Challenges and Concerns for Library and Information Science (LIS) Education in India and South Asia Trishanjit Kaur Punjabi University, Patiala (Punjab) India, E-mail: [email protected]

This paper presents some of the challenges and concerns for library and information science (LIS) education in India. In order to provide context for these challenges, the paper begins with a brief overview of higher education in India in general and then discusses the beginning of LIS education. It briefly summarizes LIS education in South Asia to provide additional context. The paper discusses concerning issues, including curriculum, accreditation, program delivery through distance education, and research in LIS. The paper goes on to highlight some of the challenges that LIS educators face in India. It concludes with suggestions about how some of these challenges might be addressed including implementation of the Recommendations of National Knowledge Commission. The need for a Model Curriculum in order for LIS to fill the gap between needs of the users and skills of library professionals is also discussed.

he role that education plays in build- the current era, libraries in India, as else- Ting and developing nations is undebat- where, are functioning in a highly compet- able. This is no less the case in India and itive, dynamic, and technology based en- South Asia. Higher education in India has vironment. This requires regular updating its roots in the ancient times. The world of Library and Information Science (LIS) famous Taxila University (414 A.D.) and curriculum in order to meet the emerging Nalanda University (427 A.D.) were the needs of LIS practitioners. The LIS pro- pride of the country. From these early be- fession in India is facing many challenges ginnings India witnessed a steady growth as a result of this changing environment. in higher education. It now has one of the Not least the introduction of rapidly evolv- largest education systems in the world ing Information Technology and changing with 700 universities, deemed universities management practices. and institutes. But India’s Gross Enroll- ment Ratio (GER) for higher education is LIS Education in India: A Humble less that it should be. The GER is around Beginning 10% as compared to the 25% of many other developing countries and 81% of The history of LIS education in India USA (National Knowledge Commission, is nearly a century old. In 1911, W. A. 2009). The Planning Commission of In- Borden, an American student of Melvil dia is committed to increasing the GER to Dewey started a library school at Baroda 21% by the end of 12th five year plan that (Maharashtra) under the royal benefac- is currently operational in 2015. tion of Shivaji Rao Gaikwad II. Asa Don The success of an education system de- Dickenson, another disciple of Dewey, pends to a great extent on the financial sup- was the founding father of LIS education port of government. Educational success at the university level. He started a library also depends on the availability of librar- school at Punjab University, Lahore (now ies that are well resourced and funded. In in Pakistan) in 1915 to provide a certifi- J. of Education for Library and Information Science, Vol. 56, Supplement 1 6 ISSN: 0748-5786 © 2015 Association for Library and Information Science Education doi:10.12783/issn.2328-2967/56/S1/3 Challenges and Concerns for Library and Information Science (LIS) Education 7 cate course in LIS. After the library school CAIR), New Delhi, previously known as of Columbia University, “The training Indian National Scientific Documentation school at Punjab University was consid- Centre (INSDOC). The departments of- ered to be the second known library school fer the M.Sc. in Information Science and in the world” (Ali & Bakshi, 2010). an Associateship in LIS respectively. The Dr. S. R. Ranganathan is undoubtedly University Grants Commission (UGC) the father of Library Science in India (see Model Curriculum lists the six levels of http://www.britannica.com/EBchecked/ LIS courses that are available in India: topic/491106/Shiyali-Ramamrita-Ranga- nathan ). Ranganathan laid down a sound • Certificate in Library Science, foundation of LIS education by starting a • Diploma in Library Science, certificate course at Madras Library As- • Bachelor’s Degree in Library and Infor- sociation in 1929. This was later taken mation Science, over by Madras University in 1931. From • Post-Graduate Diplomas in Information certificate and diploma courses LIS edu- Technology, cation gradually evolved to master’s and • Archives and Documentation and Li- doctorate level. Before independence in brary Automation, 1947, five universities were conducting • Master’s of Library and Information Library Science (LS) education programs Science (Both one year and integrated in India. The University of Delhi was the courses), first to start awarding master’s degrees in • Associateship in Information Science 1951, and awarded the first PhD in LS in (Equivalent to MLISc), and 1957. Dasgupta (2009) writes that the Uni- • Master of Philosophy and Doctor of versity of Delhi “was first university in the Philosophy at Research level (Univer- country as well as in (the British) Com- sity Grants Commission, 2001). monwealth to introduce doctoral studies in library science.” The University of Delhi There have been some futuristic efforts also holds the credit for establishing an to modernize courses. For example, the independent Department of LIS to bring International School of Information Man- it into line with other disciplines. During agement (ISIM) has established M.Tech this post-independence period, LIS depart- and PhD degrees in information systems ments were established at various univer- and management. This is a truly interna- sities in all parts of the country to meet the tional venture with faculty from India and growing demand for LIS professionals. other countries. DRTC also revamped its curriculum, even changing the name of The Present Position their degree to Master of Science (MS) in Information Science in an attempt to Over time LIS has become recognized capture the new flavor of the discipline. as an independent discipline like many Indira Gandhi National Open University others. “It is estimated that today in In- (IGNOU) has taken the lead when they dia approximately one hundred eighty introduced their MLIS in e-mode in 2008. two (182) LIS departments affiliated to universities and colleges are offering LIS LIS Education in South Asia: education in regular and distance mode” An Overview (LIS Edu Gatewayhttp://liseducation.in/ lisdep.php). Among these departments are In the South Asian region, India, Paki- the Documentation Research and Train- stan, Sri Lanka, and Bangladesh are rela- ing Centre (DRTC), Bangalore, and the tively better placed in terms of LIS educa- National Institute of Science Communi- tion and training programs than are Nepal, cation and Information Resources (NIS- Bhutan, and Maldives. Afghanistan is 8 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE another country that has been added to gained momentum as the UGC has di- the South Asian Association for Region- rected universities to opt for CBCS in all al Cooperation (SAARC). Afghanistan other courses. The emerging information has neither LIS schools nor a library as- environment and developments in infor- sociation at the national level. Nepal and mation technology (IT) require continuous Bhutan are at the preliminary stage of LIS updating of LIS curriculum to develop the education. The situation for higher educa- professional manpower to meet the chal- tion in South Asia is quite different from lenges and complexity of the emerging job developed regions. There is a great diver- market. But many countries of the region sity and complexity between, and within, are lagging behind in the use of ICTs in the countries and institutions of the region education. In addition to the inconsistency in terms of course composition, course between education and practice, there is duration, teaching method, medium of also a lack of collaboration between LIS instruction, etc. The development of LIS departments. This is the case both between curricula vary depending up on the his- countries and within countries. torical development of the subject in each The shortage of experienced faculty country. There is tension as to how much and the nature of their appointment also of core subjects and how much of technol- creates problems for LIS education in the ogy related subjects should be included in region. For example, a large number of the syllabi. the LIS faculty members in Sri Lanka are Much of the course content is not of a also employed in full time administrative level of sophistication that can meet the jobs in library and information services requirements of the present day job mar- elsewhere in the sector. Initially faculty ket. Instead of using technology-based in India and Pakistan also had similar cir- advanced teaching techniques, the “chalk cumstances but gradually the situation has and talk” method still prevails. Although improved, and at present the majority of the courses are named as Library and In- LIS schools have their own fully function- formation science programs, in a majority ing departments with full time faculty. In of the courses there is but a small element India there are exceptions, however. There of information science in the curriculum. is an example where one full time teacher The cutting edge topics such as informa- is running both bachelor’s and master’s tion science, knowledge management, courses with guest faculty. A lack of train- change management, e-content manage- ing facilities for teachers, an acute short- ment, e-learning, application of ICTs, age of experienced teaching staff, a lack marketing techniques, etc. have not found of adequate resources, and scant collabo- place in the curriculum of majority of the ration in LIS departments at national and LIS schools in South Asia. international level, are problems common The duration of courses also varies to all countries of the region. The most dis- from country to country within the re- appointing fact is that, to date, none of the gion. In Sri Lanka and Bangladesh LIS LIS schools or departments in South Asia schools offer bachelor’s degree programs is accredited by any professional organiza- of three to four year duration. The major- tion. ity of the LIS departments in India offer Gradually, LIS education in South Asia bachelor’sand master’s degrees of one is getting recognition but students are not year duration each, while a few have start- passionate to enter the profession as their ed two year integrated courses leading to first choice and only those left out of other a master’s degree based on UGC Model education choices opt for these courses. Curriculum 2001. Some of the universi- LIS schools must adapt and change to ties are also experimenting with Choice attract the high caliber students that will Based Credit System (CBCS), which has provide a capable and market driven pro- Challenges and Concerns for Library and Information Science (LIS) Education 9 fession who can work in rural, public, 3. Kaula Committee on Curriculum De- school, college, university, and other re- velopment in LIS Education, 1993 search libraries. Those who want to opt 4. Karisiddappa Committee on Curricu- for research and teaching should also be lum Development, 2001. encouraged to do so. The recommendations of these commit- LIS Curriculum tees have overhauled LIS education and services from time to time. The National LIS education in India is in a better po- Knowledge Commission set up by Plan- sition than her counterparts in the South ning Commission in 2005 recommended Asian region due to the strong foundation setting up of 1500 universities by 2015. If and knowledge base contributed by Dr. this target is attained it would open doors S.R. Ranganathan. Although the major- for more job opportunities for LIS profes- ity of the LIS departments suffer from the sionals at different levels. problems discussed above, many schools and departments have started incorporat- University Grants Commission ing emerging concepts into the syllabi Model Curriculum in order to develop LIS professionals to meet market trends. The last decade has In 2001, the UGC appointed the Cur- witnessed the organization of conferenc- riculum Development Committee (CDC) es, seminars and workshops on IT based under the chairmanship of Professor C. R. themes. The UGC Model Curriculum has Karisiddappa to redevelop the modules succeeded to some extent in bringing uni- and course content on different themes formity to LIS education, but that inno- for LIS Education keeping in view the vation is now more than decade old. LIS changing scenarios and contemporary departments are growing in an unplanned developments in the LIS job market. The manner in the absence of any quality con- committee comprised LIS experts includ- trol and even colleges have started to of- ing teachers, practicing librarians, and fer bachelor’s programs without adequate information scientists who provided col- infrastructure or a vision as to what is re- lective wisdom and a willingness to pre- quired by new professionals. pare a National Curriculum for different India has a National Policy on Education levels of LIS Education. In its final form in general, but there is a dearth of National the report was called SaraswatMahaYajna Policy in LIS. There is also an absence of [New Avatar]. The report consists of dif- a national body to make projections for ferent modules for different levels of edu- manpower requirement at different levels. cation. The Working Group on Libraries in 2009 The Committee emphasized two year raised a new hope in this regard by rec- integrated courses to eliminate the dupli- ommending the permanent National Com- cation of course content, and to provide mission on Libraries. It also recommended sufficient time for teaching the Informa- revising and revamping LIS education and tion Technology components and their training and encouraging research. Since application to libraries in order to meet its inception in 1956, the UGC set up the present day requirements. In light of inter- following committees for improvement of national developments, the Committee ad- LIS education vis-a-vis services: opted a modular approach to curriculum, which may be adopted by departments in 1. Ranganathan Committee on Univer- accordance with their existing infrastruc- sity and College Libraries, 1957 ture. This provides flexibility to individual 2. Ranganathan Committee on Library departments to develop their own sylla- Science Education, 1965 bus based on modules. This model allows 10 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE changes of up to twenty percent of the tion in the country. These recommenda- course content to suit local needs. tions include: The Model Curriculum is a blend of traditional and modern subjects of study, 1. A National Mission on Libraries which allows each department to prepare should be set up immediately, for a their own structure and content of curricu- period of three years. The Mission lum as per local needs. To enable the LIS should subsequently be converted into aspirants to acquire requisite skills in prac- a Permanent Commission. tical work, it suggested that sixty percent 2. Revamp LIS education, training and of the course content should have a prac- research facilities. The proposal is that tical approach, including hands-on prac- the Mission/Commission on Librar- tice, assignments, seminar presentations, ies must assess as soon as possible the and demonstrations by students during the manpower requirements of the coun- study program. In addition to the incorpo- try in the area of LIS management, and ration of information technology into the take necessary steps to meet the coun- curriculum, it also has added the concept try’s requirement through LIS educa- of information literacy. The committee tion and training. stressed the need to equip LIS schools and 3. An evaluation of the research status departments with an adequate number of ofLIS should occur. In order to keep practical tools in traditional subjects, ref- the LIS sector abreast of latest devel- erence sources, and an Information Tech- opments, all necessary encouragement nology Laboratory with content in the use should be given to research. of network facilities and software pack- ages to meet the challenges presented by 4. Establish a well-equipped institute for the evolving “information society.” It also advanced training and research in li- recommended improvements in the facili- brary and information science and ser- ties for teacher training. These recommen- vices that would provide the necessary dations included the introduction of aca- impetus to this task. demic staff colleges to support continuous 5. A system should be set up to foster professional development and as a vehicle close cooperation between the teach- to keep teachers informed about latest de- ing/research faculty and practicing li- velopments in the field. brarians at all academic and research Based on the recommendations of CDC, institutions. the majority of LIS departments have re- 6. A minimum staffing pattern for the designed their syllabi, or are in the process BLIS course and the MLIS has been of revision. But inconsistency prevails in recommended. There should be a 1:10 the curriculum of schools and departments teacher-student ratio. depending upon the local conditions and 7. Departments should have not more availability of requisite infrastructure. than 50 students in one class for the And significantly, there is still a need to BLIS course, 20 students for the MLIS incorporate new information technology- course, and PhD students according to based subjects to modernize the traditional the University norms. LIS offerings. It is a matter of priority that the UGC revise LIS curriculum as the last 8. All departments of LIS should set up model curriculum is now a decade old. computer centers and well-equipped It is appropriate to mention here and departmental libraries with appropri- to elaborate on the recommendations of ate teaching tools. National Knowledge Commission (NKC) 9. Appropriate physical facilities, such as (2007) set up by the Government of India classrooms, must be made available to for the overall development of LIS educa- each LIS Department. Challenges and Concerns for Library and Information Science (LIS) Education 11 10. E-learning materials should be provid- tation of LIS schools and departments. ed to upgrade the skills of the existing Though India boasts that it has the larg- staff. est number of LIS schools in South Asian 11. Teachers in areas such as ICT appli- region, no serious attention has been paid cations in libraries and other modern to setting up an accreditation system for methods should have a specialization evaluation of courses and programs. Paki- in these areas. A system must be set stan, Sri Lanka, and Bangladesh also have up to allow stringent review of the similar experiences. Library associations performance of teachers. A suitable at the national level have been making system of rewards, including promo- sincere efforts to promote the need for the tions, should be instituted (Kumar & accreditation of professional education Sharma, 2010). by discussing the theme in conferences and seminars and urging the UGC for Unfortunately, there has been lack of its implementation over many years. For implementation of these recommenda- instance, the UGC sponsored a national tions. There is a significant gap between seminar on Accreditation of LIS schools the recommendations and LIS education in India, held at Nagpur University in in real terms. There is an urgent to need 1994. This event concluded with the rec- to adopt these recommendations, and they ognition of the need to establish a national should be applied in letter and spirit. council for accreditation under the name “Indian Council for Accreditation of Li- Understanding Accreditation brary and Information Science Education (ICALISE)”(Singh,2003, p. 7). To date, Accreditation is crucial for quality as- these plans exist on paper only. Others surance in all industries, and this is no less have expressed the same concerns: “There so in LIS. Accreditation is key for both the is need to carry out a survey of LIS schools students we teach and the public we serve: of the countries in this region on the pat- The adoption of norms and standards, and tern of Southeast Asian countries to find their adherence, is paramount for quality out about views on regional accreditation” enhancement and optimum utilization of (Abdullahi & Kaur, 2007, p. 61). resources. Though LIS education had been available in India for nearly 100 years, no Distance Education system of accreditation of LIS schools and department exists at the national level In India, six open universities and more by any professional organization. Conse- than 20 formal education universities offer quently, new LIS schools and departments LIS programs through distance education. are mushrooming without having appro- The unregulated expansion of distance ed- priate facilities, information resources, or ucation institutions has created the deteri- basic practical tools (even the basics such oration of the professional quality and the as classification schemes, cataloguing educational excellence because there is, as codes and lists of subject headings). discussed above, no accreditation. Many The UGC has established the National of these distance education programs are Assessment and Accreditation Council, an producing students with degrees but with a autonomous body to assess and accredit little theoretical knowledge, but with little the higher education institutions includ- or no exposure to practical librarianship. ing universities, colleges and departments/ The majority of the universities providing schools/centers within universities. It has distance education do not have basic in- assessed and accredited a large number of frastructure, resources, or regular faculty. universities and colleges throughout the Syllabi at these universities are not updated country, but is yet to begin the accredi- regularly. Experienced regular faculty are 12 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE not usually involved in distance education. ated from 2000-2008 (Chandrashekara & The majority of the universities providing Ramasesh, 2009).The Indian contribution LIS education by distance mode hire re- to LIS research is highlighted by Satija tired teachers or assistant librarians who (1999): “India maintained its Third World are not up to date with the new develop- leadership in library research as well as in ments in the field of LIS, especially those library education and literature.” Lately related with IT. It is essential for most LIS UGC has introduced entrance exams for students to have hands on experience with PhD aspirants, together with compulsory technology and attend practical classes for course work to ensure sound knowledge in classification and cataloguing. But per- research methodology. sonal contact classes are of very short du- There is no shortage of research prob- ration and this leaves students without the lems that can be investigated in India. But necessary skills so they must learn these there is a lack of insight to identify the practical subjects on their own. Thus, dis- legitimate research topics. An overview tance education is more beneficial for the of the research conducted reveals that the people who are already employed in LIS topics investigated did not have a problem services. or hypothesis, but were merely surveys of In an attempt to ameliorate some of the prevailing problems within libraries or these problems, in 2004 the Indian Space information systems. During the last few Research Organization (ISRO) launched years there has been a substantial growth EDUSAT, the world’s first satellite to in MPhil. and PhD programs. This is due be used exclusively for education. The to the fact these are sometimes treated as satellite-based network provides one-way the equivalent to the National Eligibil- video and two-way audio facilities and al- ity Test for Lectureship. Notwithstanding lows the data transfer from the teaching these changes, universities expect their institution to remote learning spaces. This teachers to do research to improve the may prove to have a major impact on im- stature of their institution, but oftentimes proving the quality of distance education, they do not support research programs fi- if utilized properly. Many universities like nancially. In addition, library facilities are the IGNOU use this video conferencing not adequate to support research. facility. Dr. B. R. Ambedkar University Increasingly, LIS research in India is uses electronic media for delivering in- moving from theoretical to problem based struction to learners. However, other uni- research. The research methods used in versities are yet to join. LIS are also undergoing several changes. The majority of the faculty members now Research in LIS working in LIS schools/ departments have a PhD, and those who do not have are Dr. S. R. Ranganathan holds the credit working towards it. for introducing the doctoral program in LIS to India. In 1951, he started first at Challenges and Problems the University of Delhi. Though the first doctoral degree in LIS was awarded in To understand the challenges and prob- 1957, it took about two decades to pro- lems for LIS education in India, it is ap- duce a second PhD, in 1977. Research propriate to share here that, to some ex- in LIS in India was very slow up to the tent, the cause of the problem can be the 1980s. Thereafter, PhD programs flour- lack of awareness about libraries among ished despite a lack of facilities. A com- students. Many students in LIS programs parison of the decade-wide growth of PhD are not conscious about the important role theses reveals that 43.02% of the total that a library can play in their lives. Un- research output of the country was gener- like the United States and other developed Challenges and Concerns for Library and Information Science (LIS) Education 13 countries, libraries are not an integral part The implications of information com- of a students’ life and a student coming to munication technologies and the ever- the university may not have had any real growing information needs of users have experience of using a school, college, or a transformed the LIS into a profession with public library. It may seem very surprising a diversity of opportunities and challenges. for LIS educators elsewhere to read this, This requires LIS professionals to make but the whole education system of India is continuous value addition to services and to be blamed as it is based more on rote to integrate the emerging technologies to learning. This kind of image- that libraries cope with the changing scenario. These are not an integral part of education- domi- changes are making way for a new kind of nates in the minds of prospective library competitive work environment. science students, and they join the course The challenges and problems affecting in order to get a job while not really un- the status of LIS education and profession derstanding what role they can play in the are discussed below: library system. This is especially true for students from rural backgrounds that are 1. Shortage of Funds: Paucity of funds not exposed to good libraries, and have is the major challenge for improving had no experience using libraries during the quality of LIS education in India, school and college. Marketing of libraries and in South Asia more generally. LIS and their services is missing in the Indian is a practically oriented course that re- context. In this setting, the LIS courses are quires adequate information resources taken up most often by students who can- and infrastructure to support teaching not get admission into other sought after and research. This funding is current- courses and have no idea about the LIS ly not available. LIS research is also courses or what is expected from them. lacking financial support. The major This issue of perception is improving over funding agencies, including UGC and time as information technology has played university authorities, have not paid an important role in improving this idea of enough attention to the LIS schools what libraries actually do, although as out- that need special grants to build up ba- lined above many LIS courses still do not sic facilities and infrastructure. have an IT component. 2. Learning Resources and Library Sup- Although LIS education has a long his- port: In general, the majority of the LIS tory in India, the profession still experi- schools do not have adequate learning ences many problems. Recent scholarship resources to supplement teaching and suggests that: research. While many LIS schools do not have libraries at all, those that LIS schools in India are not able to ad- have them do not have adequate col- equately respond to emerging information lection of information resources (both scenario created by the electronic publish- print and non-print) or practical tools ing and dynamics of the knowledge soci- to promote practical skills. Electronic ety. Because of lack of adequate faculty format resources are also missing in strength several library schools are letting most LIS school libraries. The central the courses go on as they are going on. libraries of the institutions have also The course revisions if any are undertaken not been strengthened enough to sup- with some patches here and there, whereas port education. the present courses are required to be 3. Facilities and Infrastructure: Almost completely redefined and recasted keeping all of the LIS schools have included in view the contemporary information sys- the teaching of computer applications tems, global technological developments in the curriculum. But the majority of and local needs. (Malhan, 2011) these do not have even have basic fa- 14 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE cilities let alone state-of-the-art com- tion lives in rural areas. Students from puter laboratories with adequate nodes these areas need particular support as for each student that can provide Inter- they struggle with many issues such as net connectivity and other web based communication in English for study, resources to facilitate digital learning. research, and in their work place. Internet connectivity is a luxury for 5. Uniformity in Nomenclature: Initially many LIS Departments. The hard- LIS education in India sat within Arts ware, software, and web-based re- and Social Sciences, but increasingly sources require regular updating, and it is moving towards the Science dis- this implies training the trainers also. ciplines due to its growing interdisci- Such resources are just not available. plinary approach. This makes its status 4. Medium of Instruction and Employ- and position uncertain. The inclusion ability of LIS students: As India was of information technology, communi- under the control of the British Em- cation technology, management tech- pire for almost 200 years, English is niques, and statistical methods, is in- used as the major language for higher creasing the educational complexity of education. The research program and LIS programs. Moreover, LIS schools masters degrees in LIS are also mainly lack uniformity on nomenclature as carried out in English. Certificate, di- they tussle between “L” and “I”and ploma, and bachelor’s degrees are also what is visible within curricula. offered in local regional languages 6. LIS departments also lack consensus depending upon the student’s back- on the duration of courses. The major- ground. In many schools and depart- ity of schools/departments offer a one ments English is the only medium of year bachelors’ degree and one year instruction, and most of the profes- masters’ degree in LIS, while many sional literature is in English. Students schools offer two year integrated pro- also get the opportunity to use LIS lit- grammes. There is no uniformity in erature by foreign authors, also usually approach. in English. The growing competition and sophistication of the job environ- 7. Lack of LIS Policy: India has a Na- ment means that students need better tional Policy on Education to promote communication skills and good com- education throughout the country, but mand over the English language. Stu- the Government of India has not im- dents’ capacity for this depends upon plemented any policy to support the their schooling background. Students LIS education as suggested by the Na- with non-English schooling or from tional Knowledge Commission. There remote rural areas that may not have is a need to have a properly prepared adequate schooling facilities are more program for the optimum utilization comfortable with teaching and learn- of available academic and technologi- ing in regional languages but this may cal resources to ensure quality assur- make them less employable in a wider ance within LIS education. setting. Employability overall is chal- 8. Faculty: There is acute shortage of ex- lenge for these students, as they have perienced and capable faculty mem- not been exposed to many libraries. It bers in majority of developing coun- is important to provide them with op- tries. This is no less the case in India portunities to visit bigger libraries in and South Asia. Authorities appoint larger cities so as to expose them to LIS professionals with little experi- the work roles of library staff and the ence on an ad-hoc bases and at low needs of those who use them. India is salaries. There are departments that a country where 70% of the popula- are run by a single faculty member Challenges and Concerns for Library and Information Science (LIS) Education 15 with guest faculty from other depart- accordingly. LIS departments in India and ments and the university library. The South Asia should aim to prepare profes- National Knowledge Commission has sionals who can make their way within recommended the establishment of a the political, educational, psychological, National Institute of Library and In- cultural and technological changes that are formation Science. This will enhance emerging. In order for this to occur, the learning opportunities for LIS faculty. recommendations of the National Knowl- 9. Gap between Theory and Practice: edge Commission should be implemented. There is a large gap between theory It is now time that a new Model Curric- and practice in LIS in India. As the ulum for LIS be designed to fill the gap computer laboratories and libraries between needs of the users and the skills are not adequate, students do not get of library professionals in order to fulfill the opportunities to gain hands-on ex- user needs effectively and efficiently. The perience. This culture produces LIS changing information scenario is putting professionals who have degrees but a a great deal of pressure on librarians be- little or no practical knowledge. There cause they must pay more attention to the is need for short-term courses as we needs of modern users and ensure quality move towards specialization in em- services to remain relevant. This will be ployment opportunities. possible with the new generation of LIS 10. Teaching techniques and Internships: teachers and professionals, taking LIS dis- The chalk and talk method remains cipline to new heights. LIS faculty in India the dominant method of teaching in should empower itself and there should be LIS classrooms. Hands-on experience collaboration at regional and international and teaching in real life situations are levels. We have the responsibility to carry rarely practiced. Although apprentice- on the legacy of Dr. S.R. Ranganathan. ships enable LIS aspirants to have work experience that makes them References aware of current job requirements, Generally, LIS programs in India do Abdullahi, I. & Kaur, T. (2007). The importance of accreditation and assessment of LIS programs in not include apprenticeships as a part Asia Pacific region. Proceedings from A-LIEP of their courses. However a two year 2007: The Asia-Pacific Conference on Library integrated programme has been ini- and Information Education Practice. 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