Bible says woo unto anyone who puts his trust in man. Bible cannot be broken, woo (restiveness) actually becomes the portion of those putting their trust in man (government). For the individual looking unto government for survival where such is not forth coming or what is offered, is considered unsatisfactory restiveness occurs. With focused Library and Information Science education for self-reliance, the graduate has no business with restiveness. It is a professional course that trains the graduate not to be dependently looking unto man (gov- ernment) over what to offer them. Through the discipline, positive change be- comes much more enhanced and easier to achieve. Library and Information Science education makes clearer the roles, importance and place of libraries and information centers for solution to societal issues and the mind is emancipated and properly guided for better value other than restiveness. With this national development, unity is achievable. The entrepreneurial opportunities in Library and Information Science create no dull moment. The knowledge acquired sets one on the worthy course of life for self and society development and unity.
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awareness, use, and development of new ideas, knowledge, skills, and techniques in global value chain. Transformation is dictated by the need to keep abreast with changes in information sector and revolutionize LISE in Nigeria. Other considerations include the need to prepare information professionals that could build through quality services information users’ loyalty and patronage as well as stay competitive in labour market. In this regard, the paper identifies and expatiates on some approaches for bringing about desired innovation and transformation in Nigerian LISE. These include technology, management, partnership and collaboration among relevant stakeholders, research, education and training, and ethical approaches. Among the challenges identified are lack of standardized curriculum for specified degree, diploma, and certificate programmes, assailable role of Library Associations in enforcing standards compliance by LIS schools, host institutions, and other constituencies. The paper recommends that provision of topnotch facilities, re-designing of LIS curriculum, recruitment of competent staff should be given high priority.
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In the era of rapid technological changes, libraries are undergoing transformation and so also users’ expectations. Skills and competencies acquired during early career stages are not likely to suffice beyond 10-15 years. The market place of libraries is partly determined by their ability to disseminate knowledge, that the market wants. Librarians deal with the information in contexts. In addition to access the information, they are expected to add value to it and create a repackaged information. Private sector today is under pressure to get ISO 9000 accreditation and certification to stand in the global competition. It will not be too long that this will penetrate to library services through ISO 9004 series which essentially are guidelines for services. Coming generation of Information Professionals will increasingly work with non-librarians. They will be having a dialogue with specialists in computing, networking, finance, marketing and so on. The services will be more customer based. They will have to acquire skills such as :
W. A. Borden and A. D. Dickinson initiated the formal course of library education in India. Borden established a training course at the Central Library, Baroda in 1911/12 and Dickinson at Punjab University in 1915. The training school at Punjab University was considered to be the second library school known in the world, the first being the Columbia school. Gradually other universities and library associations started setting up library schools. Madras Library Association (1929) and Bengal Library Association (1935) started certificate course. Among the universities, Madras University under Dr. S. R. Ranganathan took over the certificate course from Madras Library Association in 1931. The course was subsequently converted into postgraduate course of one-year duration in 1937. Postgraduate courses also started in other universities subsequently, i.e. Andhra University (1935), Banaras Hindu University (1941) and University of Delhi (1947). University of Delhi in subsequent years started providing facilities for research leading to doctorate degrees. It was again the first to start M.Phil courses in 1977.
This article gives a survey of the first decade of education of library and information science workers at technikons in South Africa, with particular reference to the Cape Technikon. The development of a variety of qualifications is sketched, culminating in the introduction of degrees in 1996. The introduction of technikon library and information science qualifications at a time when rationalization of programmes at universities was introduced, as well as the uncertainty regarding the status of technikon diplomates is discussed. In conclusion, the impact of the National Commission on Higher Education policy, as well as the implementation of a National Qualifications Framework, is briefly addressed. Hierdie artikel bied 'n oorsig van die eerste dekade van opleiding van biblioteek- en inligtingwerkers aan technikons in Suid-Afrika, met besondere verwysing na die Kaapse Technikon. Die ontwikkeling van 'n verskeidenheid kwalifikasies, wat gekulmineer het in die instelling van grade in 1996, word geskets. Die instelling van technikonbiblioteek- en inligtingkunde-kwalifikasies gedurende die tydperk van rasionalisasie van onderrigprogramme aan universiteite word aangeraak, sowel as die onsekerheid met betrekking tot die status van technikonafgestudeerdes. Ten slolte word die impak van die beleid van die Nasionale Kommissie oor Hoer Onderwys, sowel as die implementering van 'n Nasionale Kwalifikasieraamwerk, kortliks bespreek.
A survey undertaken in the early I 990s by Van Brakel (1992: 189) among eleven universities in South Africa offering LIS education and training, reported variations in the official names of academic departments. Some of these variations included: School of Librarianship, Department of Library and Information Science, Department of Information Science and Department of Information Studies. Van Brakel pointed that while these might serve to indicate the teaching specialities of the departments, in some cases it seems as if it is merely a matter of keeping up with the new international trend of reflecting the new emphasis on information. Nassimbeni (1988: 155) comments that the terminological trend of the word 'information' replacing the word 'library' and its derivative forms in the names of library schools, journals and professional organisations, has become particularly noticeable in the United States of America, the United Kingdom as well as in South Africa. Stilwell (1997: 207) comments that the core curricula of the various LIS education and training departments in South Africa have "varying emphases between library and information studies on the one hand and information science on the other". Underwood and Nassimbeni (1996: 219) see these differences of emphasis in the curricula offered as an exploration of the "distinction, if any, between library science and information science" and "South Africa is not unique in exploring this issue... (it is] typical of many other countries". Underwood and Nassimbeni (1996: 219) go on to point out that "a recent effect of this difference in emphasis is a change in nomenclature by some institutions for their departments and degrees to emphasise 'information' instead, or to the exclusion, of 'library"'.
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Kano University of Science and Technology, Wudil began academic activities in April 2001 with 88 students. Former first visitor to the university. Dr. Rabiu Musa Kwankwasu founded the University realization Committee in January 2000 under the direction of the Engineer. Dr. (now Professor) Omar Garba Danbata. The institution began with about 2 (two) faculties: Faculty of Science and Education and the Faculty of Agriculture. The first chancellor of the university is his Royal Highness. In 2006, the second visitor to the University was Dr. Malam Ibrahim Shekarau named Aliko Dangote as the second chancellor. The first university council was founded in the year by Architect. M.T. Waziri (late), while the second Council was inaugurated in 20.. by Alh. Magaji Dambata (afternoon). The current university Pro Chancellor, is a lawyer by name Barrister A.B. Mahmoud (San), President of the of Nigeria Bar Association.
The changing patterns of social-economic interaction in society often mean that professions need to re-examine their premise and re-orientate towards current trends and perspectives. Among these patterns, some of the most influential for Library and Information Science (LIS) education are the democratization of information and emancipation of the user (De Bruyn 2007). The democratization of information points to the fact that access to information has long ceased to be the preserve of only a few, that is, the elite, because the political forces on the one hand and Information and Communication Technologies (ICTs) on the other hand have effectively tackled the barriers to information access. I hasten to add that this does not by any means imply that everyone all over the world has equal access, but merely wish to assert that availability and access are better possibilities now than it was 20 years ago. The emancipation of the user is a direct offshoot of both the technology and globalisation. New technologies not only increasingly reach out, sometimes obtrusively, to provide information to the user anywhere and at any time but also employ more user-friendly formats such as sound and images (as opposed to text that had to be deciphered). Globalization permits information users to behave as international citizens looking for and being provided with information across borders, the only inhibiting factor being the issue of relevance which has not been, and might not be completely resolved.
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In an knowledge based economy, an important place take experts who can interpret issues related to intellectual property, such as librarians and information specialists. It is they who are responsible for creating a policy of promoting understanding and resolving legal disputes and conflicts that are unique to this aspect of the Informa- tion Society . One way to achieve this is through the educational impact of the curriculum on intellectual property. Intellectual property can be considered as an element of information literacy in university information environment, so to develop successfully students at the university, and in life, they must learn to use efficiently and effectively the wide variety of information and communication technologies for searching, finding, orga- nizing, analyzing and evaluating the information they need. In addition, they need to understand the ethical use of information, including the violation of individual rights to intellectual property as plagiarism, use without per- mission of the author of works of literature, art, science, and also of patented inventions, industrial designs, in- dications (trademarks, geographical indications, domain names, companies). Finally, they should be able to sys- tematize all this knowledge together to create an effective final product. This requires them to assemble the en- tire package of basic skills for research, technological skills, critical thinking and evaluation.
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The documentation for the work-based learning honours degree top up has been produced and submitted to the faculty for consideration before (hopefully) being presented to the university for validation. It consists of the five modules outlined above, supported by our employer consultation and also by CILIP. If it comes to fruition, it will form part of the progression agreement for cultural services education that was drawn up by SWLLN that aims to identify the opportunities on offer to people in the cultural services sector in the South West of England and will provide a progression route from foundation degrees and onto the Masters, if appropriate. Either way, the WBL nature of the modules, whether taken as a coherent programme or individually as CPD, support CILIP's BPK and are fully in line with the ethos of reflection and development that are key to Certification and Chartership.
Providing quality metadata within a digital repository cannot normally be about describing everything - such an approach is unsustainable. The challenge of metadata quality for LIS is that the core skills of the profession need to be applied in settings that are outside of familiar territory and require different rules. LIS skills are vital for digital repositories to function well but they need to operate with the appropriate frame of reference. Consequently LIS training, whether initial education or CPD, needs an awareness of the contexts of LIS work outside of the traditional library setting and how different settings change the rules.
Indian social and cultural issues associated with knowledge creation and sharing must be overcome to attain the status of empowered society. The need for proliferation of Indian public libraries for capacity building should be seriously planned and streamlined for lifelong learning. In order to celebrate the breadth and depth of Indian culture, libraries must be equipped with state-of-the-art technologies to ensure perpetual and free ﬂow of information well-organized, preserved for the posterity to bring the people closer together. Indian libraries must respond to global partnerships (e.g. World Digital Library), revving up digitization capacity connecting to the world. National missions on narrowing digital divide, through multi- lingualism, technical development and Indic content development should be encouraged. Given the Indian geopolitics and governance, we need to lobby for the cause of literacy and education through libraries as critically important. The creation and sharing of knowledge should be anywhere and anytime to perpetuate the access of social capital. Many areas in India need knowledge to be accentuated: arts, genealogy, folklore, crafts, artisanship, music, tribal studies, ethnography, communities, indigenous technologies, traditional medicinal systems and heritage.
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The development of education for information and library science at City University London over a fifty year period is described. The development of the Masters course in Information Science, and the later equivalent courses in Library Science and in Information Management in the Cultural Sector are described in detail, together with shorter-lived Masters courses in pharmaceutical and health information. The rationale for changes of the courses, and the influence of the professional and educational contexts, and analysed.
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Library science commonly termed as library studies, library and information science, bibliothecography or library economy is an interdisciplinary or multidisciplinary field that applies the practices, perspective and tools of management, information technology, education and other areas to the libraries in which the collection, organisation, preservation and dissemination of information resources and the political economy of information. The first American school for library science was founded by Melvil Dewey at Columbia University in 1887.
Indian universities play a major role in creation and dissemination of knowledge by providing opportunities for research scholars to conduct research studies and to bring out doctoral dissertations. Delhi University instituted the doctoral degree programme leading to PhD in Library Science in 1951. Dr. D.B. Krishna Rao was the first recipient of PhD in Library Science in India in 1958 from University of Delhi, under the guidance of Prof. S.R. Ranganathan. His topic was “Facet Analysis and Depth Classification”. However, the second PhD degree in Library Science was awarded to Dr.Pandey S.K. Sharma by Punjab University in 1977 only after 19 years. He received the degree under the guidance of Dr. J.S. Sharma. His topic was, “Expansion and Modification of DDC (18) for Classifying Ideological Books with Special Reference to Indian Philosophy and Indian Religion,” with this modest beginning of PhD research, as of now, there are approximately 800+ PhD degree holders in LIS in India. It is an accepted fact that at any given point, the major objectives of the academic work in a university are teaching, research, and publications; the research being the core function. Apart from PhD, the components of research at elementary level are also covered through the following ways:
and interlibrary cooperation and stimulation of interest in the Libraries acquire various kinds of information to enable them carry out their functions to achieve set goals. Even in Universities that have no department of Library and Information Science, the acquisition of information materials on Library and Information Science is still imperative as they provide of development as well as materials in support of faculty, external and collaborative researches. Journals which are serial publications report research findings of experts in a given field of study published in successive and expected to continue indefinitely. Reitz (2004) devoted to disseminating original on current developments within a subdiscipline, or field of study usually quarterly, bimonthly or monthly issues sold by research results, improve visibility of researchers and institutions and exposure of authors. They also announce new discoveries. According to Meadows in ted that only one person could make a INTERNATIONAL JOURNAL OF CURRENT RESEARCH
Thus, a particular concern for practitioners is the fact that the data that is collected in the ordinary course of managing a library is collected for a specific reason – managing and administering a library. This data may be sitting in a library’s databases and files, full of research potential. But legal restrictions are such that data gathered for administrative purposes may not be readily re-purposed for research. Research teams should show awareness of this distinction at the start of any partnership approach and should show a willingness to treat all administrative data with due care and should even offer to sacrifice the use of it where its repurposing is unacceptable.
In her summing up of the day, Professor Judith Elkin urged the British Library “to convene a Think Tank, a forum to get the key stakeholders around the table …. to re-establish a national LIS Research Agenda” (Elkin, 2007, 37), and the original Steering Group was “invited to plan the way ahead armed with the notes from the group discussion sessions and the papers from the speakers” (Macartney, 2007, 1). The Steering Group subsequently reviewed the outputs from the day and proposed a way forward for discussion. A short statement was published on the conference website which:
This case study was conducted using a quantitative survey approach (Phase 1) and qualitative analyses (Phase 2). For the Phase 1, the population was Form Four students (16 years old) in a single secondary school. Only 165 respondents (86 males and 79 female students) participated in this study. In this study, Ninth Grade General Assessment from the Tool for Real-time Assessment of Information Literacy Skills (TRAILS), a project of Kent State University Library was adopted and modified to assess IL skills of secondary school children, regardless of their academic achievement. TRAILS is an online tool that freely available created to measure the information literacy skills of high school students and based on Ohio Academic Content Standards and Information Power: Building Partnerships for Learning (C. B. L. Chu, Yeung, Alice, & Chu, 2012; Schloman & Gedeon, 2007).
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There was an early concern about IE, based on the misunderstanding that its insistence on the intrinsic information value of all entities leads necessarily to an 'egalitarianism' in all things; that "a work of Shakespeare is as valuable as a piece of pulp fiction, and a human being as valuable as a vat of toxic waste" (Brey 2008, p. 112). Such criticisms unfortunately persist, as in the suggestion that following a Floridean ethic would lead us to allow HIV to persist and cause the death of people, and that we would conclude that, since all political ideas have some informational value, the more Nazis there are the better (Fuchs 2016), as well as more nuanced criticisms such as those of Capurro (2008). Floridi has, we believe, convincingly answered such criticisms in various places (see. for example, Floridi 2008; see also Taddeo 2016) to the effect that because every entity is assigned some moral
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