records Management 3 100
21436 Preservation and Conservation of Lib. and Archival Material 3 100
21437 Human Resource Management 3 100
21438 Thesis and Viva Voce 3 100
The purpose of the compulsory course (21401 Practicum) is to give the learners a
practical exposure of working in different libraries and information centers. The
department has identified some library and information centers of the city and the
students are sent there where they work under the supervision of the internal and external
supervisors. At the end of the semester, the students are required to write a
comprehensive report of their work.
Courses offered by University of the Punjab
Master of Information Management
Semester I
C.No. Course Title Credit Hrs
IM-501 Foundations of Information Based Organizations 3
IM-502 Information Services and Sources 3
IM-503 Management of Libraries and Information Centers 3
IM-504 Organization of Information 3
IM-505 Human Information Behavior (2 Credit Hour) 2
IM-506 Information Technology (1 Credit Hour) 1
IM-507 Communication Skills 3
Semester II
IM-508 Online Information Retrieval 3
IM-509 Information Literacy Instruction 3
IM-510 Applied Classification 3
IM-511 Applied Cataloging 3
IM-512 Managing Collections and Online Access 3
IM-513 Personality Development 3
(301)
Practicum: 8 weeks internship (non-credit course)
Semester III
IM-601 Library Automation Systems 3
IM-602 Research Methods for Information Professional 3
IM-603 Humanities and Social Sciences Information Sources 3
IM-604 Archives and Records Management 3
IM-605 Marketing of Library and Information Services 3
IM-606 Personal Information and Knowledge Management 3
Semester IV
Any six from IM-607 to IM-619:
IM-607 Digital Libraries 3
IM-608 Project Management 3
IM-609 Advanced Cataloguing and Classification 3
IM-610 Indexing and Abstracting 3
IM-611 Scientific and Technical Information Sources 3
IM-612 Electronic Resources Management 3
IM-613 Advance Management & Leadership Skills 3
IM-614 Application of Information Systems 3
IM-615 Semantic Web and Linked Data Technologies 3
IM-616 Professional Communication Skills 3
IM-617 School Library Media Center 3
IM-618 Media Information Management 3
IM-619 Thesis 6
The courses of first three semesters are compulsory without any option of choosing a
course whereas in fourth semester, choice is given to students to opt any six from 13
courses (in case of not opting Thesis) and five from 13 courses (in case of opting Thesis
which is of 6 credit hours). In second semester, all the students have to complete an 8-
weeks internship (practicum) in any well-organized library of the city under the
supervision of a faculty member. This practicum is a non-credit course but all the
students are compulsorily required to conduct the same for the award of degree.
Courses offered by University of Sindh
5th
Semester of BS/1st Semester of Masters
LIS 501 Management of Library & Information Services
LIS-502 Introduction to Publishing and Book Trade
LIS-503 Applied Classification
LIS-504 Research Methodology
LIS-505 Marketing of Library and Information Services
(302)
6th
Semester of BS/2nd
Semester of Masters
LIS 521 Quantitative Research Methods
LIS-523 Applied Cataloguing
LIS-524 Library Automation Systems
LIS-525 Information Literacy
LIS-526 Collection Development and Management
7th
Semester of BS/3rd
Semester of Masters
LIS 601 Library and Information Services in Pakistan
LIS-602 Indexing and Abstracting
LIS-603 Resource Sharing and Networking
LIS-604 Qualitative Research Methods
Elective Courses (Choose any TWO from the following)
LIS-605 Bibliographical Control
LIS-606 Digital Library
LIS-607 Information sources on Science, Technology, Humanities, Islam, Pakistan
LIS-608 Intellectual Property Rights
LIS-609 Project Management
LIS-610 Serial Management
LIS-613 Database Design and Management
8th
Semester of BS/4th
Semester of Masters
LIS-623 Internship
LIS-624 Information Storage and Retrieval
LIS-625 Research Project
Elective Courses (Choose any TWO from the following)
LIS-626 Web Development
LIS-627 Knowledge Management
LIS-628 Human Resource Management
LIS-629 Financial Management
LIS-630 Archives and Records Management
LIS-633 Preservation and Conservation of Library Material
LIS-634 Media Librarianship
Internship
Library practical work for 30 days is compulsory before award of degree. The following
four libraries are specified for internship:
1. Allama I.I. Kazi Central Library, University of Sindh.
2. Institute of Sindhology Research Library, Jamshoro
3. Liaquat University of Medical Health & Sciences Library, Jamshoro.
4. Mehran University Central Library, Jamshoro
(303)
Courses offered by Allama Iqbal Open University
1st Semester
C.No. Course Title
5500 Foundation of Librarianship
5501 Introduction to Library & Information Science
5502 Information Sources and Services
5503 Classification: Theory and Practice
5504 Cataloguing: Theory and Practice
2nd Semester
5505 Collection Development
5641 Management of libraries & Information Centres I
5642 Management of libraries & Information Centres II
5643 Library Automation/Information Storage & Retrieval I
5644 Library Automation/Information Storage & Retrieval II
3rd Semester
5645 Resource Sharing and Networking I
5646 Resource Sharing and Networking II
5647 Advanced Technical Operations I
5648 Advanced Technical Operations II
5649 Research Methods & Techniques for Librarians I
5650 Research Methods & Techniques for Librarians II
4th Semester
5651 Public Records, Rare Material & their Conservation I
5652 Public Records, Rare Material & their Conservation II
5653 Management of Serials Publications I
5654 Management of Serials Publications II
(Or in lieu of 5651, 5652, 5653 and 5654) 5520-Thesis
A student shall have to complete 20 courses (17 courses in case of Thesis) comprising 60
credit hours. Sixteen compulsory courses are offered in the first three semesters, whereas
four courses or Thesis to be chosen in the 4th semester. Every course is of three credit
hours except Thesis which comprises 12 credit hours.
(304)
Courses offered by University of Baluchistan
5th
Semester of BS/1st Semester of MLIS
C.No. Course Title Credits
01501 Management of Library & Information Services 3
01502 Introduction to Publishing and Book Trade 3
01503 Applied Classification 4
01504 Research Methodology 3
01505 Marketing of Library & Information Services 3
6th
Semester of BS/2nd
Semester of MLIS
C.No. Course Title Credits
01601 Quantitative Research Methods 3
01602 Collection Development & Management 3
01603 Applied Cataloguing 4
01604 Library Automation System 4
01605 Information Literacy 4
7th
Semester of BS/3rd
Semester of MLIS
C.No. Course Title Credits
01701 Library & Information Services in Pakistan 3
01702 Indexing and Abstracting 3
01703 Resource Sharing and Networking 3
01704 Elective-I (to be selected from Elective Course List) 3
01705 Elective-II (to be selected from Elective Course List) 3
01706 Qualitative Research Methods 3
8th
Semester of BS/4th
Semester of MLIS
C.No. Course Title Credits
01801 Information Storage and Retrieval 4
01802 Elective-III (to be selected from Elective Course List) 3
01803 Elective-IV (to be selected from Elective Course List) 3
01804 Research Project/Internship 3+3
Elective courses
Course Title Credits
Digital Libraries 3
Media Librarianship 3
Data Base Design & Management 3
Web Development 3
Knowledge Management 3
Human Resource Management 3
Financial Management 3
Archives & Records Management 3
Intellectual Property Rights 3
(305)
Bibliographic Control 3
Project Management 3
Preservation & Conservation of Library Material 3
Serial Management 3
Information Sources on Islam and Pakistan 3
Information Sources on Business & Industry 3
Information Sources on Health Sciences 3
Information Sources on Humanities and Social Sciences 3
Information Sources on Science & Technology 3
Information Sources on Law 3
Information Sources on Agriculture. 3
In first two semesters of MLIS, five courses in each semester are offered and all courses
are compulsory with no choice of option. In third semester, four compulsories and two
electives are taught whereas in the last semester, two compulsories including
internship/research project and two elective courses are offered.
Courses offered by University of Sargodha
Semester I
LIS 501 Foundations of Librarianship
LIS 502 Information Technology: Concepts and Application
LIS 503 Introduction to Classification
LIS 504 Introduction to Cataloging
LIS 505 Bibliography: Theory & Practice
LIS 506 Reference and Information Sources and Services
Semester II
LIS 507 Management of Libraries and Information Centers
LIS 508 Applied Classification
LIS 509 Applied Cataloging
LIS 510 Online Information Retrieval
LIS 511 Information Literacy Instruction
LIS 512 Collection Development Management
Semester III
LIS 601 Research Methods in Library and Information Science
LIS 602 Marketing of Library and Information Services
LIS 603 Library Automation Systems
LIS 604 Personality Development & Communication Skills
(Any two from the following i.e., LIS 605-610)
LIS 605 Literature on Islam
LIS 606 Literature on Pakistan
LIS 607 Literature on Humanities
(306)
LIS 608 Literature on Social Sciences
LIS 609 Literature on Science
LIS 610 Literature on Technology
Semester IV
LIS 611 Practicum
Group A
LIS 612 National Libraries
LIS 613 Academic Libraries
LIS 614 School Libraries
LIS 615 Children Libraries
LIS 616 Public Libraries
LIS 617 Special Libraries
LIS 618 Agricultural Libraries
LIS 619 Health and Medical Libraries
LIS 620 Law Libraries
LIS 621 Science and Technology Libraries
Group B
LIS 622 Advanced Management Techniques
LIS 623 Public Records, Rare Materials and their Conservation
LIS 624 Communication and Media Librarianship.
LIS 625 Indexing and Abstracting
LIS 626 Libraries and Society
LIS 627 International and Comparative Librarianship
LIS 628 Models for Library Management, Decision Making and Planning
Group C
LIS 629 Web Publishing
LIS 630 Database Structure and Design
LIS 631 Computer Networks
LIS 632 Computer Programming for Information Management
LIS 633 Systems Analysis and Design
LIS 634 Digital Libraries
Group D
LIS 635 Information Policy
LIS 636 Knowledge Management
LIS 637 Financial Management of Libraries Information Centers
LIS 638 Information Seeking and Use
LIS 639 Project Management
LIS 640 Archives Management
LIS 641 Advanced Cataloging and Classification
LIS 642 Resource Sharing and Networking
LIS 643 Records Management
(307)
LIS 644 Serials Management
LIS 645 Preservation and Conservation of Library and Archival Material
LIS 646 Human Resource Management
LIS 647 Thesis and Viva Voce (6 Credits)
All the courses of first two semesters are compulsory whereas in third semester, there are
four compulsories and two electives from a set of six courses. In fourth semester, only
one course ―Practicum‖ is compulsory and the courses from LIS 612-LIS 647 are
optional. Each Student will opt five courses in total (One from each group i.e., A, B & C,
while two from group D).
Courses offered by Khushal Khan Khattak University
1st Semester
LIS 501 Information, Library and Society
LIS 502 Introduction to Classification
LIS 503 Introduction to Cataloguing
LIS 504 Collection Development and Management
LIS 505 Fundamentals of Management
LIS 506 Introduction to Information Technology
2nd
Semester
LIS 507 Applied Classification
LIS 508 Applied Cataloguing
LIS 509 Information Sources and Services
LIS 510 Effective Communication
LIS 511 Information Technology
LIS 512 Management of Library & Information Centers
3rd
Semester
LIS 513 Marketing of Library & Information Services
LIS 514 Information Storage and Retrieval
LIS 515 Basic Research Methods and Techniques
LIS 516 Knowledge Management
LIS 517 Digital Libraries
Choose any one from the following:
LIS 518 Information Sources and Literature on Social Science
LIS 519 Information Sources on Islam and Pakistan
LIS 520 Information Sources on Science and Technology
LIS 521 Information Sources on Law
LIS 522 Bibliographic Control
4th
Semester
LIS 523 Archives and Record Management
LIS 524 Indexing and Abstracting
LIS 525 Library Resource Sharing and Networking
LIS 526 Research Project
(308)
In lieu of Research Project, the following two courses are to be opted
LIS 527 Library and Information Software Packages (Theory and Practice)
LIS 528 Information Seeking Behavior
All the courses of first and second semester are compulsory without any choice of option.
In third semester, five courses are compulsory whereas one course has to be opted from
among five elective courses. The last semester carries five compulsory courses whereas
Research Project is optional against two courses, in lieu of which the students have to
study all five courses. The students doing Research Project will study three more courses.
(309)
Appendix-B
Questionnaire
Dear Sir/Madam,
Assalam-o-Alaikum
Rapid changes in LIS have caused educators to propose significant revisions to course
contents and program directions – so significant that some LIS Schools are introducing
new degrees and changing their names/nomenclatures. The LIS literature illustrates the
considerable efforts underway to provide relevant curricula to educate information
professionals. In Pakistan, a number of library schools are imparting professional
education from graduate to Ph.D level. Having a glance on the courses of these library
schools, it is observed that a number of courses are common which are taught in all the
schools whereas some courses are the local needs hence are taught in a few schools and
these needs vary from area to area.
I am conducting a research study entitled ―Standardization for a model curriculum of LIS
education in Pakistan‖. My research population is a) teaching staff of LIS schools in
Pakistan and b) the library professionals working in different types of libraries and
information centres. This data is necessary for the partial fulfilment of the requirements
of my Ph.D studies at the University of Karachi.
Your participation in this survey by filling up the attached questionnaire will be highly
appreciated. Your response to the questionnaire is very important for the successful
completion of my research study. I will be much obliged if you please spare some time
from your busy professional, academic and research schedule for filling up the answers. I
assure you that I would abide by the research ethics and the provided information would
not be used anywhere except for research purpose. Please return the attached
questionnaire as soon as possible, in the enclosed envelope to:
Farhat Hussain
Assistant Professor
Department of Library & Information Science
University of Karachi, KARACHI
0300-2149467
(310)
Personal Information
Name (Optional):_______________________________________________
Designation: __________________________________________________
Organization you are working for: _____________________________
Type of Library (Tick any one): 1. Academic 2. Public 3. Special
Working Experience: _______________________________
Name of university you studied in: _________________________________
Highest professional degree: DLS/ BLIS/ MLS/ MLIS/ MS/ M.Phil/ Ph.D
Year of Passing: __________________
No. of courses you studied at Masters level: ____________
No. of compulsory courses: __________
No. of optional courses: __________
1. Courses of Literature/Information Sources you opted for:
a) Humanities b) Science c) Islam
e) Social Science f) Technology g) Pakistan
h) Humanities/ j) Science/ k) Islam/
Social Science Technology Pakistan
2. Courses of Librarianship you opted for:
a) Academic b) Public c) Special
d) Others (please mention)
3. Will a person be suitable in an organization/library with a different type of
Literature/Information Sources and Librarianship which he/she had not
studied?
a) Fully agreed b) Partially agreed c) Not agreed
(311)
4. How much useful are the theory courses you studied in BLIS for your
professional career?
a) All b) Some c) None
5. Which practical training is being applied in your profession?
Specify please
6. Which practical training is not applied in your profession?
Specify please
7. How much satisfied are you with the subject contents of the courses
taught at MLIS?
a) Highly satisfied b) Satisfied c) Somewhat satisfied
d) Unsatisfied e) Highly unsatisfied
8. How much useful do you find the practical of Classification at your job?
a) Highly useful b) Useful c) Somewhat useful
9. How much useful do you find the practical of Cataloguing at your job?
a) Highly useful b) Useful c) Somewhat useful
10. How much useful do you find the practical of Ref Sources and Services
at your job?
a) Highly useful b) Useful c) Somewhat useful
11. How much useful do you find the practical of Bibliography at your job?
a) Highly useful b) Useful c) Somewhat useful
(312)
12. How much useful do you find the practical of Library Operations at your
job?
a) Highly useful b) Useful c) Somewhat useful
13. How much useful do you find the practical of ICT/Digital Libraries at
your job?
b) Highly useful b) Useful c) Somewhat useful
14. Have you ever gone through the courses being taught by other
universities of Pakistan? Yes/No
If yes, did the course(s) inspire/appeal you and you suggest it should
also be taught at your alma mater? Yes/No
If yes, which course(s)?
15. Do you think two or more courses (out of all you studied) can be
merged? Yes/No
If Yes, which ones?
16. Are you satisfied with the Theory/Practical ratio of the courses?
Yes/No
If No, which course(s)?
17. Do you think, any of the course(s) should be based on only Theory
Work?
Yes/No
If Yes, which one(s)?
(313)
18. Do you think, any of the course(s) should be based on only Practical
Work?
Yes/No
If Yes, which one(s)?
19. Do you think the M.A. thesis/research project should be compulsory for
all students?
Yes/No
20. The M.A. thesis should be spread over:
a) Two semesters b) One semester c) One year d)Two years
21. The M.A. thesis should carry:
a) 100 marks b) 200 marks
22. Do you think there should be a uniformity of the nomenclature of the
Departments of Library & Information Science of all the universities?
Yes/No
23. Do you think there should be a uniformed system of education and
examination in all the universities of Pakistan?
Yes/No
24. Do you think the number of groups of optional subjects are insufficient?
Yes/No
25. Do you think the number of optional courses in the existing groups are
insufficient? Yes/No
(314)
26. Do you recommend any practical training(s) which is/are the need of the
time but is/are not given/imparted in any university of Pakistan?
(315)
Appendix-C
Questions for Focus Group Interviews
1. What do you think are the strengths of
BLIS/BLS/DLIS/DLS/PGD(LIS)/BA(Hon) programs?
2. What do you think are the weaknesses of these programs?
3. What do you think are the strengths of MLIS/MLS/BS(LIS) programs?
4. What do you think are the weaknesses of MLIS/MLS/BS(LIS) programs?
5. Do you suggest any changes in BLIS program?
6. Do you suggest any changes in MLIS program?
7. Which new courses do you think should be incorporated in BLIS or MLIS?
8. Which courses do you think should not be offered from among the existing
courses?
9. Any suggestion to improve the quality of education rendered by the library
schools?
(316)
Appendix-D
List of Personal Interviewees
1. Mr. Jehangir Aslam, member selection board (technical) State Bank of Pakistan
2. Mr. Idrees Waqar, administrator Punjab Group of Colleges, Lahore
3. Mr. Nooruddin Merchant, Chief Librarian, Habib University, Karachi
4. Syed Ghayour Hussain, Director, National Library of Pakistan, Islamabad
5. Mr. Manzoor Kaleri, Deputy Director, Culture and Tourism Department,
Government of Sindh, Karachi
6. Prof. Dr. Shakil Baluch, Principal Staff Officer, University of Baluchistan, Quetta
7. Mr.Izhar ul Haq, Member Selection Board, Institute of Sindhiology, Hyderabad
8. Malik Habibullah Khan, Assistant Director, KPK Public Service Commission,
Peshawar
9. Ms Amtus Sajjad, Library Coordinator, Beconhouse Schools System, Karachi
10. Engineer Mazhar Hussain, NED University of Engineering & Technology,
Karachi
(317)
Appendix-E
Letter for Model Validation
Dear Sir/Madam
Assalam Alaikum
I am sending herewith the model curriculum of LIS at postgraduate level education in
Pakistan which is based on my Ph.D research after thoroughly studying the curricula of
all the library schools of Pakistan, HEC, some of the universities of USA, UK, Canada,
Singapore, Nigeria, Malaysia, Indonesia, India and other countries. I have also conducted
focus group interviews of library professionals of Pakistan representing different
provinces and different library schools. Survey was also conducted through a structured
questionnaire to seek the opinions of professionals working in different organizations
about the courses they studied. Interviews of employers of library professionals were also
conducted to get their views what competencies they want in the employees and what
deficiencies they find in them. Based on all this data, the model has been prepared to be
acceptable by all library schools for implementation.
Your valued comments are needed. These will not merely be comments of a senior
professional/ educator but will be a source of encouragement for me. I request you to
please send your comments via email in maximum 10 days.
Best Regards
Farhat Hussain
Department of Library & Information Science
University of Karachi
(318)
Appendix-F
Comments of Experts for Validation of Model
Dr. Shafiq Ur Rehman
Dear Farhat Hussain
وبركاته السالم عليكن ورحمة اهلل
I read your propose model. I appreciate your efforts on the topic. I could not find internship or practicum in your course outline. We can also include one course of Document management. There is very high demand of this course in different organization.
The most of the contents and courses are ok.
Regards,
Dr. Shafiq Ur Rehman
Associate Professor & Head, Information, Learning & Research Commons (ILRC) A3 Central Library| New Campus
Deanship of Library Affairs
Imam Abdul rahman Bin Faisal University (Formally University of Dammam) Phone office: +966 1333 32833
Email: [email protected]
---------------------------------------------------------------------- Listed Trainer and Consultant QSR International, Australia ASIS&T Info share Award, 2012 Member, PLA, ASIS&T, ISKO, PULISAA
Dr. Ghani ul Akram Sabzwari President, Library Promotion Bureau
Ghani ul akram Sabzwari <[email protected]>
To:farhat hussain Aug 30 at 10:18 AM
Dear Farhat Walaikum Assalam I checked your model and seems quite proper for Graduate studies of LIS in Pakistan. Since it is just model or summary of courses cannot be evaluated unless the whole thesis is reviewed. In present form I fully approve, you go ahead and submit your thesis to Univ. authorities. I have studied your B. LIS and M.A. LIS articles I am sure it will be accepted and approved for PhD degree by the Universities. Wassalam.
(319)
Akram Sabzwari
Mr. Khawaja Mustafa, Agha Khan University Library, Karachi
Dear Farhat Hussain Sahib,
I am pleased to receive your Model Curriculum for LIS Education in Pakistan. This is an important subject
that needed attention due to a rise in demand of qualified LIS professionals in the country. In recent years
we have seen establishment of new educational institutions and libraries in the country and also due to
expansion of existing libraries where qualified and well trained LIS professionals are also in good demand.
It is a primary question; what to include in the curriculum; what to teach at LIS Educational programs? so
that the graduates can join the profession with confidence, required knowledge and skills set. And add
value to the library systems they join.
Desirable skills, traits appreciated by the employers may be one of the criteria for developing the
curriculum, whereas checking what other developed LIS educational institutions are teaching in the
developed countries may be another way to develop such curricula. Further, the library trends are translated
by means of library literature and we gather from literature what are the current trends in LIS education and
practice.
After going through your model curriculum, I am confident that the courses outlined in your model
curricula to a great extent fulfill the need of BLIS, and MLIS programs, your provided course outlines
provides the theoretical background & framework for providing and enhancing essential LIS skills sets and
knowledge. Other experts that you are contacting may give further input for desirable additions.
With regard to LIS degree programs in the country, I would suggest that in addition to the pure LIS
educational programs, it may be furthermore useful if LIS schools in the country introduce joint Masters
Programs as well, such as a Joint Masters in LIS & Health Sciences, or Joint Masters in LIS and Law and
others. This will further improve marketability of LIS graduates and their ability to join the other profession
too, and get a better recognition at workplace.
May I take the liberty to suggest to include a module on ―Copyright and Academia‖, as due to a high rate of
piracy and copyright violations in Pakistan, it is imperative that the librarians are very well educated in the
copyright matters so that they may advocate the copyright issues at their workplace and educate the
concerned about copyright laws and their importance.
A module on planning and managing digital repositories may also be very beneficial as there are very few
institutional repositories in the country and we need to save our intellectual output for our and next
generations in useful and accessible form.
I wish you success with your model curriculum and research work.
Kind Regards,
Khawaja Mustafa
Chief Librarian
Aga Khan University of Health Sciences, Karachi
Dated: September 20, 2017
(320)
Prof. Malahat Kaleem Sherwani
Former Dean, Faculty of Arts
University of Karachi
Re: Fw: Validation of Model Curriculum
Malahat sherwani <[email protected]>
To:Farhat Hussain
Oct 3 at 10:39 AM
Dear Farhat Husain
I have studied your Model Curriculum with a critical and analytical frame of mind.
I acknowledge that I have found it comprehensive and complete. You have wrap up
the courses for the teaching of Traditional and Modern concepts and techniques of
Library & Information Services in such a manner that they can easily be adopted by
all Library & Information Science Schools in Pakistan.
Congratulations for accomplishment of a very technical work with such precision.
Prof. Malahat Kaleem Sherwani
Dr. Rubina Bhatti
Chairperson, Deptt. Of LIS, Islamia University Bahawalpur
Subject: Evaluation Report on Model Curriculum Proposed for BLIS/MLIS Course
by Mr. Farhat Hussain
Thank you for considering me to review your work ―proposed model curriculum of LIS
at postgraduate level education in Pakistan‖. I have thoroughly gone through your work
and found it quite interesting. Through your work I found out that you have not only
proposed a model curriculum at BLIS and MLIS level after studying curricula of many
universities around the world but also conducted focus groups of LIS professionals of
various Universities and LIS schools of Pakistan, and Interviews of LIS professionals in
order to validate the essential competencies needed to perform a job efficiently.
Therefore, I believe your proposed model curriculum is strongly based on evidence as
you have incorporated the course contents relating to essential competencies indicated by
the LIS professionals.
My suggestion are as follow;
I did not find a course on ―Information Literacy‖. Moreover, an important part of
training of LIS students through ―Internship‖ or ―Practicum‖ is also missing. You
can propose a course on ―Information Literacy‖ and also include ―Practicum‖.
(321)
Will students be allowed to go for research thesis? If they were then how many
credits hours will it be? I did not find any provision of research thesis in the
curriculum?
Why courses of two semesters (1st and 2
nd semesters) are proposed in both BLIS
and MLIS? I did not find 3rd
and 4th
semester courses of both the programs. Is the
BLIS or MLIS comprised of two semesters only?
I was not able to find the total credit hours of BS program as well as MLIS
program. Please add the total credit hours in the curriculum.
Overall, It is a good work and I would like to acknowledge the author on this work.
Thanks,
Prof. Dr. Rubina Bhatti Chairperson
Department of Library and Information Science
The Islamia University of Bahawalpur
Dr. Muhammad Tahir
Canada
Dr. Muhammad Tahir – Email: [email protected] – Canada
Taher <[email protected]>
To:farhat hussain Aug 20 at 12:45 AM
WAKS Farhat Thank you for your message. My response is that you must depend on your local, ie., Pakistani
experts, for exact understanding of what your libraries need. A person who has never visited your country, who cannot understand
the present day confusion (confusion is for most south Asian LIS professionals who look at English/Western LIS Standards but don't
know how to apply in local 3rd world needs), same with impact on the users of the current information system, etc., is not the right person to suggest or even review your work.
A model curriculum of LIS postgraduate education in Pakistan, requires
using information needs of the local/Pakistan environment. A Western model has been always imposed. Your thesis must focus on a local need: such as, language, level of literacy, level of education that the future
librarians will face, level of translation needs to communicate with the users. etc. Let me further explain to you.
(322)
One example is Information literacy (aka, formerly, user education); this is based in the entire world on ALA model. And most agree that this is
the basic error in our planning and hence on implementation. We are all using the ALA model, even in South Asia, a model that is created for a
Western world, where the majority speaks/reads/write only in English, its library culture is 100 year old, its library system has not born in the last 10 or 20 years, and its user educational level is basically different
say from South Asian standards. I leave the rest to your own experience and understanding.
I wish you all the best, with so many expert in your own country who can respond to you.
Salams to all your masters. Mohamed Taher
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