Content uploaded by Khalid Mahmood
Author content
All content in this area was uploaded by Khalid Mahmood
Content may be subject to copyright.
Information technology and library education in Pakistan: Recent developments in the curriculum
Abstract
As in other walks of life, computer and telecommunications technology has greatly affected the world of librarianship during the last two/three decades. To ensure survival in the age of `information revolution' the training of librarians to handle `information technology' is a key priority. Though IT has not a long history in Pakistani librarianship library educators now appreciate the need and have decided to train the future librarians by revising the curriculum of library schools. This paper presents a brief history of information technology training in Pakistan. The most recent developments in library and information science curriculum have been discussed in detail.
... Thorough review of the related literature covering continuing education (CE) and professional development (PD), needed competencies, and professional education for LIS in Pakistan was considered in general and the component of training was taken in particular. The story of CE in LIS begins from 1915 when Dickinson started the first library science class at Punjab University for working librarians (Mahmood, 1997). Later on different activities i.e. workshops, conferences, seminars, professional trainings, etc that comes under the umbrella of CE has been the focus of different government, semi-government and non-government organizations for LIS professionals. ...
... (Mahmood, 1998) investigated the progress of continuing education events taken up for LIS in Pakistan and suggested that library schools, foreign agencies, library associations and government should come forward and encourage the CE activities for librarians in the country. (Mahmood, 1997) advocates that information technology is a key priority of training activities for librarians in Pakistan. Report of the UNESCO " Training the Trainers in Information Literacy (TTT) Workshops Project " is one of those activities taken up at international level keeping in view the changing role of librarians which revealed some work plan for Trainers of Information Literacy. ...
Purpose – The aim of this study is to examine the perception of Library & Information Science (LIS) community about professional training, training agencies and training methodologies. The study provides an analysis of development/enhancement of library practices and its relation with competencies acquired through professional trainings. It also focuses to describe the planning, design, implementation and evaluation of capacity building measures of professional library training as well as to identify loopholes of such trainings in the Pakistan.
Design/methodology/approach – The research design for this study is survey. Data collected through online questionnaire using www.kwiksurvey.com from Pakistani working librarians. Some information was also collected through telephonic interviews from the stakeholders of different organizations/associations actively involved in design, conduct and delivery of in-service professional trainings for librarians in Pakistan.
Findings – The findings of this research study is manifold. This study revealed different training needs of professional librarians; change in the areas of learning domains; impact of skills enhancements over knowledge acquisition in Library & Information Science Professionals (LIPs); The study also revealed other findings such as: lack of LIS training culture in Pakistan; lack of teaching/training skills in librarians; lower impact of training on working environment; lack of opportunities of capacity building measures both for LIS training agencies and trainers in Pakistan; lack of essential components in Activity-based training modules; also a lack of feedback and follow up of the training agency/sponsors; non-availability of financial assistance to the prospective trainees to attend the training; and lack of personal interest in some cases. Suggestions include: methodological change in the contents and structure of training; new design for method of delivery of LIS training; maintenance of close links between training agencies; introduction of continuing education or library trainings segments at the master level studies of LIS; and mentoring plans for Library Trainers.
Originality/value – This paper examine the issues of professional trainers as well as trainees in the field of LIS in Pakistan. The findings are useful for planners of professional LIS training, professional librarians and library science students.
... The situation in different Asian developing countries is not the same. Unfamiliar faculty members and unequipped departmental laboratories (Haidar & Mahmood, 2007;Jakaria Rahman, Khatun & Mezbahul-Islam, 2008;Mahmood, 1997) block benefiting from ICTs in education. Thus, a traditional mode of education remains as the only form of executing the program (Amin, 2003;Tang, 1999). ...
... On the other hand, there may be few textbooks in the Asian languages. So, students have to rely on texts developed in the UK and USA (Dayyani, 2006;Haidar & Mahmood, 2007;Jakaria Rahman, Khatun & Mezbah-ul-Islam, 2008;Johnson, 2008;Mahmood, 1997;Mortezaie & Naghshineh, 2002;Siddiqui, 1996;Tang, 1999;Tran & Gorman, 1999). Therefore, Asian LIS students have difficulties in studying and having an interpretation of the foreign text books. ...
... The situation in different Asian developing countries is not the same. Unfamiliar faculty members and unequipped departmental laboratories (Haidar & Mahmood, 2007;Jakaria Rahman, Khatun & Mezbahul-Islam, 2008;Mahmood, 1997) block benefiting from ICTs in education. Thus, a traditional mode of education remains as the only form of executing the program (Amin, 2003;Tang, 1999). ...
... On the other hand, there may be few textbooks in the Asian languages. So, students have to rely on texts developed in the UK and USA (Dayyani, 2006;Haidar & Mahmood, 2007;Jakaria Rahman, Khatun & Mezbah-ul-Islam, 2008;Johnson, 2008;Mahmood, 1997;Mortezaie & Naghshineh, 2002;Siddiqui, 1996;Tang, 1999;Tran & Gorman, 1999). Therefore, Asian LIS students have difficulties in studying and having an interpretation of the foreign text books. ...
Education of Library and Information Science (LIS) has several problems that are caused by the changing nature of the discipline and the social, economic and cultural contexts in which LIS departments function. The aim of this article is to enumerate and discuss some of the common problems of LIS education in developing countries of Asia and suggest solutions. We show that as Asian developing countries share some of the social, economic and cultural elements, they have similar problems in LIS education. Therefore, the same solutions could be recommended such as setting up limited number of independent LIS schools, establishing or empowering accreditation agencies, flexibility in educational systems, more emphasis on research, developing in-service training, relocating the departments in new faculties, equipping the departments with new facilities, employing new and skillful staff, encouraging collaboration among faculty members and departments, diversifying courses and degrees, updating syllabi in an ongoing manner, taking advantage of IT, and creating and publishing LIS literature in native language.
... They helped in accelerating the overall IT environment and created awareness amongst librarians, and removed their hesitation. In addition, they provided a platform for further activities (Mahmood, 1998a, b). Shafique and Mahmood (2010) described the present scenario of information technology development in libraries and said that " The basic hurdle in the proper use of available information systems and networks is that existing information systems are not robust and well planned, as a result unable to facilitate the actual users in realistic planning and decision making " (p.15). ...
Advances in computer technology combined with communication technologies have exerted unprecedented pressures for change on libraries. This study investigated the measures to be taken for strengthening information technology in Pakistani libraries. The critical issue identified provides closer insight into the issues affecting overall implementation of IT. This study found out that condition of IT implementation in Pakistani libraries is very pathetic. It highlights the status of existing information technology facilities in Pakistani libraries. It highlights the barriers in the way of IT implementation e.g. scarcity of funds, low level of IT education in library schools, shortage of expertise, obsolete syllabi of library schools, no arrangement for continuing education, lack of planning in IT implementation projects. There seems to be a direct correlation between the IT education in library schools and level of IT implementation in libraries. There is a widening chasm between LIS education in developing countries and those in developed countries. In the light of research questions data were analyzed and elaborated. On the basis of findings, recommendations were given.
Key words: IT education, IT implementation Pakistani libraries
... Here are some fundamental and innate barriers in the development of the leadership mindset of LIS professionals. Role of LIS Education: Faculty, curricula, teaching & assessment methods and overall set up of the LIS schools do not generally develop essential competencies in the students (Rehman, 2000; Mahmood, 1997 Mahmood, , 2002 Mahmood, , 2003 Anwar, 1992; Chaudhry, 1992). To induce leadership qualities is almost a neglected area. ...
Library leadership is almost an unexplored area in library and information science (LIS) education. All eight library schools in Pakistan offer management courses to impart skills needed for managing libraries but there is little awareness regarding the importance of inducing leadership traits—as distinct from managerial skills—among LIS academia, researchers and practitioners. The paper explores different aspects of the issue with specific reference to Pakistan by using mixed methods. Data was obtained from professionals through a questionnaire, content-analysis, focus groups, discussions, and personal observation and experience. The paper identifies fundamental leadership attributes required for LIS professionals and their status among professionals in Pakistan. Barriers in the development of leadership traits among professionals are also identified. Findings suggest that the emerging social, professional and technological scenario in the country requires information professionals with leadership qualities, to foresee and create the future by timely planning and not become the victim of unforeseen changes.
... Research indicates factors responsible for the slow learning process are incompetence of instructors, traditional curriculum, low exposure to computers, and lack of facilities at the workplace (Haider, 1998). In the 1990's, the Netherlands Library Development Project in Pakistan funded the technology related courses for the librarians in cataloguing, classification and the use of computers (Mahmood, 1997). ...
The research paper investigated the Pakistani Workplace Learning and Performance
(WLP) practitioners’ perceptions of the evolving importance of delivering training in the
workplace. By focusing on themes and the contents of designing, delivering and
improving training, this research illuminated gaps in current knowledge and need for
future improvements with respect to occupational expertise. Looking at the context of
the growing formal workforce in Pakistan offers insights into the demographic and
technological shifts occurring in the economies of the developing world. Forty WLP
practitioners volunteered to respond to a paper-pencil based survey using convenience
and snow-balling sampling approaches. This study employed inferential statistics to
identify the differences in perceptions of practitioners regarding the current and future
importance of selected delivering training competencies. The results of this study
suggested that degree of engagement in knowledge and actions areas in delivering
training would be sufficient for predicting the development of a skillful workforce. Very
little empirical research had been done to connect delivering training in knowledge and
actions areas. Despite possible sampling bias, this research bridged the information gap
by examining the relationship between perceptions of Pakistani practitioners regarding
the current and future importance of delivering training competency.
Information and communication technologies (ICTs) have become basic ingredients of, and competitive tools in, the information-intensive tertiary/higher education sector. Their increased and specialised use in teaching and learning, research, academic administration, institutional management and information provision translates into greater access to higher education, flexible and innovative delivery at reduced educational costs, more efficient provision of information services and enhanced educational outcomes. In Library and Information Science (LIS) education, ICTs can represent both the content of courses and essential tools for effective learning of the content. The constant rapid development of these technologies means that LIS curriculum structures and content have to be reorganised, infusing greater ICT knowledge and skills into courses and providing more hands-on practice. African LIS educators recognise the importance of intensifying information technology courses in their curricula to be relevant, visible and competitive in an increasingly globalised and networked world. However, they are often challenged by factors such as technological capacity, funding and sustainability of resources, human expertise and the attitudes of trainers/trainees, higher education bureaucracy and a complicated employment market. Collaborative initiatives and approaches in the implementation of ICT projects are particularly significant because networking, which is the backbone for effective harnessing of ICTs, often transcends departmental, institutional and national jurisdictions.
The paper discusses the emerging trends in both the profession and practice of modern-day librarianship; recognizing that at the core of the information profession today are those saddled with the responsibility of managing the acquisition, organization and dissemination of information to an identifiable group of users. It traces the origin of library and information science education in Nigeria, underscoring the apparent proliferation and its implication. It observes the trend in library and information science practice whereby the advent of new technologies has had a tremendous impact on the traditional service delivery; leading to some fundamental issues. These were discussed in relation to certain fundamental implications for the Nigeria library schools where future professionals are being trained.
This paper presents bio-bibliometric analysis of the contributions of Dr. Khalid Mahmood in the field of Library and Information Science through his publications. The analysis includes geographical and year wise distribution of publications; collaboration for publication; publications by type; language and journal preferences for the publication; and coverage of different subject areas. Results of the study indicate that Dr. Khalid Mahmood is a prolific writer in the field of library and information science. He contributed 115 items including 99 articles, six books, eight conference papers and two papers in newsletters till December 31, 2011. Research work by Dr. Khalid Mahmood is well accepted in developed countries like United Kingdom and United States of America. He used English language to disseminate majority of his research work. He believes in teamwork and about two third of his research work was result of collaboration.
This study mapped and audited the types, nature and diffusion of ICTs in LIS education in sub-Saharan Africa. Questionnaires were sent to 51 LIS schools in 19 countries of sub-Saharan Africa, of which 29 (57%) were returned. Most LIS schools have a significant ICT content in their programs, and most ICT modules are highly rated as core/required within these programs. Practical training for ICT skills was included in all modules but to a limited extent. ICT use in teaching and learning was largely focused on computer literacy, followed by use of ICT in bulletin boards, distance learning and collaborative teaching. Only a few African LIS schools, with significant growth in South Africa, employ online teaching. ICT is used in research mainly to collect research information, to identify sources for research funds and to apply research tools such as statistical packages. There was also evidence of strong use of ICT for academic administration largely through stand alone PCs or offline. Computer hardware availability was noted to be low as the number of computers in terms of computer student or staff ratio is extremely low. While a variety of computer software is available in the market with Microsoft products leading the market, softwarelicensing requirements are problematic because of cost and infringements. Most institutions have set up mechanisms to provide staff with ICT competency, and evidently the agenda for ICT development for LIS education in Africa is still quite long. Such an agenda should always include provision of resources and better ICT infrastructure, staff development, ICT policy, ICT accessibility for students and staff, curriculum development, collaboration and networking for resource sharing, distance learning education, practical education/training for skills development, experiential learning, and integration of ICT in LIS education.
Facilities for para-professional training and professional education in library and informa. tion work in Pakistan are described. The Uni versity Grants Commission Curriculum for Lib rary and Information Science has been intro duced in all university library science depart ments. The lack of teaching staff and profes sional literature create serious problems. Post- experience courses are offered through an Anglo-Pakistani cooperation programme. Selected Unesco documents on education and training are listed.