WHAT IS MISSING IN LIS CURRICULUM OF INDIA?

IDEAS FOR ITS TRANSFORMATION

Dr R.S.R.Varalakshmi Professor, DLIS Andhra University, Visakhapatnam E-mail: rvsn1234@hotmail.com

ABSTRAT
The effectiveness of LIS curriculum in India is often under discussion among professional circles inspite of the revisions made by the departments under the guidelines of U.G.C. Model Curriculum (2001). An attempt has been made in this paper to study the curriculum components of LIS courses being offered in U.S.A. and U.K. and compare them with that of LIS curriculum of our country. Salient features of the curricular programmes of the two counties are observed. The lacunae in our curriculum have been identified and measures suggested for its improvement.

1. Introduction: With the concept of global village now a reality, institutions of higher learning are broadening their thinking beyond the campus and reform curricula that cultivate intellectual, professional, and personal skills. LIS departments are also under pressure for change in designing courses and creation of conditions that faster deep learning and acquisition of skills. There are renewed calls for change; those calls and the current evolutionary changes that are occurring in the information environment could be important driving forces for curricular change. The LIS departments in India have designed the course process based on U.G.C. Curriculum Committee Reports, and local needs and experiences. They brought in remarkable changes in the course design, such as the traditional or institution-based approach to the performance or systems-based approach, the cross-curricular 'key' skills, learning through experience, and emphasis on integration of information technologies into the curriculum. In spite of the focus on these key concepts in building a curriculum for serious educational discussion there is a general belief that neither the profession nor the products satisfied with the outcome. The employers / working professionals are not satisfied with the skills of the products of LIS departments and prefer candidates who possess specialized training like that of National Council for Scientific Information, Bangalore. This is evident from a study conducted by the author (Varalakshmi 2006); the

debates on condition of LIS education among professionals in news groups like nmlis and LIS-FORUM (November 2005) The products are also not completely happy with the curriculum as the above cited survey of alumni indicates. They are expecting much more from the curriculum to impart more skills. The study reveals that while there does seem to be some convergence of theory and practice in educational policy, there appears to be much less convergence in curriculum. Improving the quality of the educational process certainly depends on the skills in the curriculum that encompasses content transferable skills, competence, critical thinking, practical skills etc. 2. The Curriculum: Ralph W. Tyler (1949) has made a lasting impression on curriculum theory and practice. His theory was based on four fundamental questions: 1. What educational purposes should the school seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained? Analyzing and answering these questions from Indian LIS curriculum point of view 1. The purpose of LIS curriculum is transmitting the body of knowledge to achieve certain ends in students, through curricular process and praxis. In other words the purpose is to develop skilled information professionals needed to handle and manage information for effective use. 2. The LIS curricular programmes are developed to be coherent and forward looking and reflect the prescribed educational experiences, both theoretical and practical, in terms of core and optional courses. The professional preparation focuses on developing skills to participate effectively in organizations characterized by

diversity of policies and practices; understand sources of information and skill to repackage it, identify and serve the user needs. 3. The educational experiences are being organized through integration of content knowledge, professional skills and I.T. skills and imparting them through variety of teaching and learning experiences. 4. The last one related to curriculum audit i.e. is the curriculum prepares students properly. Infact there is no attempt to review or evaluate the quality or effectiveness of the LIS curriculum in India that can provide faculty with timely feed back, except the scores of the students which were not always reliable for various unexplainable reasons. To some extent the LIS departments are doing this task, may be in an informal manner, while revising their curricular programmes. So, the curriculum satisfies the definitional aspects of the concept. Then, what is missing in our curriculum? Why are we not able to get appreciation from our products and the professionals? An attempt has been made in this paper to find out what is missing through a comparative study of LIS curriculum in other countries. 3. Objective: This paper reviews the curriculum of LIS in other countries, identify various concepts included in curriculum design, and the means adopted by them to achieve quality curriculum. Finds out the missing components in LIS curriculum of India and suggest for quality improvement. Although LIS education is being universally affected by unresolved issues such as identity and sustainability crisis, proliferation of institutions, sharp decline in applicants, average score points of entrants, low salaries offered to new professionals etc., (King 2006, Goulding 2001, Harvey and Higgins 2003) it is assumed that the developed countries in the west have adopted more attractive curriculum especially with the emergence of i-school movement. 4. Methodology: For the purpose of the present review LIS courses of four universities have been taken at random from two countries U.S.A., , and U.K. The curriculum of the

selected schools has been analyzed and compared with that of our country and differences identified. 5. Limitations: Although components of quality curriculum should include, besides standards based content outline, suggested instructional strategies, instructional resources, realistic time commitment to courses, a process and tools for assessing students interest, learning styles, and assessment strategies, the focus has been given only to course outline as the other aspects may not be comparable owing to local/situational variations. However, the other aspects are correlated wherever necessary in the analysis. In fact, each School of LIS selected for comparison offers a variety of programmes but for the purpose of equivalence in comparison the Masters programmes in traditional library and information science have been taken into consideration. LIS Curriculum in U.S.: Fifty six schools under university system are offering ALA accredited LIS programmes of different levels and nature. The ALA Standards for Accreditation of Master's Programs in Library and Information Studies 1992 (with updating by the COA Standards Review Sub Committee 2002) prescribes broad guidelines on curriculum for accreditation. Most significant is the outcome assessment as suggested by A.L.A. COA Standards Review Sub Committee 2002. The manual gives a background on outcomes assessment and how outcome assessment might be incorporated into planning and evaluation of curriculum. The schools selected for the present study include: 1. Graduate School of Library and Information Science, University of Illinois at Urbana Champaign (GSLIS) (Master of Science) 2. School of Information, University of California at Berkley (Master of Information Management and Systems (MIMS)) 3. School of Information Resources and Library Science, University of Arizona (Master of Arts) 4. The School of Information Studies, Syracuse University (Master of Science in Library and Information Science)

Name of school GSLIS, Univ. of Illinois.

Name of Course M.S. (Two semesters and summer)

Outline of Curriculum (Total 40 Hours of Study) Two introductory core courses - Information Organization and Access; Libraries, Information, and Society. Then students can chose credits from the seven clusters 1.History, economics, policy - Book arts seminar; Contemporary culture and info industry; Social history of US telecommunications; Wireless technology and society; History of libraries; Economics of information; Political economy of global communications & information; History of the book; History of library services to the public; Historical perspectives on information infrastructure; Global perspectives in library and information science; Information policy; Legal issues in library & information science; Telegraph to Internet: The structure and policy of network infrastructures 2. Information organization and Knowledge representation Designing universally accessible WWW resources; Visualizing and navigating knowledge networks; Understanding multimedia information; Web structures and information architecture; Cataloging and classif I; Bibliography; Cataloging and classif II; Adm use archival materials; Seminar in classification systems; Document modeling; Enumerative, descriptive, historical and textual bibliography; Indexing & abstracting; Information architecture; Interfaces to information systems; Information modeling; Information quality; Knowledge representation and formal ontology; Document, text, work; Web design and construction for organizations; Metadata in theory and practice; Records management; Representing and organizing information resources; Thesaurus construction 3. Information systems - Intro to network systems; Foundations info proc in LIS; Systems analysis and mgt; Network systems administration; Info storage and retrieval; Museum informatics; Search engines and information retrieval systems; Implement info store and retr; Agents and multi-agents for dynamic info sms; Biodiversity informatics; Design of digitally mediated information services; Digital libraries: research and practice; Document processing; Electronic publishing and information processing standards; Rapid prototyping and evaluation.

4. Management and evaluation - Adm mgt libs info centers; Library cooperation and networks; Library buildings; Technical services functions; Preserving info resources; Change management; Evaluating programs and services; Financial management; Information service marketing; Intro to LIS research methods; Human resource mgt in libs & info ctrs; Special lib. administration 5. Resources and user services - Instruction and assistance sys; Use and users of information; Reference and info services; Adult public services; Info sources and svcs sciences; Info sources and svcs soc sci; Info sources and svcs arts hum; Government information; Searching online info systems; Music bibliography; Health sciences info services and resources; Slavic bibliography; Business information; Law (legal resources); Bibliography of Africa; 20 th century American bestsellers; Collection development; Current topics in collection development; Competitive intelligence; Digital humanities; Information consulting; Adult popular literature; Rare books and special collections librarianship; Theological librarianship 6. Social informatics - Community Informatics Corps; Game culture and technology; Information ethics; Community information systems; Computer-mediated communication; Computer supported cooperative work; E-learning: Social and technical issues; Inquiry-based learning; Pragmatic technology; Race, gender and sexuality in the information professions; Social justice in the information professions; Social networks and information. 7. Youth services - Lit and resources children; Lit and resources young adults; Storytelling; Youth services librarianship; History of children's lit; Intellectual freedom & library services for youth; Literacy, reading & readers; Media literacy and youth; Information Books and Resources for Youth; Critical studies in children's lit; School library media centers School of Information Univ. of California at Berkley MIMS (2yrs FT) (Total 48 units) Five core courses Information Organization and Retrieval (4); Distributed Computing Applications and infrastructure (4); Social and Organizational Issues of Information and Society (4); Information Law and Policy (2); Analysis of info sys. (2); and series of electives (30) grouped under Information Assurance, Human Computer Interaction, Info Design and Architecture, Info Economics and Policy, and Sociology of Info. Fourth / Last semester Project and professional skills workshop. Internship during summer between two semesters. (Total 36 credits) The course include Social Constructs of Information, Organization of Information, Management

School of Information

M.A. (2yrs)

Resources and Library Science, University of Arizona

and Security Public Non Profit Information Systems, Foundations of Library and Information Services, Research Methods for Library and Information Professionals, Ethics for Library and Information Professionals, Cataloguing and Metadata Management, Indexing and Abstracting, Online Searching, Introduction to Archives, Preservation Issues in Special Collections, Information Environment from Hispanic and Native American perspectives, Equity of Access, Instructional Methods for Librarians, Issues in Culture and Information Technology, Diverse Cultures, Communities and Libraries, Information Resource Development, Academic Libraries in the 21st Century, Public Libraries in the 21st Century, Readers Advisory Service in Public Libraries, Corporate Library Administration and Organization, Introduction to Information Technology, Government Information: Policy and Resources, Information Technology in Libraries, Human Factors in Information System, School Library Administration and Organization, Information Literacy Instruction, Economics of Information, Information Seeking Behaviors, Theory of Classification, Controlled Vocabularies, Planning and Evaluation of Library and Information Centers, Advanced Issues in Information Resources, Internship (credit varies) Practicum, Issues in Libraries: Writing Seminar, Dissertation etc. M.S(LIS) (No time limit. Max 7yr) (Total 36 credits) (A) Primary Core (19)- (i) introductory CoursesIntroduction to the Library and Information Profession; Information and Information Environments (ii) Information Resources Courses -Information Resources: Users and Services; Library Systems and Processes; Information Resources: Organization and Access (iii) Management and Policy Courses - Management Principles for Information Professionals; Survey of Telecommunications and Information Policy (B) Exit requirement (3) students usually fill the exit requirement with an internship or cooperative education experience (C) Electives (14)a broad range of electives to choose (total 58) divided into three concentrations: i. Services and Resources ii. Organization, Retrieval, and Access iii. Information Systems Design, Implementation, and

The School of Information Studies, Syracuse University

Management
The figures in brackets indicate credits

Analysis: The first three are I-Schools, that have arisen in three principal ways: from the re-purposing of pre-existing schools; from the merging of pre-existing but disparate academic programs; and from the creation of altogether new programs by hiring faculty primarily from outside the institution. (King, John Leslie, 2006). These efforts focus on the confluence of technology, information and multidisciplinary or interdisciplinary perspective of information-related research and education. However the courses have not distanced from traditional courses in fact it is blend of traditional LIS, with other related disciplines. The SIRLS curriculum reflects the diversity of LIS. Some salient features of LIS curriculum in U.S.A. are: The core courses are similar with little variations in nomenclature. However the components of the discipline are dealt in detail. For e.g. Information policy, Legal issues in library & information science, Telegraph to Internet: The structure and policy of network infrastructures, Controlled Vocabularies, Indexing and Abstracting, Online Searching, Instructional Methods for Librarians, E-learning: Social and technical issues, Information consulting etc are separate courses of 2-4 credits. This facilitates mastering the subject. The students have a broad range of electives to choose from, including those available for students in the school's other masters degree programs. More opportunities to select specialized contexts in which they have interest and can find employment. The curriculum is inherently interdisciplinary, especially in i-schools, requiring aspects of computer science, cognitive science, psychology and sociology, economics, business, law, library/information studies, and communications. The subjects have more social relevance and applicability like Contemporary culture and info industry; Wireless technology and society; Social networks and information, Social informatics etc.

Projects are of one Semester duration and involve the design of an informationintensive application and creation of a software artifact or a significant research component. Certainly time allotted and the nature of themes suggested will bring out the research capabilities of a student besides a thorough understanding of the topic.

The student can acquire computer skills before they begin the program by taking special free workshops that are offered by LIS schools during the early part of the semester.

Another related aspect to curriculum is entry requirements. The admission process includes several steps that allow applicants to show their interest and qualifications that show the ability to complete the prescribed curriculum.

LIS Curriculum in U.K.: In U.K. 14 LIS programmes are being offered under university system that are accredited by Chartered Institute for Library and Information Professionals (CILIP). Further the British Association for Library Education and Research (BAILER) in which all teaching and research staff in the eighteen Information and Library Schools in the United Kingdom and Ireland are members, main concern is on curriculum development, research issues and improving communication between those involved in LIS education, practitioners and the information profession at large. It has SIG on curriculum development. The schools selected for study are: 1. School of Library, Archive, and Information Studies, University College of London, (M.Sc Information Science) 2. Dept. of Information Science, Loughborough University (ILM) 3. Department of Information Studies, the University of Sheffield 4. Department of Information Studies, the University of Wales, Aberystwyth (Information Systems (M.Sc Econ))
School of Library, M.Sc Archive and Information I yr Studies, University College of London Information Science (Total 120) Compulsory modules (5 each of 10, Dissertation 40): Database systems analysis and design, Internet technologies, Introduction to programming and scripting, Principles of computing and information technology, Systems management; Optional modules (3 each of 10 credits): Digital resources in the humanities, Individual approved study, Legal

and social aspects, Introduction to management, Records management, Server technologies and programming, XML, Electronic publishing, Encoded Archival Description and Digitization of Archives and Dissertation M.A. 1yr Library and Information Studies (Total 120) Compulsory modules (6 each of 10): Cataloguing and classification 1; Collection management and preservation; Information sources and retrieval; Introduction to management; Principles of computing and information technology; Professional awareness. Optional modules (2 each of 10 credits): Advanced preservation; Cataloguing and classification 2; Database systems analysis and design; Digital resources in the humanities; Historical bibliography; Manuscript studies; Modern book trade; Records management; Services to children and young people; Web publishing; Electronic publishing; Dissertation (40) Information and Library Management. Modular scheme (180). The modules are: Ethical and Legal issues in I.T.; Electronic Publishing Tools; Design and Authoring for the WWW; Desktop Publishing and Graphic Design; E-Publishing: Design and Production; Quality Control in Electronic Publishing; The Legal Context of Electronic Publishing; Interaction Design; Markup Languages for the Web; Management of Innovation and Entrepreneurship; Management Techniques and People Skills; Multimedia; E-Publishing: Marketing and Business Issues; Electronic Publishing Dissertation; Electronic Publishing Dissertation PT; Collection Management; Information Handling; Information Handling; Information Sources, Use and Searching; ICT Applications; Online Information Retrieval; Legal and Professional Issues; Subject Analysis and Indexing; Gender and Information Studies; Information and Knowledge Management in the NHS; Information Services and Libraries 1; Information Work in Developing Countries; Preservation Management 1; The Book trade; The Child and the Book; Consumer Health Information; Information Services and Libraries 2; Marketing for Information Professionals; Preservation Management 2; Human Information Processing; Culture and Change Management; EBusiness Techniques; Managing Projects: Managing Knowledge; Dissertation; Dissertation PT; Information Retrieval for Knowledge Management; Systems Methods and Models; Information Architecture; Principles of Knowledge Management; Competitor Intelligence; Database Structure and Design; Legal Context of Information & Knowledge Management.

Dept. of Inform. Science, Loughborough Univ.

MSc/ MA I yr

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Department of Information Studies, TheUniversity of Sheffield

M.A.

M.A. in Librarianship (Total 135 credits) Core modules Information Resources and Information Literacy, Information Retrieval: Search Engines and Digital Libraries, Libraries, Information and Society, Management I: Introduction to Management, Management I: Introduction to Management, Management II: Human Resource Management, Research Methods and Dissertation Preparation, Dissertation. Two types of optional (15 credits): Academic & research; Public, children & young people libraries and 30 credits from modules Archive Use and Methodology, Business Information, Database Design, EBusiness & E-Commerce, e-Government Information, Educational Informatics, Electronic Publishing, Healthcare Information, Human Computer Interaction & User Interface Design, Info Storage & Retrieval Research, Info Literacy Research; non credit basis optional Practical Computing. Information Management (135 credits) core modules Information and Knowledge management, Information resources and Information literacy, Information Retrieval- Search Engines and Digital Libraries, Information Systems in Organization, information Systems Modeling, Research Methods and Dissertation Preparation, Dissertation. The 45 credits of approved modules are the same as for the MA Librarianship. Information Systems Year 1 - Core (100) Exploiting Research Information, Dissertation, Principles of Research Design, Data Collection and Analysis, Information needs Analysis, Information Systems Analysis and Implementation,. Options Management of Information Systems, Marketing of services, Knowledge Management, Strategic Management, Internet Marketing and E-Business, The Law of ECommerce. Year 2 - Core (60), Dissertation Information and Library Studies. Year 1 - Core (100) Information and Society, Studies in Management, Principles of Information Retrieval, Collection Management, Research Methodology in LIS, Information Sources and Services; Options (20) Management Info Sys., Information Retrieval and Internet, Introduction to Systems Analysis and Project Management School libraries and Learning Resources, Information Systems Methodologies, Health Information Management, Local History in Wales, Knowledge Management.

M.Sc

Department of Information Studies (DIS), the University of Wales, Aberystwyth

M.Sc (Econ)

MSc 2 YRS

Figures in brackets indicate credits.

Analysis: In U.K., the departments offer more than one post graduate programme in addition to variety of P.G. Diplomas. One dealing with traditional LIS and the other inclined towards advanced technology based courses. The courses are offered as full time

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as well as part time; the full-time is generally of one year duration while part time is three years. Some salient features of LIS curriculum of U.K. are Modular structure of curriculum facilitates flexibility for students to undertake modules of their interest and capability. The core papers are similar, with little variation in nomenclature that deals essentially with information handling techniques. The components are taught as full course of one or two credits to provide in depth knowledge and masterise the skills. The optional papers are varied, innovative with focus on information technologies. It is evident from the courses like, Information Literacy Research, Digital resources in the humanities, Web publishing, Electronic publishing, Database Design, Knowledge Management, Strategic Management, Internet Marketing and E-Business, The Law of E-Commerce, Competitor Intelligence, Server technologies and programming, XML, Archival Description and Digitization of Archives, E-Commerce, e-Government Information, Search Engines and Digital Libraries, Markup Languages for the Web, Management of Innovation and Entrepreneurship, Management Techniques and People Skills, Multimedia etc. In U.K. also project work is generally in the last semester and the student under supervision of research director will work on the topic for the whole semester. Such commitment assures fruitful research out put. Comparative Review: The intention of this paper is to learn from others experience with regard to curriculum. Hence a comparative review has been made to identify the acceptable factors. 1. The core curricular components deal with basic information handling activities in both the countries and even in i-schools also the foundation courses forms the core papers.

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In India also much emphasis is being given to basic information handling activities like, knowledge organization, management, information resources, services, information retrieval techniques and tools. 2. In U.S. and U.K., the curriculum reflects in depth study of all related concepts as they are being taught as minimum 2 - 4 credits. The students are certainly in an advantageous position as they are able to make an in depth study of the concepts which gives them required confidence deal with ever changing information environment. Albeit the concepts like I.P.R., E-Publishing, Database design and Maintenance, XML, Search engines, Digital libraries, Mark up language, Knowledge Management etc have a place in our curriculum they help the student to get awareness on concept but not masterizing it. 3. The number of optional papers offered are varied and innovative in both the countries under study as has already discussed above. This provides the students to select subjects of their interest and work in their own pace. The optional offered in our curriculum are usually institution or system oriented like Academic, Public/Community, Special, Corporate, Health, Agriculture information systems. Majority of the optional papers, though listed, are not opened due to non availability of faculty or specialist in that field. Many a times the optional paper is also a compulsory paper and the students are deprived of choosing a component of their interest. 4. Expected seriousness of research is visible in Projects as the time allotted and the areas of research indicate. The research orientedness, the essential component of a project work at Masters degree level, is lacking in our curriculum. The reasons may be many but it is an un-disputed fact that the outcome is not encouraging.

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5. There are attempts to internationalization of LIS education in both the countries USA., mosaic of races, attracts international students to their programmes; Europe, Bologna Process, which is a unique set of concerted actions in the higher education. Hence, the technology aspects of curriculum are of high standard and are developed to ensure the skills needed by all students to succeed in a highly technological world. Business and industry has clearly stated the need for technological skills in the workplace of the 21st Century which is being taken care of in the curriculum of these countries. In India, the concept of internationalization or mobility of products across the world has not been reflected in the curriculum at any time. Our focus is national, that too, to a limited degree, as many departments allows curriculum to be taught and evaluated in regional languages. Knowing what kinds of things work and how to implement them are very important parts of the curriculum process. The comparative study indicates that it's time for much wider and deeper changes in the courses we offer; but how to make such transformation happen? The curriculum should reflect the courses that are competitive and acceptable to the changing needs of employers. The components must be dealt thoroughly as per their applicability and to give a wider knowledge, competence and skills to the students. Modular / Credit based curriculum may be introduced so that the students will have opportunity to select the courses that matches their specific interests and attitudes. The experiences of DLIS, University of Madras and others in this regard may be taken into consideration. Introductory courses on basics of LIS and computer skills to cope with further course study are essential as the students are from different backgrounds. Initial orientation for one month in library, computer laboratory and English crash course, may be made mandatory.

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Most of the experts agree that in future, libraries will place larger emphasis on customer services. LIS professionals will be specialists in locating, filtering, and evaluating information, and will be primary instructors in the use of new information technologies. In this context it is necessary to offer more optional papers related to emerging technologies, to develop professionals with varying competences.

There is a need to revitalize the Project with due emphasis on research skills that are essential for a library professional to study and assess the information environment. The need is to focus on field studies, as individual or group, on specific problems of technology implementation in information systems.

The focus of curriculum is at the designing stage and not after implementation. There is no evidence regarding the appropriateness of the content, its significance and relevance; whether the content aligns with required standards; whether the instructional design promotes student understanding and offers sufficient experience; are there clear and adequate guidelines to support teaching all aspects of the lessons after its implementation. Some measures that can be practiced includes: student feedback, which is critical and valuable; external outcome measures such as surveys and interviews concerning alumni performance.

Maintaining competitiveness will lead to quality of performance. The present accreditation procedure under NAAC will not reveal the true picture of individual departments. Hence Indian Library Association (ILA) has to take initiation for accreditation and ranking of LIS departments as is being practiced in other countries and also suggested by IFLA. The Association may also conduct course design workshops.

IATLIS may introduce SIG on curriculum and constitute a Committee with teachers and practicing professionals. Its reviews and recommendations will provide guidelines for individual departments while revising the curriculum.

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Moreover, they can be incorporated in U.G.C. Curriculum Review Committees from time to time. The Association can also have online consultants from abroad, who can contribute a great deal of experience in curricular change. To start new advanced postgraduate diploma or degree courses, in addition to the traditional courses, may be a viable alternate for the identity and sustenance of the departments. The DLIS of Universities of Mysore and Calcutta have taken a lead role in this regard. In the present market driven higher education environment, that does not pay it way cant survive. Even the University administration encourages mobilizing resources by individual departments through self financing. Conclusion: Indeed, todays challenging economic situation means that it is no longer sufficient for a new graduate to have knowledge of an academic subject; increasingly it is necessary for students to gain those skills and excel. Employability skills include the handling and retrieval of information in any format; communication and presentation; planning and problem solving; social development and interaction. Hence our curricula should reflect these features by filling the missing links and achieve acceptance and appreciation from the profession. There is competition to put our students head and shoulders above many others. Let us think about creating entrepreneurs and not only employees and strive towards achieving it. REFERENCES 1. A.L.A. Accreditation Standards, Policies and http://www.ala.org/ala/accreditation/accredstandards/index.htm 2. British Association for http://www.bailer.ac.uk/ Library Education and Research Procedures

(BAILER)

3. Dept. of Info Science, http://www.lboro.ac.uk/departments/dis/

Loughborough

University

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4. Goulding, Anne (2001). The future of undergraduate librarianship degrees (Editorial) Journal of Librarianship and Information Science, 33(4), 165-167. 5. Graduate School of Library and Information Science, Univ. of Illinois at Urbana Champaign (GSLIS) http://www.lis.uiuc.edu/ | gslis@uiuc.edu 6. Harvey, Ross and Higgins, Susan (2003) Defining fundaments and meeting expectations: Trends in LIS education in Australia. Education for Information, 21, 149-157 7. King, John Leslie. Identity in the I-School Movement. ASIS&T Bulletin, April/May 2006. http://www.asis.org/bulletin.html 8. Syracuse University, The School of Information http://www.istweb.syr.edu/academics/graduate/mls/index.asp Studies

9. Tyler, R. W. (1949) Basic Principles of Curriculum and Instruction, Chicago: University of Chicago Press.128 pages 10. University of Arizona, School of Information Resources and Library Science http://timon.sir.arizona.edu/index.html 11. University of California at Berkley School of Information (UC Berkley iSchool) http://www.sims.berkeley.edu/about and http://www.sims.berkeley.edu/programs/masters/degreerequirements) 12. University College of London, School of Library, Archive, and Information Studies http://www.slais.ucl.ac.uk/ 13. University of Sheffield, http://www.shef.ac.uk/is/ Department of Information Studies

14. The University of Wales, Aberystwyth, Department of Information Studies http://www.dis.aber.ac.uk/en/home.asp 15. Varalakshmi. Educating 21st century LIS Professionals Needs and Expectations: A survey of Indian LIS Professionals and Alumni. Proceedings of Asia Pacific Conference on LIS Education and Practice 2006. P 338-346

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