This document discusses trends in library and information science (LIS) education internationally. It begins by outlining the purpose of LIS education as educating individuals for careers as librarians and information specialists. It then provides an overview of the history and development of formal LIS education programs. The document discusses objectives of LIS education curricula, including equipping students with skills in areas like information systems, research methodologies, and information technologies. It also summarizes approaches to LIS education in regions like the United States, Canada, Europe, Australia and existing issues and trends in the field globally, such as integrating new areas like data management and digital humanities.

1. International Trends in LIS
Education FAISAL HABIB KHATTAK
ROLL # 3
M. Phil (LIS) 1st Sem.

2. Purpose of LIS Education
“The mission of the LIS Program is to
educate individuals for careers as
Librarians and Information specialists
and to undertake instruction, research
and service programs that meet
current and emerging Library,
Information and Technology needs”.
(University of Hawaii, Manoa).

3. Introduction
• Several attempts were made by Dewey during
the mid-nineteenth century to start formal
library education. This did not materializeuntil
1876 when formal steps were taken to establish
the ALA and he became the first secretary of
ALA.
• After long struggle of Dewey, the formal library
education was started in America in1887.

4. Objectives of LIS Education & LIS Education
• To enable the students to understand and appreciate the
function and purpose of the library in the changing social
and academic environment
• To equip the products in the new specialized knowledge
and capabilities to enable them to scan and design
information systems, tools, products, services
• To equip them appropriate research methodologies
applicable to the area of information services, studying
other subjects for information work and services
• To equip them with the knowledge and skills of efficiently
and effectively designing, developing and working value
added information products and servicing to meet
identified needs

5. • To equip them with the required knowledge
and skills for operating the tools of the IT,
such as computer, telecommunication,
reprographic technologies etc
• To equip them with the required knowledge
of scientific management of library systems,
information centers and so on
• To provide the students an understanding of
the basic principles and fundamental laws of
LIS
• To train the students in the techniques of
librarianship and management of the library.

6. LIS Curriculum Design
• Multidisciplinary Approach
• Library & Information Science
• Computer science
• Management science
• Industries & Organizations
• Other allied disciplines
• Relation between theory & practice
sessions
• Internship program

7. Degree programs
• The normal preparation for a faculty member in a
department of library science (or other name) is a
Ph.D. in Library science or Information science.
• In some fields of librarianship, a Ph.D. in another
related subject, such as archival studies, is the
equivalent, and some faculty have doctorates in
various subject fields, as well as an MLS (or similar)
degree

8. United States and Canada
In the United States and Canada, a
professional librarian normally has a one
or two-year master's degree in library
and information science, library
science or information science with
abbreviations such as MLS, MSLS, MIS,
MS-LIS, MISt, MI, MLIS, or MILS. Many
professional librarians have degrees
obtained from programs accredited by
the American Library Association (ALA)

9. Europe
• In the UK, a librarian can have a three- or four-year bachelor's
degree in library and information studies or information science;
separate master's degrees in librarianship, archive management,
and records management are also available. In the United
Kingdom, these degrees are accredited by the Chartered Institute
of Library and Information Professionals and the Society of
Archivists.
• In Germany, the first step for an academic librarian is a Ph.D. in a
subject field, followed by additional training in librarianship.
• In Denmark the first step to become a librarian is a 3-year
long bachelor's degree in Library and Information Science (B.Sc.)
at The Royal School of Library and Information Science. The
students then have the choice between taking a half-year-long
education for librarianship called Librarian D.B or take a 2-
year master's degree called Master of Library and Information
Science (M.L.I.Sc.)

10. Australia
Contemporary professional entry as a librarian is at three
levels:
• Three-year undergraduate (bachelor) qualification
• One-year postgraduate (graduate diploma) qualification
• One-, one-and-a-half, or two-year postgraduate (master’s
level) qualification
The Australian Library and Information Association (ALIA) is the
professional organization for the Australian library and
information services sector and accredits qualifications
enabling graduates to be eligible for Associate membership of
ALIA, a common requirement for librarian positions in Australia

11. Existing Situation of LIS Education
• More than 300 Universities and more than 100 departments of LIS
apart from several private colleges offering BLISc, MLISc, MPhil &
PhD courses and courses offered by open universities and Distance
Education Centers
• Libraries have changed, and education has changed to try to respond
to those changes, if not driving them.
• Programs offer more specializations now, including areas such as
research data management, user experience testing, assessment,
digital library development, embedded librarianship, digital
scholarship/digital humanities, web design and digital archives, along
with more traditional specialties such as children’s and youth
services, information organization, and information retrieval.

12. Cont.
• Globally, LIS education is reaching out to a wide
variety of faculty specializations.
• Research in LIS has also changed to recognize a wide
variety of methods (qualitative as well as
quantitative) with more focus on the human factor in
information rather than just the mechanical or
system side.

13. Issues in LIS Education
• Continuing the traditional theoretical courses in spite of
several developments that are happening with the emergence
of IT tools
• Insufficient faculty strength to handle newer courses and
present courses without adding latest developments
• Lack of skill upgrading facilities to the faculty to handle new IT
related courses and using new teaching methods
• Mismatch between teaching and practicing
• No practical skill upgrading facilities to the faculty to handle IT
based practical sessions to students

14. ICT in LIS Education
Information technology is dynamic in nature. It is worth
noting advocacy for educational reforms as they relate
to technology are among the trends.
Trends in LIS educational technology are follows;
• Advocacy for Educational technology
• Computers in Departments/Institutions
• Networking by internet
• New delivery system for educational technology
• Satellite broadcasting
• Video conferencing
• World Wide Web

15. Conclusion
LIS is Emerging field, following are few suggestions for improvement of LIS
Education around the globe,
• Active participation in user awareness and information literacy programs
• Emphasis on practical in IT applications
• Identifying emerging areas for PHD programs in LIS
• Interaction between the practicing professionals or experts with students
• Introducing compulsory short developing training centers for teachers
National Information Policy is vital in the context of today’s globalization
and IT revolution.
• The syllabus at all levels should be updated regularly and areas of
Information science should be correlated with those of Library science
• To improve quality of research, talented scholars should be provided
financial assistance by research organizations
• Updating the course curricula with focus on emerging issues

16. References
• Introduction, From Wikipedia, the free encyclopedia, Retrieved from: [http://
en.wikipedia.org/wiki/Library_science]
• Objectives, Degree Programs in LIS from Muthu, M & Sivaraman, M & Singh, Kunwar. (2015). LIS education: issues
and challenges in the present era. Gyankosh- The Journal of Library and Information Management. 6. 46.
10.5958/2249-3182.2015.00006.4.
• Existing Situation and Issues in LIS Education from Sinha, Manoj. (2016). Scenario of Changing Trends in Library and
Information Science Education and Research. IOSR Journal of Humanities and Social Science. 21. 20-43.
10.9790/0837-02107012043.
• ICT in Library Education from Nauta P. (1985) Trends in LIS Education. In: Liebaers H., Haas W.J., Biervliet W.E. (eds)
New Information Technologies and Libraries. Springer, Dordrecht
• TRENDS AND ISSUES IN LIBRARY AND INFORMATION SCIENCE, by Michael B. Eisenberg, Carolyn K. Trombly, and
Lindsay D. Ruth.
• LIS programs in the USA from Chu, Heting. (2006). Curricula of LIS programs in the USA: A content analysis.
Proceedings of the Asia-Pacific Conference on Library & Information Education & Practice 2006, Singapore, April.
• LIS education in Europe from Abdullahi, Ismail & Kajberg, Leif & Virkus, Sirje. (2007). Internationalization of LIS
education in Europe and North America. New Library World. 108. 10.1108/03074800710722144.
• LIS Education in Australia from Kennan, M. A., Carroll, M., & Thompson, K.M. (2018) Letting Go, Holding On, or Re-
Envisioning? Challenges and Opportunities for LIS Education in Australia, In Percell, J., Sarin, L. C., Jaeger, P. T., &
Bertot, J. C. (Eds.). (2018). Re-envisioning the MLS: Perspectives on the Future of Library and Information Science
Education. Emerald Publishing Limited

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