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