A Study of the Curriculum of Library Science with Particular Reference to the Department of Library Science Padjadjaran University - Indonesia

By Siti Chaerani Djenamar

A Master's Dissertation,

submitted in partial fulfilment of the requirements

for the award of the Master of Ans degree

of the Loughborough University of Technology

September 1992

Supervisor: Professor J.P. Feather, B. Litl, MA Oxford, MA Cambridge,

PhD Loughborough, FLA.

Department of Information and Library Studies.

© S.C. Djenamar, 1992 Dedicated to my husband Moch. Djen Amar and our sons Moch. Arief, Moch. Kemal, Moch. Faisal, Moch. Razif and Moch Taufik. ABSTRACT

This dissertation deals with "A Study of the Curriculum of Library Science, with

Particular Reference to the Department of Library Science, Padjadjaran University, Bandung - Indonesia." Firstly, it describes the situational background of the study. Then it explains on

Indonesia's socio-economical-cultural background; the National Development Plan; library developments in Indonesia, the current situation and future prospects. Then it continues to explain about library education in Indonesia, library education at the

Department of Library Science in University of Indonesia, and library education at the Department of Library Science at Padjadjaran University. Secondly, it explains about the objective and methodology; need for the study, objective of the study, definitions, methodology, and organisation of the dissertation. Thirdly, it discusses the literature review on curriculum for library and information studies. IFLA Standards for Library Schools, the core curriculum, and the impact of IT on the curriculum. Fourthly, it gives explanations and recommendations of the proposal of the curriculum, the aims and objectives, criteria for student selection, resources, the course content; and a list of subjects of the proposal for the curriculum of Library

Science, Padjadjaran University. Finally, the writer concludes by suggesting that this proposal is the start for further studies.

ii - ACKNOWLEDGEMENTS

I would like to express my sincere gratitude to my supeIVisor, Professor

J.P. Feather, for the guidance in the writing of this dissertation.

I wish to acknowledge my gratitude to the Overseas Development Administration

(ODA) and the British Council for the opportunity to pursue the Master's Degree.

I am grateful to the dean of the Faculty of Communication Science, Padjadjaran

University, Drs. FXA. Ins Semendison, S.U., and the head of the Department of Library Science, Padjadjaran University, Drs. Soedanninto, for their interest and positive support.

My sincere thanks go to Ms. Mastini Hardjo Prakoso, Director of the National

Library of Indonesia, Mrs. Janet Stevenson, my colleagues of the Department of

Library Science, Universitas Padjadjaran, ITB Library, and my fellow MA/MSc students at Loughborough University, for their support and encouragement.

I would like to thank Wendy for typing the dissertation.

Last, but not the least, I must express my immense gratitude to my husband and children for their prayers and the sacrifices they have had to make while I took this course.

iii CONTENTS

ABSTRACf ...... ii

ACKNOWLEDGEMENTS ...... iii CHAPTER 1: SITUATIONAL BACKGROUND...... 1

1.1 Indonesia: Socio-Economic-Cultural Background ...... 1

1.1.1 The National Development Plan:...... 3 1.2 Library Development in Indonesia ...... 7 1.2.1 Current situation ...... 10

1.2.2 Future prospects ...... 11

1.3 Library Education in ASEAN Countries ...... 14 1.4 Library Education in Indonesia ...... 17 1.5 Library Education at University ofIndonesia: Department of Library Science ...... 21 1.5.1 The Aims ...... 21

1.5.2 Faculty and Students ...... 21

1.5.3 Resources ...... 22 1.5.4 Course Content ...... 22

1.6 Library Education at Padjadjaran University: Department of Library Science ...... 23 1.6.1 The Aim ...... 24

1.6.2 Faculty and Students ...... 24

1.6.3 Resources ...... 24

1.6.4 Course Content ...... 25

CHAPTER 2: OBJECTIVE AND METHODOLOGy...... 32

2.1 Need for the Study...... 32 2.2 Objective of the Study...... 33 2.3 Definitions ...... 33

iv 2.4 Methodology ...... 34 2.5 Organisation of the dissertation ...... 34

CHAPTER 3: CURRICULUM FOR LIBRARY AND

INFORMATION STUDIES: A LITERATURE

REVIEW ...... 36

3.1 Curriculum ...... 36 3.1.1 Needs and Objectives ...... 37 3.l.2 Criteria for Student Selection ...... 38

3.l.3 Course Construction and Content ...... 38 3.l.4 Teaching Methods ...... 40 3.l.5 Method of Student Assessment ...... 40

3.1.6 Assessment of Teaching ...... 40 3.l.7 The Administration ...... 41 3.2 IFLA Standards for Library Schools ...... 41 3.3 The Core Curriculum ...... 42 3.4 Theory and Practice in the Curriculum ...... 45 3.5 The Impact of IT on the Curriculum ...... 46

CHAPTER 4: PROPOSAL OF THE CURRICULUM...... 52

4.1 The Aims and Objectives ...... 54 4.2 Criteria for Student Selection ...... 55 4.3 Resources ...... 55

4.4 The Course Content ...... 55 4.5 List of subjects for the Proposal of the Curriculum, Department Library Science, Faculty of

Communication Science, Padjadjaran University ...... 60

v CHAPTER 5: CONCLUSIONS AND SUGGESTIONS FOR FURTIIER STUDIES ...... 66

BIBLIOGRAPHy...... 69

APPENDIX I ...... 73 APPENDIX 11 ...... 74 APPENDIX III ...... 78 APPENDIX IV ...... 81 APPENDIX V ...... 84

vi CHAPTER 1

SITUATIONAL BACKGROUND OF THE STUDY

1bis section commences with the socio-economic-cuItural aspects of the country - Indonesia - under study, followed by library development in Indonesia, which highlights the current situation and future prospects of the country in the light of the progress in information technology within and outside the country.

It continues to discuss the library education in ASEAN countries, with special emphasis on library education in Indonesia.

1.1 INDONESIA - SOCIO-ECONOMIC-CULTURAL BACKGROUND

Indonesia is an archipelago country, located in South-East Asia and belongs to the Association of South-East Asian Nations (ASEAN) with Malaysia, Singapore, Thailand, the Philippines and Brunei. Its strategic position, being on a crossroad between two oceans, the Pacific and the Indian oceans; and two continents, Asia and Australia, has always influenced the social, cultural, political and economic life of the country. It will be in the future, taken into account since the moving of the world's trade centre from the

Atlantic to the Pacific Ocean, to the Pacific Rim countries, especially those of Asia (East and South-East Asia), has been nominated as one of the ten new direction or megatrends for the 1990s (I).

Indonesia, with its thousands of islands, has a variety of social and cultural identities. Its total population in 1990, was estimated at 18,265 million; and in 1993 it is projected to

1 reach 192.9 million or an average rise of 1.9 percent a year (2). Unfortunately, about 65 percent of the population live in Java, where the capital Jakarta is located. Almost all government activities, education, research, trade and industries are concentrated here. The uneven distribution of resources in almost every sector, the geographical location, population density, and cultural differences have created problems which affect the provision of an effective information service in the country. Obviously, most libraries and information services can be found here.

Fortunately, since 1928 Indonesia has one official language: Bahasa Indonesia. However, hundreds of local languages and dialects continued to be spoken and will not be abolished.

Illiteracy can still be found, particularly in the rural areas. To overcome illiteracy the government has launched a package learning scheme, designed to eliminate illiteracy, which in 1987 numbered about 23 million.

Investment in higher education in Indonesia is an important part of national development policy. There are 49 state-supported centres of higher education, consisting mostly of universities, and ten teacher training colleges of similar status.

In its efforts to encourage students to read more English textbooks and other reading materials; and also to overcome resistance to new technology, the government is encouraging the proliferation of vocational courses of varied subjects. Currently, English language and computer courses are increasing rapidly. To support its educational programmes, the country should provide adequate library facilities at different levels. This includes the National Library, Univ~rsity Library, Special Library and Public library system. The same is discussed in detail in the subsequent section.

2 1.1.1 The National Development Plan

In order to establish a just and equitable prosperous society in a material and spiritual sense based on Pancasil, the state ideology. The People's Consultative Assembly of the

Republic of Indonesia has established the Guidelines of State Policy in a systematic pattern of national development (3). This is based on the basic premise that the essence of

National Development is the development of the complete Indonesian Man in all aspects of life. Therefore, the development of the entire Indonesian society, is the basis for the execution of national development through Pancasila and the 1945 Constitution.

Based on the Basic Pattern of National Development, the General Pattern of Long-term

Development, covering a period of 25 to 30 years, has been drawn up in an effort to give direction to the advancement and development of the nation in general to achieve the national ideals.

This General Pattern of Long-term Development shall fonn the basic foundation for the fonnulation of the General Pattern of Medium-term Development, that is the General

Pattern of Five-Year Development, which task is entrusted to the President/Mandatory of the People's Consultative Assembly.

The First Five-Year Development Plan (REPELITA I), from 1969 to 1974, emphasized the rehabilitation of the economy, particularly increasing agricultural produce, and improving irrigation and transpotation systems.

The Second Five-Year Development Plan (REPELITA 11), from 1974 to 1979, focussed on increasing the standard of living of the Indonesian People. The specific objectives of the second plan were to provide better food, clothing and housing, to improve and expand

3 infrastructure, to expand and equitably distribute social welfare benefits and to provide more employment opportunities. Development expenditure for social purpose, such as education, health and family planning, accounted for larger amounts than in the first plan, as well as development expenditures for industrial and mining projects. Agriculture and rural development continued to obtain a large proportion of the budget.

The Third Five-Year Development Plan (REPELITA III), from 1979 to 1984, was aimed to obtain a more equitable distribution of development gains for the welfare of the entire population, a sufficiently high economic growth, and a sound and dynamic national stability. Meanwhile, the implementation of development had put more emphasis on the agricultural sector to reach self-sufficiency in food and the promotion of industries processing basic materials into finished goods.

The Fourth Five-year Development Plan (REPELITA IV), from 1984 to 1989, put emphasis on the development of the agricultural sector to continue maintaining se1f­ sufficiency in rice, while promoting the industries which could produce industrial machinery for light as well as heavy industries. Emphasis was also put on efforts to improve the quality of Indonesian individuals.

The Fifth Five-Year Development Plan (REPELIT A V), from 1989 to 1994, is considered to be decisive as it is the final stage of preparation to enter the ou tset of the "take-off' era.

The major question to face during this period is how to strengthen, consolidate and improve development in every sector of the nation's life to prepare the nation for entering the Sixth Five-Year Development Plan (REPELITA VI). During this period, development in the field of economy is given top priority with emphasis on development in the industrial sector supported by a reliable growth in the agricultural sector. In line with the development of the economic field which receives first priority, development in the fields

4 of politics, socio-culture, defence, etc. will be enhanced eventually to match, and mutually sustain the development in the economic sector in order to guarantee national resilience. Human resources development is also given special attention. Efforts to develop this sector will be implemented thoroughly, directly and integratedly, covering various fields such as health, education and training, socio-culture and religion.

Indonesian authorities have recognised that education is fundamental in the nation's potential for development, and the government has implemented a consistent policy of providing schools for every level of education, thereby causing the number of schools and students to increase rapidly. Along with this development has come an urgent need for increase of library services.

For the last two decades, due to priorities for stabilising its political and economic situation, the information sector has been somewhat neglected. This has added to the problems created by geographical, demographic, cultural and social factors. The government has to find ways to disseminate information to the people. Information provision through printed material is still inadequate, and book publishing is still low. The titles of books published, never seem to be able to catch up with the actual need. Frequently, there are no textbooks available in the Indonesian language for university students, on the other hand imported books, especially English textbooks are expensive.

Efforts at book publishing are hindered by lack of suitable writers or translators. Also the poor system of book trade makes it difficult to find adequate book shops outside Java.

Libraries are among the most effective and economical means of making information available to all people. A strong, well-supported library system can therefore make an effective contribution to education and thus to development. Dissemination of reading material and information, can be effectively done by library and information services.

5 To enable libraries to conoibute to the process of national development, they should have a comprehensive collection and qualified personnel. These two elements are rather difficult to obtain, since it is only recently that library education has been taken into consideration.

Gradually the government has given support although it is not yet sufficient. At least it has taken into consideration that library and information development needs resources, particularly in terms of professional manpower and funds.

The implementation of the National Development Plan which was started in 1969, has gained progress in all sectors (4). This could be seen by the increasing number of literates; the increasing number of development projects being undertaken in the rural areas; the need for scientific information to accelerate education, research activities and socio­ economic and cultural developments.

To support these programmes, the government has established the Centre for Library

Development, the main functions of which are as follows (5);

- to draw up and carry out a library development plan

- to provide guidance and technical assistance to all types of libraries

- to supervise provincial as well as public libraries

- to set up provincial libraries in the capitals of all the 27 provinces

- to undertake the training of the library personnel (technical staff)

Currently, the Indonesian government has established programmes to overcome the critical shortage of qualified professional librarians; it has also considered proper financial resources and a national library system, which has been implemented through the National

Library ofIndonesia.

6 1.2 LmRARY DEVELOPMENT IN INDONESIA

Library development in Indonesia has achieved considerable advances in the last few years, although as a whole Indonesia's library development is still at low level among ASEAN countries. Lack of adequate funding, insufficient trained staff, and a failure in the past of governmental authorities to recognise the importance of library development are frequently listed problems, which hamper library development. It was only in the last two decades that the government has paid more attention to library development and library education.

The most concrete evidence of proof is the establishment of the National Library of Indonesia, by a Ministerial Decree in 1980, which brought about the integration of four existing libraries in Jakarta: the Library of the National museum; the Library of Social and

Political history; the Provincial library of Jakarta; and the Bibliographic and Deposit

Division of the Centre for Library Development (6). Its collection is an invaluable national treasure and a source of both Indonesian heritage and the history of European involvement in the region. It has published a list of subject bibliographies, catalogues and listing of holdings. This service enables scholars to get access to the library's unique collection. The

National Library has now become the National Board for the allocation of International

Standard Book Numbers (ISBN) in Indonesia.

All universities in Indonesia are required to have their own university library. Most universities, however, haven't succeeded yet in merging their faculty libraries into one large central library. Most university textbooks are not yet available in the Indonesian language, therefore university libraries have to buy imported books, which are mostly in the English language. Besides that, another constraint is the Indonesian government financial regulation, which prohibits the payment of merchandise not yet received. Foreign

7 journal sUbscription falls under this category, and this hampers the collection of foreign periodicals, which is essential for researchers and students. The answer for university libraries which have poor collections, is co-operation and library network among

Indonesian universities (UNInet); also joining regional and international information networks by use of modem technology. To improve its services, some university libraries have introduced automated systems, among others are the libraries of the Bandung

Institute of Technology and the Bogor Institute of Agriculture.

Provincial libraries, which have been established in all the 27 provinces of Indonesia, is another evidence of progress. The provincial libraries were meant to function as depository libraries. But lack of public libraries, cause them to function as public libraries.

Being the operational units of the Centre of Library Development, they are responsible for the monitoring and the co-ordinating of various library activities in the provinces. The

Centre of Library Development together with the provincial libraries, and in co-operation with the local government, motivates and stimulates the establishment of public libraries at district, sub-district and village levels. So far, to serve the 3,529 sub-districts and 66,390 villages by rural library programmes, only 1,690 libraries have been established. Based on the number of villages, 54,754 libraries are still needed (7).

Public libraries in rural areas are not yet being used intensively; this is due to lack of reading habit, literacy, and existence of oral tradition in the culture. The vastness of the country makes it difficult to serve the people properly. In their effort to reach people in remote places, many provincial libraries are operating mobile libraries.

Special libraries in Indonesia have always been more advanced than other types of libraries in Indonesia. This is because they are funded and supported by private bodies.

Special libraries in Indonesia are generally organised by research institutions, government

8 and private institutions. Some government departments have developed their own libraries and documentation sections into Documentation and Information Centres, in order to create and implement an information network system in their own fields, like : the

Scientific Information and Documentation Centre (PDII) of the Indonesian Institute of

Sciences (LIP!). PDII provides a broad range of bibliographical, documentation and library services for researchers in the fields of science and technology (except for medicine and agriculture), including the social sciences. Its library collection is open to all. As a documentation centre, reference works predominate, and the library relies heavily on inter­ library loan requests to other, particularly foreign institutions, for actual articles and data.

Its Selective Dissemination of Information (SDI) and other services, also retrieve information and provide lists of references on particular subjects on request. This searching service is carried out both manually and on computer.

The need for information is what makes the special library mainly different from other types of libraries (8) and because infomlation is its primary commodity, the special librarian is confronted with the changes caused by the information explosion. Every year the flow of information to Indonesia is increasing rapidly, regionally and internationally.

Nevertheless, the PDII, as a special library is expected to provide and deliver vital information without the slightest delay.

Since 1981, the government has decided that all schools should be furnished with a school library. Under a Presidential institution book collections for school libraries at primary school are provided by the Central government.

9 1.2.1 Current Situation

Since their introduction in Indonesia about 15 years ago, infonnation technology has taken an increasingly important position in the nation's development efforts (9). An analysis of the current situation of the library system in the country discloses the various efforts undertaken by the government and private sectors. A few notable efforts include: the creation of UNInet, a computer network linking state-universities in Indonesia with international connection facilities; IPTEKnet, a computer-based network for science and technology infonnation in Indonesia; implementation of AUSEAnet, a regional computer network linking a number of Research and Development institutions in South-East Asia and Australia, in Jakarta (10).

Since the introduction of Micro CDS/ISIS (Computerised Documentation systemlIntegrated Set of Infonnation Systems) which is supplied at no cost to member states by UNESCO in 1986, several libraries of state-universities have started using this software since the government has made it the official software for state-university libraries. Its consideration being more economical than technical (11).

In a number of faculties of the larger universities, small scale development can be found mostly using CDS/ISIS for local catalogue card production. Some exploratory software development for simple circulation control are applied in the computer department at the

Bandung Institute of Technology, and at Gajah Mada University in Yogjakarta (12). All major universities are now involved in planning for library automation at some future date.

A project to develop a national union catalogue for 49 universities and major teacher training colleges in Indonesia has completed its design stages, and availability of software and computing equipment will soon follow. Discipline Service Centres for each of 12

ID subjects have been established in seven universities and a college of fine art to provide sufficient concentration of resources to ensure that high standards of teaching and research can be achieved (13). The union catalogue project is recognised as an important contribution to this. Also, this project should enable small private universities to benefit from developments such as the automation programmes and union catalogue of state­ universities.

Furthermore, the library of the Bogor Agricultural Institute is housing the Information

Resource Centre which includes automated systems for cataloguing and other house­ keeping routines; the national library for Agriculture and Biology (the former Bibliotheca

Bogoriensis) is contributing data on biological and agricultural research to AGRIASIA

(Agro-data for Southeast Asia ), which is a computerised regional bibliography of current

Southeast Asian agricultural literature. Also the PDII has the significant task of developing

INDOMARC (Indonesia Machine-Readable-Catalogue) using the MINISIS, a software minicomputer (14).

Although a small number of libraries have already introduced IT in their library operation, the majority of libraries in Indonesia have not been touched by this new technology and are still operated in a traditional way. Lack of skilled library personnel and lack of knowledge of the new technology are some of the main problems in improving the library systems in Indonesia.

1.2.2 Future Prospects

Information technology in Indonesia, as in other developing countries is not indigenous and has entered the countries through the process commonly called as "technology

11 transfer". This transfer can be categorised as "policy driven", because of the government regulations that stimulate the transfer, and not demand or technology driven [15].

The use of computers in library activities in other parts of the world, especially in industrialised countries have increasingly been sophisticated and affordable. The upward trend has been possible because of a number of activities that are currently going on in their countries; in their theories and research, and the applications in libraries of computer based techniques.

The 1970s witnessed the growth of information technology in library traditional curriculum education, particularly in cataloguing and classification, Information technology is also encouraging, a co·operative and centralised catalogue, which cut out the need for every library to have a cataloguing department. This has resulted a reduction in demand for cataloguers which has been reflected in their library school curriculum, where less emphasis is given to cataloguing and classification. The role of IT has become essential, from the automation of library house·keeping processes, OPAC (Online Public

Access Catalogue) and collection management, to the increasing use of library and information units of world·wide on-line services of all types.

The use of IT in the retrieval function, which has previously been restricted to bibliographical and numerical data, has progressed to full·text storage and retrieval. IT in the field of storage has caused enormous consequences in the role of libraries as repositories, that is the place through which the texts of retrieved references can be found.

The creation of CD· ROM (Compact Disc-Read Only Memory) enables large quantities of text to be stored in an extremely compact and readily retrievable form (16). This has resulted in possibilities of decentralised access to huge amounts of library collections.

12 Another potential deriving from developments in IT, is the highly effective networking at local, national and international level. Also electronic mail (E-mail) and fax, have speeded up the delivery of documents and other library and information functions (17).

Categories of IT systems of specific application to library and information services are :

Bookshelf, an integrated and modular package, generally offering functions including acquisitions, cataloguing, serials control, circulation control, and management information;

Hypertext, a software which allows computerised documents to be read non-sequentially, and is mainly used at present for such things as instruction manuals, and user guides.

Software packages include Hypercard on Macintosh computers, and Guide (18).

Professional concern is moving away from the library as an institution, and focus is towards the librarian! information worker. In other words, the centre of attention is now the information professional, and how the information professional can become an efficient intermediary. It is important for the infom1ation professional to have detailed knowledge of information resources available through telecommunications networks, and also to have an understanding of how these resources can be exploited effectively (19). In the light of all these technological developments, the existence of the information intermediaries are important.

Library education in developing countries are certainly affected by the changes of curriculum in library education in industralised countries. The introduction of information technology is unavoidable in Indonesia's curriculum of library education.

13 1.3 LmRARY EDUCATION IN ASEAN COUNTRIES

Indonesia is a developing country in South-East Asia and is also a member of ASEAN

(Association of South-East Asian Nations), consisting of Indonesia, Malaysia, Singapore,

Thailand, the Philippines and Brunei; therefore, some knowledge of library education in

ASEAN countries will be necessary to obtain an overall idea of the development of library education there.

There are significant similarities among these countries, although socio-economic development, educational opportunities and the rate of literacy have caused differences in the development and levels of library provision and thus, also in library education.

Almost all ASEAN countries are agriucltural countries, with the majority of people living in rural areas. A high percentage of illiteracy can still be found in the rural areas where strong oral traditions still exist. Therefore, the role of public libraries is somewhat neglected in these areas, where as most public libraries can be found in the urban areas.

Another aspect in developing countries is that special libraries and documentation centres; and university libraries are usually better provided than public libraries. The important role of these libraries has been recognised as essential supplements to form an intellectual society.

Despite the great efforts of curriculum planners in developing countries to make the curricula of library education reflect the socio-economic and cultural needs of the concerned countries, the curriculum content is still very much the same as that found in

British or American library education, particularly the core elements of library science, like

14 the introduction, cataloguing, reference work and library administration. Also, the indigenous elements have not yet been included in the curricula.

With the development of new information technologies, Library Schools in ASEAN countries responded by introducing computerization, and information science elements in their curricula. These changes have been made for two purposes, that is to prepare Library

School students to provide for the current library and information needs, and to provide the type of education that is adequate for jobs outside the traditional library setting. Also, the development of special and academic libraries in ASEAN countries, has resulted in the need for education of subject specialist librarians.

A closer look will be given to library education in Malaysia, as Malaysia and Indonesia have close historical and cultural links. Since both languages, the Bahasa Melayu and

Bahasa Indonesia have the same language origin, the two countries have agreed that the standardisation of terminology in the field of science and technology will encourage the flow of information between the two countries.

The MARA (Majlis Amanah Riyat) Institute of Technology (consequently called MARA), started its undergraduate programme in 1973 (20). The undergraduate programme offered by MARA leads only to the award of Diploma in Library and Information Science, this is because Malaysian law allows only universities to give degrees. However, the course is similar in structure and content, to the degree level courses in most library schools.

Moreover, the entrance requirements are equal to the requirements of Malaysian universities. Consequently, the diploma is recognised by the Government as equivalent to a general degree, and holders of the Diploma get the same opportunities in terms of salaries and status recognition as the holders of a general degree in any other field from any other recognised university.

15 The School of Library Science at MARA Institute of Technology is a three-year programme, its cuniculum comprises three broad areas: library science subjects (core and elective subjects); non-library science subjects, and languages (21).

In the non-library science subjects, Islamic studies has been included because it is compulsory to all students of the Institute (in Malaysia 98% of the population are

Muslims).

The content of the course is designed in such a way that in the early stages the coverage is mainly on its principle, and later on their application to Malaysian society.

In its cuniculum MARA introduces four information science elements: Fundamentals of

Information Science; Computers and Libraries I, which are compulsory; Problem Study in Information Science, and Computers and Libraries n, which are elective subjects. In the optional, sociology is introduced, it is considered important to study the societies where the library functions.

Language is considered important, and English has been made compulsory as students should have a good command of written and oral expression. Students are expected to master the language in the flrst semester. Twelve credits out of a total of twenty-five credits are devoted to this language. Several other languages are put in the options. Since

Malaysia is a multi-racial country, librarians with proficiency in the language they elected will be necessary. The options are: Arabic, French, Japanese, Mandarin and Tamii.

16 1.4 LmRARY EDUCATION IN INDONESIA

Library training in Indonesia began in 1952 when a two-year course for clerical staff of various libraries to provide trained assistant librarians was established by the Ministry of

Education and Culture in Jakarta (22). Evidently, the curriculum was an adaptation of the

Dutch curriculum, as in 1950 a small number of students were sent by the government to the Netherlands for a two-year course in librarianship leading to a certificate for public library assistants. In 1953, the library course was changed and became Course for Library

Technicians with almost the same objectives (23).

The first library school was established in 1959, when the two-year course was extended to a three-year course leading to a B.A. degree, and its graduates were recognised as para­ professionals. In the mean time , professional library staff were attending schools of librarianship in the Netherlands, and from the mid fifties in the United States, and later on also in the United Kingdom and Australia, for postgraduate studies or intensive training courses. The Library School which was then subordinated to the Bureau of Libraries of the Department of Education and Culture, was integrated into the newly founded

Teacher's Training College of the University of Indonesia. Another change took place in

1963, when the Teacher'S Training College was separated from the University ofIndonesia and became an Institute of Teacher's Training and Education. The Department of Library

Science then became part of the FacuIty of Letters of the University of Indonesia and offered a three-year undergraduate course with subjects in humanities and library science.

The Department of Library Science location within the university was essential to support establishing a professional status for librarians.

Almost 70 percent of the graduates worked in subject-oriented libraries, and apparently couldn't cope with the demands put upon them (24). In 1969, the Department of Library

17 Science decided to change the undergraduate programme into a two-year postgraduate course (Master degree). The entrance requirement for this Master programme was a

Bachelor's degree in any field of study.

The Department of Library Science of the University of Indonesia was criticised for copying the American cuniculum and also for its low output of graduates. Due to this, short courses for para-professionals and library technicians to meet the demand for non­ qualified librarians, has increased rapidly organised by other educational institutions. This situation reflected a lack of awareness of the professional nature of information work in

Indonesia. All these courses were at post-secondary level. Recently, the Department of

Library Science has revised its cuniculum with the aid of British consultants provided by the British Council.

Library education in Indonesia can be divided into three groups (25):

1. to provide professional librarians with a Master's degree

2. to provide para-professional librarians with a Bachelor's degree

3. to provide skilled technicians

In 1982, the Ministry of Education and Culture divided higher education into two categories, namely the graduate programme (Strata I) and the non-degree programme

(Strata 0). The graduate programme comprises three stratas : SI (Strata 1), a four-year graduate programme; S2 (Strata 2), a two-year post-graduate programme and S3 (Strata

3) which is a doctorate programme.

18 Currently, library education is conducted by the following institutions (26):

1. Department of Library Science, University of Indonesia, Jakarta - West Java (SI).

2. Department of Library Science, Padjadjaran University, Bandung - West Java (SI).

3. Library Diploma Programme, Polytechnic Faculty, Bogor Institute of Agriculture, Bogor - West Java (SO).

4. Library Diploma Programme, Airlangga University, Surabaya - East Java (SO).

5. Department of Library Science, University of Sumatera Utara, Medan - Sumatera Utara (SO).

6. School of Library Science, Hasanuddin University, Ujung Pandang, South Sulawesi (SO).

7. Library Diploma Program, Sam Ratulangi University, Manado-North Sulawesi (SO).

Established in 1969 in Jakarta, the Department of Library Science at the University of

Indonesia, is the oldest department of Library Science in Indonesia.

To provide their students with practical experience of the theoretical concepts introduced

in the courses, Library Schools in Java provide fieldwork in co-operation with various

state and private libraries, like the National Library and the Centre for Scientific

Information Documentation (PDIl) in Jakarta, the Centre for Agricultural and Biological

Information (PUSTAKA) in Bogor, the Library of Tropical Biology, the libraries of the

British Council, the Indonesian-American Institute as well as the libraries of several

national newspapers and magazines. All can provide good fieldwork experience. Some of

these libraries can now even provide fieldwork with some exposure to computer

applications. Unfortunately, these fieldwork experiences are not easily obtained by

19 students studying at Library Schools outside Java, as it is more difficult to find equivalent libraries there. However, libraries in universities and teacher's training colleges can be used.

Realising that library and information development needs resources, particularly in terms of professional manpower and budget allocations; in 1985 the government gave high priority to library education through the National Development Agency (BAPPENAS) and a development project called Development of Library and Bibliographic Information

Services Sector in Indonesia (27). Included in the development project are the upgrading of the department of Library Science of University of Indonesia in Jakarta to become a faculty, the further development of the new department of Library Science of Padjadjaran

University in Bandung, and the upgrading of the Department of Library Science of the

University of Sumatera Utara in Medan from a non-degree programme to become an SI

(Strata 1) programme.

Currently, there are two Departments of Library Science which are at university level.

These are the Department of Library Science of University of Indonesia, and the

Department of Library Science of the Padjadjaran University. Both are state universities, which means that they are funded by public funds.

Entrance requirements are determined by the government, that is by the Department of

Education and Culture. Access to higher education is attained by possessing the Senior

High School certificate (which is taken at the end of 12 years of primary and secondary education) and an entrance examination to state universities.

The fITst year of higher education usually comprises courses in a number of compulsory subjects which should be taken by all students in all faculties. In addition each faculty has a

20 number of compulsory subjects which should be taken by students of that faculty.

Furthermore, students should choose electives which in combination with the compulsory subjects, comprise a major and minor course. Each course is assigned a certain number of credit hours of practice, theory, and application involved to a maximum set by the faculty, no more than 10 credit hours above the national minimum.

The first stage, is the SaIjana degree (S I) and lasts four years for Library Science.

1.5 LIBRARY EDUCATION AT UNIVERSITY OF INDONESIA

DEPARTMENT OF LIBRARY SCIENCE

As the oldest and largest Department of Library Science in Indonesia, it is useful to look in more detail at the Department of Library Science at the University of Indonesia. .

The Department of Library Science offers a four-year programme (S I). The entrance requirements are equivalent to any state university qualification in Indonesia, which is

Senior High School Certificate and graduation of university entrance examination held by the state (SIPENMARU).

1.5.1 The Aim

The aim of the Department of Library Science is to develop library and information studies; and to produce generalised library professionals.

21 1.5.2 Faculty and Students

The staff consists of 11 full-time and 11 part-time instructors in library science and documentation. The full-time staff consists of one Ph.D. in library science, four Masters in library science, one Ph.D. candidate (US), and one local Ph.D. candidate; all the others have SI degrees gained in Indonesia. The part-time instructors, who are also working librarians are mainly masters in Library science. The annual intake for the degree (SI) programme is 30 students (28).

1.5.3 Resources

The Department has a library, with a space of 106 sq. metres, housing a collection of approximately 4,000 volumes (1,500 titles) and 50 professional journal titles, a reading room and processing room. It also has some audio-visual equipment and one microcomputer, which is a recent acquisition (29).

1.5.4 The Course Content

The library Science programme follows a credit semester system set by the government.

The Department requires a minimum of 144 credits from the student to be allowed to sit at the final examination.

The Department is part of the Faculty of Letters, therefore, it has compulsory subjects of this Faculty (2%), besides compulsory subjects from the university (5%), which means that from the 144 credits library Science subjects and the electives (also library science subjects) 117 credits (93%) are allocated for the core and electives of library science subjects (30).

22 The content of the course has been designed in such a way, that in the first and second semester, the coverage is mainly on the compulsory subjects of the university and faculty, together with introductions to library studies.

The core curriculum is divided into three categories, namely:

Organisation and administration; Information Management, and information services. They should be able to keep in touch with the development of library used information studies, by reading foreign periodicals which, in a way, would act like continuing education.

In the curriculum content, a considerable number of credits is given to Library Science subjects (108 credits). In the information processing course, students are given intensive practicals. Since students do not have libnuy experience, they should do observations of library services under supervision for a period of two weeks.

Special attention is given to English, 12 credits or six semesters are allocated for this subject, in order that students will become proficient in this language. No other foreign language is taught to the student. In the professional subjects ten credits are devoted to introductory subjects. Information technology is taught in this course, which shows an awareness of the new technology in this field of study.

1.6 LIBRARY EDUCATION AT PADJADJARAN UNIVERSITY

DEPARTMENT OF LIBRARY SCIENCE

The Department of Library Science was established in the Faculty of Communication

Science at Padjadjaran University by a decree of the Minister of Education, and started to enroll students in 1985 (31).

23 The Departtnent of Library Science offers a four-year programme (SI). The entrance requirements are equivalent to any state university qualification in Indonesia, which is Senior High School cenificate, and graduation of university entrance examination held by the state (SIPENMARU).

1.6.1 The Aim

The aim of the Department of Library Science is to develop the library profession and to produce generalised library professionals.

1.6.2 Faculty and Students

The teaching staff comprises 16 fuIl-time and 13 pan-time instructors in library science.

There are three Masters in Library Science (one U.K. and two Australia), four candidates of Master in Library Science (2 U.K. and 2 local), and the rest have obtained their SI degrees in Indonesia. The pan-time instructors consist of librarians and lecturers of the Teacher's Training and Educational institute, who all have a Master of Library Science degree as their second degree.

To solve the problem of teaching staff, effons have been undenaken with the aid of international organisations, to educate and train teaching staff at various Schools of

Library Science abroad. However, due to the language barrier, only a small number are successful. The annual intake of students is about 50. Currently, the total number of students is 290.

24 1.6.3 Resources

The Departtnent has a library laboratory with a small collection of library materials. The

faculty's audio-visual laboratory is available for the use of the Department. It also has

three microcomputers, which are resent acquisitions from the British Council. . 1.6.4 The Course Content

The Departtnent follows a credit semester system, set by the government. It requires 155

credits from their students to be allowed to sit the final examination .

. The Departtnent is part of the Faculty of Communication Science, therefore it has

compulsory subjects of Communication Science (44%), besides that the compulsory

subjects of the University and electives from the other departments in the faculty (11 %),

which means that out of the 155 credits, 69 credits are allocated for library science

subjects (45%) (32).

The first and second semesters are devoted to compulsory subjects of the university and

the faculty. Library studies subjects, practically start only in the third semester.

The core curriculum can be categorised as : Organisation and administration; Information

and management; and Information services. "Cataloguing" and "Classification" are given

in separate lectures. Each semester is devoted either to theory only or practicals only.

"Library service and promotion" is introduced to enable the future library professional to

promote his/ her library.

25 Research is given in two stages: social research methods. and communication research methods. The importance of English is recognised. Students should be proficient in the

English language. written and orally. Books on library and information studies are mostly in the English language. Besides that. future library professionals they should be able to read foreign journals. which are mostly in English. to keep up with library and information development. Research is given in two stages as : social research methods and communication research methods. Field assignments are allocated twice: integrated with the university programme (one-month period). and at the end of the programme (two­ month period). under supervision of a senior librarian in a selected library or information centre. -Field assignment is considered essential by the Department. because students have no previous experience of working in a library. The importance of field assignments is obvious. as it enables the students to see and understand what is actually happening in the real situation as compared to the theories they have learnt.

The subject "Library and Society" introduces the students to the socio-economic environment of libraries. and exposes students to social problems. The electives comprise non-library subjects. but are subjects taken from other Departments of the Faculty of

Communication Science. The department seems to consider it necessary for library professionals to be competent in communication. Thus. there is a need for library_ professionals to be skilful in interpersonal relations.

In the curriculum content. the number of credits allocated to Library Science subjects (64 credits) are less than the amount allocated to Communication Science subjects (68). More credits should be given to library Science subjects. to enable this field of study to achieve its objectives; and more library science su bjects should be offered in the electives.

However. in view of the duration of the course. and the amount of content currently covered. the time allocated for practical experience is considered adequate.

26 English language is given only five credits, however, students should choose one other foreign language from a list of four languages. The 'library automation' subject shows that the Department has included information technology in the cuniculum and so provides students with an awareness towards the new technology.

27 REFERENCES

1. NAISBITI, J. and P. ABURDENE. Megatrends 2000,1990, p. 179.

2. INDONESIA, Department of Information. Indonesia 1991: an official handbook,

1991, p. 19.

3. Ibid., pp. 95-100.

4. HARDJO PRAKOSO, M. The national library system in Indonesia, 1986, p. 8.

5. Ibid., p. 1.

6. Ibid., p. 10.

7. KIBAT, K.K. Community infornlation and referral services for rural areas of

Southeast Asia: a conceptual framework. Third World Libraries. 1990-91,1 (2), 35.

8. ISLETAN, P. Library education and the practioners: Special librarians. In; R. Bowden, ed. Library education programmes in developing countries with Sl'ecial

reference to Asia: Proceedings of the UNESCO pre-IFLA Conference Seminar on

library education programmes in developing countries with special reference to Asia,

Manilla, 15-19 August 1980.1982, p. 53.

9. SURJADI, A.G. and J.F.P. LUHUKA Y. Computers and informatics in Indonesia:

present and future prospects. In: M. Munasinghe, ed. Computers and informatics in

develQping countries. 1989, p. 114.

28 10. Ibid., pp. 117-118.

11. BASUKI, Sulistyo. Otomasi peqmstakaan. Apresiasi komputer untuk kepala UPT

Pemustakaan: laporan lokakarya (Library automation. computer appreciation for

chief librarians: a workshop report), 1989, p. 48.

12. ASHFORD, J., U. HARIY ADI and T.T. NANA Y. An automated union catalogue

for higher education in Indonesia: design studies for the Katalog induk Perguruan

Tinggi. Prowam, 1992, 26 (2), 142.

13. Thid., pp. 139- I 40.

14. MILLER, G. Indonesian libraries in the 1980s. International Library Review, 1988,

20,118.

15. SURJADI, ref. 9, p. 114.

16. SAUNDERS, W.L. Towards a unified professional organization for library and

information science services. A personal view, 1989, p. 9.

17. Ibid., p. 9.

18. BAWDEN, D. and K. BLAKEMAN. Going automated: Implementing and using

information technology in special libraries and informmion units. 1990, p. 33.

29 19. NATAKOESOEMAH, S.S. Online searching in the curriculum: Library schools in

develQping in library education in ASEAN counrries. M.Sc. Dissertation. College of

Librarianship Wales, Aberystwyth, 1986, p. 20.

20. KAMAL Daud, Assistant Librarian. Library Centre of Preparatory Education,

MARA Institute of Technology, Selangor, Malaysia. Personal interview on 3rd

August 1992 in Loughborough.

21. ATAN, H.B. Curriculum develQpment: A comparison of curriculum deyelqpment in

library education in ASEAN countries. M.A. Dissertation. Loughborough University

of Technology, 1985, pp. 47-48.

22. SOMADIKARTA, L.L. Liku-liku 30 tahun pendidikan perpustakaan di Indonesia

(30 years library education in Indonesia). MajaJah IImu Perpustakaan dan

InfQn11atika, 1982,11 (2-3), 3.

23. llid., p. 7.

24. NATAKOESOEMAH, ref. 18, p. 25.

25. llid., p. 85.

26. BASUKI, Sulistyo. Kepustakawanan Indonesia (Indonesian librarianship), 1992,

p.122.

27. NATAKOESOEMAH, ref. 18, p. 89.

30 28. ll:lli\., p. 89.

29. ThiJ!., p. 89.

30. UNIVERSITAS INDONESIA. Fakultas Sastra. Buku Pedoman Pro~am SI. (Guide

book - SI. (Guide book - SI Programme), 1991, pp. 296-299.

31. UNIVERSITAS PADJADJARAN, Jurusan Ilmu Perpustakaan. Buku Pedoman

(Guide book), 1991, p. 1.

32. UNIVERSITAS PADJAJARAN BANDUNG. Penyelene-e-araan promm pendidikan Universitas Padjadjaran (Guide book of Padjadjaran University), 1991-

1996, pp. 591-593.

31 CHAPTER 2

OBJECTIVE AND METHODOLOGY

2.1 NEED FOR THE STUDY

The discussions in the previous chapter reveal that most libraries in Indonesia are not yet responding satisfactorily towards the changes caused by new technologies and the information explosion from the industrialised countries. The influence of information technology in library operations calls for changes in the education of library manpower.

In order to cope with this new situation, formulation of all technologies and appropriate education in this direction is warranted. The library system in the country is gradually improving and is found to be increasingly interested in incorporating information technology in the library routines and other operations. This move towards better functioning of the libraries calls for qualified library personnel. This puts the responsibility on the library schools in the country, which are the major producers of library manpower. To produce qualified manpower the efforts need to be directed towards fundamental changes in the existing course pattern connected in educating the entrants to the Library

School.

Accordingly, the course content needs to be entirely revised to accommodate the new technological development relevant to library education, and its application, in which the library entrants are expected to be trained.

32 Such a match between the demand and supply of library manpower, necessitates the

Library Schools looking immediately into the existing education of library manpower, so as to revise the necessary changes in the programme, especially the content of the curriculum which would reflect the country's needs .. This change in the library education is rather inevitable.

2.2 OBJECTIVE OF THE STUDY

The objective of the study is to propose an alternative curriculum for the Department of

Library Science, which should reflect the needs of the nation and to improve the educational efforts of the programmes provided at Padjadjaran University.

The proposed curriculum should have programmes which are based on probable developments in the information sector in Indonesia in the next five to ten years and the corresponding role of library and information services.

This proposal of curriculum may be not merely a reflection of what is, but also what will be, bearing in mind the rapidly changing developments in the field of library and information studies caused by new technology.

2.3 DEFINITIONS

Definitions used in this study, carry the following meanings:

1. "Information Science" : The study of the use of information, its sources and

development; usually taken to refer to the role of scientific, industrial and specialised

libraries and information units in the handling and dissemination of information (1).

33 2. "Infonnation Technology" (IT): a generic tenn to cover the acquisition, processing,

storage and dissemination of infonnation - textual, numerical, pictorial and vocal.

The tenn is restricted to systems dependent on a microelectronics-based combination

of computing and telecommunications technology (2).

3. "Standards" : Fonnal, published criteria - qualitative and / or quantitative - prepared and approved by one or more library associations and I or library agencies, for the evaluation of library education programs (3).

2.4 OBJECTIVE AND METHODOLOGY

The proposal of this curriculum is chiefly based on the International Federation of Library

Associations (IFLA) Standard for Library Schools, 1976 (Appendix I), the Department of

Library Science, the University of Indonesia, and the School of Library Science, MARA

Institute of Technology Malaysia; and supported by the literature review on this area.

2.5 ORGANISAnON OF D1SSERTAnON

This dissertation is divided into five chapters. The first chapter discusses the socio­ economic-cultural background, library. development in Indonesia; library education in

ASEAN countries, library education in Indonesia, and special emphasis is given to library education in the University of Indonesia, and the Padjadjaran University, Indonesia.

Chapter 2, deals with the objective and methodology, and Chapter 3 is a literature review on this area. Furthennore; Chapter 4 and Chapter 5, deal with the proposal of the curriculum, conclusions and suggestions for further studies.

34 REFERENCES

1. PRYTHERCH, R. ed. HalTod's librarian's ~Iossary and reference book, 1990, p.309.

2. Thid., p. 338.

3. STANDARDS for Library Schools, IFLA Journal, 1976,2 (4), 208.

35 CHAPTER 3

CURRICULUM FOR LmRARY AND INFORMATION STUDIES:

A LITERATURE REVIEW

Library educators in industrialised as well as in developing countries are still in dispute about what competencies the professional librarian should have, and on what level these should be acquired in order to perform adequately in a cenain social and cultural condition. They should also take into account the inherent dissimilarities which would cause library education in developing countries to have a different character. Consequently each library school should decide what curriculum is best for its students and country.

This chapter deals with theories of curriculum for library education defined by various sources. There will be discussions about curriculum for library and information studies, the impact of information technology to the curriculum. Emphasis will be given to curriculum content. Although most theories come from the industrialised countries, where backgrounds and conditions are completely different from developing countries like

Indonesia, there are cenain elements which are applicable in Indonesia; so that Indonesia's library schools can fill out what it is lacking in the development oflibrary education.

3.1 CURRICULUM

The first need is to obtain some clarity over what is understood by the term "curriculum".

It is a term which is used with several meanings,so it is important to establish at the beginning the definition of curriculum.

36 Traditionally, curriculum is defmed as the subject matter or content of a course. As people equate curriculum with syllabus, it limits the planning of curriculum to examination of the content, or the frame of knowledge they wish to transfer. Currently, the defmition has considered the learner as well as the subject matter, and how people learn (I).

According to Rochester (2) in "Curriculum Design", Gagne has specified four basic elements : objectives, content, methods, and evaluation. This model is able to provide explanations concerning the purpose of the curriculum, the subject matters in it, the learning experiences and instructional strategies to be used, and whether the purpose has

been achieved as planned. Furthermore, he states that there is a curriculum, or course of leaming experiences, related to each specified behavioural objectives (3).

In keeping with current thinking on curriculum when planning a curriculum, certain elements should be considered, like needs and objectives, criteria of student selection, course construction and content, teaching methods, methods of student assessment,

assessment of teaching, and administration (4).

So, by providing students with an effective system of sequenced learning activities, it is

hoped that student behaviour can be changed. The six elements mentioned previously, will

be discussed in the subsequent sections.

3.1.1 Needs and Objectives

As it has been recognised in the previous section, regardless of the kind of programme, if

there is no clear idea of what is going to be taught, teachers or lecturers will never be able

to evaluate whether they have succeeded in achieving the objectives. For this reason, the

37 objectives are the centre of the whole course. They determine not only what content is important, but also how it should be organised.

Careful consideration should be taken before a curriculum is agreed by curriculum planners and lecturers, because it becomes then their major task to work out a basis on which a whole programme will be built. Objectives and certain standards should be decided first before criteria for student selection and course planning can be set.

Furthermore, objectives should be built within realistic frameworks of the environment; and should describe the technique in which the five categories of learning outcomes are expected to change. The learning outcomes are: intellectual skills, cognitive strategies, verbal information, motor skills, and attitudes (5).

While goals vary according to the type of institution, objectives of the field of study are mainly determined by the disciplines.

3.1.2 Criteria for Student Selection

Universities can choose from a variety of methods when selecting their students. While, the methods used are almost the same, requirements may differ from one university to another, and from one country to another. Also the principles of selection in most universities are the same; to maintain impartiality and academic standards some written documents of qualification are required. These are usually obtained from a written examination which the student has taken at an upper secondary stage. On the other hand, candidates may sit at an entrance examination arranged by the university, an appointed

professional organisation, or even by the state. Also the interview method is used by most

38 universities. This is to enable the university to select students with suitable personalities for the study chosen.

Furthermore, unless the objectives have been clearly specified, it will be difficult to decide which method of selection should be used and what requirements to set, unless the objective has been clearly specified.

3.1.3 Course Construction and Content

According to Bligh et al. (6), having decided on the statements of intended achievements and student selection criteria, it is the curriculum designer's task to decide the order in which the objectives should be attained. Thus content of the curriculum must be selected and organised in such a way that the objectives of the course are achieved. Rochester (7), in "Curriculum design" quoted Taba, who explained that "The scope, that is what is to be covered and learned in the course, the sequence, that is the order in which the elements are to be presented, and the integration of teaching units, needs to be planned".

In other words, lower level skills have to be learned before those at a higher level.

Therefore, curriculum designers should design the curriculum in such a way that the skills obtained are ordered in the same hierarchical order beginning at the lower level.

According to Bligh (8),in UNESCO'S "Methods and techniques in post-secondary education", Bloom assumed that a student needs to know a principle before he can understand it, he should understand it before he can apply it, he needs to be able to relate it to other principles before he can evaluate.

39 3.1.4 Teaching Methods

It is commonly supposed that the suitability of a teaching method is determined by the subject matter which will be taught. This is true, especially when certain equipment is required. On the other hand, teaching methods should be decided after the objectives have been defined and the curriculum content has been selected.

The lecturer should consider how students learn to acquire the curriculum objectives. The lecturer's task is planning and delivering lectures which require an understanding of the process of learning and instructing of students.

The most common teaching methods are lectures and seminars. Lectures usually emphasize on presentation by lecturers, and seminars on communication between lecturers and students. Depending to the field of study, discussions, practicals or on the job training may be included. Furthermore, the style of teaching varies from country to country.

3.1.5 Method of Student Assessment

Before student assessment method is selected, the objectives should be defined first. Then criteria for choosing an assessment method should be decided. Having decided on the criteria, the course designer selects the method to assess students' achievement of objectives.

There are several kinds of method, and it is the responsibility of the course designer which one to choose, bearing in mind the objectives and the field of studies.

3.1.6 Assessment of Teaching

40 Theoretically, a course may be evaluated according to the degree its objectives have been achieved. Unfortunately, the degree of achievement cannot be measured on a linear scale. When objectives are not achieved, the cause could lie in anyone of the elements contained in the curriculum design. It could be that the course objectives are unsuitable, student selection criteria ineffective, irrelevant course content, poor teaching or others.

The evaluation of teaching needs a study of its own because the methods used for evaluating whether objectives have been achieved will be different from those used for identifying weaknesses in teaching.

3.1.7 The Adminstration

The Administration of a course should meet the needs of its teaching staff and students, not the other way round. Educational decisions should not be taken on adminstrative grounds. This ocassionally happens in developing countries where there is lack of managerial skills.

3.2 IFLA STANDARDS FOR LIBRARY SCHOOLS

The International Federation of Library Associations (IFLA) approved in 1976 the

Standards for Library Schools in which a set of guidelines, that can be applied to any country, is offered. The Standards focus their attention on basic principles and essential conditions of operation which ought to be established in any library education programme in any country (9).

The Standards specified the following criteria : Library Schools should be at university level, meaning that graduates shciuld be awarded a degree equivalent to a university

41 degree. It should have clearly fonnulated and accepted goals and objectives. The School should have a definite place in its institution, appropriate to its professional character and in no case should the Head report to the librarian of the institution. Related to the accepted goals and objectives, financial support should be defmite. Accommodation should be suitable to the needs of the School, and library resources should be sufficient.

Highly qualified teaching staff are necessary, with a ratio of at least one teacher for every twelve students. The curriculum should emphasize principles and concepts, rather than routines. It should have a fundamental "core" of basic subjects, a general education component, and areas of professional specialisation and advocates continuing education activities. It also emphasizes that criteria admission of students and expectations for completion of the programme curriculum, all should be clearly defined and published for the students. Matters on governance should be based on clearly expressed policy, and teaching staff should participate in decision-making. All activities of the School should be recorded and kept as documentation. Finally, the School should consider future activity, and design a clear and flexible plan for future activities. The plan should be examined and revised periodically as conditions change.

3.3 THE CORE CURRICULUM

In its concept of curriculum, the IFLA Standards (10) define that "The Curriculum should consist of a unified series of courses and other education experiences, designed to meet specific program objectives".

It encourages students to study certain fundamental "core" subjects as well as more specialised options. By "core" subjects, is meant that part of the total curriculum which must be mastered by all students, regardless of the specialisation the student aims for (11).

It is considered as the most important component in the curriculum of Library Science.

42 The tenns "core subjects", "common core" and "core curriculum" are used interchangeably.

All library schools in the UK, as well as, in the US agreed that a core is necessary, because the nature of library education which is a professional education, suggests that there is a common content relevant to any beginning professional.

In 1885 the syllabus for the Library Association's examinations showed that a core was required for the candidates, beside elements of general education. The cores consisted of

Bibliography, including Cataloguing and Library management and Administration (12).

These showed similarities with the cores in early library education in the US, which were

Cataloguing and Classification, Infonnation sources, Materials Selection and

Administration (13).

With the advent of infonnation technology and the influence of Infonnation Science in library education and libraries, the cores have been criticised for being in favour of public libraries. Library Schools have responded to this technological development by including infonnation science elements in the curriculum content, which have then caused comments that all subjects are cores, because of the emphasis given to infonnation science in the library education programmes.

Hayes (14) believes that a common core should be considered only within the context of the individual institution; and defined eight objectives to establish a core curriculum in order of priority;

Professional responsibility. The objective is that the student is equipped with

the motivation, the knowledge of the historical and present role of the

43 profession, the sense of personal responsibility to the profession, the

institution, and the users selVed.

Technical competence. The objective is that the student gets technical

competencies used in whatever context or environment the graduate is going

to work. These include especially, cataloguing. Reference tools and the reference process, some concept of management, selection and acquisition,

the use of automation (at an operational level), and likely some understanding

of research methods.

Basis for specialisation. The objective is to pinpoint the various kinds of needs

and general functions that all the population have in common; e.g. research. education, recreation, culture, etc.

Orientation. The objective is to introduce the student to the profession, the

social needs it selVes, the institutions, the types of socialisation and to the

functions performed.

Mobility. The objective is to cater the graduate with a broad base of

knowledge to be able to move from one environment to another, from one

library to another, even from one country to another.

Transferability. The objective is to give a basis on which the student can

transfer from one institution to another, without difficulty, with respect to

common agreement on the basic matter.

44 Enoy level of performance. The objective is to confmn the· graduate's ability to perform adequately in the technical competencies outlined above.

Objectives for transferability and enoy level performance indicate a certain degree of uniformity from one institution to another or from one counoy to another; while the rest might have a different decision regarding the nature of the core curriculum of the institution.

Another basic problem in library education is that since it is a professional education, the roles of the theoretical knowledge and the practical experience must be in the curriculum. Morehead quoting from McGrath noted that "A plan for an ideal professional education cannot overlook the value of practical experience. Courses having to do with the techniques of daily practice ... have in the past been prominent in all professional curricula" (15).

3.4 THEORY AND PRACTICE IN THE CURRICULUM

From the beginning library education has advocated an integration of theory and practice, this method was implemented because it had to respond to the needs of actual practice in order to survive. However, this conflicted with the requirement of formalised education.

Morehead (15) stated that, "The complexity and difficulty that informs the curricula in professional education arise fr\>m the dichotomous nature of professional work with its emphasis upon a broad theoretical foundation, and upon mastery of skills and techniques for effective practice" (16). The response of library schools towards the dichotomy between theory and practice is to maintain a balance between theory and practice. Library education at university level requires that students are taught more principles and theories in library science than the specific techniques and skills to be performed in libraries. On the

45 other hand, graduates of library schools are expected to put their skil1s into practice when leaving the university. therefore library education cannot ignore the practical aspects in the educational process.

3.5 THE IMPACT OF IT ON THE CURRICULUM

The developments in computing and communication technology have caused changes in the curricula of library schools. As libraries in industrialised countries started using computers and the users of libraries have become proficient in using computer tenninals to retrieve bibliographical data; library schools have had to change their curricula to prepare the new breed of librarians to handle the new devices for infomlation storage and retrieval.

There seems to be a general agreement intemational1y about the basic and applied elements of the curriculum for information studies. Rochester, (17) explains that Saunders has prepared the principal areas of study fomling infomlation studies as follows: Human communication: a foundation course, user studies, sources of information, information/data storage and retrieval, organizational aspects, dissertation and electives.

When problems arose whether education relating to automation should integrated in the course, Broadbent quoted Middleton who suggested that:

... although I am attempting to consider education relating to the automation aspects ofour field as a separate entity, it is increasingly an area that is integrated throughout the curriculum rather than dealt with in separate courses (18).

According to Schlessinger and Schlessinger (19) since the 70's and early 80s, integration of principles of information science into library education curricula has been through

46 specific coursework and inclusion of applicable material in library science courses and most recently, introductory information science courses are required in the library education programme core.

Library Schools in developing countries should make effons to make changes in the curriculum, however they should not copy curricula of Library Schools in industrialized countries where changes have been carned out; and they should not be at the expense of traditional programmes which remain beneficial to libraries (20).

In a seminar on curriculum development in information studies sponsored by Unesco (21), a model curriculum was proposed to contain these subjects:

- Information in its social and communication context

- The information user

- Information and data sources and information service

- Organization of inforamtion

- Management

- Information technology

- Elective courses

While the courses on information studies at the University of Philippines Institute of

Library Science (20), are as follows:

Information and society

Information analysis

Information technology

Information system planning and management

Quantitative methods in library and information studies

Media technology in library and information studies.

47 From the various courses offered by different library schools in different environments, it can be noted that all are oriented towards collection, organisation, storage, retrieval and dissemination of information with the aid of computer technology and telecommunications.

48 REFERENCES

1. ROCHESTER, Maxine K. Cuniculum design . ...In: M. H. Tees, ed. Education and research in library and jnfonnation science in the infonnation a&e: Means of modern

technolo&y and management. 1986, p. 40.

2. Illlil., pp. 40-41.

3. WlLLIAMS, J.G. Curriculum design and evaluation. In: E.A. Parr and E.W. Wainwright, eds. Cumcu1um design in librarianship, 1974, p. 9.

4. BLIGH, A.D.,D. JAQUES and D.W. PIPER. Methods and technigues in post­

secondary education, 1985, p. 6.

, 5. GAGNE, R.M. The conditions of learning, 3rd ed., 1977, pp. 25-49.

6. BLIGH, ref. 4, p. 17.

7. ROCHESTER, ref. 1, p. 41.

8. BLIGH, ref. 4, p. 21.

9. STANDARDS for Library Schools. IFLA Journal, 1976, 2 (4),209.

10. Thid., p. 218.

49 11. ASHEIM, L. ed. The core of education for librarianship: A report of a workshop

held under the auspices of the Graduate School of the University of Chicage, August

10-15, 1954, pp. 35-39.

12. BOYE, M.I.S. DevelQpment of the curriculum of education for librarianship with

Parlicularreference to Ghana (M.A. dissertation), 1986, p. 29.

13. SHERA, J.H. The foundations of education for librarianship, 1972, p. 367.

14. HAYES, R.M. The core cUn1culum for library and information science. In: R.

Bowden, ed. LibraIY education programmes in develQIling countries with Sl'ecial

reference to Asia. Proceedings of the Unesco pre-IFLA Conference Seminar on

library education programmes in developing counries with special reference to Asia,

Manilla, 15-19 August 1980. 1982, pp. 167-168.

15. MOREHEAD, J. Theory and practice in libraor education, 1980, p. 15.

16. lbid., p. 22.

17. ROCHESTER, ref. I, p. 46.

18. BROADBENT, M. Trends in the eductional preparation of library and information

workers in Australia. In: C. Armstrong and S. Keenan, eds. Information technology

in the librmy/infonnation school cUn1culum, 1985, p. 79.

19. SCHLESSINGER, B. and J. SCHLESSINGER. Integration of information science into library science cunicula in accredited library schools in the United States. In: C.

50 Annstrong and S. Keenan. eds. Infonnation technol0L:Y in the libmIyLinfonnation

school curiculum. p. 213.

20. AMAN. M.M. The impact of technology on library and infonnation science

education. In: M.H. Tees. ed. Education and research in libraJy and infonnation

science in the infonnation age: Means of modern technol0L:Y and management. 1988.

p.124.

21. UNESCO. Curriculum development for L:Taduate education in infonnation studies. ReL:ional seminar on curriculum development in infonnation studies. Bangkok. Asian

Institute of technology (A IT). September 1985. p. 148 (PGI/85/WS/24)

22. V ALLEJO. Rosa M. Education and training in infonnation technology for the new

breed of librarian in developing countries. In: M.H. Tees. ed. Education and research

in library and infonnatlon science in the infonnation aL:e: Means of modern

technology and management. 1988. pp. 148-149.

51 CHAPTER 4

PROPOSAL OF THE CURRICULUM

The objectives of library education should be related to the needs and priorities of the country, in order that the products of the library school are able to play an active and effective role in providing library and infonnation services in supporr of national development. The priorities of the present national development programme as explained in the First Chapter are rehabilitation of the economy, increase of agricultural produce, improving transporration systems, an equitable distribution of development gains for the welfare of the entire population, in tenns of health, education and general social welfare, and promotion of industries.

Indonesia is a densely populated country, where advanced technology is already available, but is not yet widely used and where labour-intensive enterprises are still much preferred.

Nevenheless, this does not mean that the curriculum of the library school should be conventional. In fact, this means that library schools should provide education for manpower who will fulfil the needs of the infonnation conscious people, where telecommunications facilities are already available, as well as the needs of the people who are deprived of modern facilities.

Library education in Indonesia should consider local library and infonnation needs, however, it should also recognise the world trends in the infonnation field. In Chapter One it was indicated that development in computing and telecommunications has caused the use of sophisticated equipment in libraries and infonnation centres in industralized countries.

52 The functions of libraries should be broadened, and a new breed of librarians is required, who are trained in the new technologies (1). This new breed of librarians should know what information is, how it is produced, stored, retrieved and what is hardware, software, databases, especially machine-readable ones, etc. Furthermore, the new breed of librarians should have a comprehensive knowledge of the socio-economic, political and cultural situation of their society.

Nevertheless, the kind of library education needed by developing countries is the one that is geared to the reality of library development in the country (2); and library educators in Indonesia are fully aware of the need, at present, to draw on external resources while. maintaining its own identity. As is clearly stated by Khoo :

A library course, programme or school established in the current period, particularly in developing country, might just about find itself falling between two stools. It can ignore the vast amount of literature on other experiences, problems and controversies at great peril. On the other hand, it is always vital to express the local need, emphasize the local environment, and thus to identify that uniqueness which should provide the essential catalyst for the decision to establish one's own programme in preference to solely utilising others for fulfilling training needs. To identify· those experiences that could relevantly be used as guides, to detenrune to what extent they could be so used in the light of individual local uniqueness; yet at the same time not to operate in misguided isolation from the international millieu, that is often the difficulty and the nub (3).

According to IFLA Standards for Library Schools, the curriculum of Library Schools should clearly offer a unified and coherent succession of studies and theory which can support the objectives of the education.

53 4.1 THE AIMS AND OBJECTIVES

The aim of the Department of Library Science is to produce library professionals who are generalist in nature, that is they can be accommodated at any type of library, and can perform any type of library work. The objectives are :

- to provide the students with motivations, the knowledge of the profession, the

sense ofresponsibiIity to the profession, the institution, and the client.

- to provide the students with technical competencies used in whatever may be

the context or environment within which the graduate may work.

- to provide the graduates with a broad enough base of knowledge to be able to

move from one environment to another without difficulty, from one library to

another.

4.2 CRITERIA FOR STUDENT SELECTION

Selection of appropriate candidates for professional education should be considered carefuIIy. IdeaIIy the selection process in the Department of Library Science should involve evaluation of the academic background and an interview in which the personal characteristics of the candidates can be considered. However, conducting interviews is expensive in Indonesia, meaning expensive in terms of time and staff. Consequently, it cannot be applied in Indonesian universities. Nevertheless, the criteria of selection of candidates should be as foIJows :

- to have a good general education and a good command of English

- be inteIIigent and have ability to reason 10gicaIIy

- have certain qualities of leadership and initiative

- be accurate and meticulous

- be able to communicate with a wide range of people

54 4.3 RESOURCES

The provision of adequate resources is essential for the success of Department of Library

Science. Firstly, teaching staff should be of high quality, ideally experienced in librarianship or other related areas. Secondly, faculty size clearly has a direct impact on the number of students admitted in the DLS. The IFLA Standards for Library Schools is a ratio of one staff member for twelve students. Thirdly, a library large enough to house a wide range of library material is essential, in which students can have practical experience in library house-keeping routines. Availability of teaching materials, especially the availability of computers (PC) will enable the students to experience the application of IT.

Fmally, the lectures given at the Department should be supplemented with students visits to various types of libraries, and by inviting outside speakers from the library and information profession. These are useful for the students to be aware of the possible development in their field.

4.4 THE COURSE CONTENT

As indicated in Chapter One, the first year of higher education in Indonesia usually consists of a number of compulsory subjects, which should be taken by all students in all the faculties. Furthermore, each faculty has a number of compulsory subjects which should be taken by all students of that faculty. All compulsory subjects are usually academic subjects.

This proposal offers to reduce the number of compulsory subjects of the faculty to a number of introductory subjects which are considered relevant to the study of Library

Science. This is intended to obtain a better balance between Library Science subjects and

55 Communication Science subjects, in order that Library Science can develop appropriately to achieve its objectives. Since it is generaIly considered that "The title, librarian, carries the meaning professional whose tasks are those, which require a special background and education." (5)

The course content provides almost all the fundamental core recommended by the IFLA standards for library Schools. Also a number of subjects from the Department of Library

Science of the University of Indonesia, and the School of Library and Information Science of MARA Institute of Technology, Malaysia, have been considered with the necessary modification, together with the course content of the Department of Library Science of the

Padjadjaran University, in the light of improvement of Library Science curriculum.

The curriculum is made up of three broad divisions:

- Library Science subjects (consisting of core and elective subjects)

- Non-library Science subjects (consisting of communication Science subjects and

other academic subjects)

- Languages

In the non-library science subjects, Pancasila, the state's ideology and military training

(theory only) are included to create a sense of national vigilance.

In the language subjects, English is a compulsory subject, and much attention is given to this subject. English is considered to be an important factor, especially when discussing sources of information and its accessibility. Also, it is considered that most libraries, especially the academic libraries, have a vast coIlection in the English language. Shortage of textbooks in Bahasa Indonesia makes it essential that efforts should be made in providing more materials written in Bahasa Indonesia,therefore for the time being special

56 personnel should be available to handle translation work. This is necessary, in order that the library collection can be fully utilized, especially the users' needs for materials in the science and technological field. In addition to the English language, students should choose one other foreign language, from the four foreign languages offered: German,

Dutch, French, or Arabic.

The library science subjects or core subjects, are grouped in four broad divisions:

Introduction (Basics)

Library Studies

Information Technology

Research and Library Practicals

'Introduction to library science' is given in the second semester, and is a very basic subject covering the objectives, functions and types of libraries and their services. library materials, and the use of computers in libraries. The relations between library science, information science and archives, resource sharing, the library professional and the code of ethics are also covered.

Included in the introduction are 'Introduction to knowledge', 'Legal aspects of information' and 'Capita selecta of library science'.

The library studies course is divided into three headings: Library management; Information storage and retrieval, and Information sources and services. This has been done to identify the subjects more conveniently. These three headings reflect the core subjects of the IFLA standards, and also any basic course in library education.

Library and management' which comprises ' Library organization and administration',

Library management systems', and 'Collection development' is intended to impart the

57 principles of management and human relations in relation to librarianship, also it is intended to familiarize the student with the activities and processes involved in the administration and management of libraries. 'Collection development' is concerned with the principles and methods of selection and acquisition, which can be applied to any specific type oflibrary.

'Information storage and retrieval' or it can also be named 'Information processing', consists of 'Information storage and retrieval I and n'; and 'Abstracting and indexing'. In this course an in-depth study of information storage and retrieval systems is given, a combination of both theory and practice. It is intended to enable the student to gain an understanding of the problems of analysing print and non-print media for coding and description, and cataloguing construction. The course covers the manual and mechanical information storage and retrieval. This course intends to cover data processing with the emphasis on MARC records.

To give the student sufficient practical experience of cataloguing and classification, in information storage and retrieval, this subject is given in two semesters and each carries three credit hours.

Also special attention is given to 'Indexing and abstracting' which also carries three credit hours.

The course has been renamed 'Information storage and retrieval' to highlight the current trend in the profession and to prepare the student with the idea of computerized libraries and information centres.

The 'Information sources and services: course consists of 'library and society'; 'Information services'; and 'Library sources'. With current library collections comprising print and non­ print media. the use of the word 'bibliographical' (with its book connotation) in 'Reference and bibliographical services' is changed into 'Information sources and services'. The

58 content of the course comprises 1..ibrary and society' which is intended to give the student a broad understanding of the history and the role of libraries in society, and an appreciation of the socio-cultural issues facing libraries. While 'Information sources' is concerned with print and non-print media, and the various types of information sources: primary, secondary and tertiary.

1nformation and library services' is concerned with library services and readers services.

The 1nformation Technology' course is intended to develop an awareness of new developments in IT and their potential application to library operations and management problems and to provide an appreciation of computers information technology. It is intended to give the student an understanding of what a programme is, software evaluation and the use of programme generators to create an application environment every effort should be made to provide the student with hands-on experience, if possible.

The 1nformation Technology' course comprises 'Application of IT', Library automation', and 'Library-Information networks'.

Research is carried out in relation with the topic of the student's thesis.

Library practicals: the Department of Library science currently provides two opportunities for field work. Field assignment' is of one month duration, and is coordinated by the university with the local government in rural areas. All the faculties in the Padjadjaran

University participate in this fieldwork, and students are given the opportunity to apply theories which have been obtained in their respective field of study. A written report is required of each student who has participated in the fieldwork.

Another opportunity for library practicals is 'job training'. This is taken by the student after having finished the whole course minus thesis. The student followed a supervised

59 practicals and training to gain insight into the various phases of library work in a selected library. A written report is required of the student. The two months of library practicals is considered adequate for practical experience.

Also. study tours to libraries and related institutions should be provided. which will be advantageous to the student.

A notable amount of elective subjects is offered to the student. The elective subjects comprise mostly of library science subjects. The student should choose library subjects which are offered in the electives and options (choose one).

A list of subjects is given in the subsequent section.

4.5 LIST OF SUBJECTS FOR PROPOSAL OF THE CURRICULUM,

DEPARTMENT OF LIBRARY SCIENCE, FACULTY OF

COMMUNICATION SCIENCE, PADJADJARAN UNIVERSITY

COMPULSORY SUBJECTS

1. University: Pancasila (Indonesia's Ideology) (2)

Religion (2)

Military Training (theory) (2)

Basic Cultural Science (2)

Basic Natural Science (2)

2. Faculty: Introduction to Communication Science (3)

Introduction to General Psychology (3)

- Introduction to Philosophy (2)

- Introduction to Computers (3)

60 - Introduction to Sociology (3)

- Introduction to Law (2)

- Communication Psychology (3)

- Theory of Communication (3)

- Communication Technology (3)

- Indonesian Social System (3)

- Social Cultural Anthology (2)

- Social Research Method (3) - . Bahasa Indonesia (2)

- English I (2)

- English II (2)

3. Department:

3.1 Introduction: Introduction to Knowledge (2)

Introduction to Library Science (2)

Legal Aspects of information (2)

Capita Selecta of Library Science (3)

3.2 Library Studies

3.2.1 Library and Management:

Library Organisation and Administration (2)

Library Management System (2)

Collection Development: Selection and Acquisition (3)

3.2.2 Information Storage and Retrieval:

Information Storage and Retrieval I (3)

61 Infonnation Storage and Retrieval IT (3)

Indexing and Abstracting (3)

3.2.3 Infonnation Sources and Services:

Library and Society (2)

Infonnation Sources (3)

Infonnation and Library Services (3)

3.3 Infonnation Technology (IT):

Application of IT (3)

Library Automation (3)

Library·Infonnation Networks (3)

3.4 Research and Library Practicals :

Statistics for Librarianship (2)

Librarianship Seminar (Pre-thesis) (2)

Field Assignment (3)

Job Training (3)

Thesis (6)

3.5 Language:

English III (2)

English IV (2)

English V (2)

English VI (2)

ELECfIVE SUBJECfS

62 1. Compulsory: Preservation (2) Publishing and Book Distribution (2)

User's Education (2)

History of Books and Libraries (2)

Bibliography of Indonesia (2)

Special Libraries and Information Centres (2)

Academic Libraries (2)

Public Libraries (2)

School Libraries (2)

Children and Young Adult Library Services (2)

Children's Literature (2)

Young Adult's Literature (2)

Government and International Organisation Publications

(2)

International and Comparative Librarianship and

Information Services (2)

Library Building and Equipment (2)

Basics of Management (2)

Marketing (2)

Interpersonal Communication (2)

Article Writing (2)

2. Choose one subject from each, 2.1 and 2.2:

2.1 Information Sources and Services

Information Sources and Services of Social Science (2)

Information Sources and Services of Science and Technology (2)

Information Sources and Services of the Humanities (2)

63 2.2 Languages:

Gennan (2)

Dutch (2)

French (2) Arabic (2)

The number after each subject in the outline above refers to the class contact hours per week (credit).

* The detailed description of the course is in Appendix V.

64 REFERENCES

1. V ALLEJO, Rosa M. Education and training in infonnation technology for the new breed of librarians in developing countries. In: M.H. Tees, ed. Education and

research in libraJy and jnfonnation science in the infonnation a~e: Means of modern

technolQ~y and mana~ement. 1988, p. 149.

2. ATAN, H.B. and P. HAVARD-WILLIAMS. Library education in the Asean countries. International LibraQ' Review, 1987,1 (26),133-135.

3. KHOO Siew Mun. The MLS programme at the Institute for Advanced Studies, University of Malaya. Education for Information, 1988, 6, 393.

4. STANDARDS for Library Schools. IFLA Journal, 1976,2 (4), 218.

5. GROVER, RJ. Library and infonnation professional education for the learning

society: a model curriculum. Journal of Education for LibraQ' and Infonnation Science, 1985, 1 (26), 36.

65 CHAPTERS

CONCLUSIONS AND SUGGESTIONS FOR FURTHER STUDIES

The objectives of library education should be related to the needs and priorities of the country, in order to enable the products of the library school play an active and effective role in providing library and information services in support of national development. The priorities of the National Development Plan which are implemented through five Five-year

Development programmes are as indicated in the First Chapter as follows:

- the rehabilitation of the economy, particularly increasing agricultural produce,

and improving irrigation and transportation systems;

- increasing the standard of living of the Indonesian people, to obtain a more

equitable distribution of development gains for the welfare of the entire

population, a sufficiently high economic growth, and a sound and dynamic

national stability;

- promoting the industries which could produce industrial machinery for light as

well as heavy industries; the development of the agricultural sector to maintain

self-sufficiency in rice and to improve the quality of Indonesian individuals;

- to strengthen, consolidate and improve development in every sector of the

nation's life to prepare the nation upon entering the Sixth Five-year

Development Plan (REPELITA VI).

66 Success in education will improve economic development. Information is essential to development and the products of Indonesia's educational institutions should be information conscious. This means, that more attention should be given to academic, special and school libraries. For this reason, the proposal has offered all types of libraries in the electives.

Furthermore, library services for the information needs of scientific and technical research on agriculture, industry, and health and the needs of other sectors of the economy, and government institutions should be provided continuously by special libraries and information centres, which include identifying, collecting and disseminating data required by researchers and decision-makers in all the programmes identified in the National

Development Plans.

Although the objectives of library education should be based on the country's library and information needs, it should recognise world trends in the information field. As indicated in the First Chapter, the development of computers and other sophisticated equipment and their use for organising, storage and retrieval of information has changed the aspects of information handling in the industralized countries. This use of advanced technology in libraries, has influenced Indonesia's library curriculum to some extent. Although the advanced technology is not yet widely used in the country, it does not mean that the curriculum of library schools should be traditional.

In general, the provision of information is still done through traditional methods and by some are found to be adequate. The traditional retrieval tools are the card catalogue, periodical indexes and bibliographies. Cataloguing and classification, indexing, compiling bibliographies and reference service have been done manually even up to the present.

67 However, the increase of literature in all disciplines and the rapid flow of information, have made librarians look for new ways to fasten the information retrieval process.

In some fields of science and technology, private business and industry, computer technology is already in an advanced state of development. Therefore, its application to library and information work in Indonesia, is just a matter of time.

The library school needs to produce manpower who can meet the challenges of the new field of information technology without losing touch with the traditional aspects of librarianship. Because library and information services in Indonesia are still tied up with the socio-economic conditions of the society of which they are a part. In educating this new breed of librarians, the following aspects should be considered: the information infrastructure, the value that level of technological development of the country, and the technological changes that are likely to take place, and the demands to be made by the various user groups on the information system. All these should be reflected in the curriculum of the library school.

This proposal of curriculum is not meant to be a model of all library schools in Indonesia; because the writer agrees that each school must work out the content for itself, in terms of its own resources and needs. Since Indonesia is a very extensive country and multicultural, the writer hopes this is a start for further studies for library schools in the other provinces that are planning to initiate S I programmes.

68 BIBLIOGRAPHY

ARMSTRONG, C. and S. KEENAN, eds. Information technolog;y in the

libraty!infonnation school curriculum. Aldershot: Gower, 1985.

ASHEIM, L.E. ed. The core of education for librarianship: A report of a workshQP

held under the auspices of the Graduate School of the University of Chicag;o.

Aug;ust 10-) 5. 1953. Chicago: ALA, 1954.

ASHFORD, J., U.U. HARIY ADI and T.T. NANY. An automated union catalogue for

higher education in Indonsia: design studies for the Katalog Induk Perguruan Tinggi. Prog;ram, 1992, 26 (2), 139-164.

ATAN, H.B. Curriculum develQpment: A comparison of curriculum develQl1ment in

libraO' education in ASEAN countries. M.A. Dissertation. Loughborough

University of Technology, 1985.

ATAN, H.B. and P. HAVARD-WILLIAMS. Library education in the ASEAN

countries. International LibraO' Review, 1987,19, 143-152.

BASUKI, Sulistyo. Kepustakawanan Indonesia (Indonesian librarianship). Jakarta: UI,

1992.

BASUKI, Sulistyo. Otomasi pemustakaan: Apresiasi komplller untuk kepala UPT

perpustakaan: laporan lokakarya CLibraO' automation.computer appreciation for

chief librarians: a workshop reportl, Jakarta: UI, 1989. BAWDEN, D. and .K. BLAKEMAN. Going automated: implementing and using

jnfonnation technolo~y in special libraries and infonnation units. London: ASLm,

1990.

BLlGH, A.D., DJAQUES and D.W.PIPER. Methods and techniques in post­

secondary education. Paris: UNESCO, 1985.

BOWDEN, Russel, ed. Library education pro!ITammes in developing countries wjth

Sl'eciaJ reference to Asia: proceedings of the Unesco pre-IFLA Conference Seminar.

ManjJJa. 1980. London: Library Association, 1982.

BOYE, M.I.S. Development of the curriculum of education for librarianship wjth

particular reference to Ghana. M.A. Dissertation. Loughborough University of

Technology, 1986.

GAGNE, Robert M. The conditions ofleaming. 3rd ed. New York: Holt, Rinehart and

Winston, 1977.

GROVER, R.J. Library and infonnation professional education for the learning

society; a model curriculum. Journal of Education for Library and Infonnation

Science, 1985, 1 (26), 33-45.

HARDJO PRAKOSO, Mastini. The national library system in Indonesia. Jakarta:

1986. (Unpublished).

INDONESIA, Department of Infonnation. Indonesia 1991: an official handbook.

Jakarta: 1991.

70 KHOO Siew Mun. The MLS programme at the Institute for Advanced Studies, University of Malaya. Education for Information, 1988, 6, 393-401.

KIBAT, Katni K. Community information and referral services for rural areas of Southeast .Asia: A conceptual framework. Third World Libraries, 1990-91, 1 (2),

33-42.

MILLER, G. Indonesian libraries in the 1980s. International LibraO' Review, 1988,20,

115-121.

MOREHEAD, J. TheoO' and practice in library education. Littleton, Col.: Libraries Limited, 1980.

MUNASINGHE, M., ed. Computers and inforrnatics in developin~ countries. London:

Butterworths, 1989.

NAISBITT, J. and P. ABURDENCE. Me~atrends 2000. New York: Williarns

Morrow, 1990.

NATAKOESOEMAH, S.S. Online searchin~ in the curriculum: LibraO' schools in

develQpin~ countries. M.Sc. Dissertation. College of Librarianship Wales,

Aberystwyth, 1986.

PRYTHERCH, RAY, ed. Harrod's librarian's glossary and reference book. Aldershot:

Gower, 1990.

SAUNDERS, W.L. Towards a unified professional organization for library and information science and services: A personal view. London: Library Association,

1989.

71 SHERA, J.H. The foundations of education for librarianship. London: Wiley-Becker

and Hayes, 1972.

SOMADIKARTA, L.L. Liku-liku 30 tahun pendiddkan perpustakaan di Indonesia (30

years library education in Indonesia). Majalah Ilmu Peqmstakaan dan Infonnatika,

1982, IT (2-3),2-25.

STANDARDS for Library Schools, IFLA Journal, 1976,2 (4), 209-223.

TEES, M.H., ed. Education and research in librruy and infonnation science in the

jnfonnation age: Means of modem technology and management. London:

KG.Saur, 1988.

UNESCO. Curriculum development for graduate education in infonnation studies.

Regional seminar on curriculum development in infonnation studies. Bangkok,

Asian Institute of Technology (AIT), September 1985. (PGI/85/WS/24).

UNIVERSITAS INDONESIA. Fakultas Sastra. Buku Pedoman Program SI. (Guide

book - S I programme). Jakarta: VI, 1991.

UNIVERSITAS PADJADJARAN, Jurusan Ilmu Perpustakaan. Buku Pedoman (Guide

!!QQk), Bandung: Unpad. 1991.

UNIVERSITAS PADJADJARAN BANDUNG. Penyelenggaraan program pendidikan

Universitas Padjadjaran 1991-1996 (Guide book of Padjadjaran University 1991-

122Q). Bandung: Unpad, 1991.

72 APPENDIX I

Core subjects of IFLA Standards for Library Schools, 1976

1. The role of the library in society and as a communication agency 2. Principles and methods of bibliography

3. Principles and methods of organising library materials (Cataloguing and classification etc.)

4. Principles and methods of reference and reader services 5. Principles and methods of selecting, acquiring, and using print and non-print

materials 6. Principles and methods of library management

7. Library history 8. Bibliography

9. Principles and techniques of conducting research in librarianship

10. Principles and methods of library automation 11. Principles and methods of documentation and information science 12. Principles and methods of planning, construction and equiping a library

73 APPENDIXll

CURRICULUM OF SI GRADUATE PROGRAMME DEPARTMENT OF LIBRARY SCIENCE FACULTY OF LETTERS UNIVERSITY OF INDONESIA

COMPULSORY SUBJECTS:

Basics : General' Pancasila Religion Military Training (theory) Basics of Philosophy History of Modern Thinking Man & Culture in Indonesia Faculty: Composition of Bahasa Indonesia History ofIndonesian Culture Society & Arts in Indonesia Basics of Phiosophy History of Modern Thinking Man & Culture in Indonesia

Department: A. Introduction : Introduction to library Science Communication & Information Sources Introduction to Knowledge Legal Aspect of Information

B. Librruy Studies: 1. Oqmnisation & Administration: Organisation & Administration of Libraries Library Management Selection & Collection

74 2. Infonuation Management: Cataloguing & classification Bibliogtaphical Analysis Subject Indexing Cataloguing of Non-Book Material Indexing Languages 3. InfOJIDation Services General Reference Materials Bibliogtaphical Aids

C. InfOJIDation Technology: Application ofInformation Technology Library Automation Media Technology

D. Research & Library Practicals : Library Service Observations Introduction of Statistics Introduction to Social Research Methodology Seminar Field Assignment Thesis

E. Language: English I English II English III English IV English V English VI

ELECTIVE SUBJECTS: Publishing & distribution of Books History of Library Books Reprography Preservation & Conservation of Library Material Introduction to Archive Adminstration

75 Bibliography Indonesiana Archive Management Periodicals

A. Libraries : Public li brary (Choose one) Special library and Information centre Academic Library Children and young Adults Library Services Children's Literature Story telling Government & International Organisation Publications User Study Comparative Librarianship

76 B. Infonnation Sources: (Choose one) Infonnation Sources of Science and Technology Infonnation Sources of Social Sciences Infonnation Sources of the Humanities Infonnation Sources of Law Infonnatin Network Building and Library Equipment

77 APPENDIX III

CURRICULUM OF SI GRADUATE PROGRAMME DEPARTMENT OF LIBRARY SCIENCE FACULTY OF COMMUNICATION SCIENCE PADJADJARAN UNIVERSITY

COMPULSORY SUBJECTS: Basics: General Pancasila Religion Military Training (theory) Basics of Philosophy History of Modern Thinking Man & Culture in Indonesia

Faculty Introduction to Communication Communication Psychology Communication Sociology Communication Technology Communication Philosophy Theory of Communication Development Communication Communication Research Methods Capita Selecta of Communication Sociology Introduction to Philosophy Social Research Method Indonesian Social System Social Statistics Introduction to Computers Social Cultural Anthropology Introduction to Law Introduction to General Psychology Introduction to Economics

78 Logic Introduction to Political Science Photography (theory) Photography (practical) Indonesian language English I English n

Department Introduction to Library Science Cataloguing I Cataloguing II Classification I Classification II Reference & Bibliography I Reference & Bibliography II Library Management Acquisition Selection Information and Documentation Library Service & Promotion Library Service & Promotion Information & Library Networks System Library & Community Abstracting & Indexing Users Education Publication & Book Distribution Preservation Community Service Non-Book Media Information System Management Library Automation Information Law & Intellectual Property Law Capita Selecta Library Fieldwork - Job Training Thesis Written English Spoken English

79 Gennan/Japanese!Dutch (choose one)

ELECTIVE SUBJECTS: Basic Concepts of Management * Interpersonal Communication * Article Writing * Public Opinion Basic Electronic Media Audio Visual Media (theory) TV Broadcast Production Radio Broadcast Production Community Relations Publicity (theory) Basic Journalism Basic Public Relations Basic Infonnation

* Compulsory

80 APPENDIX IV

CURRICULUM OF UNDERGRADUATE PROGRAMME SCHOOL OF LIBRARY SCIENCE MARA INSTITUTE OF TECHNOLOGY

COMPULSORY SUBJECTS: - Foundation of Library and Information Science - Fundamentals of ISAR 1 - Introduction to Bibliographical - Organisation and Control - Cataloguing and Classification of Library Materials - Elements of Information Science - Reference and Information Work - Fundamentals of Management - Indexing of Information - Administration and Management of Library and Information Centres - Computer and Libraries I - Computer and Libraries 11 - Information Storage and Retrieval Systems - Information Resources and Services in Humanities - Information Resources and Services in Social Science - Information Resources and Services in Science and Technology - Research Methodology - Public Relations and Libraries - Practical Training and Report - Research Project - English - Islamic Studies - Kesatria (army training) * Academic subject

81 ELECTIVE SUBJECTS: - Computers and Libraries III - Problem Study in Infonnation Science - International and Comparative Librarianship and Infonnation Sciences - School Libraries - Resources and Services for Children - Introduction to Archives - Library Services to Special Communities - Government Publications - Bibliography of South-East Asia - Media Resources - Publication Production

List of academic papers (as options) : - Introduction to Sociology - Elements of Law - Principles of Psychology - Malaysian Economics - Government Policy I - Govemment Policy II - Malaysian Politics - Government & Politics of South-east asia - Local Government - International Relations

82 - Foreign Languages:

Arabic

French

Japanese

Mandarin

Tamil

83 APPENDIX V

COURSE DESCRIPTIONS

ThITRODUCTIONTOKNOWLEDGE

Characteristics and structure of knowledge; the interdisciplinary relations as a preparation to a more technical study of librarianship.

ThITRODUCTION TO LIBRARY SCIENCE

History of libraries and information centres; the functions and services; the impact of the new technology in library and information work. Relations between library science, information science and archieves. Introduction to library resource sharing. The role of libraries in education, social science and technology. The library professional and code of ethics.

LEGAL ASPECTS OF INFORMATION

Development of intellectual property law and legal protection of written materials, computer progrmmes, art, and patents. Relations between intellectual property law and atuhors, society and the government. Types of intellectual property law in various countries.

CAPITA SELECTA OF LIBRARY SCIENCE

Discussion of topics not yet covered in the various subjects, especially topical issues. To study various topics of library and information centres seen from the communication point of view.

LIBRARY ADMINISTRATION AND MANAGEMENT

Activities involved in the library adminstration. Library management, palnning and supervision of activities. Environmental factors affecting the mangement of libraries.; public relaitons financial and personnel management.

84 LIBRARY MANAGEMENT SYSTEMS

Management theories; techniques; concepts of palnning and designing; and implementation of Library Management Systems.

COLLECTION DEVELOPMENT: SELECTION AND ACQUISITION

Priniciples and practices of acquisitions, including the selection of materials, and collection development.

INFORMATION STORAGE AND RETRIEVAL I

Basic concepts, logic and principles relating to informaion storage and retrieval in libraries and information centres. Elementary techniques of cataloguing and classification work in libraries. Rules for different fomls of print and non-print media; e.g. MARC.

INFORMATION STORAGE AND RETRIEVAL II

To acquire practical experience in the techniques of cataloguing and classification work in libraries. principles of cataloguing, structure of classification scheme: DDC, LC, UDC.

INDEXING AND ABSTRACTING

Types of indexing and abstracting services. Theory, principles, techniques and practical experience in preparing indexes and abstracts. Indexing languages and thesaurus.

LIBRARY AND SOCIETY

Evolution of the modern library with emphasis on the development of library services in indonesia. The place, role and function of the library and its contribution to society. Trends in librarianship. Librarianship as a profession; and library education. Understanding the needs and reading habits of the society.

85 INFORMATION SOURCES

Print and non-print media, understanding primary sources,e.g. monographs, dictionaries, encyclopedias etc; secondary sources, e.g. indexes, bibliographies, etc.; and teniary sources, e.g. reviews, etc. Non-book Special Format material, e.g. films, slides, audio/video tapes etc.

INFORMATION AND LIBRARY SERVICES

Circulation and reference services; readers services; indexes abstracts, compiling bibliographies, translation, user education, extension services, current awareness services (CAS) and selected dissemination of information (SDI).

APPLICATION OF INFORMATION TECHNOLOGY

Study of equipment utilized in processing and transferring data/information: computer technology; data communications; telecommunications; and reprographic processes.

LIBRARY AUTOMATION

Development, application, evaluation and management of automation systems in libraries and information centres. including the use of hardware and software, system analysis and procurement. Introducing CDS/ISIS.

STATISTICS FOR LIBRARIANSHIP

Statistical concepts and techniques for analyzing data in library science.

LIBRARIANSHIP SEMINAR (PRE-THESIS)

To make students aware of the inter-relationship between the various subjects in the course. To give students experience to write a paper, present it and participate in the seminar.

86 FIELD ASSIGNMENT

To introduce students to the way of life in rural areas. and encourage them to apply the theories obtained in their field of studies. The field assignment is coordinated by the university, in cooperation with all faculties, and the local government. A written report is required of each student.

JOB TRAINING

Supervised practicals and training to gain insight into the various pahses of library work in a selected library. Awritten arepot is required of each student.

THESIS

ENGLISH IlI, IV, V, VI

To give the students proficiency in reading, writing, listening and speaking English.

PRESERVATION

An intensive study to acquaint the students with the vaious ways to preserve and conserve library materials.

PUBLISHING AND BOOK DISTRIBUTION

Principles and practical aspects of publishing, production processes and distribution of books. Well-known publishers and distributors. Librarian-publisher relations in the organisation and procedures of the acquistion department.

USER EDUCATION

HISTORY OF BOOKS AND LIBRARIES

History of the various types of libraries from the beginning to the present. Famous libraries in theworld. Hist~ryof books and publishing. Book production and book arts from the ancient times to the present.

87 BIBLIOGRAPHY OF INDONESIA

Introduction to bibliographical aids for Indonesian studies; national bibliography, references and bibliographies of special disciplines and sources for Indonesian studies.

SPECIAL LIBRARIES AND INFORMATION CENTRES

Objectives, organization, management and services of the special libraries and informaion centres. Standards and promotion.

ACADEMIC LIBRARIES

Study of the role and problems of academic libraries, based on the history, devlopment and aims of the university, included are mangement and library resource sharing. Emphais is on academic libraries in Indonesia.

PUBLIC LIBRARIES

Covers public libraries in the governmental structures as sources of educational support. Relationships and cooperation with other agencies in the community. Emphasis is on the function of public libraries and its role in Indonesia.

SCHOOL LIBRARIES

Principles of school libraries, with particular reference to Indonesia. Function and role, organization and adminstration, selection, acquisition and organization of materials. Services and promotion of use of school libraries for study and teaching purposes.

CHILDREN'S LITERATURE

Historical and critical study of library materials for reading abilities, interests and needs of children. principles and problems in selection of materials, in the Indonesian language and in foreign languages, including their production.

88 YOUNG ADULT'S LITERATURE

Selection and evaluation of library materials sutiable for young adults, in relation to their development and interests, in the Indonesian language and in foreign languages including their production.

GOVERNMENT AND INTERNATIONAL ORGANISATION PUBLICATIONS

Structure of government publications in Indonesia, and in other selected countries. Publications by international organizations such as United Nations Publications Unesco, etc. Problems facing the librarian in organizing a collection of government and international organisations publications.

INTERNATIONAL AND COMPARATIVE LIBRARIANSHIP AND INFORMATION SERVICES

Understanding the structure, functions and development of libraries and librarianship in selected foreign countries, through the principle of comparative study.

LIBRARY BUILDING AND EQUIPMENT

Library buidling, needs and the planning of new facilities, expansion or refurbishing of existing building and selection of furniture/equipment. Study of environment and location. Ail types of libraries are considered. Field visits will be made to selected libraries.

BASICS OF MANAGEMENT

MARKETING

Meaning of marketing; marketing mix; concept of marketing; systems and marketing environment; promotion; coordinaion of public relations and marketing, marketing research in relation with public relations planning.

ARTICLE WRITING

89 INFORMATION SOURCES AND SERVICES OF SOCIAL SCIENCE

Scope and organization of the discipline and literature. information users' needs and methods of information search. Communication patterns and major categories of sources in social science. Major producers of literature. Special collections and services; databases. Compilation of a subject bibliography in social science.

INFORMATION SOURCES AND SERVICES OF SCIENCE AND TECHNOLOGY

Scope and organizaation of the discipline and literature. Information users' needs and methods of information search. Communication patterns and major cateogries of sources in science and technology. Major producers of literature. Special collections and services; databases. Compilation of subject bibliography in science and technology.

INFORMATION SOURCES AND SERVICES OF THE HUMANITIES

Scope and organization of the discipline and literature. Information users' needs and methods of information search. Communication patterns and major categories of sources in the Humanities. Major producers of literature. Special collections and services; databases. Compilation of a subject bibliography in the Humanities.

LANGUAGES: German Dutch French Arabic

90