Courtesy :Bachelor of Library and Information Science (B.Lib.)
- Library Education in Latin America and the Caribbean, by Adolfo Rodríguez, Gallardo. New Library World. London: 2007. Vol. 108, Iss. 1/2; pg. 4010 The study aimed to analyze the number of schools and programs of library science that existed in Latin America and the Caribbean from 1985 to date. It was written to understand the nature of library science teaching, and to provide a numerical analysis of the schools and programs identified. The study was based on previous works that collected information on programs and institutions devoted to library science teaching. The main sources were the works of Fang (1985), Fang et al. (1995) and Maris and Giunti Differences between the Hispanic-Portuguese and Anglo-Saxon educational systems were
described, as well as what they meant to library science teaching. With the purpose of
standardizing the Anglo-Saxon and Hispanic-Portuguese systems, the various study
programs were divided according to the classification used by Fang and Nauta. It was
evident that the number of schools and programs had been increasing and decreasing, and
although the causes of this trend were not known, the data showed that Latin American
library science studies were continuously in motion. Regarding the creation of schools and
programs, the data that had been gathered suggested an influence from European and
American schools first and UNESCO programs later. Numerical data were provided per
country on the number of schools and programs for training, technical studies, tertiaryundergraduate studies, tertiary-graduate studies and tertiary-postgraduate studies..
7- Education for library and information studies in Canada: a cross-cultural comparison. by
Ken Haycock. New Library World. London: 2007. Vol. 108, Iss. 1/2; pg. 3211
The study aimed to highlight the unique characteristics and homogeneity of the
Canadian accredited programs in library and information studies compared with those
programs in the USA. By disaggregating the American and Canadian information and
limiting the data to the accredited degree program only, comparisons could be drawn
between the two data sets. The generalizations and themes were then validated by
comparison with the recent history of development of Canadian schools. The history of
development of Canadian graduate programs and the national context had resulted in
programs that were more homogeneous than diverse. The programs were housed in public
research institutions, with competition for spaces. The students were full-time, studying a
curriculum with more required courses. Faculty have more time for research. Access was
an issue. The profession was generally satisfied, but points to inadequacies in education for10 management and favors more internships. The separation of Canadian and American
models allowed for greater attention to national approaches providing a beginning point for
further study.8- Cultural mediation in library and information science (LIS) teaching and learning, byIsmail Abdullahi. New Library World. London: 2008. Vol. 109, Iss. 7/8; pg. 38312
The purpose of this study was to highlight the importance of culturally mediated
instruction in library and information science teaching and learning. The paper dealt with
the general concept of the cultural dimension of human development through identification
of students who were culturally different from the main stream orientation, by creating
culturally mediated instruction in a learning environment The study elaborated the role of
LIS schools in this direction. It suggested ways in which LIS education could be improved
by being inclusive with the changing global society and its needs. It was evident that
culturally inclusive instruction could enhance the learning of LIS students who were
responsive to the needs of their diverse communities and who were able to be change
agents to their institutions and professions. The study presented ways by which LIS
educators could create a better learning environment base inclusive of all cultures
represented in the classroom.# ISO certification in India 9- Tribes and territories in Library and Information Studies education, by Grealy, Deborah
S., Ph.D., University of Denver, 2008, 258 pages.13
A conceptual and relational analysis of descriptors, keywords, and abstracts of
dissertations, completed between 2000-2006 in Library and Information Studies revealed
cultural and disciplinary patterns in LIS research. These patterns were analyzed in an effort
to ascertain whether recent assertions by library practitioners that the curricula and research
in the U.S. and Canadian universities, which confer the first professional degree for
librarians, were divorced from the needs of practice. The study examined the culture of
LIS, examining disciplinary and faculty factors to delineate the field’s current parameters as
a field of practice and an academic discipline. The sample was limited to a random sample
of those dissertations completed between 2000 and 2006 at North American institutions
that both offered doctoral programs in library and information science-related programs
and confer the ALA-accredited Master’s degree.7# ISO certification in India
10- Education and continuing professional development for Indonesian academic
librarians; A survey, by Imas Maesaroh, Paul Genoni. Library Management. Bradford: - The study aimed to report base-line data on the current levels of education, skills,
and knowledge of Indonesian academic librarians, and provided an insight into their
continuing professional development. The study reported: the current level of qualifications
of librarians working in Indonesian academic libraries; and the current level and type of
continuing professional development and work place training in Indonesian academic
libraries. The study included the results of a questionnaire delivered to all librarians
working in Indonesian public universities. The survey instrument was based on that used in
the NEXUS survey distributed to Australian library and information studies (LIS)
professionals in 2006. The study included a comparison of survey results on key indicators
for Indonesian and Australian library and information staff. The research reported
comparative shortcomings in the level and standard of education available to Indonesian
academic librarians. The issue of continuing professional development was more complex,
with quite high levels of participation in some types of training reported by the Indonesian
respondents, but generally lower levels of satisfaction with that training than reported by
their Australian counterparts.# ISO certification in India
Definitions
Library science or Library and Information science is considered to be an
interdisciplinary field that applies the practices, perspectives, and tools of management,
information technology, education, and other areas to libraries; the collection, organization,
preservation, and dissemination of information resources; and the political economy of
information.15 A bachelor’s degree is defined as “an academic degree awarded for an
undergraduate course or major that generally lasts for four years, but can range from two to
six years depending on the region of the world”.16# ISO certification in India
The bachelor of library science or bachelor of library and information science,
which is commonly abbreviated as “B.L.S.”, “B.Lib.”, or “B.L.I.S.”, often with the periods
omitted “BLS”, “Blib”, or “BLIS” is a degree sometimes awarded to students majoring in
library science.17