The modern times has blurred the boundaries if any between Library
Science, Information Science and ICE (Information, Communication and
Entertainment). The scene on ICE Technologies is changing very fast.
Only yesterday, PM has officially inaugurated 3G Services in Delhi.
While developments in ICE Technologies are a boon for end users; these
rapid changes make the information professionals outdated even more
rapidly. The training courses and curricula at LIS Schools will never
be able to meets the information and educational requirements of the
future generations.
Thus we need to prepare professional who can quickly respond to
changing technologies with application of their sound theoretical
background in Library/Information Science and Philosophy of the
profession.
Please refer to my earlier email on LIS-FORUM -
http://ncsi.iisc.ernet.in/pipermail/lis-forum/2008-February/006909.html
I had suggested a model for LIS Education. The relevant extract is
reproduced below:
The educational scheme for Library and Information Science
Professionals should have three concentric cores (facets):
1 - CORE - having the essential LIS philosophy, theory, Tools and Best
Practices.
2 - MIDDLE CORE - comprising of Information Technologies (All ICE
Technologies) that boosts the effectiveness of the CORE (1).
3 - INTERFACE CORE - This is the face that is perceived by Prospective
Employers. It takes the feedback from the job market, adjusts the
MIDDLE Core to satisfy the Employers' requirements.
(http://ncsi.iisc.ernet.in/pipermail/lis-forum/2007-November/006454.html)
I would put the Library Users under the INTERFACE CORE. Applying
Library 2.0 Concepts to this would mean mechanisms be taught were
Professionals develop processes in their library systems to capture
the user behaviour and further refine and enrich library services and
Content by encouraging collaborative feed back from users. For example
- OPAC may be developed to allow tagging and adding to their
'favourites'.
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--Sukhdev Singh, NIC.
On Thu, Dec 11, 2008 at 10:10 PM, Juran Sarkhel
Dear Friends,
I do agree with Smita, Parinita,Vijay Gautam, K Desale, Prof. Mangla and others who have expressed concern over the present state of LIS education in our country. In this connection, I Iike to say that India today has more than 100 LIS schools at the university level alone churning out at least 5000 LIS degree holders — 4500 bachelor degree holders and 500 master degree holders — even at a modest estimate, which is several times more than the available job opportunities in Indian market and possibly highest production in the world. All these have brought into focus the question of continued relevance and adequacy of the present programme of LIS education. The present scene in LIS education in India gives dismal condition and reflects a very disappointing scene. To achieve academic excellence, it is of utmost importance that standards and norms for LIS education should be set by an external agency and thereafter adherence to them be made mandatory. The immediate task is to establish a mechanism for accreditation of LIS courses offered by different library schools in India. It is a high time that the Government of India should pass an Act for LIS education on the analogy of Indian Medical Council Act, BAR Council of India Act and All India Council of Technical Education Act which would help in standardization of LIS education in India. The proposed Act should make provision for establishing a Library and Information Science (LIS) Council of India (or in any other name) and it should function as a central agency to provide guidelines and standards in LIS education and practices. I think all library professionals should come forward to raise their voice in favour of accreditation of LIS education to overcome its present crisis.
Dr. J. K. Sarkhel Professor & Head Dept of Library & Information Science University of Kalyani Kalyani-741235 West Bengal; India
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