[Library and Information Science] Library and Information Science Trends and Research Volume 2 || Chapter 11 Indonesian Library and Information Science Research as the Social Construction

Chapter 11

Indonesian Library and Information

Science Research as the Social

Construction Process

Laksmi and Luki Wijayanti

Abstract

This chapter reports results from a study into the current state oflibrary and information science (LIS) research in Indonesia and themajor actors in the Indonesian LIS research environment. The studyused a qualitative case study method. The findings show (1) a low levelof LIS research activities by Indonesian academicians, librarypractitioners and students and (2) an emphasis on applied researchinto collection processes and developments, user perception andsatisfaction with library services, effectiveness of libraries andinformation centre management and information technology. Furtherproblems for Indonesian LIS research include the poor understandingof the relevance of LIS research, the role of LIS researchers and theconflict of values and beliefs among the actors in the Indonesian LISenvironment. However, the prospects for Indonesian LIS research areimproving with a growing awareness of the importance of LIS researchfor Indonesia. LIS research quality in Indonesia is being enhancedthrough formal education, research competition and journal researchreports since the 2000s. Indonesian LIS actors need to learn researchmethodologies and cooperate with each other more intensively toimprove their research skills. Recommendations for improvingIndonesian LIS research include, changing the mindset of researchersto create a research climate, building research networks, improving

Library and Information Science Trends and Research: Asia-Oceania

Library and Information Science, 271–290

Copyright r 2012 by Emerald Group Publishing Limited

All rights of reproduction in any form reserved

ISSN: 1876-0562/doi:10.1108/S1876-0562(2011)002011b013

272 Laksmi and Luki Wijayanti

knowledge access, changing regulations (job description, performanceevaluation of system, credit points), providing more funding for LISresearch and improving LIS curriculums. All Indonesian LIS actorsneed to communicate with each other to create acceptable values,norms and beliefs to improve Indonesian LIS research.

11.1. Introduction

Library and information science (LIS) research recently began to developnew paradigms in Indonesia. The scope of the development not only coversthe variety of research subjects but also the use of social theories, conceptsand methods of data collection. Few Indonesian LIS academicians, librarypractitioners and students have begun to examine Indonesian LIS researchfrom new perspectives. However, there is a growing awareness that theyhave to understand and explain why some phenomenon appears. To achievethis condition, the researchers in this country have made significantstruggles, with developing their research and enhancing self-education.From 2003 up to now, there have been lots of gathering events that discussIndonesian LIS research, such as a workshop at Universities LancangKuning early in 2010, a training program on designing qualitative LISresearch in Yogyakarta Indonesia and also some writing on this subjectwhich are published in the journal and so forth.

This chapter provides a brief history of Indonesian LIS research anddiscusses the actors involved, that is, academicians, library practitioners,students, institutions, the systems which decelerate or support, the efforts toenhance the quality and quantity of research and the social construction ofIndonesian LIS research. Research grows through interaction among actors,based on shared values, norms and beliefs. Therefore, academicians, librarypractitioners and students create the social construction that is building theculture of Indonesian LIS research. The culture is emerging from individualinteraction, as well as related institutions responsible for the developmentof Indonesian LIS research. The way individuals understand the meaning ofresearch and their reactions and responses among each other constrains orsupports the research developments in Indonesia.

This chapter first discusses the condition and nature of LIS research inIndonesia using a qualitative approach and case study method. The goal ofthe chapter is, firstly, to share knowledge and communicate our ideas withother LIS researchers throughout the world. We also seek feedback fromalternative opinions on the nature of Indonesian LIS research. Secondly, weare seeking to raise the profile of LIS research in Indonesia, both its quantityand quality, in order to encourage new understandings of Indonesian LIS

Indonesian Library and Information Science 273

research. Thirdly, we seek to implement the results of Indonesian LISresearch into practices to provide better information services. Not only theIndonesian people but also other world communities might benefit from theservices.

We report the results of a study of Indonesian LIS research using aqualitative approach, snowballing method and case study method, includinginterviews, observation and document analysis and questionnaires surveys.Finally, the result will be interpreted through our Indonesian culturalperspective. The study participants were 33 Indonesian LIS academicians,library practitioners and students. Some 75% of study participants werelibrary practitioners who recently completed a master program in an LISdepartment, some were library practitioners who teach LIS education andsome were LIS lecturers and researchers who have worked in libraries.Overall, applied Indonesian LIS research is advancing and theoreticalresearch is still developing.

11.2. Indonesian LIS Research Environment

The Indonesian LIS research environment includes various actors whointeract with each other. There are two major actors, that is, internaldynamics and external dynamics in LIS research environments, includingperformance evaluation systems, LIS education systems and libraryassociations. The whole construction processes create a particular researchculture, which is unique in each environment. Figure 11.1 shows the natureof the LIS research condition.

The social construction process is created when two actors, internal andexternal dynamics, have the same opportunity to build the researchcondition. They interact with each other to build good relationships,cooperation and communication in particular contexts. The actors can beacademicians, that is, lecturers and researchers, library practitioners andstudents. The Indonesian LIS institutions include 15 universities withdiploma, bachelor’s and master’s degree in LIS programs; libraries andother institutions with library practitioners; government and the Indonesianlibrary associations, consisting of Indonesian Librarian Association (IPI)and Indonesian LIS Scholars Association (ISIPII). All actors bring variousbackground, customs and systems that need to adapt to the changingIndonesian LIS environment. This adaptation includes dispute andnegotiation processes.

When the actors interact, they give meaning to the others action, andthen they give reactions or responses which are likely to be accepted orrejected. At this stage, the interpretation depends on their shared values,norms and the beliefs of individuals or institutions. There are three

Construction actors:

Internal dynamics (ideologies, idealism, meaning of research by academicians, library practitioners, and students, their research behavior) (3)

Strategy to construct

researches with an interpretation between actors, based on shared values, norms, and beliefs (2)

Construction actors External dynamics (literatures, institutions, performance evaluation system, LIS education system, library associations). (4)

Social construction processes (1)

LIS research that are constructed (5)

Figure 11.1: Construction process of LIS research condition.


important sharing examples, firstly, the values include tolerance, together-ness and appreciation, secondly, the norms are to respect older people and todo the task carefully, and finally, the beliefs, for example, every individual isresponsible to his/her own work. If they want to accept that meaning, theywill obey the regulation and do their work as ordered. On the contrary, ifthey want to reject it, usually they may express this by resistant behaviour,such as arriving late at the office, working carelessly and disobedient to thesupervisor.

11.2.1. Internal Factors

Internal factors relate to the way academicians, library practitioners andstudents interpret research. Indonesian LIS academicians, practitionersand students do not regard research as their main assignment. Academiciansand library practitioners do research to gain credit points and earn extraincome, and students do research to fulfil a graduation target and personneladministration aims. This condition is created by their institutions, whichare called external dynamics, including systems applied in that organization.As a result, they will assume that in various interpretations, researchbecomes more important or less important than practical work.

Most library practitioners, academicians and students argue that researchmeans scientific activities to investigate a social phenomenon and examine


how to solve a problem. They need to interpret facts and compose thefindings into written documents. They realize that investigating phenomenaneeds a particular perspective or theory, so they can understand it deeplyand systematically. Most refer to social theory, education and psychologywithout mentioning specific theories. They also have only a limitedknowledge and ability with data analysis methods. The Indonesian LIScurriculum provides fewer social theoretical issues, such as gender, multi-cultural, cultural issues, power and public sphere and fewer data collectionmethods, such as symbolic interpretation, phenomenology, life history,psychoanalysis and critical discourse analysis. They think research isserious, complicated and hard, so they are not enthusiastic to conductresearch.

The current state of Indonesian LIS research emerges from the history ofLIS education in Indonesia. LIS education was established in 1952 with theaim of producing an effective and efficient libraries workforce. In addition,LIS teachers at that time were the first LIS practitioners. Therefore, the LIScurriculum emphasized practical work, including collection development,cataloguing, preservation and conservation and library services. Thissituation has not changed since 1952. Even though we now emphasizeinformation technology (IT), electronic equipment is still used in practicalwork. Lack of knowledge on theories also leads to the use of simpleapproaches, less critical thinking and poor thinking. Library practitionersconsider that their main task is to manage collections, facilities and librarybuilding, and research is not part of their main work.

Even though they do not realize, LIS practitioners actually do a level ofresearch every day, including collecting statistical data on circulationtransactions, recording types of library users such as children or adult inpublic libraries, or academicians, undergraduate or postgraduate studentsin academic libraries, types of classifications, transactions. Finding researchreports written by Indonesian library practitioners is not easy. Althoughthey hold abundant data, librarians rarely conduct research work on thatdata. Data collected by practitioners is mostly used by their colleagues in theacademic sector. However, this data has been used to create many researchreports, undergraduate or postgraduate theses and PhD dissertations.Furthermore, academics also use the data for research or teaching purposes.Within the academic environment, even though academicians’ obligation isto conduct research, they are largely focused on teaching. Some academicsconduct research, for the purpose of obtaining credit points or earning extraincome. During LIS education, students learn and practice researchmethodologies and writing skills during two semesters. They are rarelyrequired to practice their knowledge or perform research and writing skills.There is little continuity between subjects, so students do not think critically.As a result, students have little research skills and are not confident in doing so.


Only a few of study participants believed that research means actualizingtheir own selves. In addition, they felt it increased their need to analyse andwrite. But some Indonesian LIS library practitioners, academicians andstudents have a strong willingness to learn theories and various perspectivesand to investigate the phenomenon in their field.

11.2.2. External Factors

Other actors involved in the LIS research environment are the externaldynamics, namely the availability of current literatures exposing the latestresearch on LIS, institutions where librarians and academicians workproviding research opportunities and performance evaluation systems andLIS education systems and library associations. These actors do not standby themselves and are interconnect to each other.

11.2.2.1. LIS Research Literature Availability The first actor involved inconstructing the Indonesian LIS research condition is the availability ofcurrent LIS literature. Neither Indonesian libraries nor other institutionscan provide journal subscriptions. This type of material is very important toretrieve and disseminate the latest information on LIS articles to giveinspiration to readers and motivate them to write or to conduct similarresearch in various research sites (Sulistyo-Basuki, 2006). An effort has beenconducted by the Directorate General of Higher Education (DGHE) whocollects metadata, abstracts and some full text of research reports, andstudents’ final projects in digital format via the Indonesian scientific portal.However, this is only an initial project supported by Directorate of Researchand Public Services in the Higher Education Directorate, Ministry ofEducation. Since 2009, DGHE has also subscribed to online databases thatare accessed by Indonesian academicians and students via their own IPAddress. This is a new scheme that needs further development. Allacademicians in Indonesia use the facilities provided by government.

In addition, the books written by Indonesian LIS academics and librarypractitioners are poor in quantity and quality. For 53 years (1952–2005),only 237 Indonesian LIS books were published or only 4 or 5 books per year(Laksmi, 2006). Most books discussed LIS in general, and many wererepetitive or technical manuals, including services management andcollection development. Only one book, Penelitian ilmu perpustakaan daninformasi: suatu pengantar diskusi epistomologi dan metodologi (LISResearch: An Introduction to Epistemology and Methodology) by Pendit(2003), discusses theoretical issues and provides multidisciplinary perspec-tives from sociology, anthropology and psychology. In 2009, two similar


books were produced — Merajut makna: Penelitian kualitatif bidangperpustakaan dan informasi (Meaning Construction Qualitative Researchin LIS) by Putu Laxman Pendit as editor and Metodologi penelitian(Research Methodology) by Sulistyo-Basuki.

11.2.2.2. Indonesian Library Practitioners The second actor is theinstitutions where Indonesian library practitioners and academicianswork, and where their students study. These institutions also impact thequantity and quality of Indonesian LIS research with opportunities beinggiven largely only to academics. The Indonesian government offers manyresearch schemes for academics working in research institutions. It is up tothe academics if they use that opportunity or not. Unlike them, Indonesianlibrary practitioners are not permitted to use the scheme.

Research is not usually in the job description of Indonesian librarians. Asthe result, there is often a misunderstanding between library directors andlibrary practitioners. Library directors assume that completing some librarytasks, especially at the middle level, librarians should conduct research, forinstance, designing policy statements in collection development. Designingsuch policy statements, one has to know users’ information needs andbehaviour, the existing condition of the library collection and the subject ofpublications. To understand these factors, librarians need to conductresearch. Some research is conducted, but limited research is conductedsystematically and findings are not generally published in papers.

Managers and practitioners have different interpretations of whatconstitutes research. The library practitioners define research as activitiesto be performed with special budget allocation. Library managers considerresearch as part of library practitioners’ tasks to be carried out within theirroutine duties. In addition, this covers performance evaluation systems.Conducting research is not seen as an important part of librarian’s tasks, butonly academics, though they have the same efforts and difficulties. Some15 credits points for one research report by academicians garners only7 credit points for library practitioners. The impact of this policy is thatlibrarians are reluctant to conduct research and they tend to focus on dailyroutines and technical activities.

11.2.2.3. Indonesian LIS Education The third actor is LIS educationsystem. Based on the history, the purpose of LIS education, first developedin 1952, is to meet the need of the Indonesian library workforce. Thecurriculum emphasizes technical work to produce graduates ready to work.Many LIS education and short courses teach how rather than why(Sudarsono, 2008). The teachers or lecturers are usually former librarians.So, they are considered as experts in the LIS field. Indonesian LIS educatorsgenerally lack expertise in theoretical issues and they tend to analyse a


phenomenon from a single viewpoint, that is, library perspective. Until now,most academicians and library practitioners were teaching more shortcourses related to library technical work. In addition, Indonesia has onlyone LIS professor and about five new LIS PhD’s who graduated recently invarious subjects. Previously, LIS developed slowly with a curriculum whichis technically oriented, including poor research activities and a concept ofLIS which is still being debated.

Nevertheless, there are 15 LIS departments in Indonesia, none of whichunder the same faculties. The curriculum is strongly influenced by thefaculty under which they exist. When under a faculty of communication theLIS curriculum is overpowered by subjects related to communication, andwhen under humanities, the subjects offered are influenced by issues relatedto the humanities. Unlike education abroad, no single LIS department inIndonesia is within a faculty of computer science. Moreover, there is limitedcontact between the fields of LIS and computer science in Indonesia. But,many academicians in computer science conduct research on librarydatabases and library information systems. To date, some heads of LISdepartments have not agreed on the core competencies for LIS educationand the body of knowledge to deliver to students. Other weakness is the lackof dialogue among LIS academicians and LIS departments about thedevelopment of LIS and research activities.

11.2.2.4. Indonesian Library Associations The fourth actors are theIndonesian library associations, namely IPI (Indonesian LibrarianAssociation) and ISIPII (Indonesian LIS Scholars Association). Theirconcerns focus on the interests of library practitioners, including functions,competencies and so forth, and less on LIS research activities. Both shouldsupport and work hand in hand with LIS academicians to formulate a bodyof knowledge and competencies of librarians as information professionals.

11.3. Summary

LIS research results from interactions between internal and externaldynamics that affects the quality of research and its implementation insociety. The quality of Indonesian LIS research is categorized as appliedresearch (Creswell, 2003). Indonesian actors carry out research in order tosolve a particular problem in a particular circumstance, such as determiningthe reasons for a decrease in Library users or examining user satisfaction.Basic research is not conducted which is designed to understand the meaningbehind a phenomenon. For example, research questions such as why somelibrarians are unfriendly to some users but friendly to others? This problemmay not be just seen through management concepts. There might be other


ways to overcome this. So, examining this issue through interpretingsymbolic, gender or other relevant social perspectives may be a moresuitable way to analyse this problem. As to the use of Indonesian LISresearch findings, our respondents claim that they rarely implement researchfindings, because they even do notify anyone when research is conductedand disseminating of research findings in Indonesia is too difficult. Overall,there are significant constraints on academics, library practitioners, studentsand institutions as the main actors who contribute to the development ofIndonesian LIS research.

11.3.1. Indonesian LIS Research Trends

This section of the chapter elaborates on the academics, library practitionersand students who are conducting Indonesian LIS research, includingparticular characteristics, patterns of research and patterns of thinking.Furthermore, they have also their own values, norms, beliefs and ethics indoing their research activities. This section is supported by results from asurvey completed by 33 people from the three groups from different parts ofIndonesia — Jawa, Mataram and Sumatera. This includes content fromthree points of views about their frequency of research activity, subjects ofLIS research and prospects of Indonesian LIS research.

11.3.2. Frequency of Indonesian LIS Research Activities

Frequency of research activity conducted by Indonesian academics, librarypractitioners and students is very low. Informal conversations, seminars,workshops and articles published in journals show that there are fewspeakers or authors presenting reports of Indonesian LIS research. Mostpapers published about Indonesian LIS research are focused on librarytechnical work. In our survey, the frequency of researchers who haveperformed three research topics in the last five years (2006–2010) was 79%.Few of them had completed 4 to 6 research topics (15.2%) or 7 to 10research topics (3%). Meanwhile, Indonesian LIS students conduct researchonly for their assignments to meet graduation requirements and usually inthe form of a final project at the end of the semester.

As mentioned above, most Indonesian academics have little knowledge ofsocial science theories or other perspectives, and Indonesian academics tendto prefer teaching or short course to research activities. Some academicstated that they only fulfil research orders from supervisors and some doresearch when invited by friends. Some Indonesian LIS academics conductresearch because they need to gain credit points and sometimes earn extra

Chart 11.1: Reasons for conducting LIS research.


money. Research is one of the three credit points which are reflected in theIndonesian tridarma perguruan tinggi for those who are teaching, doingcommunity service and research activities, and credit points for librarypractitioners as well. Chart 11.1 shows the statistics.

Chart 11.1 shows that Indonesian LIS research was largely conducted tofulfil administration interest (63.6%), institution need and academic interest(15.2%). The other reasons (15.2%) are to meet curiosity about aphenomenon or to express someone’s competencies. In summary, manyIndonesian LIS researchers conduct research for administration purposes,not for the sake of knowledge or scientific problem solving. Research is notconsidered the main task for LIS academic. All major players in IndonesianLIS research interact and interpret their environments, and the meaningthey create will guide them to behave.

11.3.3. Indonesian LIS Research Subjects

Subjects studied by most Indonesian library practitioners, academicians andstudents have remained the same since the establishment of LIS education in1952. They put emphasis on practical works, especially collection processesand developments, user perception and satisfaction of library services and theeffectiveness of library and information centre management. Along with thedevelopment of IT and communication, the curriculum has moved towardstechnology, including the use of library 2.0 and the use of Internet services.However, collection development dominates library subjects. The analysis ofthe number and types of LIS subjects taught is shown in Chart 11.2.

Most Indonesian library practitioners, academics and students whoperform research and plan to conduct research in the next three years focus

Chart 11.2: Trend in Indonesian LIS subjects.


on collection development (21.2%) and other subjects such as informationretrieval by users, user education and information literacy (21.2%). Theyfocus their research on analysing how librarians process, develop andpreserve library collections, and how people utilize and access specialcollections. Statistical reports of collection materials borrowed by users orthe analysis of the way librarians accomplish preservation and conservation.Other research topics include librarian competencies, behaviour whenserving users and strategies to promote libraries. This type of research canbe considered part of a librarian’s work, not as scientific research.

Another research focus is IT and the management or organization ofinformation (15.2%). These are favourite topics for those who have interest incomputers and IT. The development of Web 2.0, or other library software,Internet use and multimedia is popular. Management and organizationalissues are also popular, including human resources management, organizationof public libraries and university libraries. Other research topics include issuesrelated to users, human resources and culture (9.1%). This research grouptends to emphasize cultural issues, and the interaction between individuals,users, librarians and environment, which is bounded by social values, norms,belief and symbols. Unfortunately, most Indonesian LIS library practitioners,academics and students have little knowledge of organizational culture,including power, social relationship and adaptation to the technology,multicultural, symbols and indigenous knowledge.

11.3.4. Indonesian LIS Research Prospects

Our findings show that the prospects for Indonesian LIS research areimproving. This statement is supported by the opinions and expectations of


our study participants. However, we need to look at their opinions on thedevelopment and trends in Indonesian LIS research and alternatively theirexpectations. Their expectation reflects their awareness and their concern toimprove Indonesian LIS research. We found two opinions which arecontradictive. Most study participants stated that Indonesian LIS research isnot yet well developed. Indonesian LIS research is considered poor becausethere are few who carry out Indonesian LIS research, and the LIS subjectsbeing researched in Indonesia have not changed for decades and focus oncollection development and the satisfaction of library users. Whatconstitutes LIS research in Indonesia is still not settled. The debate tendsto be influenced by various points of views among academics andpractitioners. The following titles show the current research topicsconducted by Indonesian LIS academics and practitioners:

Library and information education at Islamic Universities inIndonesia: obstacles and opportunities (by Ida Farida andPungki Purnomo at Asia–Pacific Conference on Library andInformation Education and Practice, 2006, pp. 353–357)

Representation of librarianship in the name of the Rose byUmberto Eco (by Laksmi, World Literature Seminar, FIB-UI,Depok, 19–20 July 2005 and published in Journal ofHumanities Wacana, Vol. 7(2), Oct., pp. 203–221)

The first topic above shows that Indonesian LIS academics areillustrating the condition of library and information education in Islamicuniversities, including curriculum issues, facilities, development, obstaclesand opportunities. Another academic describes how librarianship is writtenin fiction based on discourse analysis. Unlike Indonesian LIS academics,most Indonesian library practitioners analyse topics related to librarytechnical issues, as seen in the titles below:

Ketersediaan online journals di perpustakaan perguruantinggi; by Irman Siswadi, Visi Pustaka, Vol. 10(2), Agustus2008, pp. 23–29 (The availability of online journals atacademic libraries)

Menumbuhkan kebiasaan membaca sejak dini; by PaulusMujiran, Perpustakaan dalam Dinamika Pendidikan danKemasyarakatan. Semarang: Universitas Katolik Soegijapra-nata, 2008, pp. 122–137 (Promoting reading habits sincechildhood)


The availability of particular library collections or promoting readinghabits is commonly found in many writings by Indonesian librarypractitioners as they are part of their work routine.

Another group of Indonesian study participants believes that LISresearch is developing much better today. That Indonesians are conductingmore LIS research, starting to use theories and especially those that relate tothe social sciences. The following is an example of Indonesian LIS researchusing a particular theory. The research aims to analyse information literacyas a social interaction between librarians and students at an academiclibrary using the theory of structuration by Anthony Giddens (by LaelyWahyuni, in Pendit, 2009). In structuration theory, structure is a set ofhuman actions which is always repeated or reproduced all the time. It is notstatic but it emphasizes in the process that creates exchanges of ideas, orvalue conflict, and negotiation. Therefore, information literacy is notsomething that just emerged but was created by the interaction of thevarious agents. Other LIS researches use symbolic interpretation, drama-turgy, semiotic and the like.

The prospects and expectations of Indonesian LIS academics, librarypractitioners and students are central to the future of the field in ourcountry. The Indonesian LIS academics are supported by the tridarmaperguruan tinggi where they compete with each other for research funds.They hope for research funding without competition. In the some privateuniversities, the situation is worst because management does not supportresearch activities.

Indonesian LIS practitioners hope for the opportunity to perform LISresearch. But they are prevented by the demands of their daily routine work,such as providing services, processing books, cataloguing and labelling.They also hope for an opportunity for research training and scientificwriting. They not only need more training in selecting a research topic anddata collection and analysis methods but also in writing scientific paperssystematically. Further use of computers in libraries could reduce theirworkload significantly so the librarians would have more time for research.

Indonesian LIS students are a passive group, they are dependent onlecturers and they spend their time-taking courses. They know they shouldbe proactive, critical and express what they want, but they prefer to keepsilent. This is due to the Indonesian social values of obedience, courtesy,togetherness and social norm that someone with a bad grade is a looser.Recently, the Indonesian LIS community has begun to be more sensitive,critical and able to find new and unique phenomenon, such as performing incommunity groups and seeking to improve LIS practice. But how does theIndonesian LIS community create epistemology? Or, how do the publiclibrary become as a free and neutral public place in the conflict area? Theseissues are not easily solved. Our minds must be open to new paradigms on


how to analyse LIS research issues. Our data does show that Indonesian LISacademics, library practitioners and students have a similar vision forincreasing the significances of their research. But the issue is a matter ofchoices. There is some hope that Indonesian LIS research will graduallydevelop greater strength and significance. The three groups need to improvetheir communication and the institutions where they work or study, as wellas library association needs to further strongly support the development ofIndonesian LIS research.

11.3.5. Obstacles to Indonesian LIS Research

Chart 11.3 shows that LIS research progress slowly in Indonesia also due tofactors related to human resources including limited time, limited budgets,lack of theory and analyses method, lack of writing abilities and any others.

The three Indonesian LIS groups are not quite able to do much researchand blame the system for this lack of research. However, the choice to do ornot to do research is all in their hands. The following chart shows the fact:Chart 11.3 shows two major obstacles that limit Indonesian LIS researchdevelopment, including limited time (31%) and budget (27%) followed bylack of research knowledge, that is, theory and analysis methods (15%) andwriting abilities. Other difficulties (6%) are problems obtaining completedata and finding current LIS literature etc. We have identified problems thatwe can work towards solving.

The real problem is a poor understanding of the relevancy of IndonesianLIS research and its role in the information field, and the conflict of values

Chart 11.3: Indonesian LIS research obstacles according to informants.


and belief among the various Indonesian LIS actors. These factors create asituation that is not conducive for research development. An explanation isbased on the Indonesian cultural perspective. The first factor is a poorunderstanding of the relevancy of research and role in the information field.In the technology era, people who work in the information field, includinglibrarians and archivists, need to be competent in dealing with research. Theyare already experts in managing and classifying subjects and literatures, andpreserving information or knowledge. But unfortunately, they do not knowthe relevancy of their work and research. The role of librarian is to helppeople to have knowledge. This means that library practitioners need topromote people’s interests and reading habits. They also give examples ofhow to learn through libraries. Indonesian library practitioners should knowwhy people do not want to read books, why they do not want to go to thelibrary and why users think that librarians are unfriendly.

Since the establishment of Indonesian LIS education in 1952, we areaccustomed to thinking that LIS work is always performed precisely and inorder. It is hard to adjust to the changing LIS environment and the nowdynamic role of the information worker. As mentioned previously, the threeIndonesian LIS groups believe that their role is to collect collection, to servepeople through collection circulation system and to preserve the collection.Yet some LIS workers with bachelor certificates have little idea how tocomplete their tasks and have no critical thinking or synthesis skills.However, it is difficult for the three Indonesian LIS groups to understandtheir main roles and they need to change the way they think and act. Theircompetencies in performing technical work are not enough as librarians alsoneed to understand the public they serve, the essence of public services andsocial interaction with people. A multicultural society such as Indonesiaincludes various races, religions, languages, customs and social status levels.These issues create problems for Indonesian LIS groups in selecting ordeveloping library collections and serving people.

The good news is that some people do realize their role as informationworkers. For example, one academic library manager always informs lecturersand students about using online journals and volunteers to send SMS to peoplejust about using online journals. Another service some Indonesian librarypractitioners offer is to conduct literature searches for lecturers andresearchers. To obtain the literature appropriate to the user needs, librarypractitioners need to understand the user’s subject and the theory used toanalyse the subject and need to provide subject specialists. Anotherachievement is the development of collection digitalization. Many Indonesianlibraries and information centres are building networks and digitalizing theircollections. The Indonesian academic libraries have a better infrastructure tosupport a digitalizing process and useLontar developed by Forum of academiclibrary, Ganesha Digital Library Network (Patra & Chand, 2009).


In addition, there is a clash of values and belief among the Indonesian LISactors about research. Some Indonesian library managers believe thatresearch is a part of their subordinates’ job and involves conductingevaluations. All work in library should analyze users behaviour, what booksare often read, is the collection supporting the curriculum and other issues.Those evaluations need to be performed using particular research methods.However, their subordinates consider research as a separate part of their job.Generally, library practitioners feel they do many tasks alone, includingselecting collections, buying and processing materials, serving users, budget-ing and management. Indonesian library managers do not want to know howthe subordinates do their job as long as the organization achieves its goals.They do not realize that subordinates need skills in understanding their worksituation and undertaking research. For subordinates, they want managementto allocate a special budget for staff research activities.

In Indonesia, there is also a gap between LIS academics and librarypractitioners. Librarians experience see that institutions give some level ofresearch support to academics and the librarians have few opportunities.Performance evaluation system states that research performance is to beevaluated, and is worth 15 credit points for academics and only 7 points forlibrary practitioners. The Indonesian system has different ways of rewardingresearch, either through the Ministry of Education or the Ministry ofManpower and Transmigration, supported by Indonesian Library Associa-tion. It is clear that Indonesian library practitioners are not appreciated asresearch professionals, but seen as administrative staff with no scientificactivities beyond technical practice.

Indonesian LIS students are also in the weak position. For example, thereare problems when LIS students propose a topic for their final project.When they have unusual topics which are not familiar to the lecturer, theirproposal may be rejected. In eastern culture, it is not polite to argue with aprofessor, and the curriculum does not encourage students to think criticallyand outside the acceptable procedures. Most Indonesian LIS students tendto be reluctant to read, they attend all the lessons, but the lecturer alwaysguides them to finish their work. Also, LIS students become the victim oftwo mentors who have different understanding of their research topic.

11.3.6. Developing Quality Indonesian LIS Research

In general, most of our respondents concluded that quality Indonesian LISresearch is relatively good. But that we need to improve the quality of ourresearch, use theories and learn data collection methods. This is alreadybeing done in various Indonesian LIS institutions, such as universities,library associations, individuals and the national library.


Our first effort needs to be through formal education. Many libraries andrelevant Indonesian institutions conduct the short or upgrading courses, orcontinuing education in research methodology. In addition, many Indone-sian institutions support their staff to pursue higher education in order todevelop the Indonesian field of LIS, both at home and foreign countries.They also take masters or doctoral degrees in other disciplines. For doctoraldegrees, many individuals choose their own interests, such as sociology,anthropology, archaeology, psychology and historiography. Now there areabout 20 Indonesia PhDs and some are still studying. They are allowed todo that, because there are no Indonesian universities offering LIS PhD studyand DGHE supports academics to do multidisciplinary degrees, as long asthey are able to apply their knowledge into the LIS field. UI (University ofIndonesia, Depok) and UNPAD (University of Padjadjaran, Bandung) areabout to establish doctoral degree programs in LIS education.

In addition, we are enhancing Indonesian LIS research quality throughcompetitions. Each year, National Library of Republic Indonesia coop-erates with DGHE and PDII-LIPI (stands for Centre for ScientificDocumentation and Information of the Indonesian Institute for Sciences)in organizing research competitions for library practitioners. They providesome money as an award. The program has been held since 2007 and theaim is to support research by Indonesian library practitioners. At a highereducation level, universities and the Ministry of Education supportIndonesian LIS academics by providing special budgets for research.However, they need to face much competition to gain their research funding.

Indonesian universities which conduct LIS education publish journals tomeet the needs of academics. So far, the PNRI has two journals inpublishing research finding for library practitioners, such as Visi Pustakaand Warta. Public libraries under the government also have a bulletin,Gemma Perpustakaan, that caters to internal staff interest. Universities havescientific journals, such as Jurnal Ilmu Informasi, Perpustakaan danKearsipan and Al-Maktabah. Unfortunately, the publication of journals isoften irregular because they have difficulties collecting articles.

11.4. Conclusion

Indonesian LIS research has been developing slowly since the 2000s due tothe lack of awareness of the LIS actors, their lack of cooperation and theirneed to improve their research skills. There is poor interaction andrelationships among the Indonesian LIS actors, and different groups havedifferent perceptions about Indonesian LIS research. Some feel mostknowledgeable about research, some feel most powerful to decide theresearch systems and regulations and the rest feel neglected. Every group of


actors defends their interests to maintain their existence. Therefore, we needto improve the appreciation, trust, culture of helping each other andawareness of how to carry out Indonesian LIS research.

Our lack of interaction continues because the various Indonesian LISactors construct it and despite values of togetherness, tolerance andunderstanding each other, we are still not united. This results from ourlack of shared beliefs. We have no serious conflict and do not criticize eachother’s work. But people prefer to keep silent more than to discuss andto avoid disputes. LIS students tend to obey their lecturers whether or notshe/he agrees with their opinions in order to have a good relationship withthem. Meanwhile, some LIS academics are not trying to improve theirresearch methods and use of theory, or provide better guidance for theirstudents. In organizations, the library practitioners accept their jobdescription and perform the work as procedures, although in reality, theyare enthusiastically conducting research and trying to gain the benefits.

Based on our analysis, we now provide some recommendations in orderthat enhance LIS research in Indonesia. We need to change an unconducivesituation into a conducive situation.

� Change our mindset. We need to change our mindset and understand thatLIS research is an important part of our daily activities. Librarypractitioners as subordinates should be proactive to be involved inresearch activities, either by their own initiatives or instructions from theirsuperiors.� Create a stronger Indonesian LIS research climate. The leaders, that is,government, managers or lecturers need to facilitate much more to theirsubordinates or colleagues conducting research through simple dailyhabits, encouraging their research ideas and supporting them byproviding LIS scientific journals in order to help them keep informedand encourage communication among scholars.� Build networking. We need the more networking activities amongstIndonesian LIS researchers, including research discussions, sharing ofknowledge and experiences and to develop our scholarly field. We need toaim for higher standards of scholarship and achievement.� Improve knowledge. Indonesian LIS academics need to improve theirknowledge through continuing to advance LIS education, practicingresearch and opening their minds to new ideas about LIS theories, socialtheories and data collection methods. They also need to support studentsto be confident to analyse the innovative topics in LIS research, give themthe opportunity to explore research based on theory or new perspectivesand allow them to have different opinions.� Amend the existing regulations. Management needs to revise jobdescription to include research tasks for all LIS workers. Moreover, the


institution, including the Indonesian library associations, should provideregulations related to research, such as performing evaluations of systems,credit points and distribution of workload. The greatest number of creditpoints should emphasize research activities for all job titles, becauseresearch needs a greater effort.� Provide more funding for Indonesian LIS research. Indonesian institutionsneed to provide more research funding to encourage LIS researchers. Theresearch funding to be distributed not only to lecturers but also to staffwho are willing to conduct LIS research. In addition to facilitate researchwork is as beneficial to motivate people.� Revise the Indonesian LIS curriculum. Indonesian academics need to revisethe LIS curriculum to further support LIS research. We need to teach theimportance of LIS research, how and why people should conduct LISresearch, and the implementation of social perspectives and social theories.In addition, Indonesian LIS institutions should provide the infrastructure,such as the databases and current literature, related to LIS research.

Finally, all Indonesian LIS actors should communicate and cooperate toimprove the LIS research and create acceptable research values, norms andbeliefs.

Acknowledgements

We would like to thank Professor Sulistyo-Basuki, PhD and Dr PutuLaxman Pendit for their valuable opinions and guidance. We also thankBudiantoro for his language editing for this paper. We also thank allrespondents for their participation. Special thanks to Professor AmandaSpink and Dr Diljit Singh for their trust in our contribution to this book.

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Documents

[Library and Information Science] Library and Information Science Trends and Research Volume 2 || Chapter 11 Indonesian Library and Information Science Research as the Social Construction