Abstract
This research aims to study the library and information science (LIS) curriculum presently followed in the central universities of India to identify the ways in which it incorporates copyright information. The central universities offering LIS programs were identified and the curricula and syllabi of these LIS programs were downloaded from the universities’ official websites. A detailed content analysis of the curricula and syllabi shows that there is no uniformity in the names of the courses taught and the course content in LIS programs of different universities. However, copyright has been included in the curriculum as part of a course in most of the universities. Based on the analysis suggestions have been made for the inclusion of copyright concepts in the curricula of LIS programs.
Highlights
India is fast moving toward being “Digital India.” The government of India envisions India being a fully digital information society, with information technology (IT) infrastructure and internet accessibility available to all
It is imperative that copyright and related concepts be incorporated into the library and information science (LIS) curriculum
The data shows it is taught in only 16 (40%) of its 40 central universities. This demonstrates that LIS is not a popular subject and that its significance is not being realized by the government even though we are living in an information age and the Indian government envisions a “Digital India.”
Summary
India is fast moving toward being “Digital India.” The government of India envisions India being a fully digital information society, with information technology (IT) infrastructure and internet accessibility available to all. The government of India envisions India being a fully digital information society, with information technology (IT) infrastructure and internet accessibility available to all. This will ensure the integration of standalone systems and the smooth flow of information between government and citizens. India needs to train its citizens to be technology savvy to access information and to use it ethically and legally. The first instance of LIS education is John MacFarlane’s training program for the staff of the Imperial Library in 1901 (Kumar & Sharma, 2010), founded by Sayaji Rao Gaekwad, maharaja of the princely state of Baroda. In India education in LIS is provided at different levels, which include a bachelor’s of LIS (B.Lib.I.Sc.) of one year’s duration, a master’s of LIS (M.Lib.I.Sc.) of one year’s duration, an integrated master’s of LIS (M.Lib.I.Sc.) of two years’ duration, a master’s of philosophy (M.Phil) of one and one-half year’s duration, and a doctoral degree (Ph.D.) in LIS of three years’ duration under a regular and open mode of education. Some universities, institutions, and library associations offer one-year postgraduate diploma programs and six-month certificate programs in LIS
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