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Library Science Studies in Latin America and the Caribbean

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Title: Library Science Studies in Latin America and the Caribbean


1
Library Science Studies in Latin America and the
Caribbean
  • A Numerical and Interpretative Approach
  • Adolfo Rodríguez

2
The socio-historical background
  • Aboriginal population culture, language,
    religion, folklore
  • The colonial period
  • Cultural diversity between conquerors
    Anglo-Saxon, Hispanic-Portuguese, Dutch, Germans,
    French
  • The independent life (democratic government,
    conservative government and dictatorships).

3
The educational system as a colonial heritage
  • The Anglo-Saxon System
  • The higher education begins with general studies
    in order to be able to get a master or a
    doctorate in a specific field
  • The Hispanic-Portuguese System
  • The higher education begins after 12 years of
    studies and constitutes the first professional
    level (Licenciatura), after that, there is the
    postgraduate level master, doctorate and post
    doctorate.

4
The Library Science Studies in Latin America and
the Caribbean
  • Its main characteristics are
  • There is a high variety in the level and scope of
    the curricula
  • The curricula is designed to focus in different
    aspects of the discipline
  • There is curricula focused on preparing special
    librarians (school, public and academic
    librarians or only in training personnel).

5
Todays objective
  • To present a clear panoramic on the current
    situation and trends of the library science
    studies in Latin America and the Caribbean
  • In order to accomplish the above, this study
    compares the available directories of the library
    science schools in the area.

6
Data dispersion
  • There are several Web sites that listed
    Departments and Schools of library science
    worldwide, but the information corresponding to
    Latin America and the Caribbean is obsolete and
    incomplete
  • On the other hand, there are a few printed
    directories and although they have not been
    updated recently they seem to be more complete
    and reliable
  • There are great difference between sources about
    the number of schools, programs and the
    countries they belong to.

7
The main sources are
  • Fang and Nautas International guide to library
    and information science education (1985)
  • Fang, Stueart and Tuamsuks World guide to
    library archive and information science education
    (1995)
  • Maris and Giuntis Planes de estudio de las
    escuelas de bibliotecología, archivología y
    museografía de Iberoamérica (1999).

8
Comparison between Fang (1985), Fang (1995) and
Maris (1999)
-24
-26
17
6
32
41
9
LIS Programs' Level According to their Source
10
Web Directories of LIS Schools
11
LIS Schools established per decade
12
The influences
  • The American School
  • The European School
  • UNESCOs Programs.

13
LIS Programs Level by Country, Maris (1999)
14
LIS Teaching Levels and Characteristics (1)
43
15
LIS Teaching Levels and Characteristics (2)
16
LIS Teaching Levels and Characteristics (3)
17
Archival Science (AS) Study
  • It is separated from the library science studies
  • It is taught in institutions and schools
    different from those of library science, as if
    there were no connection between them
  • There are three levels according to their
    duration
  • Less than 3 years
  • 3 years
  • More than 3 years.

18
AS Schools and Programs According to the Source
19
AS Programs Level According to their Source
20
Conclusions
  • The educational system has affected the main
    features of teaching in library science
  • Latin America followed the European pattern at
    the beginning of the 20th century and the
    American pattern at the mid-twentieth century
  • Information about the quantity of schools and
    programs varies largely
  • There is no agreement regarding the number of
    schools and programs

21
Conclusions (2)
  • Programs levels vary from only training to
    postgraduate
  • The most common of all is the Bachelors degree
    (20 years of study)
  • Except Jamaica, the less developed area is the
    Non-Latin Caribbean, where they do not have any
    library science college
  • A census must be done about schools and programs
    in Latin America and the Caribbean in order to
    learn more about the teaching situation in
    library science in the area.
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