Information science curricula in graduate library schools in Asia

ht. Libr. Rev. (1988) 20, 185--202

Information Science Curricula in Graduate Library Schools in Asia ARDUS

SATTAR

CHAUDHRY* INTRODUCTION

Over the past two decades, library schools have moved to include more information science in their curricula. Many studies have attempted to trace the growth of the information science component in education for librarians. Earlier studies of this type include surveys by Isabella,’ Rees,* and Bracken and Shilling,3 however, the most notable study is that by Jack Belzer from 1968-75.4 He conducted studies in 1968 and 1972 using questionnaires to survey information science higher education in all university departments in the United States. The 1968 survey (reported in 1971) was limited to masters level programs but the 1972 survey (reported in 1975) included bachelors, masters, and Ph.D. level programs. Seventy-one schools out of 138 that received the questionnaire responded to the 1972 survey, 35 of which were also included in the smaller 1968 survey. His respondents included a high percentage of library science schools. Belzer caried out an extensive analysis of course subject clusters at all academic levels. His clusters reflect the wide range of information science course content and provide a detailed examination of what constituted a bachelor, masters or Ph.D. degree in information science in the United States in 1972. Later studies of information science components in library schools include those by Fosdick5 and Tague.6 Fosdick scanned the catalogs of *Library

Aflairs,

King

Fahd

University

of Prtroleum

,md Minrrals,

Dhahran,

Saudi

Arabia.

’ S. M. Isabella (1964). Information scienrc instructions in ALA acrreditrd library schools. l’roc. Amer. Dot. Inst., Washington, D.C. pp. 67-72. ‘.4. Rees and D. Riccio (1967). Curriculum: information scirncc. Dwwel Librq Quarterly 3, 108 114. ‘M. S. Bracken and C. W. Shilling jl968). S urvey of practical training in information sricncc. Amer Dot. I 14. “J. Belzer etal. (1971). Curricula in information analysis and development. J. Amer. Sot. of ZTI/: .G. 22, 193-223; and J. Belzcr etal. (1975). C urriculum in information science: four years progress report. J. Amer. Sac. Znf. SC. 26, 17-32. ‘, H. Fosdick (1978). Library education in information scicnre, Special Libraries 69, 100-108; and H. Fosdick (1984). Trends in information science education. Special Libraries 75, 292-302. “.J. Tagur (1979). Information srirncr graduate library programs. Canadian Library Journal 36, 8!)-99. 0020

7837/88/000185

+ 18 $03.00/O

‘i-‘, 1988 Academic

Prrss

Limiwd

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54 of the 65 ALA-accredited graduate programs found that the courses fell into five categories: (1) (2) (3) (4) (5)

in library

science. He

library automation, information storage and retrieval, system analysis, interactive computer systems, and programming.

Programming was the least-offered category, library automation, information storage and retrieval the most. Later (1982) Fosdick conducted a similar survey to see what progress had been made in the intervening years. The 1982 survey found a big increase in information science courses, with information storage and retrieval and programming courses showing the greatest increase, showing that the library schools had effectively addressed the deficiency in programming skills. Microcomputers were also integrated into many library school curricula. Tague surveyed program catalogs and conducted telephone interviews with the deans or directors of the seven graduate schools in Canada. She found that all of the schools incorporated information science topics into their curricula, but most felt information science could not be neatly separated from library science. Like other studies, Tague also found identifiable categories of information science courses in the library schools’ curricula. These categories are shown in Table IV. Bosler,’ Bonzi,’ Davis and Shaw3 and Tenopir4 have reviewed the current trends in information science education in the US. FID conference” attempted to review the international situation, while Saracevic” and Allen’ have addressed the issues of information science ’ L. A. Boslcr (198 1). A study ofinformation science curricula in ALA-accredited library schools. .Master Thesis. SUNY, School of Information and Library Studies. IS. Bonzi (1984). “‘l‘rends in information sciencr rduation”. Bowker Annual qf Library and Hook Trade Information, 29th cdn., pp. 279-m283. ‘C. Davis and D. Shaw (1981). A hrirf look at introductory information scirncc in library schools, 1980. ,Jrl. Ed. I&., 21, 241.-243. ’ C. Tenopir ( 1983). Research rrcord: Survey of coursr offerings in information science. ,J. Ed. Libr. 23, 303-305. ‘, International Conferrnce on Training for Information Work (19721. Proceedings Rome: FID and Intcmational Confcrcncc on Education for Scientific Information Work (1967). London: Queen Elizabeth College. “‘I‘. Saracrvic and others (1985). Issurs in information scicnrc education in dewloping countries. ~J. Amer. Sac. If. SC.,36, 192% 199. IL. L. Allen (1983). Considerations on the training of information specialists from developing countries. Education and training in developed and developing count&r. International Federation for Dorumcntation, 23.-27.

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education in the developing countries. No systematic effort, similar to the aforementioned studies of Belzer, Fosdick, and Tague, to improve the information science component in the curricula of schools of librarianship in other parts of the world could be traced. This paper reports the results of a study conducted to survey the information science curricula in the graduate library science programs in Asia, and attempts to investigate the extent of the information science component in the education for librarianship in this region. Information science curricula have been analyzed and compared with the results from major studies published in the US and Canada, notably those of Bclzer, Fosdick, and Tague. This analysis and comparison helps one to draw a picture of the current trends and to make recommendations for future direction in the education for information science in Asia. A major problem in this study was the identification of graduate library schools in the Asian region. The basic list was derived from the World Guide to Library Schools and l’raining Programs in Documentation. This list was supplemented by the following sources to give completeness and accuracy: 1) Articles on the individual countries or institutions in the Asia11 region published in various professional journals. 2) Chapters on the library services and library education programs in Asian countries in International Handbook oJ‘Contemporary DewIopments in Librarianship edited by Miles M. Jackson. 3) Articles on the individual countries in Bnc?,clof)edia qfZ,ibrar3, and Information Science. Forty-two graduate programs were identilied in 13 Asian countries. All these schools were requested to supply inlinmation about their curricula. Data Collection The inherent shortcomings of mail questionnaires led to the decision not to use a structured questionnaire. Instead, a detailed letter was sent to the chairpersons and directors of library schools and training programs. They were requested to supply the information in a format that they thought would best convey the contents of information science-related courses. A list of essential data elements along with a description of five categories of information science-related courses was enclosed with the letter. The schools were also requested to send copies of the department catalogs, syllabus, prospectus, or any other brochure which might give information about the course contents. Fourteen schools (33.31,,) responded to this request. The alternative source of information, the schools’ catalogs, was used to elicit infor-

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I

TABLE

Graduate programs in library sciencein Asia Mode of data collection Number programs

Country Iran India Bangladesh Pakistan Sri Lanka Burma Thailand Philippines Malaysia Indonesia Korea (South)

Japan People’s Total

Republic

of China

Collective response

of Mail

3 18 1 4 1 1 2 1* 1 2 4 1 3

1 8 1 2

42

14

Catalog

6

2 1 1 1 1 1 11

No.

“/:,

1 14 1 2 0 0 2 1 1 0 1 1 I

33.3 77.8 100 50

25 100 33.3

25

59.5

100 100 100

* Philippines has seven graduate programs in library science. Only one of these programs has courses in information science, therefore, only one school was counted for the purposes of this study.

mation about the rest of the schools. Obtaining the catalogs was indeed a painstaking process. Catalogs of 19 graduate library schools were collected through the Center for Research Libraries, graduate library schools in the US, and the international students in the US. Eight of these catalogs could not be used for this study because information was either outdated or insufficient. Some of the catalogs were in foreign languages and had to be translated into English. Table I shows the total number of graduate programs and the number of programs about which information could be collected. It also shows the mode of data collection and the total response for each Asian country. As shown in Table I, information was collected on the information science curricula of 25 graduate library schools from 10 Asian countries. No information could be gathered from library schools in Sri Lanka, Burma, and Indonesia through the available means. This study deals with only the graduate library science programs (particularly the masters’ programs) in the Asian region. A postgraduate diploma course was included only if the minimum education required for admission was an undergraduate degree (B.A./B.Sc.) and

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if the school did not have a masters program. It should, however, be noted that in many of the Asian countries, the term postgraduate is used as an equivalent of graduate and it means education after the completion of the first undergraduate degree (B.A./B.%., etc.). To obtain a clearer picture of information science education, available resources (human and technological), teaching methodology, method of evaluation of students, reading and text books, etc., in addition to curricula, should be studied. But time and resources at the disposal of this investigator limited the scope of the study. The study is confined to the information science curricula. Analysis of the curricula would have been more useful if information on the undergraduate library and information science programs and about the prerequisite courses had been available. How the listed topics are covered, depends on the perceptions, background, training, and approach of the instructors involved. Information on these aspects was also not available. FIELD

OF

INFORMATION

SCIENCE

A description ofwhat constitutes an information science course is necessary before any analysis of curricula in this field is attempted. Defining information science, however, is not a simple matter. Most definers of information science agree that this is an interdisciplinary science derived from and related to such fields as mathematics, logic, linguistics, psychology, computer technology, operations research, the graphic arts, communications, library science, management, and other similar fields. One of the first and subsequently most quoted definitions was put forth by Borko’ in 1968: “Information science is that discipline that invcstigatcs the properties of behavior of information, the forces governing the flow of information, and the means of processing information for optimum accessibility and usability. It has both a pure science component which inquires into the subject without regard to its application and an applied science component, which develops services and products.”

Besides theoretical definitions, different studies have used some operational definitions which provide useful parameters for this study. Tague defined information science in terms of its use. She claims that if one looks at its use by writers such as Belkin, Wersig, Farradane, Shera and Saracevic and by professional organizations such as the Canadian Association for Information Science, The American Society for Information Science and the Institute of Information Scientists in England, then information science has, at least, the following four aspects:

190

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(i) the dppl’ ica t ion of new technology, especially computers, telecommunications and non-print media, to information processing; (ii) the application of analytic and quantitative techniques to the development and evaluation of systems and institutions involved with information; (iii) principles and systems for the control and organization of information-indexing, abstracting, classification, and cataloging; and (iv) a scientific--i.e., research-based---search for generalizations and laws about information and its use. She examined the curricula of the seven Canadian graduate library programs with respect to these four aspects. For the purposes of the present study, information science has been defined broadly and the policy established by Fosdick has been followed. Non-traditional offerings in the library science curriculum have been considered as information science courses, in other words, courses that would not have been offered in library schools prior to the interest in and awareness of information science as a field in its own right in the 1960s. Implicit in this definition is that such courses relate to the relatively new practice of data manipulation by computer. LIBRARY

EDUCATION

IN

ASIA

While the origin of formal training programs for librarians in some Asian countries can be traced back to the early twentieth century (Pakistan and Philippines started library science training programs in 19 15 and 1916, respectively), most of the graduate programs in the Asian region started in the sixties and seventies, e.g., Pakistan 1962, Thailand 1964, Japan 1967, Iran 1970, and Malaysia 1974. Though most of the Asian countries inherited the colonial British educational system, library education has more of an American influence. Most of the library science programs in these countries were started with American assistance either through direct participation of the faculty, or through providing consulting services and financial assistance. Even though most of these countries still follow the British pattern in examinations, students’ evaluations, teaching methodology, and administrative structure in the library schools, American influence has had a greater impact on the curricula in these schools. Some schools (e.g., in Japan, Philippines and South Korea) are on a semester system and follow the American pattern of undergraduate and graduate education. Some countries, like India, Pakistan, and Bangladesh, do not have undergraduate programs in the American sense. The Bachelor of Library Science (B.L.Sc.) and Diploma in Library Science (D.L.Sc.) are actually at the graduate level. An undergraduate degree (B.A./B.S c. ) is . re,q uired for admission to these programs, and generally,

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postgraduate training is required for entry to positions in library and information services. A brief description of the current situation of library education in the Asian countries is beyond the scope of this paper, however, Jackson,’ Bone,’ and Bonn3 have provided useful background information about some of the Asian countries.

INFORMATION

SCIENCE

COMPONENT

IN

LIBRARY

EDUCATION

Programs Out of 25 programs, 22 are offered by independent departments in the university setting, one by an institute of technology, and the remaining two by documentation centers. Among the university departments, 12 are called “Department of Library Science,” one “Institute of Library Science,” one “Department of Post-graduate Studies in Library Science,” one “Faculty of Library and Information Science,” one “Post-graduate Department of Library and Information Science,” four “Department of Library and Information Science,” one “Department of Education,” and one “School of Library and Information Science.” However, for convenience, the term library school has been used in this paper to represent all types of programs. The names of the schools in local languages were translated into English for this purpose. Out of 25 schools, eight schools have the word “information science” in their names. Nine schools award a masters degree in Library Science (MLS), five a Master of Arts (M.A.) in Library Science, five a masters degree in Library and Information Science, one a Master of Education (M.Ed.), one a postgraduate diploma in library and information science (it is equivalent to 5th year), and two have Associate degrees in documentation and information science. (Associate degrees have also been recognized as equivalent to two year masters’ programs.) Most of the graduate schools have terminal programs leading to B.L.Sc. or D.L.Sc. in addition to the masters’ programs. These terminal courses are equivalent to the 5th year (the first year of a masters program). The masters program in these schools is for two years. Five of these schools also offer Ph.D. programs. Most of the schools have both undergraduate and graduate programs. Two out of 25 schools are specifically designed for ’ M. Jackson

(cd.) (1981). International handbook III contempora~v deoelopment~- in librarianshzp. WestConnecticut: Greenwood. .’ L. E. Bone (ed.) (1968). Library Education: an internatwzal suvuq. Champaign, Illinois: Illinois ITnion Bookstore. ’ G. S. Bonn (ed.) (1966). Library education and trainiq in dewloping countri~.r. Honolulu, Hawaii: East west Center.

port,

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TABLE

Titles

of degrees awarded

II

by the graduate library schools in Asia

Degree/diploma Master of Master of Master in Master of Postgraduate Associateship Master of

No.

of schools

Library Science (MLS) Arts in Library Science (M.A.) Library and Information Science (MLIS) Science in Library and Information Science (MS) Diploma in Library and Information Science in Documentation and Information Science Eduction (M.Ed.)

documentation and information science, and one school has a special diploma course for information specialists in addition to its masters’ program. Table II shows the titles of diplomas/degrees awarded by the Asian library schools. Information ScienceCourses and Curricula A total of 98 courses related to information science were offered during the last three academic years by 25 graduate library schools in 10 Asian countries. Out of these, 18 were elective while the remainder were required or compulsory courses. Each of the schools included in this study offered at least two courses in the area of information science. The maximum number of courses offered in a school is nine. The schools which offered the maximum number of courses have specialized information science programs. The average number of courses per school in information science is 3.92 or approximately four. Most of the schools have an annual system of education as do the British. In this system, detailed course contents are approved by the Board of Studies and then followed rigidly by the instructors. There is less provision to change or modify these contents without the approval of the Board of Studies because students are evaluated on the announced curricula by external examiners. There is more emphasis on theoretical aspects, prescribed texts, lecture method, and structured examinations (assignments and projects are minimal). Examinations are held annually by the Controller of Examinations, mostly independent of the faculty of the respective departments. Students’ grades are determined by external evaluation. The courses were grouped into five categories on the basis of their contents. Although the contents of certain courses overlapped, they were placed in distinct categories. Each course was assigned to a single category using the criterion of dominance of specific category in the

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193

overall contents of the course. If the listed topics in a particular course overlapped, topics were examined critically, and the course was assigned to the category to which 50”/, or more of the topics related. The analysis of curricula was based on the categories adapted from the study of Fosdick. An examination of contents confirmed the finding of Fosdick that courses tend to fall in recurrent categories. Three of the five categories, information storage and retrieval, library automation, and systems analysis, established a core identical to those identified by Fosdick, and two new categories emerged from the contents of courses in Asian schools. Similar categories were also identified by Belzer in his clusters of masters courses in 1972 and by Tague in her study of information science curricula in Canadian library schools. This similarity leads to the generalization about the nature of the core courses in information science throughout library schools in different parts of the world. However, some critics do not include systems analysis in information science courses. Fosdick indicated in his 1982 survey that increased interest in information science made classification of the courses in terms of the five categories. For example, the system analysis courses included quantitative methods material in 1976 as compared to 1982 where it had more content related to data processing. This category was less popular among the three categories common to all the above mentioned studies. Categories identified in the study of Asian library schools have been shown in Table III along with the frequency of courses being offered under each course title. The following section provides a detailed description of these categories. Information

Storage

and Retrieval

‘I’his is the leading category in the Asian library schools in terms of number of courses offered. The category can be further subdivided into three types of courses: advanced cataloging and classification, indexing and abstracting, and documentation and information retrieval. Classification and cataloging courses were included in this category only if more than 50% of the listed topics dealt with the advanced subject analysis techniqus like faceted classification, thesaurus development, etc. These courses overlap with indexing and abstracting, and documentation courses. But emphasis in cataloging and classification courses is on the historical treatment and principles rather than practice and technology. As shown in Table III, 40 courses under 19 different titles were offered in this category in the Asian library schools. Information

Systems and Programs

This category consists of three types of courses: information sources and media (identification and utilization ofdocumentary, human, and

194

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III

TABLE

Categories of information sciencecourses in Asian library schools No. Course

Category Information storage retrieval

and

title

Advanced Cataloging & Classification Information Storage & Retrieval Documentation & Information Retrieval Abstracting and Indexing Services Introduction to Information Science Information Processing & Organization Information Storage & Retrieval System Introduction to Documentation Information Processing Elements of Statistics & Information Science Documentation & Information Retrieval Work Seminar in Classification & Indexing Information Analysis Depth Classification and Advanced Indexing Indexing, Abstracting & Reprography Depth Classification (theory) Advanced Classification (theory) Advances in Classification & Indexing Information Retrieval Total

Information systems programs

and

Information Industry

7 5 5 4 3 2 2 1 1 1 1 1 1 1 1 1 1 1 1 40

Systems

for

Planning

Health,

Information Services and Sources Information Resources and Materials National, Regional, and Global Information Systems, Services and Programs Information Systems and Programs Information Services Information Systems Special Topics in Information Science Information Media Information Resources and Services Information Sources and Media Industrial Information Systems Total

of courses offered

and 3 3 2 1 1 1 1 1 1 1 I I 17

INFORMATION

SCIENCE TABLE

CURRICULA

I II

IN

(continued) No.

Course

Category Library automation

titlr

Library Automation Mechanization of Library & Information Services Information Technology & Systems Designing Data Processing in Libraries Information Science and ‘l‘echnology Computer Operations Technique Information Technology Mechanization in Information Handling Computer Applications in Libraries Computer Applications in Information Storage Computer and Its Applications in Libraries Total

Information and communication theory

Universe of Knowledae (its structure) Information Science Informatics Information and Society Information and Communication Information Communication and Society Information Environment Evolution and Patterns of Knowledge Foundation of Information Science Foundation and Development of Organization of Knowledge Structure of Information ‘I’otal

Systems

analysis

Systems Analysis Scientific Management of Libraries and Information Centers Management Techniques and Systems Analysis Information Systems Management Library Systems Analysis and Elements of Statistical Methods Management of Information Agencies Information Systems Organization and Management Systems Analysis in Library Science Information Systems Organization Total

195

ASIA

of rourses offered 3 2 2 1

1 I 1 I 15 3 3

1 15 3 1

I

196

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CHAUDHRY

institutional sources including communication media, mass media and extension services and their interrelationship), description of information systems and programs (libraries, documentation and information centers, data banks, information analysis centers, clearing houses, etc. and national, regional and global information centers including information policy), and information services (user community and its needs, information products, and resource sharing). As shown in Table III, 17 courses under 12 different titles related to this category were offered. Library Automation The third leading category is library automation. Fifteen courses under eleven different titles were offered in this area. This category of courses discusses the use of modern technology, particularly computers, to facilitate traditional library operations. These courses are typically application oriented. Table III analyzes the courses offered in this category. Information and Communication Theory Courses in this category generally discuss the knowledge, communication, and information theories. Generation of information and transfer processes, barriers in communication, role of information in national development, sociology ofinformation, economics ofinformation, information science as a discipline, its relationship with other disciplines and issues in information science are the popular topics in the courses being taught related to this category. Fifteen courses were identified in this category under 11 different titles as shown in Table III. SystemsAnalysis Table III shows that 11 courses under nine titles were offered in the area of systems analysis. These courses often deal with the modern concepts ofsystems approach to libraries. Techniques commonly taught include analysis, design, and evaluation of systems and decision tools for libraries. Traditional courses in the area of management, statistical techniques, etc. were not included in this category, while most of the courses included have topics dealing with statistical techniques, sampling, and scientific management techniques, etc. Some courses dealt with evaluation methodology and measurement of effectiveness. This area was found to be a less popular one in the area of information science courses in the Asian library schools. A closer look at the detailed contents of all the courses grouped into the above-mentioned five categories showed that both course titles and contents vary from school to school. For example under “docu-

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ASIA

mentation and information retrieval” and “introduction to information science”, different schools are trying to teach entirely different things. A clearer picture could be drawn if information on the readings, resources available, and training of faculty were available. Ifwe exclude “advanced classification and cataloging” courses, many schools have only one course in the area of information science. They are trying to teach everything in this course and, consequently, the course is so crowded that the topics are treated in survey fashion. It seems that the instructors in these courses could have only touched on different aspects with a superficial overview. Review of the literature revealed that the Asian situation in this regard does not really differ from the rest of the world. Saracevic’ in commenting on the situation in the United States, noted that the quality of the mushrooming information science program and courses still leaves a lot to be desired, COMPARISON

OF ASIAN SITUATION WITH CANADIAN STUDIES

THE

US

AND

The categories identified in this study were compared with the findings of three major studies in the US and Canada (Belzer, Tague, and Fosdick) to look for similarities and differences. Table IV provides a comparative picture of different course categories used in the Canadian and present studies along with courses offered. The three categories comprising the core courses in the Fosdick study are: information storage and retrieval (33.51&j, library automation (26.3%) and systems analysis (17:;). These categories have been represented in schools through multiple courses with varying degrees of importance attached to them as demonstrated by the number ofcourses offered in each category. Belzer (1972) ranked clusters ofcourses popularity-wise. According to his findings, a similar trend was traced in course offerings; information storage and retrieval was number one, systems analysis was number three, while library automation was ranked seventh in terms of number of courses offered. Tague had nine categories, including three indicated by other studies. She had not indicated the preference or priority, but had listed courses being offered in each of the schools. Library automation and systems analysis were combined, whereas information storage and retrieval courses were segregated into two categories, “advanced courses in the organization and control of information” and “information retrieval systems and documentations”. Adding the ’ ‘1‘. Saraccvic ( 1979). Experiences .4mencan University. Paper presented tcmbrr 1978. The Hague: FID.

with joint progrmw

at the FID

of tr&ing,for

Pre-coqress

injwmation

srminar,

science with a Latin

Edinburgh,

18-23

Srp-

A.

198

S. CHAUDHRY TABLE

IV

Comparison of course categories identiJied by major studies

Study Belzer

Fosdick (1978)

Tague

Asian

N = 318

Course (1972)*

1. Information Storage and Retrieval Theory of Classification, Cataloging and Indexing 2. Introduction to Information Science 3. Systems Analysis, Design and Evaluation 4. Data Processing 5. Computer Programming 6. Communication 7. Library Automation 8. Mathematics 9. Data Structure 10. Research Methods in Information Science 11. Information Systems and Networks

N = 2 182

N = 96 (1979)

N = 98 (1983)

Percentage of courses

category

1. 2. 3. 4. 5. t

Library Automation Information Storage Systems Analysis Interactive Computer Programming

and

Retrieval

Systems

1. Information Retrieval and Documentation: Advance Courses in Organization and Control 2. Research Methods and Projects 3. Library Automation, Networking, and Systems Analysis 4. Communication Media 5. Quantitative Methods 6. Computer Science and Data Processing 7. General Courses in Information Science 8. Linguistics 1. 2. 3. 4.

Information Storage and Retrieval Information Systems and Programs Library Automation Information and Communication Theory 5. Systems Analysis

* In his tables, Belzer indicated of calculation for this comparison. t Reported in 1975.

nine categories.

Two

categories

were combined

20.5 16.0 14.8 10.5 9.1 7.0 6.0 5.5 3.5 3.5 3.5 36.6 20.8 17.0 9.9 3.3

33.3 18.2 17.0 9.6 7.3 7.1 403 3.2 40.8 17.3 15.3 15.3 11.2 for the purposes

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199

number of courses offered in these two categories, information storage and retrieval becomes the leading category in this study too. In the Asian study, information storage and retrieval is the leading category with the highest percentage of courses offered (40*08%), library automation is the third highest category (15.30/6) but systems analysis in this study was found at the bottom, unlike the abovementioned studies. The analysis in the preceding section shows that two other popular categories of courses in the Asian schools are: information systems and programs, and information and communication theory; in the schools under study, 17.3% and 15.3% of the courses offered related to these two categories, respectively. Table IV also indicates the differences found in Western studies and the present study in terms of those courses offered related to different categories. It is evident from the table that comparison becomes difficult because Western studies have used different combinations and segregations for categorization, however, prevalent trends are discernable from this comparison. In addition to the above-mentioned three major or core categories, Fosdick found two other distinctive categories: programming and interactive computer systems (IACS). Under the section on programming, he mentioned the courses designed to prepare students to develop computer programs for library processes such as circulation, cataloging, acquisition, etc. They are distinguished from library automation courses through their exclusive attention to programming languages and methodology. Under interactive computer systems, he listed courses dealing with the information storage and retrieval capabilities of online computer systems. These courses acquaint students with the characteristics of bibliographic databases and train them in the use of currently available online retrieval services such as DIALOG, BRS, SDC, etc. Not one course in these two categories was offered in the Asian library schools. One of the reasons may be that computer facilities are not widely available in most Asian countries. Likewise, they do not have access to interactive and online systems, available in the Western world, save Japan. Another reason for not offering the computer language courses may be that these courses are prerequisites for related information science courses or these courses might be taught at the undergraduate level. Information on the prerequisites and about the undergraduate curricula was not available. It was not clear whether these courses could be taken in other departments, however, this is usually not encouraged in Asian countries because ofthe rigidity in the examination procedures of the annual system of education. These courses also were not very popular in the t\merican library

200

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schools as reported by Belzer and Fosdick (1976). Fosdick found that only 11 o/o of the schools he studied in 1976 were offering computer programming courses. He found that a very few library schools were teaching computer programming in a manner rigorous enough to actually prepare students to solve particular library problems. Such courses were also infrequent in both the Belzer and Tague studies. They mentioned introductory courses in computer programming, computer hardware, and data processing, rather than computer language courses. But Fosdick ( 1982) revealed that American Library Schools were very responsive in addressing this deficiency by increasing the number of computer programming courses and integrating microcomputer technology into their curricula. However, it should be noted that in American schools these courses may be taken in other departments either as part of the MS (Library and Information Science) program or as prerequisites. As mentioned earlier it is generally not possible to do this in most Asian library schools. The category of interactive computer systems represents a totally new field of information science education in library schools, one that was not generally seen, even as recently as five years ago. This area was not mentioned in any study other than Fosdick’s. It would appear that teaching of IACS courses in library science curricula is in direct response to the increasing use of such commercial systems as those offered by Lockheed (DIALOG), SDC, BRS, etc. OCLC and other bibliographic utilities have also encouraged the introduction and development of new IACS courses. Fosdick’s 1982 study noted a great increase in courses in this category. He observed that commercial retrieval services such as BRS, DIALOG, SDC, etc., and the national utilities, such as those of OCLC, RLIN, WLN, have become so important to the profession that an introduction to these systems and their principles is widely viewed as essential to library education. Lack of these courses in the Asian library schools is no surprise. One would, however, expect that a country like Japan, which has developed computer technology and access to some of the online information rctricval services, should have some courses in this area. But surprisingly, the latest progress report of the only Japanese graduate library school at Keio University does not mention such a category, even though the curriculum in this school has been revised three times, the last time being in 1980.’ Microcomputers arc an affordable option in many .4sian countries for teaching automated information management. But, as indicated by

“1’.

Matsumara

Lihrarimuhip,

(1982).

23, 43-54.

“‘l‘hc

dwelopment

of library

and

infirmatirm

education”.

J. f2

INFORMATION

SCIENCE

CURRICI'LA

the courses offered, this much needed component the library school curricula. SUMMARY

OF

CONCLUSIONS

AND

IN

ASIA

was not integrated

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An information science component is available in all the Asian library schools under study. A minimum of two information science courses was offered by each of the schools while the average number of courses offered in information science in Asian schools is 3.92. The maximum number of courses, i.e., nine, was oflered by the schools who have specialized information science programs. The majority of these courses are required and they vary a great deal in title and content. The subject topics of the majority of courses offered fall into the following five categories: ( 1) (2) (3) (4) (5)

information storage and retrieval; information systems and programs; library automation; communication and information theory; systems analysis.

Detailed information on the topics covered, and the readings and texts used, was not available. It was, therefore, rather difficult to judge the quality of these courses. However, during the process of categorization on the basis of listed topics, it was felt that most courses offered are of the survey type. And there are limitations to what any survey in any subject can accomplish that is to say, a survey rarely transcends a superficial overview which can but touch on the different aspects of required professional competence. ‘I’hree categories: information storage and retrieval, library automation, and systems analysis, are similar to those identified by the ma.jor US and Canadian studies (Belzer, Fosdick, and Tague). The first two categories (information storage and retrieval, and library automation) had almost the same trends in terms of number of courses offered, but unlike US and Canadian schools the third category (systems analysis) is less popular in the Asian schools. The system analysis courses are more oriented towards quantitative methods rather than data pro(cssing, as noted by Fosdick’s 1982 survey. ‘l‘wo new categories, communication and information theory, and inlbrmation systems and programs, emerged from the analysis of curricula in :Asian schools. Such courses were not found to be very popular in the N’cstern schools according to the findings of the studies mentioned above. The ma.jority of these courses are of a theoretical nature and are offered in the Indian Library schools. The Indian University Grants

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Commission’s Review Committee recommended a model curriculum which included courses related to these categories, which were adopted and introduced by most of the Indian library schools. Generally, there is more emphasis on theoretical aspects in all the disciplines in these countries, as compared to the American system of education. Another contributing factor is the recent origin of these programs. Most of the newly established programs have introduced more courses in information theory. Fosdick and Belzer identified courses in computer programming and interactive computer systems in the US schools. Fosdick’s 1982 study found more emphasis on computer programming and microcomputers, but these courses were not available in the Asian schools. One of the reasons might be that computer technology is not widely available in these countries. The literature reveals that the introduction of computers in libraries and information services has already started. It is envisaged that in the coming years there will be more computers and that wider applications of them will occur in a variety of bibliographic and information processing activities in these countries. Development in the recent past, and that envisaged for the future necessitates the development of manpower adequate for the emerging information environment in this region. ‘I’he recent enhancement and development of microcomputers, and their falling prices, have made them an attractive option for Asian countries. This has to be reflected in the library school curricula. An alternative to the offering of computer programming courses in the library schools is to allow and encourage the library science students to take these courses in other departments in the universities, such as computer science departments. Due to the traditional administrative constraints in the universities, such an agreement does not seem possible, even though it would be both economic and more efficient. Microcomputer applications can also be taught through specially arranged short courses. Because of limitations in scope, this study did not collect information on aspects such as undergraduate curricula, prerequisites, readings, texts, etc. This information would have been useful to obtain a clearer picture of information science education in library science programs in the Asian region. There is an obvious need to conduct further research similar to this study with a broader scope and treatment. A comprehensive prqject to survey information science education, possibly including schools other than those in librarianship, should be started. In addition to the detailed analysis ofcurricula, the inclusion ofteaching methods, methods of evaluation of students, and surveys of available human and technological resources is suggested.