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library vacancies BHU
by shriram pandey 27 May '07

27 May '07

Dear All, Central Library, BHU(Banaras Hindu University) Invites vacancies for the post of SEMI PROFESSIONAL ASSISTANT. Total-19,gen-5,sc-7,st-3,obc-4 Qualification-graduate+BLIS Last date-30- june-2007 Detail information available on www.bhu.ac.in -- Shri Ram Pandey Master of Library and Information Science BHU,Varanasi -- This message has been scanned for viruses and dangerous content by MailScanner, and is believed to be clean.

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Eddy Celebrates Open Access in Franklin Speech
by madhuresh.singhal 25 May '07

25 May '07

Dear All, You will enjoy this article. The online version (with photo of Eddy and links) is available at http://www.bio-itworld.com/newsitems/2007/may/05-22-06-eddy Eddy Celebrates Open Access in Franklin Speech By Kevin Davies May 22, 2007 | BOSTON -- Sean Eddy accepted the 2007 Benjamin Franklin Award and then proceeded to poke a few good-natured holes in Franklin's sterling open access reputation. Eddy noted ironically that the U.S. Patent Office was founded (by Thomas Jefferson) the year Benjamin Franklin died in 1790! Thus, even if he had wanted to apply for a federal patent, he could only have done so posthumously. Eddy also noted that Franklin was once embroiled in his own "open access dispute" in the 1730s and 1740s. When Philadelphia postmaster Andrew Bradford wouldn't carry Franklin's competing newspaper, Franklin engineered the firing of Bradford and took over as postmaster, generously agreeing to carry his competitor's newspaper. But in 1740, the first American magazines were founded, and Franklin refused to carry Bradford's new magazine. Open access to software, journal articles, and data is an issue of profound importance to researchers across the community. The first journals, created in the mid 1600s, were founded with a tacit quid pro quo: disseminate your research, allow others to reproduce your work, and gain a measure of fame in the process. The notoriously secretive Isaac Newton once submitted a paper to the Philosophical Transactions of the Royal Society (London) on light refraction. But his paper was attacked by the reviewers, and then in the journal. Frustrated, Newton refused to submit another paper to the journal. Four centuries later, the issue hasn't changed so much. In 2001, Celera published its assembly of the human genome in Science, but refused to freely distribute the sequence without restrictions. Eddy said he uses Celera's DVD as a coffee coaster, because the terms barred him from redistributing the sequence data. In the aftermath of the controversy, the National Academy of Sciences convened the Cech Report, reaffirming the quid pro quo of science publication. "If you're not disclosing anything, why should you get credit?" said Eddy. "All members of the scientific community ... are playing on the same playing field. [If] Celera publishes a paper, their genome sequence should be available. [If] I publish a paper, my software should not be made available to academics only, but to [everyone]." Bioinformatics Access Eddy devoted most of his talk to the topic of data dissemination and open access. "We want not just humans to be able to read the literature, but computers to be able to read the literature." Said Eddy: "The bioinformatics community is the canary in the coalmine for this kind of issue, we're affected by this issue. We're the ones trying to integrate large datasets. If the dataset is there but not integratable, we know about it first.... The literature affects us very much." Eddy credited his fellow Franklin Award nominees as providing "great examples of the kind of bioinformatics access that we need." He praised Don Gilbert for creating influential programs and databases such as a freely available biosequence search tool, as well as FlyBase. Steven Salzberg is a "vocal leader in the community" and Robert Gentleman was credited for "influential things" including BioConductor (for microarray analysis). "For me, open access is secondary. The goal is to create systems that work... open access is necessary but not sufficient." Eddy made a strong case that it is worth academics taking time away from their top priority - writing papers - to "create tools and make sure that they get used by the community." There are several keys to doing that successfully, including choosing the right problem, preparing a simple manual, making it freely and readily available, and ensuring that it is integrated into the community's system. Eddy is best known for a program called HMMER, for running profile hidden Markov models on sequence families. The software is easily downloadable, and runs on anything, said Eddy. There is one page of instructions for installation, another page for getting started. . Integration with other systems is also hugely important. InterPro is a compilation of 11 protein search tools, including Eddy's Pfam tool, organized by the European Bioinformatics Institute to help groups doing protein domain analyses. Eddy noted a handful of other databases use different software packages that are not readily available - which benefits him. "I get market share," said Eddy. "My stuff becomes better known, more widely used and [has] more impact on the community. I'm taking market share from guys who have [software] stuck behind wall of academic licensing." Although a staunch believer in open access, Eddy noted that private industry can seek a license to HMMER through the Washington University tech transfer office, which has brought in over $100,000 in licensing revenue to the university. He also said that the creation of HMMER was a major factor in his obtaining tenure, even though he never published a paper on it. Curiously, Eddy noted that the International Society for Computational Biology has a policy against open source software. Some members, he said, think they should be able to make money from industry for writing software. "Some people with a similar mindset as me have infiltrated the board of directors," and will work to change the system. The Benjamin Franklin Award is presented by the Bioinformatics Organization. The award has been given at the annual Bio-IT World Conference & Expo for the past four years. Regards Madhuresh Singhal Assoc. Res. Scientist - Inf. Sc. Advinus Therapeutics Pvt. Ltd. 21 & 22, Phase 2, Peenya Industrial Area, Bangalore - 560058 Phone: +91 80 28394959; Mobile 098861 82822 E-mail: madhureshsinghal(a)yahoo.com http://nettalk2.tripod.com/ ************************************************************************************************ This email and its attachments are confidential and proprietary to Advinus Therapeutics Pvt. Ltd. and are meant for the intended recipient only. If you are not the intended recipient, do not take any actions based on the contents of this message, except to permanently delete the message and its attachments and inform the sender immediately. ************************************************************************************************ -- This message has been scanned for viruses and dangerous content by MailScanner, and is believed to be clean.

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Help me to find out this article.
by Rohit Sahu 25 May '07

25 May '07

> > Dear friends, I need one article. Please help me find out this article. Beyond the Many Faces of Price: An Integration of Pricing Strategies. Gerard J. Tellis *Journal of Marketing, Vol. 50, No. 4 (Oct., 1986), pp. 146-160* Thanks and regards, Rohit Kumar Sahu Associate Librarian Pearl School of Business 46 Institutional Area, Sector -32 www.psbg.in rohit.sahu(a)psbg.in -- This message has been scanned for viruses and dangerous content by MailScanner, and is believed to be clean.

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Re: [LIS-Forum] information
by Dr.D.P Prathap 25 May '07

25 May '07

Dear colleagues Please give me CORRECT and working email ID of Oxford and IBH Co. Pvt.Ltd., Janpath, New Delhi and also web-address, if available. The email id, as given in www.fpbai.org, doesn't work. ============================== (D.PUTHIRA PRATHAP) OFFICER IN-CHARGE, LIBRARY SUGARCANE BREEDING INSTITUTE, COIMBATORE – 641 007. INDIA PHONE: 91-422-2472621; FAX: 91-422-2472923 www.sugarcane-breeding.tn.nic.in sbilibrary(a)gmail.com -- This message has been scanned for viruses and dangerous content by MailScanner, and is believed to be clean.

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Re: [LIS-Forum] Efforts of MyDLIS, University of Mysore in introducing
by Rajan 24 May '07

24 May '07

Dear All, It seems that we need not discuss much if some library schools are good, better or exemplary. They are expected to be good and they may be good. But we should discuss if some of them are not good so as to enable them to be good by helping them identify the strengths, weaknesses and showing them the right path. When a dog bites a man,it never becomes a subject for discussion. But when the reverse happens, it need to be discussed. Likewise we need not discuss the former. Let us agree that our library schools ,teachers and the outcome are good.But the library scenario in the country leaves much to be desired. It is just like saying that the operation was successful ,but the patient died. Do we need a project or research to make an analytical account of the effectiveness of the library school as a training ground of library professionals? I think it is not very essential. We can evaluate the potential of a library school by an informal talk with the teachers there or by applying some simple yardsticks, if we have common sense. Good researches are mere application of common sense, but in a systematic manner. Our National Knowledge Commission has identified that we need to do much in library scenario to make it useful for the emerging economy and certainly our library schools - many which I know - in general need to do a lot to meet those challenges.The real issue that we need to discuss is how can we make them better? Regards, K Rajasekharan Librarian , Kerala Institute of Local Administration Mulagunnathukavu, Thrissur -680581 Ph 0487- 2204097 (O), 2201428 ( R) ---------------------------------------------------------------------- Message: 1 Date: Thu, 24 May 2007 16:40:11 +0530 From: "Shalini Urs" <shalini(a)isim.ac.in> Subject: Re: [LIS-Forum] Efforts of MyDLIS, University of Mysore in introducing ICT skills among students To: <lis-forum-bounces(a)ncsi.iisc.ernet.in>, <lis-forum(a)ncsi.iisc.ernet.in> Message-ID: <200705241113.l4OBDDRP026137(a)mail.iisc.ernet.in> Content-Type: text/plain; charset="us-ascii" Dear All, First a disclaimer: I cite the MyDLIS case as a case in point only - it does not mean 'others' are NOT doing what is expected. Secondly my apologies for a long winding message. I would like to thank all those who have conveyed their greetings and responses (for the posting by my colleague Hari) To continue the discussion, I have a question in the context of LIS curriculum. Has anyone done a systematic study of the LIS syllabus of universities before branding them as NOT GOOD ENOUGH or AS GOOD AS NCSI/DRTC?. I beg to differ here - our (MyDLIS) syllabus is in tune with both the changing scenario of LIS as well as market expectations/demands. Please have a look at our syllabus - <http://lisc.uni-mysore.ac.in/> http://lisc.uni-mysore.ac.in PLEASE DO NOT MAKE SWEEPING GENERALISATIONS. Please also note that graduates from LIS schools are also doing quite well in many companies. We have our students working in companies such as IBM, Wipro, TCS, InfoSys, Accenture, I2 technologies, etc. We have received 'words of praise' about our students from their bosses. Some of our students also have effortlessly transited to KM and a few of them to even mainstream 'technical' areas. I would say it is all individual specific and case dependent. Excellence or progress is NOT the monopoly of elite institutions only. Let me respond to some of the questions/assumptions/opinions expressed with reference to the following- * LIS curriculum * Market expectations and demands/requirements Designing/adoption of LIS curriculum etc: * UGC is only a recommendatory /norm setting body in academic matters. UGC may recommend a model syllabus, but cannot make it mandatory. Each university is autonomous. The Board of Studies (BOS) in LIS of each university is in charge of drafting the syllabus/curriculum. They have the autonomy to design the syllabus. The BOS in any discipline (including LIS) consists of senior faculty of the Department as well couple of external experts. * There is usually a norm that the BOS revise/review the syllabus once in said number of years (in our case it is 3 years). In fact university encourages us to modify and keep it up to date. Many times, we get some small grants to organise workshops etc and invite experts to discuss on the curriculum. And we do carry out such exercises too. * The guiding principles of curriculum innovations are -changing dynamics of the LIS as a discipline and the market expectations/demands. * In addition to these two guiding principles, we also need to keep in mind - the pragmatics of imparting the syllabus such as infrastructure and other resources. * When it comes to ICT skills etc, the physical infrastructure such as an IT lab and the well trained teachers are two important criteria for the effectiveness of imparting the programme. * It is the responsibility of the departments to mobilise the resources and create the necessary infrastructure and resources in terms of trained teachers. Individual teachers also are responsible for keeping their knowledge and skill sets contemporary. There are many different strategies/opportunities that an LIS department uses to accomplish the above. Many LIS Departments have been successful in this regard. Market expectations/demands (wrt ICT): * In today's digital age, all sectors need ICT infrastructure and therefore LIS professionals with these skills are in need. The difference is in the kinds of specialised knowledge required. We cannot generalise again. * The market may vary in terms of opportunities. Today we may find more opportunities (in terms of number) in the private sector than in the public sector. Sometimes it is seasonal. * Deploying ICT many a times depends on the individuals working in these segments. I can cite examples of some of our students working in college libraries taking the initiative and deploying open source software (be it Koha or Open Biblio or something else) for automating their libraries. Instances where college libraries having deployed DSpace/ Greenstone for different types of repositories (may be student project reports/question papers etc) are NOT uncommon. * In a company LIS professionals may be called upon to manage electronic resources through intranets and portals, but not necessarily be required to deploy software tools or handle ICT infrastructure issues as they have technical people to manage the same, where as in academic segment, the librarians maybe called upon to install software, and manage the ICT infrastructure! I would like to end this lengthy note with the following - please do not dismiss LIS schools. Given the constraints that we work in, some of us have done very well indeed. Our products have also done fairly well and responded to the market expectations very well and MyDLIS is proud of them. Thank you Dr. Shalini R. Urs Executive Director and Professor International School of Information Management University of Mysore Mysore - 570006 India Tel : 91-821-2514699 Fax : 91-821-2519209 Email : shalini(a)isim.ac.in URL : www.vidyanidhi.org.in/shaliniurs.htm -- This message has been scanned for viruses and dangerous content by MailScanner, and is believed to be clean.

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Designing Internet and Web-Based Education
by Sanjeev Kumar Jain 24 May '07

24 May '07

Dear LIS Professionals and Managers Tutorial on Designing Internet and Web-Based Education. This resource describes issues related to using the Internet for education and training, although it also addresses other aspects of Web site design. It focuses on integrating multiple services and resources and encouraging interaction and collaboration in addition to accessing information resources. Full text accessed from: http://collab.nlm.nih.gov/tutorialspublicationsandmaterials/sitedesigncp.ht… -- With Regards _____________________________ SANJEEV KUMAR JAIN Resource Center NIFT Campus, LA Block, Near 16 No. Water Tank, Sector III, Salt Lake City, Kolkata - 700 098 Tel: +91-33-23357342 / 8351 Fax: +91-33-23355734 Wesite: http://www.kolkata.niftindia.com Email: sanjeevmlis(a)yahoo.co.in -- This message has been scanned for viruses and dangerous content by MailScanner, and is believed to be clean.

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Re: [LIS-Forum] Efforts of MyDLIS, University of Mysore in introducing ICT skills among students
by Shalini Urs 24 May '07

24 May '07

Dear All, First a disclaimer: I cite the MyDLIS case as a case in point only - it does not mean 'others' are NOT doing what is expected. Secondly my apologies for a long winding message. I would like to thank all those who have conveyed their greetings and responses (for the posting by my colleague Hari) To continue the discussion, I have a question in the context of LIS curriculum. Has anyone done a systematic study of the LIS syllabus of universities before branding them as NOT GOOD ENOUGH or AS GOOD AS NCSI/DRTC?. I beg to differ here - our (MyDLIS) syllabus is in tune with both the changing scenario of LIS as well as market expectations/demands. Please have a look at our syllabus - <http://lisc.uni-mysore.ac.in/> http://lisc.uni-mysore.ac.in PLEASE DO NOT MAKE SWEEPING GENERALISATIONS. Please also note that graduates from LIS schools are also doing quite well in many companies. We have our students working in companies such as IBM, Wipro, TCS, InfoSys, Accenture, I2 technologies, etc. We have received 'words of praise' about our students from their bosses. Some of our students also have effortlessly transited to KM and a few of them to even mainstream 'technical' areas. I would say it is all individual specific and case dependent. Excellence or progress is NOT the monopoly of elite institutions only. Let me respond to some of the questions/assumptions/opinions expressed with reference to the following- * LIS curriculum * Market expectations and demands/requirements Designing/adoption of LIS curriculum etc: * UGC is only a recommendatory /norm setting body in academic matters. UGC may recommend a model syllabus, but cannot make it mandatory. Each university is autonomous. The Board of Studies (BOS) in LIS of each university is in charge of drafting the syllabus/curriculum. They have the autonomy to design the syllabus. The BOS in any discipline (including LIS) consists of senior faculty of the Department as well couple of external experts. * There is usually a norm that the BOS revise/review the syllabus once in said number of years (in our case it is 3 years). In fact university encourages us to modify and keep it up to date. Many times, we get some small grants to organise workshops etc and invite experts to discuss on the curriculum. And we do carry out such exercises too. * The guiding principles of curriculum innovations are -changing dynamics of the LIS as a discipline and the market expectations/demands. * In addition to these two guiding principles, we also need to keep in mind - the pragmatics of imparting the syllabus such as infrastructure and other resources. * When it comes to ICT skills etc, the physical infrastructure such as an IT lab and the well trained teachers are two important criteria for the effectiveness of imparting the programme. * It is the responsibility of the departments to mobilise the resources and create the necessary infrastructure and resources in terms of trained teachers. Individual teachers also are responsible for keeping their knowledge and skill sets contemporary. There are many different strategies/opportunities that an LIS department uses to accomplish the above. Many LIS Departments have been successful in this regard. Market expectations/demands (wrt ICT): * In today's digital age, all sectors need ICT infrastructure and therefore LIS professionals with these skills are in need. The difference is in the kinds of specialised knowledge required. We cannot generalise again. * The market may vary in terms of opportunities. Today we may find more opportunities (in terms of number) in the private sector than in the public sector. Sometimes it is seasonal. * Deploying ICT many a times depends on the individuals working in these segments. I can cite examples of some of our students working in college libraries taking the initiative and deploying open source software (be it Koha or Open Biblio or something else) for automating their libraries. Instances where college libraries having deployed DSpace/ Greenstone for different types of repositories (may be student project reports/question papers etc) are NOT uncommon. * In a company LIS professionals may be called upon to manage electronic resources through intranets and portals, but not necessarily be required to deploy software tools or handle ICT infrastructure issues as they have technical people to manage the same, where as in academic segment, the librarians maybe called upon to install software, and manage the ICT infrastructure! I would like to end this lengthy note with the following - please do not dismiss LIS schools. Given the constraints that we work in, some of us have done very well indeed. Our products have also done fairly well and responded to the market expectations very well and MyDLIS is proud of them. Thank you Dr. Shalini R. Urs Executive Director and Professor International School of Information Management University of Mysore Mysore - 570006 India Tel : 91-821-2514699 Fax : 91-821-2519209 Email : shalini(a)isim.ac.in URL : www.vidyanidhi.org.in/shaliniurs.htm -- This message has been scanned for viruses and dangerous content by MailScanner, and is believed to be clean.

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IFAP Preservation of Information - Key Messages for Governments and Industry
by Puna Das 24 May '07

24 May '07

Dear Madam/Sir, We are pleased to share with you the outcomes of the thematic debate on the "Preservation of Information" held at the Bibliothèque nationale de France in Paris on 3 April 2007, within the framework of the 12th meeting of the Bureau of UNESCO’s Information for All Programme. The debate helped to clarify the role that Governments can play in developing policies and in setting priorities for the preservation of information, particularly in the context of the digital age. Governments need to take a pro-active stance, especially in view of the rapid growth in digital information and the lack of effective solutions for preserving this information. The specific outcomes of the debate have been summarized in the enclosed document entitled "Key messages for Governments and industry" [ http://portal.unesco.org/ci/en/ev.php-URL_ID=24447&URL_DO=DO_TOPIC&URL_SECT… ]. For IFAP, these messages are particularly important in the context of UNESCO’s celebration of World Information Society Day 2007 dedicated to the principle of "Universal access to information and knowledge". Indeed, preservation is not an aim in itself, but an indispensable pre-requisite for enabling the world’s citizens to access information and use it. The proceedings of the thematic debate as well as the electronic version of the "Key messages for Governments and industry" are also available from the IFAP website at: www.unesco.org/webworld/ifap. Thank you for your attention. Bryan Corbett University Archivist, University of Alberta, Book and Records Depository (BARD) 100, 8170-50th Street Edmonton, Alberta CANADA T6B 1E6 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ http://www.unesco.org/webworld/portal_bib/ http://www.unesco.org/newdelhi/ http://www.anupkumardas.blogspot.com ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Download prohibited? No problem! To chat from any browser without download, Click Here: http://in.messenger.yahoo.com/webmessengerpromo.php -- This message has been scanned for viruses and dangerous content by MailScanner, and is believed to be clean.

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currently looking for information from libraries which have already carried out such retrospective conversion projects
by Vijayakumara 24 May '07

24 May '07

Dear All, , I am Vijayakumar M, working for the Birla Institute of Technology Library, Mesra-Ranchi. I am currently gathering information to examine ways our library could update it's 1,10,000+ OPAC records from its physical books and accession register. To do so, I am currently looking for information from libraries which have already carried out such retrospective conversion projects. If yes, would you please take the time to answer these few questions. What was the size of the collection converted? Was the project done in-house or by a vendor? If the project was done by a vendor, which vendor did you use? Could you estimate the cost and the time taken of your project? The average time needed for a record? What was the scale of the quality check once the records were converted? Did unexpected problems occur? Do you got any sponsers from DST/AICTE/UGC/CSIR/ and others With warm Regards Vijayakumar M \ \ | / / \ \ ~ ~ / / | @ @ | ---------------oooo------ (_)-------------oooo------------------ Vijayakumar M. MSc., PGDLAN., Ph.D. Central Library Birla Institute of Technology, Deemed Univeristy Mesra, Ranchi- 835215, India Tel:0651-2276675 Fax:0651-2275401 http://www.bitmesra.ac.in/ coolvg(a)gmail.com --------------------------------- Take the Internet to Go: Yahoo!Go puts the Internet in your pocket: mail, news, photos & more. -- This message has been scanned for viruses and dangerous content by MailScanner, and is believed to be clean.

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Re: [LIS-Forum] Efforts of MyDLIS, University of Mysore in introducing ICT skills among students
by Mailing List Admin 24 May '07

24 May '07

Date: Wed, 23 May 2007 17:33:13 +0530 From: Mr. B. G. Sunder Singh <bgs(a)nic.in> At 07:27 PM 5/22/2007, Sukhdev Singh wrote: Dear Friends, Most of us read emails from this forum, however very few of us try to discuss issues contained in these emails. Even when some people do respond - they just reply to the originator of the email and not to the whole forum. I can understand most of forum servers are configured in that manner only. So while clicking on "Reply" - reply goes to only to the author of the email. I would request lis-forum members to click on "Reply All" if they feel that whole forum would be interested in the issue. I feel e-forums like lis-forum are meant to discuss rather than announce. The respondent may want his/her reply addressed to the originator only, though be definition the forum is for useful discussion. Now let me come to the issue of ICT skills among students of Library Science. I would rather like seek an answer? What does market expects from Student Librarians. Does market ( employment opportunities) favours ICT skilled students? For answer, I would suggest some M.Lib.Sc student take it as master thesis. At one of my alma mater's, this was periodically done by a senior teacher (Frances Wood) both for the purposes of refocussing one'sown curriculum and similar decisions and also for enabling the alumnus to set his/her best foot forward. I am not aware of similar studies in our context. I feel there are four are market segments - 1. Academic Segments - Here the requirements are more or less are fixed by some accrediting body UGC. ICT Skills are just considered desirable. 2. Public Libraries Segment - Usually has lower eligibility criteria. I wonder if any preference given to ICT Skills. 3. Govt Sector / Research Segment - Depends upon the employer department. 4. Private and Corporate Segment - They need highly ICT Skilled professionals. But only problem is that they would employ librarian for very routine jobs and give ICT jobs to MBAs or Computer Professionals. Like one of my earlier teachers at Mysore University used to maintain -- the niche at that point of time was an information triangle -- the USER, the Source of information and the Intermediary. The User decides the services/contents that s/he wants, the source is unmanageable and unpredictable but the intermediary always finds a way to interface both these components. The technology and costs of access are dictated by those who pay for it. I think even today this has remained valid. If a school of professional experience has to cater to all the four segments mentioned by Sukhdev or emphasized by Murari (Tapaswi!), then it has to take care of the intake (through rigorous selection policy and pick of the aspirants), the resources (of all kinds), the human capital (that some times ceases to add any value to its teaching/learning capabilities), the ability to place its alumnus in the right places, and of course the employers (read as market and opportunities) . Where nothing is of certainty, then you only produce poor graduates in library science, who will take any job that comes their way and perpetually keep moaning!!! This is what I assume. The truth may quite different from it. Therefore we should further elaborate on this issue and take it as a scientific study. Not only we should answer the marketability of ICT skills but should also try to find out what exact skills are required and what priority each skill get in the market. Only then we should be able to fine tune our LIS curriculum. Agreed, although such market surveys should be made by professionals -- not by way of guided/unguided surveys by post-graduate students of library/information science. And mere Prescription should not be an academic solution! ss/20070523/17:35

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