Library and information science: an evolving profession

Prepared By: Jolo Van Clyde S. Abatayo, RL

Library education was initially a technical
education that was acquired on the job. Practical
work in a library, based on good education in
schools, was the only way to train librarians.
It took quite a long time to introduce library
education as a subject and has been taught at
different level in the universities of the world

Historical Development Library Training in :
Alexandrian Period
Medieval and Early Modern Period
the Early 19th Century

Compilation of bibliography and the making of
library catalogues.
The encouragement of scholars to use the library
and to draw books out of it.

Training of librarians
Cataloguing
Repairing
Binding
Loaning

Mary Plummer, Director of Pratt Institute Library School
Germany, pointed out the three methods of learning
library science in 1901.
1. Evolving a system of his own from his inner
consciousness.
2. Two or three weeks training and observation to some
large city library.
3. Learning of certain parts of the work (e.g. cataloguing) of
library by tuition.

Several attempts were made by Dewey during the mid-
nineteenth century to start formal library education.
This did not materialize until 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 in 1887.

Library Education in USA Systematic library
training in the United States was started by Melvil
Dewey.
1883 - Dewey became chief librarian at Columbia
College.
1883- Dewey received approval from ALA for a
formal training program
1887 – The “school of library economy” was
established.

3-month course
2-years actual experience (compulsory) in various
kinds of library work and
Again 3-months course taken in review

 In 1886, The University of Gottingen, Germany was
the first university in the world that started library
science course at the university level.
 Italy and Sweden followed the examples of Gottingen
University and established library schools around the
time Dewey started his school at Columbia.
 In 1919, the London University stared the first full
time diploma course in Librarianship and Archives.

 British models were exported to Australia and New
Zealand at the beginning of 20th century.
 In many European countries, university-level LIS
programs is offered.
 LIS programs are accredited by Chartered Association of
Library and Information Professionals (CILIP).
 Continuing professional development (“CPD”) or
“lifelong learning” is also organised by CILIP.
“Certificate” qualification is also introduced .

LIS education in India is nearly 100 years old.
 In 1915, formal first university course was
initiated by Asa Don Dickinson (American
librarian) at Panjab University, Lahore.
 This was the first formal program in Asia and
the second in the world after Columbia University.
 He also prepared a manual for the use of
students namely The Punjab Library Primer.

In 1929, S.R. Ranganathan introduced a certificate course at
the Madras Library Association, which later moved to the
University of Madras.
In 1937, the course was converted to a one-year postgraduate
diploma program
In 1946, The first department of library science was
established at the University of Delhi. It offered a
postgraduate diploma in 1947 and a MLS in 1951.
Several Committees were setup by India UGC to review and
make recommendations on various aspects of LIS education.

China has a long history of books, publishing and
libraries.
 History of book collections goes back at least 3,500
years.
 The first book on library science in China was written
by Liu Xiang around 77B.C. – The book analyzed the
national book collections of the time. – Only a few chapters
remain today. – Since then, books on book-collecting and
document science, as well as bibliographies of books, have
appeared through the ages.

 Modern library science - Introduced by the West in the
early 20th century.
In 1913, American librarian Harry Clemens taught a
course on library science at Nanjing University for the
first time
In 1920, the first library science school, the Boone Library
School, was founded in Wuhan, following the U.S. model
Within a decade, two other LIS departments were set up,
at Shanghai Citizen University in 1925 and Nanjing
University in 1927.

In the 1950s, LS Education was influenced by the former
Soviet Union.
Many books of Soviet LS books were translated into
Chinese, and China sent students to study library science
in the USSR.
In 1978, China looked to the U.S. and other countries for
new ideas.
LIS education developed rapidly after 1980,
Till 2003, 44 LIS schools opened, offering a variety of
Bachelor’s, Master’s and PhD programs.

Library training workshops were run by the Japan Library
Association as early as 1903.
 In 1921, the Ministry of Education established a
librarianship training institute in the Imperial Library,
which offered a 1-year program.
In 1964, the training institute became the National Junior
College for Librarianship, In 1980, It was restructured into
the University of Library and Information Science.
In 2002 it was merged with the University of Tsukuba. Now
it is the largest LIS School in Japan.

In 1914, First courses on “Library Economy” were offered at the
University of the Philippines.
 In 1916, the program was raised to a four-year program
leading to a BSc. in Library Science.
 In 1917, courses for school librarians were offered at the
Philippine Normal School.
In 1961, an Institute of Library Science was set up at the
University of the Philippines, and a Master’s program was
introduced. LIS majors within a Bachelor of Education
program. Significant feature of the LIS profession is the
licensing of professional librarians by the state.

 Librarianship in Africa owes its origin to colonialism.
In 1938 - South African LIS schools started
After 1960- LIS formal education in Africa began
1980s - there were 5 main LIS education institutions based in
Ghana, Nigeria, Senegal and Uganda and 18 in South Africa.
During 1938 to 2000- in South Africa LIS School raised from
one to 18.
During 2000 to 2006 it declined from 18 to 11.

In Southern Africa, at least one LIS School is found in
Botswana, Malawi, Namibia, Zambia and Zimbabwe. The
remaining countries have either one LIS school, or none.
 Most LIS Schools are located within Higher Education
Institutions (HEIs) or universities, to evaluate the
curriculum development and quality control.
 There are two dominant learning models:
Undergraduate model – 4 yr. study – Honours Degree 4yr.+
1yr. Specialization

Library education has always coped with two sets of
problems.
One of them is its relationship to the profession. – The
other is its relationship to the academic world.
 To a certain degree these type of relationships still play
a fundamental role in library education.
 The history of library education worldwide is diverse,
mirroring the state of the library movement and the
educational systems in various countries.

1. Gap between theory and practice.
2. Focus to the demands of market.
3. Core curriculum should be apply to all library schools with
minor variations with the application of new information
technologies to produce a librarian .
4. LIS programmes have undergone a substantial evolution in
20th century due to ICT.
5. ICT has become major part of LIS programmes.
6. Traditional names of library schools has been changed.

Developed countries are rich and diverse in LIS Education
programs whether formal or informal.
In developing countries and non-English speaking countries
following common issues exist:
– Lack of independence (financial independence, permission
to develop or modify curriculums)
– Lack of Accreditation System – Mere Emphasis on
Education (not able to conduct proper research.)
– Lack of Continued Education – Locating Departments in
Faculties of Fine Arts and Humanities

– Lack of Adequate Facilities, Resources and
Buildings
– Inadequate Number of Faculty Members
– Lack of Diversity in Programs and degrees
– Outdated Syllabi
– Not Taking Advantage of Advanced Technologies
– Lack of Text books in national languages

 Librarians don’t actually push book-laden carts or memorize the Dewey Decimal
System. Several specialized librarians employed in a typical library have
responsibilities that can include anything from teaching patrons how to use
computers and find reliable information to managing budgets for buying books
and costly databases. Some work with the library catalog to organize books, CDs,
and DVDs by subject, author, and content. Others answer reference questions and
make book recommendations. On the whole, all librarians help patrons find
information.
 But to do that, they need a master’s degree.

The American Library Association (ALA) is the oldest and
largest library association in the world.
Founded on October 6, 1876 during the Centennial
Exposition in Philadelphia, the mission of ALA is “to
provide leadership for the development, promotion and
improvement of library and information services and the
profession of librarianship in order to enhance learning
and ensure access to information for all.”

Library Journal is an American trade publication
for librarians.
It was founded in 1876 by Melvil Dewey (familiar as the
inventor of the Dewey decimal system).
It reports news about the library world,
emphasizing public libraries, and offers feature articles
about aspects of professional practice.
It also reviews library-related materials and equipment.

In a society where makerspaces, Google, and smartphones
proliferate, people don’t interact with information, technology, or
libraries the way they used to.
The digital world influences how we live, work, learn, and play,
which in turn alters our information needs and expectations.
For decades, library and information science (LIS) professionals
have been leading the way in understanding the use of
information.
The roles of LIS professionals are evolving along with the
information landscape, but how will educating these professionals
evolve? What is ahead for the future of LIS education?

According to the Professor and Associate Dean for Academic
Programs the School of Library and Information Science at
Simmons College, Linda C. Smith , “LIS professionals must not
only be aware of diverse information needs, but ensure those
needs are met. As educators, we need to equip our students
with the necessary skills to build supportive and broad
information services.”
“It’s about seeing libraries as more than just the materials—it’s
about services, building things, and making things,” Cooke
said. “It’s about the library accommodating what the
community wants.”

“People are being confronted with very diverse
communities with very diverse needs, and the status quo
of how libraries have operated is not going to be sufficient
anymore”
“We have to make sure students are adaptable. LIS
professionals have moved away from having a solitary,
singular role. Just like diversity is everyone’s job, teaching
is everyone’s job, outreach is everyone’s job, and promoting
the library is everyone’s job. We have to continue learning
and growing.”

It is important to build a workforce that is as diverse as
the communities being served.
Multiple perspectives representing different
demographics, viewpoints, and experiences will help
ensure that various user needs are met and that people
see themselves reflected in their libraries and information
centers.

1. That your job is stress-free.
2. That technology has made your job
redundant.
3. That you spend your days reading.

6. That if your focus is children's books, it's all playtime.
7. That you only work in libraries or public schools.
8. That you don't need an advanced degree.
9. That the job is easy.
10. That you're technology averse.
11. That you have to be of a certain age.
12. That you're a bunch of prudes.
13. That you're an introverted loner.
14. That libraries are basically endangered species.

 Alimohammadi, D and Jamali, H. R. (2011). ‘Common Problems of Library and Information Science Education in
Asian Developing Countries: A Review Article’. International Journal of Information Science and Management. Vol 9,
No 2 (2011).
 Hallam, Gillian C. (2006) Trends in LIS education in Australia . In Khoo, C. and Singh, D. and Chaudhry, A.S. (Eds.).
Proceedings Asia-Pacific Conference on Library and Information Education and Practice 2006. Preparing information
professionals for leadership in the new age. Singapore: Nanyang Technological University.
 Kajberg, Leif, Horvat, Aleksandra and Oguz, Esin Sultan (2009). Eurpoe: LIS education. In Ismail Abdullahi (ed.)
Global Library and Information Science: A Textbook for Students and Educators (IFLA Publications)
 München: KG- Saur. Kent, Allen and Lancour, Harold (ed.). (1972). ‘Education in library and information science’
Encyclopedia of Library and Information Science.Vol. 7. New York: Marcel Dekker.
 Richardson, Jr. John V. (2000). The Origin of Soviet Education for Librarianship: The Role of Nadezhda
Konstantinovna Krupskaya, Lyubov' Borisovna Khavkina-Hamburger, and Genrietta K. Abele-Derman. Journal of
Education for Library and Information Science, Vol. 41, No. 2. retrieved from http://www.jstor.org/stable/40324059
 Richardson Jr., John V. (2009). History of American Library Science: Its Origins and Early Development. Retrieved
from polaris.gseis.ucla.edu/jrichardson/ALS.pdf
 S. G. Khoo, Christopher, Majid, Shaheen, and Lin , Chihfeng P. (2009). Asia: LIS education. In Ismail Abdullahi (ed.)
Global Library and Information Science: A Textbook for Students and Educators (IFLA Publications) München: KG-
Saur.
 Sajjad ur-Rehman (2009). Middle East: LIS education. In Ismail Abdullahi (ed.) Global Library and Information
Science: A Textbook for Students and Educators (IFLA Publications) München: KG- Saur.
 Wilson, Concepción S; Kennan, Mary Anne, Boell, Sebastian K.; Willard, Patricia (2012). From Practice to Academia :
50 Years of LIS Education in Australia. In Amanda Spink & Diljit Singh, (eds.) Library and Information Science
Trends and Research: Asia-Oceania. Bingley: Emerald Group Publishing Limited.

 Dewey Decimal Classification (DDC) used the term "library economy" for class 19 in its first edition
from 1876. In the second edition (and all subsequent editions) it was moved to class 20. The term
"library economy" was used until (and including) 14. edition (1942). From the 15. edition (1951) class
20 was termed library science, which was used until (and including) 17th edition (1965) when it was
replaced by "library and information sciences" (LIS) from 18th ed. (1971) and forward.
 Jump up^ "Deutsche Biographie – Schrettinger, Martin". www.deutsche-biographie.de.
Retrieved 2016-03-31.
 Jump up^ Buckland, M (2005, June 12). Information schools: a monk, library science, and the
information age. Retrieved from http://people.ischool.berkeley.edu/~buckland/huminfo.pdf.
 Jump up^ "Dewey Resources". OCLC. 2014.
 Jump up^ Versuch eines vollständigen Lehrbuchs der Bibliothek-Wissenschaft. Oder, Anleitung zur
vollkommenen Geschäftsführung eines Bibliothekars. In wissenschaftlicher Form abgefasst. München.
(2 bind).Google books: Bd 1: http://babel.hathitrust.org/cgi/pt?id=nnc1.cu08321752 ; Bd
2: http://babel.hathitrust.org/cgi/pt?id=nnc1.cu08321760
 Jump up^ Harris, Michael H. (1995). History of Libraries in the Western World. 4th ed. Lanham,
Maryland 3 – "The distinction between a library and an archive is relatively modern". Scarecrow.
 Jump up^ "Accreditation Frequently Asked Questions:What is the difference between the MLS, the
MILS, the MLIS, etc.?". American Library Association. American Library Association. 2017.
Retrieved 2017-03-08.

Library and information science: an evolving profession

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