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151 International Research: Journal of Library & Information Science | Vol.4 No.1, Mar. 2014

Article Title: “Library and Information Science Education in India:

Perspectives and Challenges”

Dr. Sanghamitra Pradhan

Faculty member

Department of library and information science

The Maharaja Sayajirao University of Baroda

Vadodara, Gujarat

India-390002

[email protected]

Abstract

The paper assesses the status of formal library and information science (LIS) education provided

in India. It is based on a study carried out to bring out the perspective and the challenges in LIS

education by analyzing the LIS courses, its structure and contents, availability of faculty,

research contribution, infrastructural facilities, etc. A total of 33 universities, representing each

region of India, were selected as sample. Content analysis method was applied to analyse the

contents of the websites under eight categories.

Findings reveal that a diversified level of LIS courses is observed to suit the demand and

employability of students at various job levels. LIS courses are updated and designed to meet the

objectives of an advanced LIS curriculum. Lack of adequate faculty is found to be a major

setback in imparting quality LIS education.

The paper recommends establishment of a national accreditation council for LIS education to

uphold quality and standard in LIS courses. More of technology oriented practical components

as well as scope to develop soft skill and professional ethics should figure in the syllabus.

The paper has originality as it contributes to the knowledge regarding current state of LIS

education in India. It attempts to draw attention of the financing and regulatory authorities of

higher education to focus on developing needed faculties and facilities urgently.

Keywords: Library and information science education, LIS courses, LIS professionals, India,

Universities

Introduction

Since information is regarded as the driving force for any kind of societal development whether

it is economic, intellectual or cultural, however it can be guaranteed only through efficient

deliverance of information to all. And to accomplish this noble task qualified and competent

library and information workforce is very inevitable for any society. At same time raising such

workforce who can manage libraries and information centres well is an obligation of every

nation. India, the largest democracy in the world, has long realized the need of building an


effective human resource which could contribute greatly to realize India’s march to become one

of the developed nations of the world. However the process of developing competent library and

information science (LIS) professionals is directly related to the quality of LIS education

imparted to these professionals. Through this paper an attempt has been made to assess how far

the current LIS education provided in India is capable of meeting the objective of supplying

competent human resource for nation building.

Library and information science (LIS) education in India: A brief overview

Imparting of formal LIS education in India is a century old development. It began to cater the

need emerged from managing libraries with professionally qualified hands. At present LIS

education in India covers a wide spectrum of courses ranging from low level certificate and

diploma in library science to bachelor and master degree in library and information science and

to high level MPhil and PhD programmes.

In India, at present LIS education is provided on regular basis in more than 100 universities and

in some national and regional training institutes. Apart from these a few national open

universities as well as some state universities also offer various LIS courses through distance

mode of learning to meet the demand of growing job market in the field.

Scope of the Paper

The purpose of this paper is to present the status of library and information science (LIS)

education in the universities of India on the basis of empirical evidence. The scope of the paper

is limited to the study of formal LIS education programmes offered at postgraduate level by the

universities. The paper analyses the LIS courses in terms of its structure, student intake,

admission criteria, curriculum structure, course contents, faculty, teaching methods, research

contribution and infrastructure. The scope of the paper does not include the diploma, certificate

or any short term specialized courses run by various library associations, national and regional

training institutes, polytechnics, or any of the universities and also LIS courses offered through

distance education mode.


Methodology

The present study covers a sample of 33 universities of India out of more than 100 universities

that offer LIS education recognized by the University Grant Commission (UGC), a statutory

body established for maintaining standards in higher education in India. The sample tried to

represent each region of India. From each region universities were selected. The details of these

universities are provided in Table 1 “Regional distribution of sample universities offering LIS

education in India, their website address and establishment year of the LIS Departments”. 8

universities from Northern India, 7 from East and North Eastern region, 4 from Central, 8 from

Southern and 6 from Western India were selected as sample.

Table 1 “Regional distribution of sample universities offering LIS education in India, their

website address and establishment year of the LIS Departments”

Region Sr.

No.

Name of Universities Website address Year of

Establish

ment

Northern

1 University of Delhi (DU), Delhi www.du.ac.in 1946

2 Jamia Millia Islamia (JMI), Delhi http://jmi.ac.in *1985

3 Banaras Hindu University (BHU), Banaras www.bhu.ac.in 1942

4 Aligarh Muslim University (AMU), Aligarh www.amu.ac.in 1958

5 Punjab University (PU), Chandigarh www.puchd.ac.in 1960

6 Guru Nanak Dev University (GNDU),

Amritsar

www.gndu.ac.in 1970

7 Kurukshetra University (KU) Kurukshetra http://www.kuk.ac.in/ 1969

8 Jammu University (JAU) , Jammu www.jammuuniversity.in 1971

Eastern

and

North

Eastern

9 Calcutta University (CU), Kolkata www.caluniv.ac.in 1945

10 Jadavpur University (JDU), Kolkata http://www.jaduniv.edu.in/ 1964

11 Rabindra Bharati University (RBU), Kolkata http://www.rbu.ac.in/ 1985

12 Sambalpur University (SU), Burla http://www.suniv.ac.in/ 1976

13 Utkal University (UU), Bhubaneswar www.utkaluniversity.ac.in 1981

14 Gauhati University (GU), Gauhati http://www.gauhati.ac.in 1966

15 North-Eastern Hill University

(NEHU), Shillong

http://www.nehu.ac.in 1985

Central

16 Devi Ahilya Vishwavidyalaya (DAV), Indore http://www.dauniv.ac.in/ *1993

17 Jiwaji University (JIU) , Gwalior http://www.jiwaji.edu 1984

18 Guru Ghasidas Vishwavidyalaya (GGU),

Bilaspur

http://www.ggu.ac.in/ 1985

19 Pt. Ravishankar Shukla University (PRSU),

Raipur

http://www.prsu.ac.in/ 1971

20 Andhra University (AU), Visakhapatnam www.andhrauniversity.info 1935

21 Osmania University (OSU), Hyderabad http://www.osmania.ac.in/ 1959

22 Gulbarga University (GUU), Gulbarga www.gulbargauniversity.kar.nic.in 1980

http://www.du.ac.in/

http://jmi.ac.in/

http://www.bhu.ac.in/

http://www.amu.ac.in/

http://www.puchd.ac.in/

http://www.gndu.ac.in/

http://www.kuk.ac.in/

http://www.jammuuniversity.in/

http://www.caluniv.ac.in/

http://www.jaduniv.edu.in/

http://www.rbu.ac.in/

http://www.suniv.ac.in/

http://www.utkaluniversity.ac.in/

http://www.gauhati.ac.in/

http://www.nehu.ac.in/

http://www.dauniv.ac.in/

http://www.jiwaji.edu/

http://www.ggu.ac.in/

http://www.prsu.ac.in/

http://www.andhrauniversity.info/

http://www.osmania.ac.in/

http://www.gulbargauniversity.kar.nic.in/


Southern

23 Karnataka University (KU), Dharwad http://www.kud.ac.in 1962

24 Calicut University (CAU), Kazhikode www.universityofcalicut.info 1977

25 Kerala University (KEU), Thiruvananthapuram www.keralauniversity.ac.in/ 1961

26 Annamalai University (ANU), Chidambaram http://annamalaiuniversity.ac.in 1979

27 Madras University (MDU), Chennai http://www.unom.ac.in/ 1931

Western

28 University of Mumbai (MU), Mumbai www.mu.ac.in 1943

29 University of Pune (UP), Pune www.unipune.ernet.in 1958

30 Shivaji University (SUK), Kolhapur www.unishivaji.ac.in 1964

31 Maharaja Sayajirao University of Baroda

(MSU), Vadodara

www.msubaroda.ac.in 1956

32 Gujarat University (GJU), Ahmedabad www.gujaratuniversity.org.in 1965

33 Sardar Patel University(SPU), Anand www.spuvvn.edu 1982

* From this year the University library of the respective universities started the LIS courses.

Data for the study was collected mainly from the websites of the 33 sample universities (see

Table 1). The websites were accessed during 1st April to 30th April 2013. Content analysis

method was applied for this study. Contents of the websites hosted by the universities were

analyzed to get the data required for the study. An information tapping schedule was prepared to

collect data systematically from the websites. The schedule also helped in maintaining

consistency in data collection. One fact that needs to be mentioned here is that since websites of

few universities were not updated recently, there might be some gap in data. However, the author

contacted the LIS departments of these universities in case need was felt to clarify some content

and also to fill the gap.

Analysis and Discussion

An analysis of data collected from the sample universities revealed that all of them are

established higher education institutions of India. The departments of LIS founded in these

universities mostly cater to the human resource needs in the country since long. Initially most of

these departments started as Department of Library Science. Later on around 1980s onwards, this

nomenclature has changed to Department of Library and Information Science to reflect the

changing trend in the field especially to incorporate the increasing contents on information

science into the discipline. Table 1, provided above, shows the names of the universities, their

website address and the year of establishment of the LIS departments. The table shows that most

of the universities have a LIS department which is pretty old, at least 3 decade. Madras

http://www.kud.ac.in/

http://www.universityofcalicut.info/

http://www.keralauniversity.ac.in/

http://annamalaiuniversity.ac.in/

http://www.unom.ac.in/

http://www.mu.ac.in/

http://www.unipune.ernet.in/

http://www.unishivaji.ac.in/

http://www.msubaroda.ac.in/

http://www.gujaratuniversity.org.in/

http://www.spuvvn.edu/


University, Chennai has the oldest LIS department established in 1931. Jamia Millia Islamia

(JMI) and Devi Ahilya Vishwavidyalaya (DAV) so far do not have separate LIS department and

the central library of the respective university conducts the LIS courses.

Data gathered for the study are systematically presented, analysed and discussed below under the

following eight aspects to provide a perspective of and the challenges faced by the universities of

India while imparting LIS education:

Level of LIS Courses

During 100 years of its journey, LIS education in India has witnessed many changes. Once

started as a vocational library course, over the years due to growth in its theoretical base and

introduction of various multidisciplinary ideas, it has now transformed into one full fledged

discipline. The course nomenclature subsequently changed to library science education and

presently to library and information science education. At present LIS education is offered

through a variety of courses which provide a wide opportunity for the aspirant librarians to

choose from. The details of different levels of LIS courses offered by the universities and their

duration are presented in Table 2: “Level of LIS Courses”.

Table 2: “Level of LIS Courses”

Sr.

No.

Name of the University

BLIS

1-

year

MLIS

1-

year

MLIS

2-

year

2-year

Integrat

ed MLIS

5 year

Integrat

ed

UG+PG

(MLIS)

MPhil PHD

1 University of Delhi (DU), y y y y

2 Jamia Millia Islamia (JMI) y -

3 Banaras Hindu University (BHU) y y

4 Aligarh Muslim University (AMU) y y y

5 Punjab University (PU) y y

6 Guru Nanak Dev University (GNDU) y y y y

7 Kurukshetra University (KU) y y y y

8 Jammu University (JAU) y y y

9 Calcutta University (CU) y y y y (2

years)

y

10 Jadavpur University (JDU) y y y (2

years)

y

11 Rabindra Bharati University (RBU) y y -

12 Sambalpur University (SU) y y y

13 Utkal University (UU) y -


14 Gauhati University (GU) y y y


(NEHU)

y y

16 Devi Ahilya Vishwavidyalaya (DAV) y y y -

17 Jiwaji University (JIU) y y y

18 Guru Ghasidas Vishwavidyalaya

(GGU)

y y y

19 Pt. Ravishankar Shukla University

(PRSU)

y y y y y

20 Andhra University (AU) y y y

21 Osmania University (OSU) y y y y

22 Gulbarga University (GUU) y y y

23 Karnataka University (KU) y y y

24 Calicut University (CAU) y y y

25 Kerala University (KEU) y part

time

y y y

26 Annamalai University (ANU) y y y -

27 Madras University (MDU) y -M. Sc.

in LIS

y

28 University of Mumbai (MU) y y y

29 University of Pune (UP) y y y

30 Shivaji University (SUK) y y y y

31 Maharaja Sayajirao University (MSU) y y y

32 Gujarat University (GJU) y -

33 Sardar Patel University(SPU) y y y part

time

y y

Total No. of Universities offering

different levels of LIS courses

18 17 5 14 2 18 27

Table 2 shows Bachelor of library and information Science (BLIS) and Master of library and

information Science (MLIS) are the main courses offered. However the pattern of these courses

in terms of duration is quite different. The pattern mostly followed in universities is one year

duration for both BLIS and MLIS. There are two semesters in each one year BLIS and one year

MLIS and both of these generally consisted of 30 credits each. However, Calcutta University

(CU) and Guru Ghasidas Viswavidyalaya (GGU) run 5 year integrated UG+PG course (3 years

of under graduation and 2 year MLIS) apart from a 2 year MLIS programme. Two year part time

MLIS programme are conducted in some universities such as in PRSU, ANU and SPU along

with their regular LIS programme. Two year integrated MLIS programme is introduced recently

replacing the 1 year BLIS and 1 year MLIS pattern. This programme has four semesters and the

total credits here range from 60 to 72 among the universities. This programme is running


successfully in 14 out of the 33 sample universities. However, Madras University (MU) conducts

the same programme with a different nomenclature: Master of Science in LIS (M. Sc. in LIS).

MPhil and Phd courses are also regular feature of LIS education and from the table 2 it is evident

that majority of the universities offer the opportunity to carry out research which in turn

strengthens the LIS field. The duration of MPhil is generally 1 year consisting of two semesters

and is being provided in 15 universities where as CU and JDU offer the same in 2 years. 27 out

of the 33 sample universities provide opportunity to pursue doctoral course in various areas of

LIS. Apart from these degrees PG diplomas for specialized learning are also conducted by

universities such as PG diploma in Digital Information Management (PGDDIM) by Osmania

University (OSU) and PG diploma in Library Automation and Networking (PGDLAN) by

Sambalpur University (SU). Thus it is evident from the data that there is no uniformity in the LIS

courses offered by the universities as the courses differ in terms of levels, duration and patterns

followed.

Students’ intake in LIS courses

LIS courses are conducted in India through a variety of modes viz. full time regular, self

financed and part time giving wider choices to students to choose as per their convenience. The

number of seats available in these courses is quite different among the universities. Students’

intake capacity for different level of courses has been given in Table 3: “Students’ intake in LIS

courses”. It can be seen from the table 3 that DU, AMU, CU, JDU and OSU have high number

of seats in both BLIS and MLIS level in comparison to other universities. GJU has the highest

number of seats in 2 year integrated MLIS programme i. e. 70, out of that 60 are regular and 10

are self financed seats. BHU and PUC also have high number of seats to offer for the similar

programme (50 and 45 seats respectively). 40 seats in CU and 30 seats in GGU are available in

their 5 year integrated MLIS programme. JMI which only conducts 1 year BLIS has 40 seats to

offer. DAV and SPU have maximum number of seats for MPhil i.e. 20 each. OSU offers 25

PGDDIM seats.

Table 3: “Students’ intake in LIS courses”


Note: Numbers in the column for PhD represent the number of students awarded with

Sr.

No.


BLIS

1-year

MLIS

1-year

MLIS

2- years

MLIS

2-year

Integrate

d

MLIS

5-year

Integr

ated

MPhil

PHD

R S R S R S R S

1 University of Delhi (DU), 54 40 12 60

2 Jamia Millia Islamia (JMI) 40

3 Banaras Hindu University (BHU) 50 19

4 Aligarh Muslim University

(AMU)

60 25 NA

5 Punjab University (PU) 45 15

6 Guru Nanak Dev University

(GNDU)

30 16 NA

7 Kurukshetra University (KU) 35 35 10 11

8 Jammu University (JAU) 30 15 NA

9 Calcutta University (CU) 55 24 40 15 NA

10 Jadavpur University (JDU) 60 16 10 NA

11 Rabindra Bharati University

(RBU)

40 10

12 Sambalpur University (SU) 20 05 20

13 Utkal University (UU) 24

14 Gauhati University (GU) 25 15 12


(NEHU)

25 15

16 Devi Ahilya Vishwavidyalaya

(DAV)

30 30 20

17 Jiwaji University (JIU) 20 20 20 20 NA

18 Guru Ghasidas Vishwavidyalaya

(GGU)

20 30 22

19 Pt. Ravishankar Shukla

University (PRSU)

25 10 10 10 15 10 5

20 Andhra University (AU) 30 10 NA 61

21 Osmania University (OSU) 40 10 18 8 4 NA

22 Gulbarga University (GUU) 25 6 NA 35

23 Karnataka University (KU) 20 2 NA 78

24 Calicut University (CAU) 25 2 NA

25 Kerala University (KEU) *12 20 NA 19

26 Annamalai University (ANU) NA NA NA NA 20

27 Madras University (MDU) NA

28 University of Mumbai (MU) 40 20 5

29 University of Pune (UP) 30 10 48

30 Shivaji University (SUK) 40 15 NA 8

31 Maharaja Sayajirao University

(MSU)

30 10 5

32 Gujarat University (GJU) 60 10

33 Sardar Patel University(SPU) 30 5 10 *12 *14 20 NA


PhD degree so far by the universities. R- Regular, S- Self financed, NA- Data not

available, *part time

There is no fixed number of seats for PhD programmes in the universities and mostly students’

intake depends on availability of research guides in the department. Since data on number of

students enrolled for PhD course in various LIS departments could not be authenticated, total

number of PhD degrees awarded in LIS by the universities so far is shown in Table 3. From the

table it is evident that KU has produced highest number of PhDs (78) followed by AU (61) and

DU (60).

Admission Criteria

Almost all the universities give admission to the various LIS courses as per merit and

government rules prescribed for seat reservation and relaxation of marks for reserved category

students. Regular seats are allotted in both open and reserved categories. Students admitted under

the regular seat pay an amount of fees ranging approximately from 1000 to 6000 per

semester where as self financed seats are offered on higher payment of fees that ranges from

8000 to 35000. In majority of the universities eligibility for seeking admission to entry level 1

year BLIS as well as for first year of integrated MLIS programme is mostly 50% marks in

graduation from any discipline and candidates are admitted according to merit. Eligibility for

seeking admission to 1 year MLIS course is mostly 50% marks in BLIS in all the universities.

Most universities conduct an entrance test followed by an interview to select candidates for

BLIS, MLIS and MPhil. PhD entrance test is conducted in most of the universities to test

research aptitude of the eligible candidates.

Curricular structure and Course contents

Structure and syllabus contents of BLIS and MLIS courses are analysed in this section. Analysis

of MPhil and PhD course syllabus are not discussed in this paper since wide variation is

observed in their course pattern, duration and contents among universities. These courses are

mostly followed at the discretion of the individual universities.

Data about the curricular structure of the BLIS and MLIS courses offered in the universities

revealed that most of them follow the ongoing trend in LIS education and all the universities

under study have implemented semester based CBCS for both BLIS and MLIS programmes

http://en.wikipedia.org/wiki/File:Indian_Rupee_symbol.svg





during the last decade. There are two semesters in each 1 year BLIS and 1 year MLIS degree

course. 2 year integrated MLIS course is structured into four semesters.

All LIS departments have adopted a regular syllabus revision policy. Most of the departments

review their curriculum with duration of five years to incorporate the latest trend and

professional needs. For example revisions of syllabi have been carried out in all the universities

twice or thrice in the last decade and the latest being in 2010-11 in most of the cases. The

universities have tried to adopt the basic framework for LIS courses and the model curriculum

prescribed by the Curriculum Development Committee (CDC) of UGC (University Grant

Commission, 2001)1 to fit their curricular structure duly. Almost all the universities’ course

contents have 80 to 90 percent conformity with the model curriculum although there are little

variations in the nomenclature of the papers or course titles. Course contents of BLIS and MLIS

programmes are discussed below in detail.

Course contents at BLIS Level

An analysis of the course contents of BLIS syllabi of the universities revealed that these are more

or less similar. However, the nomenclature of the papers/course titles are little different. There

are six core papers and at least two practical papers included in the syllabus. One year BLIS

course and the first year of integrated MLIS course (I and II semester) mostly cover the same

papers. The core course titles are 1) Foundations of library and information science or in some it

is Foundations of library science and society 2) Knowledge organisation (Theory) or Library

classification (Theory) 3) Knowledge processing (Theory) or Library cataloguing (Theory) 4)

Library management 5) Information sources and services 6) Information technology (basic and

applications), in some it is Computer technology (basic and applications) 7) Knowledge

organisation (Practical) or Library classification (Practical) 8) Knowledge processing (Practical)

or Library cataloguing (Practical). A third practical paper on Computer applications has also

found place in many syllabi to equip the students to handle computerized library routines.

Electives papers are offered in some universities. These include Library and users, Types of

library systems, Library development, User studies, Library education, School librarianship,

Professional ethics and legal issues, etc.


Document classification as per Colon Classification (6th edition) and Dewy Decimal

Classification (21st or 22nd edition) and Cataloguing of Monographs and Non-book materials as

per AACR II are the main practical components. However some universities such as DAV and

JUG are still using 19th edition of DDC for classification practical. Some other practical

components found in few syllabi are information sources and services, book reviews, and

information products. Computer or ICT practical is an important part of few curriculums and

includes computer basics, application software, library automation software, database creation

and online searching.

Although research components such as project work or field survey at BLIS level is hardly

traced in the syllabus of any of the universities, the 1st semester BLIS students of DU required to

submit a project report based on literature survey or field survey. This exercise exposes the

students to develop research aptitude and skill for report writing.

Internship training in libraries is considered to be an important aspect of LIS education. This

helps students to learn from real work situation. But this component is not included in BLIS

course of most of the universities. Only DU, GJU, DAV and a couple of other universities

provide one month internship training to students in a library.

Course contents at MLIS Level

Course contents of one year MLIS and the second year of the integrated MLIS programme are

similar to a great extent and spread into two semesters. Core subjects are 1) Information &

Communication 2) Research Methods 3) Information Technology (Theory and Practice) 4)

Information Processing and Retrieval (or Information Analysis, Repackaging & Consolidation)

5) Management of Libraries and Information Systems. At least one paper is found to be a

variation among the syllabi adopted by these universities. In addition to these, one out of the

papers such as Digital Libraries, Library Automation and Networking, and Information Products

is included as sixth paper. Many universities like AU, MDU, KAU, PU, OSU, CU and others

have enriched their syllabi with more ICT components such as digital libraries, multimedia, web

technology, web page design, content management, network technologies, etc. Elective papers

based on special library systems or digital libraries are offered in AU and KAU. Although the

syllabi of most universities contain practical training in library automation software, web


designing and other ICT components but to what extent that are being materialized is a issue of

concern. Proper and substantial number of ICT based systems, standard software and trained

teachers are pre-requisite to provide hands on practice suitably. However in the absence of

commercial and sophisticated software many LIS departments are making effort to train students

through open access software like KOHA or NewGen Lib. Training through SOUL 2.0 is a good

option which is mainly available to Indian universities at subsidized rate.

Dissertation/project work component is an integral part of MLIS curricula in all the universities

to orient students in research methodology and report writing. A difference in allotment of marks

ranging from 100 to 300 marks is observed in this component. Variations in distribution of marks

in theory and practice papers are also observed among the universities. Practical papers are given

weight-age ranging from 20 percent to 40 percent of total marks. This variation is not advisable

as per the suggestions of CDC which suggests LIS curriculum should have more practical

orientation.

Teaching Methods

Imparting of professional knowledge and skills to prospective librarians require deliverance

through a variety of teaching methods ranging from conventional class room teaching to hi-tech

assisted learning. In all the sample universities it is observed that mainly the customary lecture

method dominates the teaching learning process. Theoretical discussion, practical sessions, self

study, hands on practice, demonstrations, assignments, seminar presentation, project works,

study tours, field visits and surveys, guest lectures, etc. are the other modes of teaching. But

owing to lack of infrastructural facilities these methods might not be always implemented in true

spirit. However, on a positive note it can be mentioned here that over the years majority of LIS

departments have upgraded themselves and introduced latest tools for both theory and practice

sessions. The LIS departments also encourage the students to use more of e-learning resources.

Medium of instruction for imparting LIS courses among the Indian universities is mainly English

except few who conduct the courses in their respective regional languages.


Faculty Provision of quality education depends greatly on both: quality of teachers and their quantity

available to impart knowledge and professional skills to the students. To know how far the

universities of India have achieved this objective, we have to look at the faculty status in the

universities and the data presents a very depressing picture. Although India has witnessed 100

years of LIS education, it is very unfortunate to note here that it has not got the needed boost.

There is huge human resource crunch one can see in the LIS departments as most of them are

pathetically operating with either one or two full-time teachers (Varalakshmi, 2010)2. It is

amazing to see many, even if they do not have a single position for permanent teachers, are

running all types of LIS courses ranging from BLIS and MLIS to PhD simultaneously

(Rajyalakshmi, 2001)3. The number of faculties currently available (at the time of data collection

for this study) in the LIS departments of the sample universities is provided in Table 4.

Table 4: “Faculty Status in the LIS Departments”

Sr.

No.


Current Faculty Position in the Department Total

no. of

faculty

at

present

Professor Associate

Professor

Assistant

Professor

Other

full time

staff

1 University of Delhi (DU), 1 3 4 8

2 Jamia Millia Islamia (JMI) - - - -

3 Banaras Hindu University (BHU) 1 1 3 5

4 Aligarh Muslim University (AMU) 1 4 2 7

5 Punjab University (PU) 1 1 1 3

6 Guru Nanak Dev University (GNDU) 2 - 1 3

7 Kurukshetra University (KU) 1 2 4 7

8 Jammu University (JAU) 2 - 2 4

9 Calcutta University (CU) 3 2 2 7

10 Jadavpur University (JDU) 1 5 1 7

11 Rabindra Bharati University (RBU) 1 1 1 3

12 Sambalpur University (SU) - - 3 3

13 Utkal University (UU) 1 2 1 1 6

14 Gauhati University (GU) 2 1 1 4

15 North-Eastern Hill University (NEHU) 1 2 4 7

16 Devi Ahilya Vishwavidyalaya (DAV) - - - -

17 Jiwaji University (JIU) 2 1 - 3

18 Guru Ghasidas Vishwavidyalaya (GGU) - 1 - 1 2

19 Pt. Ravishankar Shukla University (PRSU) - 1 2 3

20 Andhra University (AU) 4 1 - 5


21 Osmania University (OSU) 2 - 2 4

22 Gulbarga University (GUU) 4 1 - 5

23 Karnataka University (KU) 2 1 2 5

24 Calicut University (CAU) - 1 1 5

25 Kerala University (KEU) - 2 2 5

26 Annamalai University (ANU) 3 1 2 6

27 Madras University (MDU) 1 - 1 2

28 University of Mumbai (MU) 1 - 2 3

29 University of Pune (UP) 1 3 - 4

30 Shivaji University (SUK) - - - -

31 Maharaja Sayajirao University (MSU) - 1 - 2 3

32 Gujarat University (GJU) - - 1 1

33 Sardar Patel University(SPU) 1 - 1 2

Table 4 shows only that staff who is currently working in the LIS departments as permanent staff

and full time temporary or contractual staff. The Table does not indicate either the total number

of sanctioned permanent positions available or lying vacant there. Further guest teachers/part

time/visiting faculties are not included as their services are irregular. The faculties which are

shown in table 4 fall into four categories: professor, associate professor, assistant professor and

other full time staff. From the table it can be seen that there is severe inadequacies of staff

almost in every LIS department. While the universities of the North, North East and Eastern

region (Panigrahi, 2010)4 as well as that of Southern region are little better off in this respect,

majority of the LIS departments in India especially in Central and Western region are critically

understaffed. DU at present has the highest number of faculties (8) and GJU has the least (1).

AU and GUU have maximum number of professors (4 each). Since JMI and DAV do not have

full-fledged LIS department teaching is mainly looked after by their respective university library

staff. Further probe revealed that at least half of the position of the sanctioned faculty in almost

all the universities is lying vacant since many years. In the absence of regular staff mostly

teaching is supplemented by guest teachers/part time/visiting faculties in majority of the

universities and in some cases the show is totally run by utilizing the services of these teachers.

Research Contribution

Research activities being a core objective of any university in advancing knowledge, thus mostly

pursued in all universities as an integral part of academic work. Research in library science in

India was started in 1949 under the guidance of Dr. S. R. Ranganathan in Delhi University (DU)


and the first PhD. was awarded to Krishna Rao in 1957. From 1960 onwards many universities

started their MPhil and PhD programmes. At present most of the universities of India have

introduced research components in LIS and these are implemented through a variety of ways:

ranging from elementary MLIS and MPhil dissertation/ project work to high level PhD

programmes. Majority of the universities covered under this study i. e. 18 have MPhil and 27

have PhD programmes (See Table 2). Research topics undertaken in these programmes include

both traditional and modern aspects such as development of libraries, bibliometric studies,

information need, measurement of effectiveness of library and its services job satisfaction,

library automation, use of library management software, digital libraries, consortia, web

designing, electronic recourses, etc.

Further individual as well as team research by faculties; self supported researches; and projects

sponsored by agencies like UGC, ICSSR, DST, MHRD, DRTC, RRLF and various library

associations and organizations greatly contribute to enrich LIS. University Grant Commission,

the major funding agency for the government universities in India, is providing the needed boost

for academic research by modernizing their infrastructural facilities in terms of computer labs,

online libraries, advanced knowledge resources with an increasing number of e-journal resources

through its INFO-Net programme. The LIS department of MDU has got the credit of becoming

the first department in the country to be awarded with Special Assistance Programme (SAP)

status since 1996 and now UGC-SAP-DRS III for the period 2007-2012. Digital libraries and E-

publishing are the thrust areas of research. The Department conducts seminars/workshops for LIS

professionals and students annually under SAP. SU’s LIS department was inducted under DRS-SAP

of UGC during 2002-07 and during last five years (2007-2012) 28 research papers are published

by the faculty members. Faculties at KEU are carrying out various research projects financed by

ICSSR, UGC and INSDOC. UGC has also sanctioned SAP to the LIS department of KUD to

carry out research in thrust areas like application of scientometrics and infometrics.

Infrastructural facilities

Effective execution of LIS courses in modern days require good and sufficient infrastructural

facilities in terms of building space, computer lab, teaching tools, departmental library and

others. Data about this important aspect reveals that most of the LIS departments, baring a few

do not have separate departmental building of their own and housed in their respective university


library building. This kind of trend hampers LIS prospective to grow as a discipline at par with

others within the university. LIS education is a professional course and mostly based on practice.

So, a variety of special tools should be used to develop professional skills and competencies.

These include both traditional as well as technological tools. All the LIS departments covered

under this study have substantial number of traditional teaching tools for practice namely Dewey

decimal classification 19th and the latest 22nd edition; Colon classification, 6th edition; and

AACR2 revised edition (1988), and Sear’s list of Subjects Headings and in some cases Classified

Catalogue Code, 5th edition also.

Most of LIS departments have now developed a computer lab with computers ranging from a

meager 5 to a good 80 in number to teach the practical IT components to students. Many have

LCD projector, laptops, interactive boards, wall mount projector, overhead projector, automatic

slide projector, television, VCR, printers, scanners, etc. to assist in teaching learning process.

Internet connectivity in computer lab and for faculty members is available in many departments.

But still many for example GU and GJU are deprived of this facility and have to depend on the

computer facilities of the central library of the university. SOUL 2.0, CDS/ISIS, KOHA, Dspace,

Library manager and NewGen Lib software are mainly used for database creation and for online

searching.

Few LIS departments have their own departmental library with a collection of books ranging

from 200 to 20000 and also subscribe few journals. DU and BHU have fully computerized

departmental library supported by online catalogue. DU, BHU, AU, PUCH and JAU have

placement cell to assist students in securing jobs in both public and private sectors.

Major Observations

On the basis of above analysis of perspectives of LIS education and challenges faced by the

universities of India in conducting LIS courses the following observations have been emerged:

Over the last 100 years of its evolution LIS education has been graduated from a mere low

level diploma or certificate library course meant to train people to handle library routines to

higher level advanced programmes to breed qualified professionals to cope up the

challenges of libraries and information centres in growing technological environment.

LIS education is imparted mainly through four levels of courses. BLIS and MLIS are the

basic degree courses and MPhil and PhD are research oriented courses in LIS. Curricular

structure of the basic LIS courses mostly followed two patterns: one year each for BLIS and


MLIS course; and two year integrated MLIS (BLIS+MLIS). This variation is observed to

suit the demand and employability of students at various levels of jobs.

There are regular as well as self financed courses offered at various levels.

Curricular structure of the LIS courses is designed as per the guidelines of CDC

recommendations. Almost all the universities have made efforts to balance the traditional

and technological components in their syllabi. Although there is some variations observed in

course contents and differed methodology followed to impart LIS education, these

universities have maintained some level of uniformity and standard to achieve the objectives

of LIS curriculum.

LIS syllabus is updated and balanced in core subjects; however practical components are

still not adequate. It is merely 20 to 40 percent in comparison to theory paper.

Lack of sufficient faculties is a major setback for LIS education in India. Even after half a

century of their establishment most LIS departments are deprived of a minimum staff and

are struggling hard to conduct the courses.

Mainly research products in LIS are in the form of dissertations/theses produced for getting

degrees in M.Phil and doctoral studies. Further because of scarcity of research guides

quality of research suffers. Research contribution from teachers of few universities is very

meager as they are always loaded with heavy academic work. However the LIS departments

which are better off in terms of faculties and are getting support from sponsoring agencies

are making mark in LIS research.

Analysis of infrastructural facilities available in the universities reveals that majority LIS

departments do not have a separate building or own a space and operate from the central

library of the universities. Being located in the library the LIS departments constantly face

identity crisis and many times do not get treated equally at par with other teaching

departments of the university.

Although LIS departments claim to have both traditional and IT tools to equip students with

modern library practices, its sufficiency and usefulness cannot be assured in terms of its

ratio to students’ intake; extent of use; proper skill to train and working condition of

computers and other equipments.

Suggestions


The objective of LIS education is to make students learn subject knowledge and train them in

practical skill for better information handling. Achievement of this objective depends upon the

quality of teaching-learning process prevalent in the universities. On the basis of this current

study the following suggestions are made to improve LIS education in India:

There should be uniformity in LIS courses as there are variations in terms of levels, pattern,

and nomenclature of these courses. There should be an accreditation council for LIS

education just in the line of MCI (Medical council of India) or AICTE (All India Council of

Technical Education) to uphold quality and standard in LIS courses.

More practical components in 50: 50 percent ratios to develop professional skill and

competencies are recommended in the syllabus.

Although LIS curriculum is balanced in terms of conventional and modern technological

skill it lacks some crucial issues like developing soft skill and professional ethics among the

aspiring librarians. These components should be included in the syllabus to equip them to

face the challenges of multifaceted information environment of today.

LIS course should also include internship component. Internship training in some library is a

good option to expose students in real life situation and helps to develop know-how at an

early stage.

A good number of prospective LIS professionals are produced every year. Most LIS

departments also claim cent percent placement of the students. However to rationalize this

aspect and to bring a balance between manpower production and manpower need a

systematic study is essential.

Provision of sufficient number of qualified permanent faculties is the most important

requisite to achieve quality in LIS education. Thus it is an obligation before the authorities

that this needs to be taken care of urgently.

The LIS departments should get their due in terms of separate building and other

infrastructures like the other teaching departments of the universities. This will ensure

physical growth of the department and increase students’ intake.


Conclusion

LIS education in India is a century old development and is instrumental in meeting the demand

for competent LIS professionals since long. Now the time has come to revamp the LIS education

to make it more vibrant and multifarious so that the future LIS professionals would have

expertise to handle and deliver information in a better way. Universities must adopt more ICT

based hands-on training and must focus on core subjects; research orientation and writing; soft

skill development; etc. to ensure professionalization of LIS courses in true sense. However, it is

found from this study that LIS departments of many universities are not receiving the needed

support and challenged with severe staff shortage, inadequate infrastructure and building

problems. Deficiency in teaching staff is reflected in teaching and overall research contribution.

Thus it is high time now to seek support from financing and regulatory authorities like UGC as

well as from professional associations to look into the matter.

References

1. University Grant Commission (2001), “UGC model curriculum: Library and information

science”, available at: www.ugc.ac.in (accessed 11 October, 2012).

2. Varalakshmi, R.S.R. (2010), “Library and information science education in South India:

Perspective and challenges”, DESIDOC journal of Library and Information Technology,

Vol.30 No.5, pp. 19-31.

3. Rajyalakshmi, D. (2001), “LIS schools: Sustaining with IT components in LIS courses”,

in Changing dimensions of LIS education, proceedings of the 18th national seminar of

IATLIS in Vishakhapatnam, October 2001, IATLIS, Hyderabad, pp.124-131.

4. Panigrahi, P. (2010), “Library and information science education in East and North-East

India: Retrospect and prospects”, DESIDOC journal of Library and Information

Technology, Vol.30 No.5, pp.32-47.

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