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LIS Curriculum Review Using Focus Group Interviews of Employers

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Introduction The employers of library and information science graduates are many and varied in nature. Designing an LIS educational program for diversified needs and expectations of the employers is very difficult. Library schools are always expected to get input from the consumers of their product about their changing expectations and needed skill set of the graduates. IFLA guidelines (2000) and ALA standards (2008) for LIS educational programs also acknowledge the employers’ right to know whether a given program is of good standing. They recommend the involvement of employers in planning and evaluation of program goals/objectives and curriculum. They also recommend their participation in governance of the programs. Department of Library and Information Science at the University of the Punjab, Lahore is the oldest LIS education provider in Pakistan. It initiated a certificate program for librarians in 1915 in the British regime. After independence, this program was converted into a postgraduate diploma. A master program was started in 1974. Since then more than 1500 students got master degrees and are serving various types of libraries, information centers and library schools throughout the country. Lahore is the second largest city of Pakistan having an approximate population of 10 millions. A large number of LIS graduates are working in Lahore. The second largest cluster of the graduates of this department is Islamabad, the country’s capital 288 kilometers away from Lahore. Other graduates are mainly working in university and college libraries in cities and towns of all sizes in the Punjab province. The remaining professionals serve some organizations in other provinces and even in abroad particularly the oil rich countries of Middle East. The Higher Education Commission of Pakistan is responsible for revision and recommendation of a common curriculum. It has set up a National Curriculum Revision Committee for LIS consisting of representatives from all library schools and some working librarians. The last revision made by this committee was published in 2002. This committee is only a recommendatory body and it is up to the individual universities to implement the curriculum as such or further revise it. The Department of LIS at the University of the Punjab immediately implemented the new curriculum. After some time, the senior professionals, particularly from large university and special libraries, started to insist for further revision and effective implementation of the LIS curriculum. Flaws in LIS education has been a common topic in professional gatherings and seminars. Practitioners were criticizing the quality of education by claiming that library schools were not keeping pace with the technological and environmental developments in libraries. They were feeling difficulties in finding manpower possessing required knowledge, skills and attitude. Even graduates with good grades were lacking in some basic skills. Keeping in view the situation this researcher conducted some surveys to assess educational needs of entry level and experienced manpower (e.g., Mahmood, 2003 and Mahmood & Khan, 2007). Meanwhile, this author got an opportunity to become head of the department. He decided to conduct a thorough review of the MLIS program and design and implement a new curriculum. The review and design process included seeking practitioners’ feedback through an LIS listserv, a questionnaire survey of the alumni, a detailed literature search, a review of course contents of LIS schools all over the world available on the World Wide Web, and two focus group interviews of senior librarians considering them the potential employers of the department’s graduates. This paper presents an account of the focus groups conducted for this purpose.
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Asia-Pacific Conference on Library & Information Education & Practice, 2009
LIS CURRICULUM REVIEW USING FOCUS GROUP INTERVIEWS OF
EMPLOYERS
DR. KHALID MAHMOOD
Department of Library and Information Science, University of the Punjab, Lahore, Pakistan
Email: khalid@dlis.pu.edu.pk
Introduction. The paper reports two focus group interviews of employers of LIS graduates in Pakistan
conducted to seek their feedback on MLIS program of the Department of Library and Information
Science at the University of the Punjab, Lahore.
Method. Usefulness of focus groups for such purposes is described. Procedure of focus group
interviews conducted is given in detail.
Results. The results are presented according to the following questions of discussion. What
competencies are required of LIS graduates in the changing LIS market in Pakistan? What changes are
required in the objectives of MLIS program? What should be the entry requirements for MLIS program?
What should be the structure of the program and sequence of courses? What changes are required in the
course contents? What should be the curriculum implementation strategies? What physical facilities are
needed to implement the curriculum? What other measures do you suggest to improve the quality of
education at DLIS?
Conclusion. The focus group was found an effective method to seek employer’s opinion about LIS
curriculum.
Introduction
The employers of library and information science graduates are many and varied in nature.
Designing an LIS educational program for diversified needs and expectations of the employers is very
difficult. Library schools are always expected to get input from the consumers of their product about
their changing expectations and needed skill set of the graduates. IFLA guidelines (2000) and ALA
standards (2008) for LIS educational programs also acknowledge the employers’ right to know whether
a given program is of good standing. They recommend the involvement of employers in planning and
evaluation of program goals/objectives and curriculum. They also recommend their participation in
governance of the programs.
Department of Library and Information Science at the University of the Punjab, Lahore is the
oldest LIS education provider in Pakistan. It initiated a certificate program for librarians in 1915 in the
British regime. After independence, this program was converted into a postgraduate diploma. A master
program was started in 1974. Since then more than 1500 students got master degrees and are serving
various types of libraries, information centers and library schools throughout the country. Lahore is the
second largest city of Pakistan having an approximate population of 10 millions. A large number of
LIS graduates are working in Lahore. The second largest cluster of the graduates of this department is
Islamabad, the country’s capital 288 kilometers away from Lahore. Other graduates are mainly
working in university and college libraries in cities and towns of all sizes in the Punjab province. The
remaining professionals serve some organizations in other provinces and even in abroad particularly
the oil rich countries of Middle East.
The Higher Education Commission of Pakistan is responsible for revision and recommendation of
a common curriculum. It has set up a National Curriculum Revision Committee for LIS consisting of
representatives from all library schools and some working librarians. The last revision made by this
committee was published in 2002. This committee is only a recommendatory body and it is up to the
individual universities to implement the curriculum as such or further revise it. The Department of LIS
at the University of the Punjab immediately implemented the new curriculum. After some time, the
senior professionals, particularly from large university and special libraries, started to insist for further
revision and effective implementation of the LIS curriculum. Flaws in LIS education has been a
common topic in professional gatherings and seminars. Practitioners were criticizing the quality of
education by claiming that library schools were not keeping pace with the technological and
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Asia-Pacific Conference on Library & Information Education & Practice, 2009
environmental developments in libraries. They were feeling difficulties in finding manpower
possessing required knowledge, skills and attitude. Even graduates with good grades were lacking in
some basic skills. Keeping in view the situation this researcher conducted some surveys to assess
educational needs of entry level and experienced manpower (e.g., Mahmood, 2003 and Mahmood &
Khan, 2007). Meanwhile, this author got an opportunity to become head of the department. He decided
to conduct a thorough review of the MLIS program and design and implement a new curriculum. The
review and design process included seeking practitioners’ feedback through an LIS listserv, a
questionnaire survey of the alumni, a detailed literature search, a review of course contents of LIS
schools all over the world available on the World Wide Web, and two focus group interviews of senior
librarians considering them the potential employers of the department’s graduates. This paper presents
an account of the focus groups conducted for this purpose.
Focus Group as a Methodology for Curriculum Review
A cursory review of LIS literature revealed that various methods have been used for seeking
employers’ opinion regarding skills required of library manpower. These include content analyses of
job advertisements (e.g., Younger, 2005), questionnaire surveys (e.g., Kim & Kusack, 2005), and
interviews (e.g., Mammo, 2007). Some examples of the use of focus group interviews can also be
found in LIS literature. Researchers not only described the use of focus group technique for their
purpose but also gave arguments in the favor of this method. Most of the authors found it very effective
in qualitative data collection.
Focus groups, developed in the 1940s by market researchers, are now increasingly used for a
variety of purposes in many different fields such as sociology, psychology, media studies, education,
and healthcare. In academia, this technique is used ―when a program of some kind needs to be
evaluated in order to help measure its success, strengths, and weaknesses, and also to help qualitatively
explain the nature of what is and is not working. For example, new educational programs are frequently
evaluated through focus group research in order to understand their benefits and aid in strengthening
them. Focus groups are also useful in developing the content of new programs (Hesse-Biber & Leavy,
2006, p. 197)
Throughout its development, the focus group technique has been known variously as the ―focused
interview,‖ the ―group interview,‖ the ―group depth interview,‖ the ―focus group,‖ and the ―focus
group interview.‖ Since the 1980s, ―focus group(s),‖ ―focus group interview,‖ and ―focused group
interview(ing)‖ have been the most frequently used terms found in the literature and for database
searching (Walden, 2006)
According to Phillips and Stawarski (2008) focus groups are particularly helpful when qualitative
information is needed about a program’s success. It is an inexpensive and quick way to determine the
strengths and weaknesses of a program. For example, focus groups can be used in the following
situations:
To evaluate reactions to specific exercises, cases, simulations, or other components of a
program
To assess the overall effectiveness of program application
To assess the impact of a program in a post-program evaluation
According to Walden (2006) focus groups involve open, in-depth discussions with small groups of
purposely selected individuals, led by a trained moderator/facilitator, to explore a predefined topic of
shared interest in a non-threatening, semi-structured setting. Such groups are said to be ―focused‖
because the participants are similar in some way, and the goal of the encounter is to obtain data about a
single topic or a limited range of topics. Focus groups are basically group interviews, the goals of
which are to examine, in detail, people’s perceptions about products, services, situations, political
candidates, and so forth, in order to evaluate how their thoughts and beliefs shape overt behavior.
Focus groups involve an entire group that answers questions together, rather than an interviewer who
asks questions of a single individual.
Gorman and Clayton (2005) believed that focus group was the simplest method for qualitative data
collection in information settings. They described the advantages of focus group as enjoyable and
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interesting experience, speed, transparency, interaction, flexibility, open-endedness, and ability to note
non-verbal communication.
References to focus groups began appearing in the library literature in the mid-1980s and this
technique has been gaining ground in this field at a slow pace. A scan of the LISA, Library Literature
and LISTA databases (in April 2008) revealed that there were only 70, 85, and 75 references
respectively to focus group. According to Glitz, Hamasu and Sandstrom (2001) US libraries of all
typespublic, academic and specialuse the focus group technique for many purposes, such as
evaluating library services, strategic planning, studying users’ information-seeking behaviors,
developing a mission statement, assessing collection strengths, understanding library staff attitudes,
and determining continuing education needs for library staff.
Canning, Edwards and Meadows (1995) described the application of the focus group technique, by
the staff of the J. Otto Lottes Health Sciences Library, Missouri University at Columbia, School of
Medicine, to the evaluation of library services and the current library user training program. The focus
groups were found to be a quick and cost effective method of obtaining relevant information about the
value of current services and were also viewed as an easy way to help build and sustain public relations
with the School of Medicine.
Oberg and Easton (1995) used focus groups in the evaluation of a program of school library
education at the University of Alberta, Canada. They found that the focus group methodology was an
effective way to increase the quantity and quality of information needed for program evaluation.
―Although the focus group approach did not provide a clear direction for future program changes, it did
affirm the current direction of the program and it did widen the scope of the inquiry into the program. It
also appears to have an important benefit in terms of building awareness of the current school library
education program within the professional community, especially for the many individuals who have
limited contact with the university after completing their formal professional education.‖
Goulding (1997) argued that focus groups have great potential as the principal data-gathering
method for LIS researches. Glitz (1997) introduced the use of focus groups in library research, the
skills needed to conduct groups, and their strengths and weaknesses. In his opinion, focus group
research can help libraries to:
identify needs for education and training among both users and staff,
set financial or program priorities,
clarify the library's goals and values,
plan for new or enhanced services,
identify the needs of particular user groups, and
evaluate existing services. (p. 387)
Thapisa (1999) opined that an LIS curriculum should be sensitive to market forces, the needs of
the employers and also the curriculum should be able to produce job-ready graduates. He quoted an e-
mail of Professor Ann Irving of Thames Valley University Centre for Complementary Learning in
which she advised that, ―to find out from employers, focus groups are a good and easy technique, and
much better than a questionnaire alone,‖ because ―people tend to recall better the kinds of things they
want, and to talk more freely about the problems with new recruits to their staff. They also build good
collaborative links between academic staff and the people to whom they will be sending educated
graduates‖ (p. 94).
Verny and Van Fleet (2001) reported that the Kent State University School of Library and
Information Science conducted three focus groups to identify the need for professional LIS education
in the state of Ohio and the role of the program in delivering such education. The authors argued that
using a focus group would be a more effective vehicle to investigate complex behaviors and to
determine why people do or do not use a service.
Dickson (2004) used focus group in designing an information literacy and communication unit for
College of Health students at the University of Notre Dame, Australia. He reported that using focus
groups was a particularly effective method for identifying areas for improvement and strategies for
meeting customers’ needs. Spackman (2007) used focus groups to evaluate an information literacy
program in the Harold B. Lee Library at Brigham Young University.
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As part of a curriculum review process, four members of the College of Library and Information
Science at the University of South Carolina (Curran, Bajjaly, Feehan & O’Neill, 1998) used focus
groups to determine what constituent expectations were for new graduates of the program. The aim was
to listen to clients both students and employees in order to sensibly adjust the program (weeding as
well as seeding). The library science faculty in this case found focus groups to be ―very useful,‖ and
they intended to continue to use this technique in other situations. They argued for this methodology in
the following way.
Focus group methodology is anchored in the premise that an organization can learn from its
constituents when it listens to what constituents have to say. Focus groups provide a structured
way for people who share similar interests to talk about them and for the organizations which
sponsor the groups to review and consider the conversations.… Well-run focus groups can
provide excellent intelligence for decision making. They supply a snapshot of current
thinking.… In addition, focus groups enfranchise an LIS school’s constituents. They enjoy the
chance to meet and greet, to eat together, and to be heard. Many of them sincerely appreciate
the opportunity to influence curricular decisions. Most of them have very useful opinions to
offer. (p. 177)
Kigongo-Bukenya (2003) used focus group discussion to review curriculum strengths and
weaknesses in some African LIS schools. The researcher found the exercise very exhausting and
lively, which kept the respondents alert and made them fully participate in the exercise. This gives
credibility to the findings… The qualitative approach enabled the researcher to get in personal and
close contact with the stakeholders… The close contact enabled the research to appreciate the feelings
expressed in the answers and the fears expressed in gestures‖ (pp. 118-119).
Lutwama & Kigongo-Bukenya (2004) used focus group interviews to seek opinion of employers
corresponding to the biggest institutions employing the graduates of the East African School of Library
and Information Science in Uganda. The topic of discussion was appropriateness of the curriculum to
the professional practice in LIS fields.
The review of literature shows that many researchers have successfully used focus group interview
method for qualitative data collection in general and program review in particular.
Procedure of the Study
Keeping in view the market clusters of the graduates of the Department of Library and Information
Science, University of the Punjab, it was decided that two focus group interviews of the employers will
be conducted, one each at Lahore and Islamabad.
Choosing the Research Team
This author presented the idea of seeking employers’ feedback through focus groups to the faculty
and students of doctoral class. All appreciated the plan and were ready to cooperate. One Assistant
Professor and four students were selected for assistance. Being the head of the department this author
became the team leader and decided to play the role of facilitator/moderator. The other faculty member
worked as assistant facilitator in both groups. The PhD students, who were also working librarians,
helped in recording / note taking and arranging for logistics.
Determining the Population
Members of the research team nominated, discussed and finalized the list of participants. For the
purpose of these discussions, the employers were defined as the LIS qualified and experienced persons
who were heading the large academic, public and special libraries and information centers and had a
profound influence in the LIS field. Most of the participants were graduates of the University of the
Punjab. They had been involved in recruiting LIS graduates for their libraries or for other institutions
by participating as subject expert in their selection committees. They also had a good knowledge of the
teaching activities of the DLIS at University of the Punjab. Most of them were the members of the
Board of Studies or had worked as external paper setters and examiners of the MLIS program. They
also had been active participants of the alumni association of the department and other professional
associations.
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Deciding the Questions for Discussion
Based on the experience to run the MLIS program, previous informal discussions with alumni and
practitioners, and review of literature the research team selected the following questions to ask the
participants.
1. What competencies are required of LIS graduates in the changing LIS market in Pakistan?
2. What changes are required in the objectives of MLIS program?
3. What should be the entry requirements for MLIS program?
4. What should be the structure of the program and sequence of courses?
5. What changes are required in the course contents?
6. What should be the curriculum implementation strategies?
7. What physical facilities are needed to implement the curriculum?
8. What other measures do you suggest to improve the quality of education at DLIS?
Operating the Focus Groups
Existing course contents and reading lists were sent to the participants two weeks before the focus
group meetings. A list of questions for discussion was also sent along with the invitation letter. The
first focus group discussion was organized at the department which was attended by four chief
librarians, two each from large university and public libraries of Lahore. For the second group
interview the research team traveled to Islamabad. It was organized at the National Library of Pakistan.
Eleven participants from national, university, college, special libraries and a library school were present
(Table 1). Tea and lunch were arranged for both the meetings. The meetings lasted for 90 and 120
minutes respectively.
Table 1. Focus group participant demographics
Lahore
Islamabad
Type
Employer
4
11
University Librarian
2
4
College Librarian
1
Public Librarian
2
National Librarian
1
Special Librarian
4
Library School Head
1
Moderator & Faculty
4
2
PhD Student
2
2
Gender
Male
7
12
Female
3
3
Number of Participants
10
15
Before inviting the participants to start discussion on the questions the moderator briefed the
participants on the history, activities, achievements and future plans of the department and existing
contents and curriculum implementation strategies of MLIS program.
Both focus group interviews were conducted in a free and open atmosphere to enable a detailed
discussion of various aspects of the curriculum and its implementation strategy. Each respondent
actively participated and contributed something on most of the issues. Although some of the
participants were different with each other on a few issues but they agreed upon on most of the
recommendations.
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Analysis of Responses
Needed Competencies of LIS Graduates in the Changing LIS Market in Pakistan
The participants were of the view that due to very rapid changes in the library technology there
was a gap between the library practice and the contents of LIS curricula in the country. Information and
communication technology has witnessed a revolutionary change in previous years while LIS schools
could not respond to it very quickly. The modern technological developments changed everything in a
library. One can see new software, hardware, content, services, and even user attitude in libraries. The
new versions of operating systems have made unusable the two to three year old hardware and software.
In this new environment, librarians are expected to be more active to fulfill the needs of their clients.
The respondents affirmed that the graduates of the University of the Punjab, though better in all
LIS schools in Pakistan, lacked many required skills. Various professional positions were vacant due to
unavailability of skilled staff. Competencies required of an LIS graduate can be divided into three
categories: LIS core, management and ICTs. All three areas should be given a balanced importance in
the curriculum. In addition to the deficient ICT skills the graduates terribly lacked oral and written
communication skills. Sometimes, the graduates were not able to introduce themselves in English
during interview. Similarly, they could not write a simple letter in English. Although this is due to the
deterioration in the general education system in the country but an LIS professional, living in a global
village of knowledge, cannot deliver services without a good English proficiency.
Objectives of MLIS Program
The participants gave guidelines to set objectives of a revised MLIS program. Their suggestions
are as follows:
MLIS program should prepare students as proactive leaders instead of traditional librarians
LIS graduates should have good ICT and management skills.
LIS graduates should also be good in general knowledge. They should have general reading
habits. They should be aware of the social, economic, political and technological changes
which take place around them.
LIS program should be a blend of theory and practice. Both should be given equal importance.
Research skills should also be given importance.
Different specializations should be offered for different organizations.
Entry Requirements
The employers were of the view that the intake of LIS program was poor. LIS subject is not the
first choice of the candidates. The students with good merit always go to medical, engineering and
business studies. Usually students from lower middle class and mostly with rural background get
admission in LIS programs. Similarly science students do not join library schools. The students of LIS
do not have an aptitude to become an effective library professional. The participants recommended that
there should be admission test and interview to check the aptitude of the candidates towards
librarianship. There should be fixed quota for students with science background.
Program Structure / Course Sequence
The senior professionals recommended the following:
Increase credit hours of the MLIS program.
It should be a full time four-semester program.
There is a need to set new priorities for core and elective courses.
Indexing and abstracting, digital libraries and information literacy/ user education should be
introduced as core subjects.
First semester should be devoted to personality development, communication skills,
introductory ICTs and other LIS fundamental courses.
During first semester, orientation tours to major libraries of the city should be arranged.
Course on research methodology should also be in first semester to train students write
assignments, projects, etc.
Third semester should carry specialization courses.
Courses for independent study should be offered.
The final semester should be fully allocated to practicum.
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Writing research thesis should be made compulsory for each student, if possible to manage.
Course Contents
The groups named many components to be included in the courses:
EndNote software
Winisis/Genisis software
Bibliographical control
E-subscription & licensing issues
Critical thinking
Marketing and public relations
Commercial and open source library
software packages
Global trends in library services
Project planning
Written and oral communication skills
Library software application
development (project)
Digital librarianship
Knowledge management
Electronic collection development
Strategic planning and situation analysis
Performance evaluation (HRM)
Media librarianship
Annotated bibliographies
Digitization
Database management
Information literacy programs
Bibliometrics / Webometrics
Content analysis
Dublin core
Digital archiving
Thesaurus building
Library tock taking / stock revision
Use of different style manuals
Some were of the view that new courses be designed keeping in view the local needs and
information resources.
Curriculum Implementation Strategies
The participants opined that the existing curriculum was not much defective but the real problem
lied in the implementation. They gave many suggestions in this area:
Try to develop reading habits in the students. Reading of original texts and reference material
should be promoted. Mere reading of notes prepared by teachers or students should be
discouraged.
Power Point and verbal class presentations should be encouraged.
Teaching should be divided into three parts: 40% class lectures, 40% practical, and 20%
assignments/presentations.
Quizzes should also be a part of student evaluation.
Arrange guest lectures and call the professional librarians from all type of libraries.
Involve the students in research activities and publish the output as collaborative effort.
Faculty should be of high quality. Do not rely only on teachers with library science
qualification. Appoint the ICT and management / administration experts for teaching courses
relevant to them. Arrangements should also be made for training faculty in preparing new
course contents.
Medium of class instruction and examination at the master’s level should be English.
Give the students case studies of different library management problems (as a term paper or
assignment) and ask to present the findings of the study in class. Also call the relevant library
professional on the day of presentation. This effort will be fruitful for libraries as well. Also
give assignments on users’ information needs assessment.
Give incentives / scholarships to good students.
Practicum is a week area of the program. Its duration be enhanced, covering all professional
areas one month at each desk. Each area of activity should hold separate marks. Well
reputed organizations should be selected for this purpose. Students’ aptitude should also be
considered in library selection. Teachers should visit the libraries during practicum. Both
internal and external examiners should jointly evaluate the students.
Summer camps can also be arranged for general nature skills like personality development and
communication.
Physical Facilities
The groups also suggested equipments and other physical facilities for effective implementation of
revised curriculum:
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Departmental library should be a model library for LIS students. It should have latest readings
related to courses and reference material. Print and online LIS journals should be available in
the library. Help of the department’s alumni abroad can be sought for the provision of latest
reading material.
Upgrade the departmental computer lab with latest computers and Internet facility.
Arrangements for videoconference should be made in the department.
The department can plan joint ventures with other organizations for the provision of resources
to LIS students as well as working professionals. Students should be encouraged to use
reference materials and computer labs of large public libraries. Pakistan Library Association’s
Computer Laboratory at Lahore can also be used for this purpose.
The grant programs of the Higher Education Commission (HEC) can be explored for the
provision of necessary equipment.
Other Suggestions to Improve the Quality of Education
The focus groups recommended some other measures to improve the quality of education at the
DLIS and make the image of the department better.
The MLIS program and other programs of the department should be marketed at a large scale.
Seminars and conferences can be arranged for this purpose. Also introduce the profession and
its activities to the public through media.
Arrange the career counseling workshops for new graduates.
The HEC should be asked to design the job qualification tests for candidates (as in India,
clearance of the University Grants Commission’s test gives incentives to the employees).
Increase the interaction between faculty and professional librarians for mutual understanding.
Give the feedback of such meetings to the students.
There should be teachers’ evaluation through multiple methods, e.g., by students, peers,
alumni, etc.
Web OPAC of the departmental library be launched.
MLIS curriculum needs to be revised after every two to three years.
Curriculum Revision Committee (CRC) of the HEC should be activated to make a uniform
curriculum throughout the country.
The Pakistan Library Association should be asked to set standards for LIS education in the
country. The association can also start accreditation practice like ALA.
The alumni association should be activated to promote the educational programs of the
department.
Conclusion
The findings regarding needed competencies correspond to those of a previous survey of academic
librarians of Pakistan (Mahmood, 2003) in which ICT, leadership and communication skills were at top
of the list. In the light of the findings of these focus group interviews and some other measures an
completely new curriculum was designed which was successfully passed through a long journey for its
approval (Departmental faculty Board of Studies in LIS Board of Faculty of Economics &
Management Sciences Academic Council) and now has been implemented. On the request of the
department the Higher Education Commission has also provided some amount to purchase ICT
equipment and reference tools.
The author and his research team found the focus group interviews very successful in seeking
employers’ perceptions and suggestions on the MLIS curriculum. The additional benefits of this
activity include the learning of the faculty members and doctoral students on one hand and the
marketing of the department’s programs on the other. All the research team made arrangements very
enthusiastically. The senor employers told that this kind of activity conducted by a library school was
the first in Pakistan. All of the participants appreciated and enjoyed this activity. By finding
opportunity to contribute for the betterment of LIS educational program they felt very happy. They also
rendered their future cooperation for the programs of the department. As a result of this activity they
also promised to contribute research papers for the department’s research journal. The co-host of the
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Islamabad meeting, a representative of the National Library of Pakistan, expressed his views that it was
a matter of pride for the National Library that it hosted such activity for the improvement of the quality
of education in Pakistan. All of the focus group participants found this activity as a very effective
method of sharing objections and opinions on a particular topic in an organized way and a short span of
time. They recommended that similar focus groups should also be conducted by other library schools.
The same methodology can also be used to resolve other issue for promotion and betterment of the LIS
profession in Pakistan.
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About the Author
Professor Dr. Khalid Mahmood did Bachelor of Arts, Bachelor of Laws, Masters in Library
Science and Islamic Studies and Ph.D in Library and Information Science from the University of the
Punjab, Lahore, Pakistan. He is currently Chairman of the Department of Library and Information
Science at the same university. He has published five books and above 60 research papers in national
and international journals. His research interests include LIS education and use of ICTs in libraries.
171
... In Pakistan, the task of updating and recommending a balanced curriculum is the responsibility of the Higher Education Commission of Pakistan (HEC). HEC established the National Curriculum Revision Committee in 2002 to develop a standardized LIS curriculum (Mahmood, 2012). National Curriculum Revision Committee developed and revised the LIS curriculum in 2008 and 2014, respectively. ...
... Practitioners have long criticized Pakistani library schools for failing to produce qualified personnel (Mahmood, 2003). In another study, Mahmood (2012) found that LIS graduates lacked several essential skills and there were differences between library needs as a result of the quick changes in library technology and the country's LIS/IM curricula offerings. Hussain (2017) conducted national-level research and disclosed that the curricula at library schools are created with consideration for regional needs. ...
... Pakistani librarians have criticized LIS/IM programs for failing to produce graduates with the necessary skills. This study confirms an earlier finding that there is a gap or disparity between the LIS/IM curricula in the country and library practices (Mahmood, 2012). The necessity for LIS/IM institutions to comprehend the requirements of practitioners and realign their offerings is therefore of the utmost importance. ...
Article
The primary goal of this study was to identify gaps in curriculum coverage and required skills for research support services (RSS) in university libraries in the Punjab province of Pakistan. A convergent parallel mixed methods design was used to meet its objective. To collect data for the quantitative strand, a cross-sectional survey with a closed-ended questionnaire was conducted. The population for the cross-sectional survey was reference/research librarians working in university libraries in the Punjab province. SPSS was used to analyze quantitative data. In the qualitative strand, the curriculum documents of seven LIS/IM schools in the Punjab province were examined by using the content analysis technique. Results of both strands were compared for gap analysis. The findings revealed a gap between the skills required for RSS and the offerings of LIS/IM schools. The findings have practical implications for LIS/IM schools that will help to realign their curricula to meet market needs.
... The topics include introduction to library resources, services and policies, online searching techniques, use of medical databases/digital library/search engines, plagiarism awareness/ethical use of information, referencing styles, copyright, scholarly publishing, theory and practice of evidence-based medicine and use of citation management software (EndNote, RefWorks, etc.). Moreover, a few more studies have suggested similar contents for IL course (Batool and Webber, 2014;Batool and Webber, 2019a;Batool and Mahmood, 2012;Mahmood, 2012;Yousuf and Joanna, 2018;Asad, 2020;Zeeshan et al., 2020) i.e. IL instructions' delivery method such as face-to-face, individual instruction at the reference desk, workshops/seminars, printed training manuals, a combination of print and online and online/web-based tutorials. ...
... Batool and Webber (2019a) pointed out that IL practices are influenced by economic, political and socio-cultural situations of the country. This IL practice gap has been identified in several other studies, too, as Mahmood (2012) suggested to improve the curriculum of LIS by incorporating important competencies like information and communication technologies (ICTs) and IL. He further highlighted the role of all stakeholders, including library managers and LIS faculty, to take the issue seriously. ...
... He further highlighted the role of all stakeholders, including library managers and LIS faculty, to take the issue seriously. In this regard, Yousuf and Joanna (2018) conducted a study on the IL skills of library professionals at the workplace and emphasized improving such skills in the area of information search tools, searching techniques, etc. and agreed with the recommendations of Mahmood (2012) regarding changes in LIS curriculum. Recently, a few more studies have been conducted with the focus on the digital IL skills of LIS professionals (Asad, 2020) and of students (Zeeshan et al., 2020), highlighting the importance and implementation strategies of IL contents into the curriculum. ...
Article
Purpose – The present study focused on information literacy education through a unique research lens, i.e. the Delphi process in developing countries. The primary aim of the study is to formulate an information literacy framework for higher education. Design/methodology/approach – In total 13 experts from the field, including academicians and practitioners, were invited to build consensus on the components of an information literacy curriculum for library and information sciences or management postgraduate students. Findings – The Delphi process was completed in three reasonable rounds to build consensus on eight information literacy course units, including computer, research, critical, information, domain-specific knowledge and copyright literacies in line with learning and communication skills. The panelists considered computer, research and critical literacies as the most significant components of an information literacy curriculum for postgraduates. Practical implications – The proposed framework of information literacy curriculum may have considerable implications for educators, practitioners and researchers. Originality/value – The study is unique as it focuses on developing a contextual and comprehensive information literacy education framework for information professionals.
... A revisão narrativa caracteriza-se por não exigir protocolo rigoroso para desenvolvimento da pesquisa e, também, por não pretender ser exaustiva. Nesse caso, a pesquisa das fontes de informação é mais flexível e menos abrangente (Cordeiro et al. 2007 2 Grupo focal: origem e características Mahmood (2012) considera que a técnica de grupo focal foi desenvolvida na década de 1940, por pesquisadores de mercado e, posteriormente, passou a ser usada para outros propósitos e em diversos campos, como sociologia, psicologia, estudos de mídia, educação e saúde. Para ...
... A técnica de entrevistas em grupo recebeu denominações variadas, tais como: "entrevista focada", "entrevista em grupo", "entrevista em profundidade", "grupo focal" e "entrevista em grupo focal". A partir dos anos de 1980, os termos "grupo focal", "entrevista em grupo focal" e "entrevistas em grupos focados" foram usados com maior frequência na literatura e nos bancos de dados (Mahmood 2012 participantes; e contar com o papel ativo do pesquisador na criação dos tópicos a serem discutidos pelo grupo (Morgan 1996). ...
Article
Full-text available
Trata do papel do moderador na utilização do grupo focal para coleta de dados em pesquisas acadêmicas. Inclui breve revisão de literatura, de caráter narrativo, sobre conceito, origem e características dessa técnica. Mostra as competências necessárias para o exercício da função de moderador e as melhores práticas para o desenvolvimento dessa dinâmica de coleta de informações. Para a revisão de literatura, o acesso aos artigos ocorreu por meio do portal da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior e do Google Acadêmico. Mostra resultado de levantamento na Base Digital Brasileira de Teses e Dissertações; em revistas classificadas como A1, A2 e B1, na área de comunicação e informação; e nos anais XX Encontro Nacional de Pesquisa em Ciência da Informação, sobre a utilização do grupo focal em trabalhos de pós-graduação. Apresenta trabalho de pós-doutorado, que mostra o papel do moderador como fator crítico de sucesso na coleta de dados. Conclui que o moderador precisa desenvolver competências conceituais, procedimentais e atitudinais, das quais as últimas são as mais exigidas. Ressalta que o pesquisador pode desempenhar o papel de moderador ou atuar como segundo moderador ou como observador e passar essa função para alguém com experiência em coordenação de grupos.
... Scholarly literature on competency development for librarians in Pakistan is limited. Mahmood (2002Mahmood ( , 2003Mahmood ( , 2012 highlighted the need for contemporary skill sets aligned with industry requirements and advocated for curriculum revisions in LIS education. ...
Article
Full-text available
This study aims to establish a comprehensive Digital Information Literacy (DIL) skills model tailored for librarians across diverse Pakistani universities. Employing content analysis, the research conducted a literature review to identify contextually relevant DIL skill statements. An expert panel evaluated a draft list of DIL skills, informing the development of a research questionnaire using a Likert scale. Chief librarians from various universities constituted the study population. Out of 160 distributed questionnaires, 132 were returned and analyzed using ANOVA. The study resulted in a DIL skill model comprising fifty-six validated and ranked skill statements, categorized into five groups: Use of Personal System (PC), Digital Tools Utilization, Ability in Digital Services, Skills in Technology Applications, and Digital Innovative Technologies. The study recommends integrating these DIL skill contents into the LIS curriculum and encourages librarians in university settings to adopt the model to enhance their proficiency in digital information literacy.
... However, the present level of their technological skills is not adequate to overcome technological innovations (Mahmood, 2003;Ameen, 2008a). In Pakistan, it has been confirmed by various researchers that the collection management skills of library professional is not very good (Ameen, 2008) and referred professional skills and training (Ameen, 2006;Mahmood, 2012). Currently, it has been observed by copious researchers that some-extent improvements have been viewed in the behavior of young librarians/library managers related to the acquisition of professional skills and high-interest to learn and practice new Information and Communication Technology (ICT) at their institutional libraries (Shaheen, 2010). ...
Article
Purpose of study: The core aim of the study is to identify the level of professional activities and training needs of library practitioners serving in Government colleges of Khyber Pakhtunkhwa, Pakistan. Research Method and Procedure: This study is quantitative, and the survey method is applied to achieve the desired objectives. The public sector college librarians of seven districts of the southern region of Khyber Pakhtunkhwa were the study population. Data Collection and analysis: A structured questionnaire was distributed among fifty-nine (59) college librarians. Out of total, fifty-five (55) librarians return the filled questionnaire with a response rate of 93%. Statistical Package for Social Sciences (SPSS) Version 21 is used to analyze the collected data. Major Findings and Recommendations: it was reflected that sixty- four percent of the respondents had not attended any training program in the last five years. The main reason for not attending the training program is the lack of management support with library professionals. Only thirty-six percent of the college librarians had attended conferences, workshops, seminars, and webinars organized by academic libraries, training institutes and universities
... Every school offers courses in accordance with its own interest, which causes problems for LIS graduates in meeting market needs (Tufail Khan and Mahmood, 2013). LIS schools need to incorporate more advanced ICT contents in the curriculum (Wairrach and Ameen, 2011;Mahmood, 2012;Ahmed and Rehman, 2016;Iqbal and Khan 2017). Meager ICT facilities and the lack of ICT competencies among faculty are the major problems that prevented students from learning modern ICT skills (Fatima, Shafique and Firdous, 2012). ...
Article
This study aimed to explore library and information science (LIS) students’ satisfaction with information and communication technology (ICT) facilities at LIS schools in the Punjab, Pakistan. It also identifies the factors that motivated the students to use ICT and the benefits that they gained from the ICT. The study employed the quantitative research method to address the research questions. The quantitative data were collected from students of LIS schools in public sector universities in the Punjab, Pakistan. The findings suggest that although the students were required to use the ICT equipment to learn ICT skills as part of the LIS curriculum, most of the students used ICT tools at academic libraries and homes. The students were of the view that the use of ICT helped them develop ICT competencies. The majority of the students did not give opinions about their satisfaction with various ICT components at the schools. The outcomes of the study will help the LIS schools to upgrade and enhance their ICT facilities in order to enable students to develop ICT skills effectively and meet the job market needs in the current digital era.
... Courses in all library schools are offered according to their interest, causing problems for the graduates of these schools. Khalid (2012) studied LIS curriculum for seeking the feedback of the senior librarians and employers of young librarians. Giving reference of his previous surveys, the author observed that the library practitioners had reservations on the quality of education, asserting the lacking pace of library schools in comparison to the technological and environmental developments growing rapidly in libraries. ...
Article
The library schools of Pakistan are producing library professionals to work in different types of organizations. The fundamental education and training of librarianship is imparted at BLIS (one-year post-graduation) level which is named as BLIS, BA (Hon.), PGD (LIS) or MA (Previous) in different universities of Pakistan. The courses taught at this level are more or less same in all the universities. These are core courses and of compulsory nature and provide fundamental knowledge of librarianship. To examine the strengths and weaknesses of BLIS programs as experienced by the working professionals and their suggestions about inclusion/exclusion of the courses and suggestions about changes in BLIS programs and for the improvement of the quality of library education, focus group interviews of the alumni of all the library schools of Pakistan working in different types and sizes of libraries located in all the provinces of the country were conducted. As a result of these interviews and discussions, very useful information was obtained which can be helpful for developing and revising the curriculum.
Article
Full-text available
Cagayan State University as an institution of higher learning. It was established through Presidential Decree 1436 later amended by Republic Act 8292 by the integration of all publicly supported higher institutions in Cagayan. The university is composed of eight (8) campuses wherein Bachelor of Science in Criminology under the College of criminal justice Administration is offered only in four campuses: Aparri, Gonzaga, Sanchez Mira a Piat. The university campus for The BS Criminology program is located at Piat Campus, Piat Cagayan. This undertaking was conducted to determine the employability of the pioneer graduates of the BS Criminology of CSU at Piat. Specifically, it determined the profile of the graduates, first job after graduation, manner of finding the job, reasons for staying on the job, job searching period, and personal skills relevant to their present job. Findings of the study reveal that most of them are employed in the government sector, employed in their field of specialization and most of them are on a permanent status. The personal skills possessed by the respondents were found relevant in their present job.
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This research involved a comprehensive review of a graduate program’s competence for enhancements responsive and relevant to the standards of the new educational landscape and of the employment agencies’ growing needs and demands. Descriptive survey method embedding interview was used to address the objectives. Employing total enumeration, 70% retrieval rate of the instrument administered was recorded. Statistical and thematic analyses revealed that the MA- ESL degree, as similarly concluded, is contributory to the professional advancement of the graduates as supported by the high employment rating obtained consistent with the graduates’ regular status in professional occupational classifications and business lines. Significantly, the school- related factors were generally found very relevant- giving premium to curriculum, goals and objectives, and faculty and instruction. The work- related values on the other hand were rated highly useful- assessing perseverance and hard work of utmost importance. Of the general competencies, communication, knowledge and technical, and research were primarily found useful. Meanwhile, the feedback derived from the graduates, crosschecked with the above results, provided quality and timely enhancement measures. It is then forwarded that the proposed plan highlighting specific measures in the areas of curriculum and faculty and instruction may be adopted and accorded periodic evaluation.
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The study examined the awareness and competency level of undergraduates for entrepreneurship opportunities in library and information science profession in University Of Nigeria, Nsukka. Six research questions guided the study. Descriptive survey research design was adopted for the study. The population of the study comprised of the entire undergraduates in LIS, University Of Nigeria, Nsukka, which is 240. 43 Final year students were purposively sampled because they had spent more years in the system, are on the way to the labour market, have undertaken most of the courses in the curriculum that will prepare them for the needed skills and competency in entrepreneurship and marketing opportunities in library and information science. The instrument used for data collection is questionnaire and content analysis of LIS curriculum. Data collected was analysed and presented using frequency distribution table, percentage, and mean score. The findings revealed that, that most of the courses that will prepare the students for entrepreneurship and marketing opportunities in LIS are available in LIS, University Of Nigeria, Nsukka curriculum. The students have high awareness level and positive perception of the various entrepreneurship opportunities in library and information science profession. The students also possess high competence in undertaking entrepreneurship opportunities in library and information science profession, except in some ICT based entrepreneurship opportunities in library and information science profession. Non-challant attitude of students, lack of functional workshop and laboratories, lack of ICT skills, lack of curriculum review and inadequate ICT courses in the curriculum are the major challenges affecting the acquisition of competency by students. The study recommended among other things that, More ICT courses should be included into the curriculum ICT based courses like Database management, web publishing, software technology, library application packages, introduction to internet and virtual library and data communications, urgent curriculum review etc.
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Purpose – This study is based on an assessment survey of continuing education (CE) needs for ICT of library and information science (LIS) professionals. The particular purpose of this study was to seek answers to the following questions: What are the ICT‐focused educational backgrounds, as well as personal and professional characteristics, of LIS practitioners in Pakistan? What are the preferences of LIS professionals for ICT training including methods of CE, providers, incentives, suitable days/time, methods of announcement, payment, and language? What skills or techniques do LIS professionals need to learn? Design/methodology/approach – A questionnaire survey was conducted on a sample of 200 professionals working in all types of libraries and information organisations in various cities of Pakistan. Findings – LIS professionals showed their preferences in the areas requested and a series of recommendations are provided based on the findings from the survey. Originality/value – The results of this study are of use to the CE providers (i.e. library schools and professional associations etc.) and will help prepare LIS professionals for leadership in the new age, not only in Pakistan but also in other developing countries.
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While focus groups are a frequently-used research method in other disciplines, they are still something of a novelty in library and information studies, particularly in the UK. Scanning the LISA database (in December 1996) there are only 43 references to focus group and most relate to US studies. Often, focus groups are seen as a way of obtaining views on the research subject prior to the investigation proper. This paper will argue, however, that focus groups have great potential as the principle data-gathering method. This paper will discuss: - what focus groups are; - why focus groups should be considered an appropriate research tool in library and information services; - the advantages of using focus groups; - the practicalities of running a focus group session; and - the type of data generated in focus groups and methods of analysis. It is concluded that focus groups are a valuable research method which simultaneously gives participants a social space in which they can voice their concerns, while allowing the researcher/moderator to control (to whatever extent) the discussion.
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Applying a qualitative research design and using questionnaires, interviews, observation, focus groups, and debate, this study examines the phenomena and implications of change on LIS curricula, the stakeholders' perception of the current curriculum, the processes of curriculum design and review, and the impact of social, economic, political and technological factors at the East African School of Library and Information Science (EASLIS). For comparative purposes, experiences in the Departments of Library and Information Studies at the University of Wales (Aberystwyth), Botswana and Cape Town are also examined. Findings suggest the need for curricula policy, improvement of programme content both in academic and ICT aspects, indigenisation and harmonisation of programmes, the adoption of varied teaching methods, improvement of space, teaching, research and ICT facilities, internalisation of programmes and the introduction of a practicum are required at EASLIS.
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Distance Education (DE) is playing an increasingly central role in the education and training of librarians. Despite its growing importance, there is little research into the reaction of library employers to these programs and their new graduates. For this study, a questionnaire survey was conducted with 202 libraries that posted job advertisements to the LIBJOBS mailing list for an entry-level or low-level professional librarian position. The survey leads to several observations. First, despite the fact that distance programs have greatly increased over the last decade, the impact of DE on the professional librarians'job market is still relatively insignificant. Second, a large majority of library employers do not differentiate between distance and traditional graduates. Nonetheless, some library employers are concerned about the quality of DE programs and the limited opportunities to develop social and communication skills. Finally, many library employers believe that practical library experience should be an essential part of DE programs.
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This paper is a discussion of the processes involved in the evolution of an information literacy and communication unit (CO115 Health Communications) for College of Health students at the University of Notre Dame Australia, a collaboration between academic staff and the liaison librarian.
Article
The study examined the appropriateness of EASLIS curriculum to the professional practice in LIS fields in Uganda. It sought to establish where EASLIS. BLIS and M. Sc. Inf. Sc. graduates work. what they do, and whether their education and training meets employer expectations It further identified areas of the curriculum that need revision. The study was mainly qualitative. Purposeful sampling using the snowball/chain and homogeneous strategies were applied. Methods included focus group interviews, content analysis and observation. The findings reveal that the majority of EASLIS graduates from 1995-1999 are employed in academic, government. banking and NGO libraries where they perform various professional activities; employers complain about lack of practical skills among the graduates, the staff-student ratio is unmpnageable and specialization through electives is inadequate. It concludes that the curriculum is slanted towards traditional libraries, though not exclusively; the general nature of the curriculum has met some disapproval; the ever-changing LIS scene demands continuing education (CE); the EASLIS academic staff workload affects staff in doing research and participating in professional activities; la facilities still leave much to be desired, practicals are lacking in the current curriculum. It recommends that Information Communication Technology be enhanced in the curriculum; Library and ICT facilities be improved; the curriculum should be market driven; field information professionals should also lecture students; the teaching load should be manageable; and practicals be incorporated in the curriculum; and the Uganda Library Association should be more involved in Uganda Library and Information Education.
Article
The Author A chartered librarian and qualified teacher, Paula Younger has worked since 1990 in a wide range of information and education environments. For the last 4 years, Paula has worked for the Ministry of Defence in medical and science libraries in the south of England, gaining familiarity with a wide range of e-resources, licensing arrangements and firewall settings. She will shortly be joining the NHS as the Electronic Resources Librarian at the Royal Devon and Exeter Hospital. Abstract Between April 2004 and March 2005 data was collated from 1,000 LIS vacancies advertised in CILIP Gazette.The wording in the advertisements was analysed and a record made of skills requested. Skills were then grouped into the following areas: specialist library skills; transferable skills relating to management; general transferable skills -customer facing; general transferable skills -non-customer facing; working patterns and availability; and personal characteristics. Skills are analysed across the whole sample and grouped by larger sector, e.g. schools, FE/HE.The skills requested are also analysed by approximate level of post, ranging from library assistant to director and above. A brief attempt is also made to put the current skills situation into context in the light of the imminent retirement of many 'baby boomer' librarians. Some trends are observed, and some of the implications for both applicants and employers are also outlined.
Article
Qualitative Research for the Information Professional - by G. E. Gorman December 2004
Article
Purpose – Focus group interviewing, an important social science research methodology dating to the 1920s, is currently experiencing renewed popularity worldwide. This paper aims to review the implementation of this qualitative assessment tool as it relates to the library environment. The article is designed to stimulate the use of focus groups in librarianship and to demonstrate the range of positive applications across various activities within this field, such as administration, cataloging, reference, internet, and other areas. The goal is to bolster recognition that this data‐gathering technique can be utilized to achieve a variety of goals. Design/methodology/approach – A comprehensive search of online databases was conducted in library science and in numerous other social sciences, given the interdisciplinary nature of the topic. The salient monographic and journal literature was selected and annotated. A number of standard handbooks, textbooks, references sources, and scholarly articles were consulted to provide the background information found in the introductory essay. Findings – The paper finds focus group interviewing can be successfully employed in a wide range of endeavors within librarianship. Relative to the other social sciences, to date libraries have underutilized the approach. Originality/value – This research may be useful for librarians, library administrators, and others who are involved in planning and conducting a focus group project in order to appraise the quality of library programs, services, and policies. No other article provides this level of in‐depth review and evaluation through copiously annotated entries covering the spectrum of use throughout the library literature.
Article
Discusses the need to re-examine the education and training systems for adaptability to issues of institutional change and economic advancement and development, with special reference to Africa. Reports the outcomes of a consultative study involving persons associated with ILS education and training around the globe. The paper was presented at SCECSAL 13 on the 27 July to 1 August 1998 held in Nairobi, Kenya.