Curriculum of Graduate Courses in Library and Information Science Schools of Northern India: An Analysis (original) (raw)
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Need for Remodelling of Library and Information Science Education in India
The article discusses the various aspects of Library and Information Science (LIS) education in India. After tracing the history, it dwells upon such issues as course structure of LIS programmes being conducted by the government institutions in regular and open mode, and proportion of theory and practice components of LIS courses in the light of ICT applications in libraries. Emphasizes the need of thorough revision of syllabi of NET/SET examination conducted by UGC as it is already 16 years old. Points out the variations in the duration of LIS programs being offered by various state and central universities. Highlights the need of qualitative LIS education for which thorough revision of LIS programs is required. It emphasizes the need for accreditation of LIS programs by a government controlled agency on the pattern of NCTE, AICTE and MCI is the need of the hour. 0. INTRODUCTION LIS education has a history of more than one century in India. Every time, we quote Maharaja Sayaji Rao and Dr. Ranganathan. While Maharaja is known for starting irst school of Librarianship and Rangnathan is known for starting the higher education facilities in LIS as well as for getting a suitable status to the profession. He also developed the subject through his multi-dimensional contributions. In spite of the aforesaid two seminal contributions, most of the Library Schools today prescribe the same broad subjects/ area of studies
Purpose – In India Library and information science (LIS) education is monitored by University Grants Commission (UGC) apex body concerned with higher education. UGC has published its Model Curriculum in LIS in 2001. The aim of the present study is to assess the response of library and information science (LIS) schools in Northern India to the UGC Model Curriculum -2001. Design/methodology/approach– In order to know the adoption level of Model Curriculum by individual departments in Northern India, a questionnaire was framed and circulated among the LIS schools imparting LIS education at post-graduate level. Out of twenty two schools thirteen responded and thus the response rate is 60%. Besides questionnaire, a hard copy/ soft copy of the curriculum adopted by the LIS schools under the scope of this study was obtained. Contents of the curriculum of individual LIS schools were compared with the contents of the UGC model curriculum. Level of adoption of the contents was recorded on a five point scale with scales between least adopted to largely adopt. Findings– Data collected from the individual LIS schools when analyzed reveals that the schools under the scope of this study have responded differently to the different modules enumerated in the Model Curriculum of UGC. Originality/Value– Present study is helpful in restructuring LIS curriculum in India as the findings reveal that there is heterogeneity existing in the curriculum prevailing in these schools.
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The scenario of LIS education and research in India and its overall development is very much progressive today. The number of library and information science departments has been increasing from 1960s and over time this subject has gradually emerged as a stream. In this study we will review the state and institutional distribution of the subject over time. As on 2017 the review has been done on total 1225 number of theses. Research in this subject has been steadily increasing since the 1980s and has so far been largely in the states of West. Bengal, Karnataka & Maharashtra. Karnataka University has highest number of theses among all the universities in India.This paper also highlighted on the total number and distribution of theses on the basis of subject content on LIS education since independence constituting all the Universities and institutions of India and also depicts the scope of interdisciplinary work of this subject field of study. The research growth and subject category w...
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Library and Information Science Schools in Northern India: Present Status
Shabir Ahmad Ganaie * Purpose: The aim of the present study is to investigate the prevalent scenario of Library and Information Science (LIS) education system in Northern Indian states to focus about the courses offered, intake capacity, faculty and other ingredients essential for imparting qualitative education in the discipline of library and information science. Design/Methodology/Approach: Questionnaire tool is employed to obtain data from the institutions imparting education at different levels in Northern India. Findings: The study reveals that the schools are having appropriate infrastructure; however have a scope for further improvement in areas like knowledge resources available in libraries, computer labs, faculty strength, teaching methodologies and teaching aids. Limitations: The research restricted to a limited number of institutions highlights different facets of library and information science education in Northern India only. Research Implications: Findings of the st...
Library and Information Science Education in India: A Critical Assessment
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LIS education in India has undergone substantial growth since its independence. The increase in number of LIS departments in the universities and institutions offering specialized courses (e.g. DRTC, NISCAIR etc.), distance education offered by open universities (e.g. IGNOU, Annamalai University) as well as regular universities and also the certificate course as offered by BLA, DLA and other organizations are some of the contributing factors for its increased growth in India. Research has also been initiated and accelerated in different facets of the subject with the support of the universities and different funding agencies like UGC, CSIR, DRDO etc. To evaluate the progress in LIS, the paper aims at mapping the resources used for teaching LIS by comparing the syllabus of different institutions and universities. The extent to which these resources co-relate in channelising LIS education in accordance with present market demand for the LIS professionals has also been analysed. The goal is to study the shortcomings and also the recommendations in order to overcome the lacunas. The basic issue addressed in this paper is the relation between LIS education and the requirements of professionals in order to transform India into a knowledge society.
An overview of Library and Information Science Curricula in the context of the Indian job market
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Enrolment Scenario of Library and Information Science Education in India: An Overview
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Purpose: The study is based on secondary data of all India Survey on Higher Education in India, conducted by the Ministry of Human Resource and Development, Govt., of India and attempts to assess the overall enrolment scenario of Library and Information Education in India. The study evaluates the enrolment data of seven years viz., for the period 2011-12 through 2017-18, retrieved from the official website of the Ministry of Human Resource and Development, Govt., of India. Methodology and Scope: The study is based on the survey data collected by the Ministry of Human Resource and Development, Govt., of India under all India Survey on Higher Education. The data are available in open access format and can be accessed from its official website. The data used for the study is for seven years and lasts for the period 2011-12 to 2017-18. The scope of the study is limited to Library and Information Science Education in India and the findings of the study cannot be generalized at the global or any other level. However, the findings of this study can give a better idea about the scenario of LIS education across the world, as India is one of largest countries in the world producing the largest number of LIS graduates Findings: The results of the study revealed that of the total enrolments made in higher education in India across different subject disciplines during the period of study, meager 0.36% of students were enrolled in Library and Information Science. The enrolment in Library and Information Science in India during the period of study recorded a negative-5.38% Average Annual Corresponding Growth (AACG), which is quite worrisome, while as, the overall enrolment of the country registered an AACG of 3.31%. The results indicate that LIS education in India is quite popular among female students, as compared 47.70% male students, 52.30% female students were enrolled in LIS courses during the period of study. Given the distribution of students across different LIS programmes, it appears that LIS courses with nomenclature BLISc and MLISc are more popular among the students than the course with conventional nomenclature like B.Lib.Sc and M.Lib.Sc. These and many more aspects related to Library and Information Education in India were evaluated and discussed.
Trends, Challenges and Future of Library and Information Science Education in India
DESIDOC Journal of Library & Information Technology, 2007
The technological revolution paved the challenges for the library and information science (LIS) schools not only in India but also in the west. Responsibilities of LIS departments and teachers are increasing to produce best LIS professionals to lead the 21st century librarianship. The major responsibility of the LIS departments in India is to groom LIS students in the philosophy, knowledge, and professional values of librarianship, as practiced in libraries and in other contexts, and as guided by the vision of the 21st century librarianship. LIS education and training facilities in India are undergoing rapid changes. During the past 10 years, the number of library schools/departments has grown substantially, both for regular and distance education programmes. Reorientation has been common in most LIS departments, and review and revision in curriculum has also been noticed. The quality of LIS educators has also improved and research output is experiencing new dimensions. Increase in ...