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Revising LIS Curriculum with Respect to ICT Application in India

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Title: Revising LIS Curriculum with Respect to ICT Application in India


1
Revising LIS Curriculum with Respect to ICT
Application in India
  • ASHIS BISWAS
  • Librarian
  • Victoria Institution (College)
  • Kolkata 700 009

2
Introduction
  • ICT has changed our life and work or rather our
    way of looking and taking things altogether and
    perhaps for good. Higher education is no
    exception. Today LIS professionals play a crucial
    role in the society in spreading not only the
    repertoire of past and present knowledge but
    also helps to gain an understanding about what is
    going to happen in the knowledge frontier in time
    to come. It has been necessary for the LIS
    professionals to have a thorough insight into all
    techniques of information handling with special
    emphasis on the application of ICT web
    technologies in order to design, implement,
    operate and manage information system. If all
    these concepts are included in the BLIS MLIS
    courses then there will be no need to opt for any
    other computer courses (e.g. PGDLAN) separately.

3
Scope of the Study
  • For our work, we have taken the first three
    ranked LIS schools according to US News and World
    Report 2009. These are Graduate School of Library
    and Information Science, University of Illinois
    School of Library and Information Science,
    University of North Carolina and School of
    Information studies, Syracuse University. We have
    analyzed their various course contents to find
    out the ICT contents and the respective papers.
    According to University guide 2010 of The
    Guardian under the subjects Media studies,
    communications and librarianship, University of
    Sheffield and Loughborough University are the top
    two ranked LIS School in UK. For Indian
    perspective we took some well known LIS Schools/
    Department for our study. These are Calcutta
    University, Burdwan University, DRTC, IGNOU,
    NISCAIR, Banaras Hindu University, Delhi
    University etc. To make our study more
    comprehensive we have also checked the UGC model
    curriculum in LIS. After analyzing these courses
    and their ICT contents, we have tried to propose
    the best possible way to teach different areas of
    ICT at various LIS courses at various levels such
    as graduate or post-graduate levels at different
    universities in India.

4
Objectives
  • To show the integration of ICT web technologies
    in the LIS syllabi to meet the present
    requirement.
  • To propose the restructuring of LIS courses to
    integrate the ICT and web technologies

5
LIS Curriculum India
  • The typical course content at the BLIS level
    would be
  • Library and Society
  • Classification (Theory and Practice)
  • Cataloguing (Theory and Practice)
  • Library Organization
  • Information Sources and Services
  • With optional papers from
  • Information Retrieval Techniques
  • Management of Library Services
  • Computer Applications in Libraries

6
MLIS Programme
  • Common papers include
  • Information and Communication Process/Society
  • Library and Information Management
  • Information Sources, Systems and Services
  • Research Methodology
  • Application of information Technology
  • Information Storage and Retrieval (ISAR) (Theory)
  • Information Storage and Retrieval (ISAR)
    (Practical)
  • With optional papers from
  • Preservation and Conservation of Library
    Materials
  • Industrial/ Agricultural/ Health /Engineering
    /Research Technical/ Public/ Academic/ Library
    and Information System and Services
  • Community Information System and Services
  • Technical writing
  • Scientometrics and Informetrics
  • Knowledge Management

7
LIS Curriculum UK
  • The compulsory modules at the Masters level
    invariably include
  • Information Characteristics/use/ requirements
  • Information Policy
  • Information Sources, Organisation and retrieval
  • Development of Information Products and Services
  • With optional papers from
  • Knowledge Management
  • Database Management system
  • Digital Libraries

8
University of Sheffield and Loughborough
University
  • Computer Systems
  • Database Design
  • Operating Systems, Network and the Internet
  • Electronic Publishing

9
LIS Curriculum USA
  • The Life Cycle of Information
  • Information Behavior
  • Information Resources, Services and Collections
  • Organization of Information and Resources
  • Information in Social Context
  • Instructional and Training Strategies for
    Information Professionals
  • Research Methods and Statistics
  • Management of Information Organizations
  • Marketing of Information

10
Univ. of North Carolina, Univ. of Illinois and
Syracuse University
  • Information Technology and Organizations
  • Human Interaction with Computers
  • Database Development Management
  • Internet Network management
  • Digital Libraries Principles and Applications

11
Need for Curriculum Revision
  • Library and information professionals are
    increasingly working in a networked environment,
    dealing with library automation packages and web
    based information resources and services. Every
    LIS professionals irrespective of his future
    place of work must have knowledge and skills for
    handling information technology and the
    competency for creation and collection of
    information using the internet.

12
Contd
  • But LIS schools in India are not able to
    adequately respond to emerging information
    scenario created by electronic publishing and
    dynamics of the knowledge society. Because of
    lack of adequate faculty strength several library
    schools are letting the courses go on as they are
    going on. The course revisions if any are
    undertaken with some patches here and there,
    whereas the present courses are required to be
    completely redefined and recasted keeping in view
    the contemporary information systems, global
    technological developments and local needs.

13
Integration of ICT Web Technologies in LIS
Syllabus
  • Paper-1 Fundamentals of IT
  • UNIT1 - Computer Hardware and Software
  • Basics Von Neumann Architecture, Computer
    Generations, Classification of Computers,
    Computer Organisation
  • Data Representation ASCII, BCD, UNICODE
    Numbering systems (Binary, Octal, Hexadecimal)
  • Processor Types CISC, RISC
  • File Formats Image, audio, video, text
  • Memory Hierarchy Register, Cache, RAM, ROM,
    DRAM, Flash Memory
  • Secondary Storage Characteristic of Hard disk
    and CD-ROM, DVDs, Pen Drives, Cartridge Tape
    Drives etc. IDE, SCSI Interfaces
  • Printers Types and characteristics
  • Scanners Types and Characteristics

14
Paper 1 (contd)
  • UNIT 2 Operating System (OS)
  • Types of OS Serial Processing, Batch processing,
    Multiprogramming OS, Distributed OS and Network
    Operating System
  • File Systems FAT, NTFS, UNIX File system
  • Lab Work
  • MS Windows Installation and configuration of
    Windows, application, device drivers, printers,
    creating users and groups, file sharing, system
    settings
  • Microsoft Office Word, Excel, PowerPoint

15
Paper-2 Programming, DBMS and SQL
  • UNIT 1 Principles of Programming
  • Generations of languages, Assemblers,
    Interpreters and Compilers
  • Algorithms, Flowcharts, Pseudo Codes
  • Centralised processing and Client Server
    architecture, N-tier Architecture
  • Software Development Life Cycle

16
Paper 2 (contd)
  • UNIT 2 DBMS
  • Introduction
  • File based systems and their limitations
  • DB approach, database models
  • Architecture
  • Three level architecture of DBMS
  • Elements of DBMS Host language interface,
    precompiler, DDL, DML, File manager, DB manager,
    DB Administration, Data dictionary, Data files
    and indexes
  • Entities, attributes, relationships, ER diagram
  • Relation model Domains, attributes, tuple,
    relations
  • Keys Primary keys, foreign keys, indexes
  • Conversion of ER diagram to relational database
  • Normalization 1NF, 2NF, 3NF, BCNF

17
Paper 2 (contd)
  • UNIT3 Structured Query Language
  • CREATE, SELECT, INSERT, UPDATE, DELETE,
    GRANTING PERMISSIONS, VIEWS, CURSORS, TRIGGERS
  • Lab Work
  • MYSQL/SQL Server Installation and configuration
    of MYSQL/SQL server, database design and
    creation, SQL commands, Assigning roles and
    Permissions to users, Functions, Indexing

18
Paper 3 Library Automation and Fundamentals of
Internet
  • UNIT 1 Library Automation
  • Basics Library automation software, OPAC,
    Retrospective Conversion Techniques
  • Automating Identification Methods Bar coding,
    RFID
  • Selection criteria for hardware and software
  • Library Automation Software WINSIS, JAVAISIS,
    WWISIS, SOUL, LIBSYS,

19
Paper 3 (contd)
  • UNIT 2 Fundamentals of Internet
  • Introduction to computer Networks, uses
  • Classification LAN, MAN, WAN Internet,
    Intra-net, Extra-net
  • Networking Models ISO OSI, TCP/IP reference
    Model
  • Network Topologies Bus, Ring, Star, Mesh
  • Lab Work
  • In hand practice of Library Software, Creating
    OPAC and Retrospective conversion of data, Use of
    Barcode.

20
Paper -4 Digital Libraries and Digital
Preservation
  • UNIT 1 Digital Libraries
  • Overview of Digital Library
  • Definition, Need for a digital library, Types
  • Components of a digital library Collection,
    network, organization, browsing and interfaces
  • Advantages and limitations
  • Digitization and Tools
  • Techniques of digitization, resolution, imaging
  • Formats
  • Character sets such as Unicode
  • Files and Formats of documents, images, video,
    audio, etc
  • Conversion from one format to another
  • Usage of XML
  • Metadata
  • Role of metadata and metadata types Standards
    (Dublin-core)
  • Digital Library Software
  • D-Space, Greenstone etc

21
Paper 4 (contd)
  • UNIT 2 Digital Preservation
  • Overview, Need, challenges, DP strategy
    migration, replication, computer archeology,
    standards, Universal virtual computers, DP
    metadata and Institutional Repositories.
  • Creation of Digital Libraries
  • Process of planning, creating and managing a
    digital library
  • Lab Work
  • Installation, configuration and working in of
    Greenstone/D-space.

22
Paper -5 Internet Concepts, Resources and
Services
  • UNIT 1 Fundamentals of Networking
  • Switching Techniques Circuit Switching, Packet
    Switching
  • Network Devices NIC, Modem, Amplifier,
    Repeater, Hub, Bridge, switches,
  • Router, Wi-Fi devices
  • Network connectivity Dial-up, Leased Line,
    ISDN, RF etc.
  • Network Addressing MAC address, port
    address, Domain address, IP address
  • Protocols and Services IP, TCP, DNS, SMTP, PoP,
    FTP, Telnet, HTTP, search
  • Engine, Proxy, Firewall, Web server
  • Network Security Authentication, Firewall,
    IDS, Virus, Spywares,
  • Maintenance

23
Paper 5 (contd)
  • UNIT 2 Resources
  • Search Engines Introduction, categories
    Primary, Meta, specialized
  • Search Engines, hybrid, subject
    gateways, Directories, Open source software
    concepts, Licensing
  • Searching Techniques Basic search,
    Advanced search Boolean
    operators, Proximity operators, wild
    cards, phrases
  • Evaluation
    Capabilities Search Results, Relevance
    ranking
  • UNIT 3 Services
  • World Wide web, web servers, Proxy Servers,
    Domain name Servers, Email,
  • Conferencing Audio and Video, Chat instant
    message, User Groups, Discussion
  • Board, Bulletin Board

24
Paper 5 (contd)
  • UNIT 4 Web 2.0 Web 3.0 Technologies
  • UNIT 5 Website Development
  • Introduction, Principles of Web design, software
    Tools, Markup Language HTML,
  • DHTML, XML Syntax commands, Text, tables,
    Images, Links, Frames, Style sheet
  • and layering. Scripting Languages

25
Paper 5 (contd)
  • Lab Work
  • Network Basics
  • Installation and sharing of Resources on network
    Files, printers,
  • scanners Installation and configuration Mail
    Clients, Web Servers, Database servers
  • Use of Web2.0 Web3.0 Technologies in library
    services
  • Creating Web Pages
  • Using MS FrontPage/ Macro media dream weaver
  • Formation of text, headings and lists, working
    with images and sounds
  • Creating Links, Using Tables, frames and Forms
  • Scripts
  • Basic structures Connecting with databases for
    updating and retrieving information
  • Linux
  • Basic commands, creating users and groups,
    changing permissions, pipes, filters,
  • Redirection

26
Restructuring LIS courses to Integrate ICT Web
Technologies
  • BLIS

Year Paper included
1st Fundamentals of IT
2nd Programming, DBMS SQL
3rd Library Automation Fundamentals of Internet
27
MLIS
Year Paper included
(1st sem 2nd sem) Digital Libraries Digital Preservation Unit 1 Digital Libraries (Lab work) Unit 2 Digital Preservation (lab work)
3rd sem Internet Concepts, Resources Services Unit 1 Fundamentals of Networking Unit 2 Resources Unit 3 Services (lab work)
4th sem Unit 4 Web 2.0 3.0 Unit 5 Website development (lab work)
28
Suggestions
  • Awareness regarding the new ICT based job
    opportunities in the field of LIS should be
    created in India.
  • An ICT based LIS Curriculum Framework for India
    should be developed.
  • With ICT leaving a marked impact on the way
    libraries work and delivers its services, we
    propose that all the related ICT concepts for LIS
    courses may only be taught in proper manner if
    these are offered in a structured way (semester
    system) of 3 years Bachelors degree and 2 years
    Masters degree in LIS education in India like
    other academic programmes.

29
Contd..
  • Choice Based Credit System (CBCS) should be
    introduced to offer academic freedom to the
    students at undergraduate level, especially in
    the choice of subjects among various disciplines
    as computer science or IT.
  • LIS education providers should have to learn to
    cooperate and collaborate with their counterparts
    to move forward and work as team to cover the way
    for globalization of LIS education.
  • Recommendations of the National Knowledge
    Commission and UGC should be implemented properly
    in this regard.

30
Final Thought
  • The inclusion of ICT components is important in
    LIS curricula for better information management,
    yet several other conventional components such as
    user education, community information service,
    knowledge organization, marketing of LIS
    education and services, nature and growth of
    universe of knowledge, etc. are equally important
    for developing learners as competent and
    confident professionals to manage the new
    information environment.

31
Thankyou
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