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May 2019 LIS Education System of University of and Indira Gandhi National Open University, : A Comparative Study Ajit Kumar [email protected]

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Kumar, Ajit, "LIS Education System of University of Delhi and Indira Gandhi National Open University, New Delhi: A Comparative Study" (2019). Library Philosophy and Practice (e-journal). 2401. https://digitalcommons.unl.edu/libphilprac/2401 LIS Education System of University of Delhi and Indira Gandhi National Open University, New Delhi: A Comparative Study

Dr. Ajit Kumar Library and Information Officer, Nehru Memorial Museum and Library (Govt. of India), Teen Murti House, New Delhi-110011 E-Mail: [email protected], [email protected]

ABSTRACT: This paper present the LIS educations system of Deptt. of Library and Information Science, and Deptt. Library and Information Science, Indira Gandhi National Open University. A comparative study of both of the universities has been elaborate in this paper. The curriculums of LIS courses have been evaluated based on the some latest terms and techniques. Based on the study observations have been laid down in this paper.

Keywords: Delhi University; Deptt of Library and Information Science, IGNOU; Delhi Library Association, LIS Curriculum, LIS Education, BLISc., MLISc., M.Phil., Ph.D

1. INTRODUCTION

Indian LIS education is about 106 years old, which was started in form of training programme for the staff of Imperial Library (now, National Library, Kolkata).It has been noticed that first formal training course was started in 1911, Baroda (Neelameghan, 1974) and first LIS course at the University level had started by Asa Don Dickinson, the University librarian of Punjab University (earlier past of undivided India) in 1915 (Agarwal, Mythili and Soni, 1996).

The different library associations such as Madras Library Association (MALA) and Bengal Library Associations had started courses in library science in 1929 and 1935. Later on, in 1935 and 1938, the Andhra University and Madras University started diploma courses. It has been noticed that Banaras Hindu University (BHU) had started postgraduate diploma course in 1941 related to LIS education. A diploma course of one year was started in 1945 by Calcutta University, which was upgraded to Bachelor Degree in 1969.

Delhi University had started postgraduate diploma in 1947 with the efforts of Prof. S.R. Ranganathan. In 1948 1st batch was awarded diploma, which were awarded Bachelor Degree in 1949 in continuation educational process. A two year Masters Degree programme was introduced replacing Bachelor Degree Programme.The University of Delhi was the first university in the entire British Commonwealth that started doctoral programme in library science. It has been notices that there were 12 library schools in 1960s, conducting library science at all levels excepts the M.Phil degree (Krishan Kumar and Sharma, 2010).

In India, about 100 universities and colleges providing LIS course through regular mode of education and about 27 universities that provided these courses through distance mode of education with support of the University Grants Commission.

The research activity going in LIS departments is also commendable, with 63 university departments offering Ph.D. Degree programs and 16 M. Phil. programs. (Varalakshmi, 2009).

Level of Course

In Indian LIS education system, the level of courses may be categorized at six levels such as, Certificate Course, Diploma, Bachelor Degree, Master Degree, Master in Philosophy and Doctor of Philosophy.

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There levels of courses are also associated with the type of LIS professionals. Such as certificate and diploma level courses are linked with the semi-professional and others courses are linked with the professional human capital. It has been noticed that the library association and institutions also offering courses for the semi-professional level.

The LIS courses are conducted by the university and some of reputed institute like NISCAIR and DRTC are basically for high level professional course. The LIS departments (university level) are primarily concerned with higher professional level courses. The courses offered by NISCAIR and DRTC shall also come under this category. In the university the courses are conducted through regular mode and distance mode of education. These professionals course are Bachelor Degree, Master Degree, Master in Philosophy and Doctor of Philosophy. (Lalngaizuali, 2010).

In India, 89 universities are providing regular courses, whereas 31 universities are providing through correspondence or distance mode of education. It has been noticed that 126 universities / institutions are providing Bachelor’s Degree, 90 are proving Master’s Degree, 16 are offering Master in Philosophy and 59 are conducting Doctor of Philosophy.

The LIS Education is conducted by a large number of universities in several parts of India. Some of the universities, such as, Deptt. of LIS, Delhi University; Deptt. of LIS, ; Deptt. of LIS, Kurukshetra University are providing conventional along with regular mode of education. However, B.R. Ambedkar Open University, Hyderabad and IGNOU are offering LIS education through distance mode.

2. OBJECTIVE OF THE STUDY

i. To assess the status of existing LIS educational system of Deptt. of LIS, University of Delhi and IGNOU. ii. To assess the course curriculum of LIS education of Deptt. of LIS, University of Delhi and IGNOU. iii. To assess the knowledge provided to the LIS students of Deptt. of LIS, University of Delhi and IGNOU

3. SCOPE

The LIS education system in Delhi, i.e. two central universities of Delhi, such as the Deptt. of LIS, University of Delhi and the study center IGNOU, LIS programme namely Delhi Library Association were selected for study.

4. LITERATURE REVIEW:

In India, LIS education and its curriculum are still traditional, which not conveying the skills required for applications of ICT in library sector among the students. Therefore, LIS students have lack of technical skills particularly related to ITC skills, which are need of the electronic age (Sethurvelmurugan, 2011).

According to Kumar and Singh (2015) there is a generous requirement for up-gradation of existing skills and knowledge of LIS professionals. In this way LIS faculty has to play a very important role, they should regularly develop and restructure course curricula as per the requirement of new ages. The LIS educational system should properly plan in advance of times, in view of develop a fully skilled LIS human capital, who can handle digital resources smoothly. The course must contain ICT related information, which help to the students for cater better services in their professional life.

The LIS education needs to be re-oriented keeping in view the changes emerging in the university and professional environment. There is a need to re-engineer the process of the LIS education with the required vision. (Mani and Suryanarayana, 2010). 2

According to Rath (2007), LIS education and training as an essential component of the knowledge society in creating appropriate human resources befitting the national and global job market. He suggested the LIS curriculum and syllabus must be designed on a need base related to the latest trend and developments in this profession. The generic skills for library and information professional include Skills to communicate effectively; They should attain the skills to think creatively and have problem solving skills, Able to build Public Private Partnership (PPP),Possess skills to work in a team and pursue projects, Have high professional and ethical standards, Other skills include technology applications skill, appropriate information literacy skills and also a commitment to lifelong learning.

These skills are required to be able to encompass the changing nature of profession to ensure an acceptable, adaptable and accountable profession.

According to Baby and Sudeep (2007) the Library schools must provide training for the students in term of latest applications of IT in the field of library sector. The major responsibility of the LIS departments in India is to groom LIS students in Knowledge Management, Information Technology and professional values of librarianship, as practiced in libraries and as guided by the vision of the 21st century librarianship. Human resources are the most important resources in a library. The present day library needs staff with a proper mixture of skills in Knowledge Management, Information Technology and Subject Knowledge.

A study conducted by Antherjanam (2007) on LIS Education, Training, Research in Kerala, which indicated that the quality of LIS manpower depends on the quality of the LIS School too. The survey was conducted in view of obtaining the actual situation of Library Schools, Libraries and LIS researchers in Kerala. It is suggested that the Library Professionals have to explore new methods for developing their skills and new techniques for enhancing their services to readers. However, the LIS training courses provides the latest information and updates the professional skills of the students according to the demand of the new age. Library schools should aim to attract bright and creative teachers and students and research activities should be encouraged.

5. RESEARCH METHODOLOGY

Two questionnaires were designed for the purpose of the study, one for the LIS faculty and the second for LIS students.

A random survey done related to students of LIS professional of Delhi University and Indira Gandhi National Open University. In this way questionnaires were circulated among 106 LIS students of Deptt. of LIS, University of Delhi and 59 LIS students of IGNOU. They are students of Bachelors Degree, Masters Degree and M.Phil/Ph.D. students. From Delhi University, out of 106, 36 were responded and IGNOU, out of 59, 31 were responded. A census done related to faculties of LIS professional of Delhi University and Indira Gandhi National Open University. In this way questionnaires were circulated among 7 LIS faculties of Deptt. of Library and Information Science, University of Delhi and 19 LIS faculties of IGNOU.

These observational visits were also made to the selected LIS educational university, such as, Deptt. of Library and Information Science, of Delhi University and IGNOU Study Center, namely, Delhi Library Association, New Delhi. Structured interviews were conducted among LIS Educational professionals.

6. DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE, DELHI UNIVERSITY

The Deptt. of LIS in Delhi University was established in 1946. Dr. S. R. Ranganathan, Prof. S. Dasgupta and Sir Maurice Gwyer had put great efforts for the establishment of the Department of LIS. It was first full-fledged Library Science Department in the India. This department has played a vital role in the development of Library education in India.

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In the year 1972, the department had introduces Computer and its Application in Libraries, Information Storage and Retrieval and Library Systems Analysis & Statistical Methods in its curriculum and subsequently in year 2004 again new papers were introduced in B.L.I.Sc. and M.L.I.Sc. courses further revised in the year 2009 in view of Information and Computer Technology applications in Libraries. A special paper on Information Literacy Applications in LIS was introduced at the M.L.I.Sc. course and an exclusive paper on Marketing of LIS Products and Services and Management Consultancy. The Department is adequately equipped with an excellent ICT infrastructure for students.

Courses offered

The Department of Library and Information Science, Delhi University is currently offering LIS courses, namely Bachelor of Library and Information Science (B.L.I.Sc.), Master of Library and Information Science (M.L.I.Sc.), Master of Philosophy (M.Phil.) and Doctor of Philosophy (Ph. D.) respectively. The Researchers made comprehensive information available in a tabular form and elaborated about the courses offered by the university.

Syllabi course-wise

The researcher provides details of the syllabi course-wise illustration in tabular form as under.

Table 1: Department of Library and Information Science, University of Delhi Course Syllabi Bachelor of Library and 1st Semester:- In this semester different subjects are covered namely Information Science “Library, Information and Society”, “Library Classification, Theory and (B.L.I.Sc) Practical”, Basics of Information Technology in LIS , Theory and Practical” and “Project work related to Literature and Field Survey”. 2nd Semester:- In this semester different subjects are covered namely “Management of Library and Information Centre”, “Information Sources and Services”, “Library Cataloguing, Theory and Practical”, and “Internship Programme”.

Master of Library and 1st Semester: - In this semester different subjects are covered namely Information Science “Information Systems & Programmes”, “Advanced Knowledge (M.L.I.Sc) Organisation: Classification (Practical)”, “Advanced Knowledge Organisation: Cataloguing (Practical)”, “ICT Applications in LIS (Theory)”, “Research Methodology”, and “Marketing of Library & Information Products and Services”. 2nd Semester (Compulsory Papers): In this semester different subjects are covered namely “Information and Communication Technology Applications in LIS (Practical)”, “Information Storage and Retrieval System”, “Information Literacy Applications in LIS”, “Public Library and Information System”, “Academic Library and Information System”, “Research and Technical Library and Information System”, “Health Science Library and Information System”, “Agricultural Science Library and Information System”, “Engineering and Technical Library and Information System”, “Print and Electronic Sources and Literature in Humanities” “Print and Electronic Sources and Literature in Natural Sciences”, “Print and Electronic Sources and Literature in Social Sciences”, and “Project Work”.

Master of Philosophy Part –I: In this part different subjects are covered namely “Research (M.Phil) Methods”, Library Planning & Management”, “University & College Library System”, “Research & Technical Library System”, “Public Library System”, “Information Processing & Organization”, “Information Transfer & Dissemination”, “Comparative Librarianship”, and “Education for Library & Information Science”. 4

Part-II : In this part only Dissertation is covered

Status of Awareness/Acquaintance of Terms and Techniques for a new age LIS professionals:

To know the status of familiarities of new age terms and techniques among the LIS professionals of Department of Library and Information Science, Delhi University questionnaire were distributed among the all library students i.e. includes Bachelors Degree of Library and Information Science, Master Degree of Library and Information Science, Master of Philosophy in Library Science and Doctorate of Philosophy in Library Science.

The 54 (fifty four) questionnaires were distributed among the BLISc students to know their awareness and acquaints of the latest and relevant terms and techniques. Out of 54, seventeen (17) responded. The 40 (forty) questionnaires were distributed among the M. L. I. Sc. students to know their awareness and acquaints of the latest and relevant terms and techniques. Out of 40, thirteen (13) responded. The 12 (twelve) questionnaires were distributed among the M.Phil. /Ph.D. students to know their awareness and acquaints of the latest and relevant terms and techniques. Out of 12, six (6) responded, rest could not, which are illustrated as under.

Table 2: Demographic information of LIS students of University of Delhi Course Number of Number of % Total questionnaire Responses Response % circulated BLIS 54 17 31.48 47.22 MLIS 40 13 32.50 36.11 M.PHIL/PH.D 12 6 50.00 16.67 Total 106 36 33.96 100.00

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Bachelor Degree of Library and Information Science, University of Delhi

Some of Students of B. L. I. Sc., DU are not familiar with Bulletin board, Chat and SMS service, Cloud Computing, Consortia, Content management system, Digitization, E- publishing, Electronic resource management, Hardware requirement and configuration, Information management, Institutional repository, Intellectual property right, Intranet and its usefulness, Knowledge audit, Knowledge management, Knowledge mapping, Leadership qualities, Maintenance issues of technology, Managerial skills, Means of scholarly communication, Ontology, Professional ethics, RFID/EM system, Report writing skills, Scholarly communication, Semantic web, Software authentication, Taxonomy, Technological standard and Virtual Library and its services.

Terms and Techniques

Familiar Not familiar

6

Bachelor Degree of Library and Information Science, University of Delhi

Terms and Techniques

At the time of pursuing degree Through seminar attended Through workshop attended Acquainted by reading and self study

7

Master Degree of Library and Information Science, University of Delhi

Some of Students of M. L. I. Sc., Delhi University are not familiar with Alerting services, Bulletin board, Chat and SMS service, Cloud computing, Consortia, Content management system, Digitization, e-Publishing, e-Resources, Electronic resource management, Hardware requirement and configuration, Information management, Institutional repository, Intellectual property right, Internet and its usefulness, Knowledge audit, Knowledge management, Knowledge mapping, Leadership qualities, Library Administration, Library management, Library standards, Maintenance issues of library, Maintenance issues of technology, Managerial skills, Means of scholarly communication, Ontology, Professional ethics, Report writing skills, Scholarly communication, Semantic web, Software authentication, Taxonomy, and Technological standards.

Terms and Techniques

Familiar Not familiar

8

Master Degree of Library and Information Science, University of Delhi

Terms and Techniques

At the time of pursuing degree Through seminar attended Through workshop attended Acquainted by reading and self study

9

Master of Philosophy/Doctorate of Philosophy in Library and Information Science, University of Delhi

Some of Students of M.Phil./Ph.D. Delhi University are not familiar with Content management system, e-Publishing, Electronic resource management, Hardware requirement and configuration, Information management, Institutional repository, Intranet and its usefulness, Knowledge audit, Leadership qualities, Maintenance issues of technology, Managerial skills, Means scholarly communication, Presentation skills, and Taxonomy.

Terms and Techniques

Familiar Not familiar

10

Master of Philosophy/Doctorate of Philosophy in Library and Information Science, University of Delhi

Terms and Techniques

At the time of pursuing degree Through seminar attended Through workshop attended Acquainted by reading and self study

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7. Department of Library and Information Science, IGNOU, Maidan Garhi, New Delhi

The Department of Library and Information Science IGNOU is a part of School of Social Sciences (SOSS) schools of studies at the University.

Courses offered

The Schools of Social Science (SOSS) is offering different progammes in Library and Information Science namely, BLIS, PGDLAN, MLIS and Ph.D. in Library and Information Science respectively.

Syllabi Course-wise

The University, therefore, believed that there was an imperative need for accommodating fresh developments in the course contents of the B. LIS Program, already in operation, to meet the challenge of the varying needs. Looking at the tremendous demand of the B. LIS Program and the changing scenario of the library and information activities, the BLIS Program was completely revised and offered in 2000.

Library and Information Science (LIS) as a discipline is undergoing paradigmatic changes amidst the technological revolution in the society. The networked society necessitates instant access to information. User needs also have undergone a sea change. LIS professionals require updating and reorienting themselves to serve their users in this ever changing scenario. The researcher provides details of the syllabi course-wise illustration in tabular form as under.

Table 3: Indira Gandhi National Open University Course Syllabi Bachelor of Library and This course covers different subjects like “Library, Information and Information Science (BLIS) Society”, “ Information Sources and Services”, “Organising and Managing Information”, “ICT Fundamentals”, “Communication Skills”, “Management of Library and Information Centre”, “Document Processing: Practice”, “Information Products and Services”, and “ ICT In Libraries”.

Master of Library and This course covers different subjects like “Information, Information Science (MLIS) Communication and Society”, “Information Sources, Systems and Services”, “Management of Library and Information Centres”, “Information Processing And Retrieval”, “Fundamentals of Information Communication Technology”, “Information and Communication Technologies Applications”, “ Preservation and Conservation of Library Materials”, “Research Methodology”, “Academic Library System”, “Technical Writing”, “Informetrics and Scientometrics”, “Public Library System and Services”, and Project Work/Dissertation.

The questionnaires were distributed among the students of Bachelors of Library and Information Science (B. L. I. Sc.), Masters of Library and Information Science (M. L. I. Sc.), at IGNOU Program Study Centre, Delhi Library Association, New Delhi and Philosophy of Doctorate (Ph.D.) in the Deptt.of Library and Information Science, IGNOU Maidan Garhi, New Delhi.

The 40 (fifty four) questionnaires were distributed among the B. L. I. Sc. Students to know their awareness and acquaints of the latest and relevant terms and techniques. Out of 40, twenty (20) responded. The 14 (fourteen) questionnaires were distributed among the M. L. I. Sc. students to know their awareness and acquaints of the latest and relevant terms and techniques. Out of 14, nine (9) responded, rest could not, which are illustrated as under. The 5 (five) questionnaires were distributed among the Ph.D. students to know their awareness and acquaints of the latest and relevant terms and techniques. Out of 5, two (2) responded, rest could not, which are illustrated as under.

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Table 4: Demographic information of LIS students IGNOU Course Number of Number of % Total questionnaire Responses Response % circulated BLIS 40 20 50.00 64.51 MLIS 14 9 64.28 29.03 M.PHIL/PHD 5 2 40.00 06.46 Total 59 31 52.54 100.00

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Bachelor Degree of Library and Information Science, IGNOU

Some of Students of BLIS, IGNOU are not familiar with Cloud Computing, Consortia, Content management system, E-publishing, Electronic resource management, Hardware requirement and configuration, Information management, Institutional repository, Intellectual property right, Knowledge audit, Knowledge management, Knowledge mapping, Leadership qualities, Library 2.0 and Web 2.0, Library standards, Maintenance issues of library, Maintenance issues of technology, Managerial skills, Means of scholarly communication, Ontology, Open Access, Presentation skills, Professional ethics, RFID/EM system, Report writing skills, Scholarly communication, Semantic web, Software authentication, Taxonomy, Technological standard and Web technologies.

Terms and Techniques

Familiar Not familiar

14

Bachelor Degree of Library and Information Science, IGNOU

Terms and Techniques

At the time of pursuing degree Through seminar attended Through workshop attended Acquainted by reading and self study

15

Master Degree of Library and Information Science, IGNOU

Some of Students of MLIS, IGNOU are not familiar with Content management system, Digitization, Hardware requirement and configuration, Knowledge audit, Knowledge management, Knowledge mapping, Leadership qualities, Managerial skills, Means of scholarly communication, Ontology, RFID/EM system, Report writing skills, Scholarly communication, Semantic web, Software authentication, Taxonomy, and Technological standard.

Terms and Techniques

Familiar Not familiar

16

Master Degree of Library and Information Science, IGNOU

Terms and Techniques

At the time of pursuing degree Through seminar attended Through workshop attended Acquainted by reading and self study

17

Doctorate of Philosophy in Library and Information Science, IGNOU

Terms and Techniques

Familiar Not familiar

18

Doctorate of Philosophy in Library and Information Science, IGNOU

Terms and Techniques

At the time of pursuing degree Through seminar attended Through workshop attended Acquainted by reading and self study

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8. Assess the status of present curriculum with respect to latest terms and techniques:

This is based on the literature survey the following terms and techniques must be covered in the curriculum to build a new age library professionals.

Table 5: Latest Terms and Techniques relevant to Library Sector S. No. Terms and Techniques 1. Alerting services 2. Bulletin board 3. Chat and SMS services 4. Cloud Computing 5. Consortia 6. Content Management System 7. Digitization 8. e-Publishing 9. e-Resources 10. Electronic Resource Management 11. Hardware requirement and configuration 12. Information Management 13. Institutional Repository 14. Intellectual Property Right 15. Internet as an Information Sources 16. Intranet and its usefulness 17. Knowledge Audit 18. Knowledge Management 19. Knowledge Mapping 20. Leadership qualities 21. Library 2.0 and Web 2.0 22. Library Administration 23. Library Management 24. Library standards 25. Maintenance issues of Library 26. Maintenance issues of Technology 27. Managerial skills 28. Means of Scholarly Communication 29. Ontology 30. Open Access 31. Presentation skills 32. Professional ethics 33. RFID/EM System 34. Report writing skills 35. Role and importance of ICT in library and Information services 36. Scholarly communication 37. Semantic web 38. Software authentication 39. Taxonomy 40. Technological standards 41. Virtual Library and its services 42. Web based Information Services 43. Web technologies

The questionnaires were distributed among the faculty members of Department of Library and Information Science, University of Delhi and IGNOU Program Study Centre, Delhi Library Association to know the status of the curriculum in view of build a new age LIS professionals.

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OBSERVATION

• Department of Library and Information Science, University of Delhi: Chat and SMS services, Cloud Computing, e-Publishing, Intellectual Property Right, Knowledge audit, Knowledge mapping, Ontology, Scholarly communication, Semantic web, Taxonomy are not covered in present syllabi.

• Department of Library and Information Science, IGNOU: Cloud Computing, Content Management System, Institutional Repository, Knowledge Audit, Means Scholarly Communication, Scholarly Communication, taxonomy, Virtual Library and its services are not covered in present syllabi.

Note: The above said terms and techniques are not covered in the present course curriculum.

8. RECOMMENDATION:

i. A common entrance examination should be conducted for admission in the bachelors‟ degree course. ii. Integrated M.Phil. & Ph.D. and Bachelors & Master degree programme may be introduced. iii. The syllabi of the all courses should be revised at the earliest. Most of the practical applications of Information and Technology should be introduced in the syllabi. iv. For distance mode of education, virtual learning system must be introduced, to enable students to understand the subjects efficiently.

9. CONCLUSION:

Education of the masses is extremely important for every nation, which in common parleys is categorized as Education- rich and Education-poor countries. The Education in general is also categorized into formal and non-formal education. The education is also conducted through regular and distance mode (Ajit Kumar, 2018).

In this article, LIS educational system of regular and distance mode has been evaluated. The Department of Library and Information Science, University of Delhi and; Department of Library and Information Science, IGNOU Program Study Centre, Delhi Library Association has been selected for the study.

The Department of Library and Information Science, Delhi University is conducting four courses namely, B.L.I.Sc., M.L.I.Sc., M.Phil. and Ph.D., through regular mode of education. It has been observed that the latest terms and techniques are not included in the present syllabi, which must be updated as per the requirement of a new age library. The syllabi of these coursers were revised in 2009.

However, the Department of Library and Information Science, IGNOU is conducting courses namely, B.L.I.S., M.L.I.S. and Ph. D. through distance mode. The syllabi of the B.L.I.S. course was updated in 2014, which covers almost all the new term and techniques related to LIS profession, but the syllabi of MLIS is still very conventional, which must be updated at the earliest.

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REFERENCES:

1. Agarwal, S.P., Mythilli, T. and Soni, Rajni (1996). Directory of LIS education in India. New Delhi: Reliance. BAI-2. 2. Ajit Kumar (2018). LIS Education in Delhi: A Comparative Study of D.U., JMI, and IGNOU. Journal of Indian Library Association, 54 (1), 37-53. 3. Antherjanam, Santhadevi (2007). LIS, Education, Training, Research: A Kerala Scenario. National Convention on Library and Information Networking (NACLIN), 2007, 514-525. 4. Baby, M.D. and Sudeep, Sreekala (2007). Library and Information Science, : Quantity vs. Quality: A Case study of Rajagiri School of Library and Information Science. National Convention on Library and Information Networking (NACLIN), 2007, 506- 513. 5. Krishan Kumar and Sharam, Jaideep (2010). Library and Information Science Education in India: A historical Perspective. DESIDOC Journal of Library and Information Technology, 30 (5), 3-8. 6. Kumar, Vijay and Singh, Anand P.(2015). Impact of Information Explosion on Library Professionals in Digital Technology Scenario. Transforming Dimension of IPR: Challenges for New Age Libraries. New Delhi: National Law University Delhi Press, 530-536. 7. Lalngaizulai (2010). Library and Information Science Education in the North East Region: A Critical Study, PhD thesis Under Supervision of Dr. Prabhakar Rath, Mizoram University. 8. Mani, G. Naga Ratna and Suryanarayana (2010). Reengineering of LIS Education on Par with Technological Developments. National Convention on Library and Information Networking (NACLIN), 189-204 9. Neelameghan, A. (1974). India, education for librarians and documentalists. In Encyclopedia of Library and Information Science, 11, New York, Marcel Dekker, 323. 10. Rath, Pravakar (2007). Towards a Knowledge Society: Library and Information Science (Education) and Skills in the Knowledge Era. National Convention on Library and Information Networking (NACLIN), 479-489. 11. Senthurvelmurugan, V. (2011). LIS Education in India: Challenges for Students and Professionals in the Digital Age. Library Herald, 49 (2), 132-145. 12. Varalakshmi, R.S.R. (2009). Curriculum or Digital Libraries. D-Lib Magazine, 15 (9/10), September/ October, 2009.

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