Information literacy in library and information science curriculum in northern india an analytical study
Information Literacy in Library and Information Science Curriculum in Northern India: An Analytical Study By Abdul Rashid Librarian, National Institute of Technology Srinagar
Information THE MOST IMPORTANT SOURCEIs it used with the purpose in our Libraries?
Educational System Role of Teacher Dictating Notes Prescribing Textbook Job Security Question Bank
Library Profession Library not conducive place Status of librarian Terrifying Technology Lack of Support Shortage/Unskilled Staff Over domination by Un professional Staff Changing wheels Curriculum of Library Schools
Finance No judicious Collection Cost Constant budget
What To Do•Course work/Project Work•No CAS but Research Papers/Consultancy•Deserve and Desire•Hierarchy of needs•Autonomy to Librarian•Balanced Collection•Collection Development: Judicious and time•Training and retraining-marketing; ITS, Info Seeking•Syllabus
Digital LibraryA library in which the collection and services of astandard library have been translated into purely digital form
Problems Faced By the User are due to Technological complexities and Technical complexities Different formats of documents Information explosion
INFORMATION EXPLOSIONToo much information is A weekly edition of “ The Newgenerated in the world. A view York Times” contain more It is estimated that there areis presented here: information than the average 295 Exabytes of information in person was likely to come the world. across in a life time in the 17th •1 Exabyte = 20 zero’s century England. world produces 1.5 billion gigabytes of unique information every year. Approximately it equates to roughly 250 megabytes for every man, woman and child on the earth or the equal textual content of 250 books each (Lymen & Varian, 2000).
INFORMATION OVERLOAD“Information overload occurs wheninformation received becomes a hindrancerather than a help when the information ispotentially useful”.“An excess of information that results inthe loss of ability to make decisions, processinformation expeditiously, and prioritizetasks effectively.”
INFORMATION ANXIETYImpact of information overload anddigital divide results in developinganxiety among the consumers ofinformation. This is due to: Time is wasted. Delayed decision making. Distraction from main task.
Information Literate person should be able to: • Recognize the need for information. • Recognize that accurate information is the basis for intelligent decision- making. • Identify potential sources of information. • Develop successful search strategies. • Access sources of information. • Evaluate information and organize information. • Integrate new information into an existing body of knowledge . • Use information in critical thinking and problem solving.
Research QuestionPresent study highlights the concept of IL in thecurriculum of LIS schools in Northern India with thefollowing research question.RQ 1: Whether IL is incorporated by the LISdepartments in the curriculum?RQ 2: If yes, what are the contents being taught by LISdepartments in the facet of IL?
Scope of the StudyS.No. Name of Institution 1 University of Kashmir 2 Jammu University Guru Nank Dev 3 University 4 Punjab University 5 Punjabi University 6 Kurukshetra University 7 Delhi University 8 Aligarh Muslim University 9 Lucknow University 10 Banaras Hindu University 11 IGNOU 12 NISCAIR 13 BBAU Central University 14 Jami Milia Islamia
Methodology AdoptedThorough literature review has been carried out in order toknow the meaning and scope of IL. In order to know the inclusion of different facets of IL in thecurriculum of LIS schools a questionnaire was framed anddistributed among the selected schools.Besides questionnaire, contents of the curriculum adoptedby these LIS schools was analyzed and compared with eachother. Data thus generated is analyzed and presented in thepresent paper.
LIS departments and Information Literacy Information Literacy IncorporatedS.No. Name of Institution Yes No 1 University of Kashmir √ 2 Jammu University √ Guru Nank Dev √ 3 University 4 Punjab University √ 5 Punjabi University √ 6 Kurukshetra University √ 7 Delhi University √ 8 Aligarh Muslim University √ 9 Lucknow University √ 10 Banaras Hindu University √ 11 IGNOU √ 12 NISCAIR √ 13 BBAU Central University √ 14 Jami Milia Islamia √
Information Literacy Status in Curriculum Adopted Information Literacy asS.No Name of University Full Paper Unit of a Paper Section of a Unit 1 University of Kashmir × × √ 2 Jammu University × × √ 3 Guru Nank Dev University × × √ 4 Punjabi University × × √ 5 Kurukshetra University × × √ 6 Delhi University √* × √** 7 NISCAIR × × √ Total 1 Nil 7
Information Literacy incorporated in Paper Name ofS.No Paper in which IL is incorporated University 1 University of Kashmir Reference and Information Services 2 Jammu University Reference and Information Sources Guru Nank Dev Information and Communication 3 University 4 Punjabi University Library and Users 5 Kurukshetra University Users and Information Services Information Sources and Services (BLIS) 6 Delhi University Information Literacy Applications in LIS (MLIS) 7 NISCAIR Information, Knowledge and Society
Information Literacy ContentsS.No Name of University Contents incorporated in IL 1 University of Kashmir Information Literacy Skills: An Introduction Information Literacy: What, Why & How? 2 Jammu University Guru Nank Dev Information Literacy: Definition , skill and programmes 3 University Information literacy : Definition, need, Purpose, Programmes 4 Punjabi University Information Literacy and User Education: Concepts and Methods. 5 Kurukshetra University Fundamental of Information Literacy Information Literacy Programmes Methodology of Information Literacy 6 Delhi University Application of Information Literacy in Library and information Centers NISCAIR Information Literacy 7
ConclusionFindings of the study reveal that the importance of IL has notbeen realized fully by the departments of LIS in NorthernIndia. Only 50% departments have adopted IL in thecurriculum. Thus there is need for making the LISacademicians aware about the importance of IL, so that theycan incorporate it in the curriculum. Organizations likeILA, IASLIC, ITALIS, SIS, and UGC etc can play an important roleby organizing conferences, seminars, workshops on thetheme of IL. Such programs will sensitize the concernedauthorities about the importance of IL. It is the responsibilityof UGC that Model curriculum for library and informationscience published in 2001 must be revisited with specialattention given for including IL in the curriculum.