Příspěvek ke vzniku Institutu osvěty a novinářství Univerzity Karlovy (1960–1965)

To identify textbooks currently used for the courses of library and information science education in Japan, questionnaires were sent to 365 full-time teachers in the field selected from 769 teachers listed in the Directory of the Educators in Library Science (1974). Responses were received from 124 of them (34.1% of the teachers queried). Of these, 89 were using 147 textbooks, including 28 American or British titles and 5 translated editions of American titles. Fourteen of these 28 were found listed in the Library and Information Science Textbooks-In-Use: A Master Checklist, compiled by K. Hsu and V. P. Diodato. One in the rest of 14 was also found in two lists of information science textbooks, compiled by Jack Belzer and his colleagues in 1971 and 1975. Another one was in the Bowker Annual's lists of “Basic publications for librarian”. Five of them were very recent publications and not listed in any of them. Examination of 114 Japanese titles revealed the following facts; (1) as many as 25 books reported (29.9%) were the publications by the Japan Library Association, (2) there were 36 titles (31.6%) which were of some series publications, (3) 52 titles (45.6%) were textbooks which were written by the teachers for their own courses, and 42 of these were being used only by the author himself, (4) the most popular textbook was a general textbook covering all aspects of library science which was compiled to serve in short training courses for teacher librarians. These findings led to the following suggestions and conclusions:It is advisable to promote utilization of textbooks which were prepared by other teachers for their own courses.Some more textbooks are needed in newer subject fields such as information science and systems management.More foreign textbooks of good quality should be used in education for library and information science in Japan.More foreign textbooks of good quality should be translated into Japanese.Other textbooks should be used along with the present popular ones in training for teacher librarians.

This paper provides a brief review of writings and thoughts on future directions of the profession as well as education for library science from educators and professionals in Australia. Education for library and information science in Australia is r

The history of Library and Information Science in Pakistan is traced back to the arrival of W. A. Broaden and Asa Don Dickinson to Sub-continent in 1911 and 1916 respectively. This piece of document tends to explore the history of library and library science education, library activities and role of professional associations in promotion of library culture in North-West part of Pakistan. This study is basically historical in nature. The paper is broadly divided into three parts that is library science education, library developments through ages and library associations and their role in the promotion of libraries in Khyber Pakhtunkhawa. Efforts were made to elaborate the growth of libraries in different eras over the passage of time. The role of Muslims and British in the promotion of library culture is also discussed. It is reflected that both nations have made no stone left un-turned for the establishment of libraries in this part of sub-continent. It is also evident from the pages of history that the introduction of Library and Information Science education was not that late here as compared to the rest of the world. University of Punjab is the third in the race of ranking after Germany and United States to offer this program. Various associations had also played their roles in this regard. They had worked hard for the promotion of library culture. The role of Pakistan Library Association (PLA) is observant and praise worthy in the said context. It is concluded that future of libraries and their education is bright in Khyber Pakhtunkhwa as library schools, senior professionals and associations are playing their due role with zeal and favor.

The purpose of the article is to explore the experience and to identify the best practices for modernizing the content and organizational structure of multilevel training of librarians in China. The methodology. The study has used a systematic approach, which allowed to consider all components of the Chinese higher education in the specialties “Library, Archive and Information Science”, to establish the continuity of educational levels of librarians, to find out the factors determining the training system’s modernization. There was carried out comparative and content analysis of the Bachelor’s, Master’s and Doctoral higher education levels educational programs, implemented by Chinese universities in the specialty “Library Science”, “Information Management and Information Systems”. This allowed to determine the general and the specifics of the Information Field Science training in the People’s Republic of China (PRC), to establish interdisciplinarity educational components, to substantiate the objective strengthening of the information component in the content of higher education in library science. The results. The article has looked into the content and structure of 227 different levels educational programs (EP) of the information specialists training, with 41% of them being the Bachelor’s level EP, 49% — Master’s, and 9% — Educational-Scientific Programs (ESP) for the Doctor of Management degree (an equivalent to the Doctor of Philosophy) in Information Sciences, provided in 108 universities in China. There were clarified the EP peculiarities: about 40% of them are programs dedicated to Information Management and Information Systems (Program in Information Management & Information Systems); 35% — EP in Library Science (Program in Library Science); 31.5% — EP in Archive Science (Program in Archive Science). In terms of content, most EPs are interdisciplinary, which is due to the national information infrastructure digitalization and the focus of its components to support the basic technological processes of the information management life cycle. It is established that Chinese universities adhere to the IFLA Guidelines for Professional Library and Information Science (LIS) Educational Programs. The scientific topicality. It is substantiated that in the digital information market the content of modern librarian training should be updated with such relevant interdisciplinary educational components as: “Principles of competitive intelligence and artificial intelligence”, “Electronic library and consolidated information management”, “Intelligent control systems”, “Information security systems”, “Economics of Management and Information Industry”, “Methods of data mining”, “Knowledge extraction and management”, “Analysis and design of information systems”. The practical significance. Ukrainian institutions of higher education when improving educational programs in the can use the study results. Addressing to the best foreign practices of the library specialists training will allow increasing their competitiveness in the world information market and promoting better efficiency of the Ukrainian libraries work in the conditions of the society digitalization.

While experiential learning is recognized as an important pedagogical approach in Library and Information Science education, logistical hurdles can make implementing meaningful experiential projects challenging, especially in online courses. This paper will describe a project in which Library Science instructors were able to overcome common obstacles in experiential projects by partnering with instructors of undergraduate courses and leveraging the university’s online course management system. In the Embedded Librarianship Project, graduate-level, online Library Science students at Appalachian State University functioned as virtual embedded librarians for several undergraduate Composition classes. This article provides an analysis of quantitative and qualitative data that describes the Library Science students’ perception of this project and their learning experience. In the process, the paper will illustrate the pedagogical value of providing Library Science students with intensive and extended experiential learning opportunities such as this one. It will also highlight the benefits received by the undergraduates by virtue of having access to embedded librarians. From this project, Library Science educators might find inspiration to create meaningful collaborative ventures in their own universities and programs.

The introduction of Information and Communications Technology (ICT) to society has ripple effect on individual, social and political moral actions which may not be adequately addressed by existing theories of ethics. Information ethics provide a framework for considering moral issues concerning policies and practices regarding the generation, dissemination and utilization of information in Africa.  This study established that information ethics education is a new academic discourse in Kenya and an emerging area of debate in LIS education. Respondents were of the opinion that knowledge in information ethics is important in LIS education and training in fostering academic honesty and respect towards scholarship. LIS departments have integrated information ethics courses in their curriculum, although the content coverage on ethical issues relating to the profession is inadequate.  Information ethics is viewed as a supportive subject, thus topical issues relating to the subject are mainly integrated as part of mainstream LIS courses. A fully dedicated information ethics course would provide a forum for students to interrogate ethical discourse in the knowledge society and understand the legal grey areas following the rapid advancement in ICTs. Key words: Information ethics, Library Science (LIS) education.

Curriculum aspects of a teaching module on database construction

The development of education for information and library science at City University London over a 50-year period is described in this article. The development of the Masters course in Information Science, and the later equivalent courses in Library Science and in Information Management in the Cultural Sector are described in detail, together with shorter-lived Masters courses in pharmaceutical and health information. The rationale for changes to the courses, and the influence of the professional and educational contexts, are analysed. Issues emerging from this analysis are discussed in seven themes: the nature of the discipline; the library/information spectrum; the student group; the academic/professional balance; curriculum design; local and global issues; and teaching methods. The discussions of the courses are set in the wider context of changes in library/information education over the period in the UK and worldwide.

This paper presents a study of library and information science (LIS) Education With special reference to Dr. C.V. Raman University Kota Bilaspur – A case study and information communication technologies (ICT). ICT has shown a great impact on the services of the libraries. Today libraries are using it for better services and fulfill the user needs. The use of ICT has greatly revolutionized the ways in which information can be accessed by all those in need today technology is becoming a powerful tools for communication and as a mean research for learning in Education area role of the teacher training in the process of Educational innovation and the Implementation of ICT. ICT in library and information science Education it moved to more student centered learning as world is moving rapidly toward digital information Universities need ICT based library and information science (LIS) Curriculum and to adopt to modern web technology. Library and information science (LIS) education and skill in the knowledge Era. The paper focus use of E-library Resources by student, researcher library staff, non teaching staff faculty members of Dr. C.V. Raman University Kota, Bilaspur. Information Communication Technologies (ICT) facilitate the process of identification, storing, processing of identification, collection and dissemination of information. The library and information science professional are utilizing ICT to keep pace with the problem of information explosion.

This study investigated mentoring and knowledge sharing as correlates of research productivity of library and information science educators in universities in South-East, Nigeria. The researchers posed 2 research questions and formulated 2 hypotheses to guide the study. The study adopted correlational design involving Pearson’s Product Moment Correlation approach. The population and sample of the study is the 93 library and information science (LIS) educators teaching in the seven universities offering library and information science in South-East, Nigeria. The instrument used for data collection is a researcher-made rating scale titled ‘Mentoring and Knowledge Sharing as Correlates of Research Productivity of library and information science educators in Universities in South-East, Nigeria (MKSRPLISE)’. The reliability of 0.75 of the instrument was estimated using Cronbach alpha technique. Data for this study were analysed using Pearson’s Product Moment Correlation (PPMC) for the research questions while t-test statistics was employed to test the hypotheses. Findings of the study are: there is a positive and very high extent of relationship between mentorship, knowledge sharing and Library and Information Science educators’ research productivity. Based on the findings of the study, the researchers recommend that mentoring and knowledge sharing should be made a compulsory part of staff development since they jointly influence library and information science educators’ research productivity among others.

The Department of Information Science at the University of Pretoria offers a full range of undergraduate and postgraduate courses in information science and library science that are combined in a number of degree programs. A brief ouline of the course content of each program is given, indicating various optional modules that students may take to specialize according to their own preferences and abilities. In addition to traditional library and information science (LIS) subjects, the core curriculum contains a large number of current topics essential for the new information professional. Information literacy (including computer literacy) forms an essential part of the core curriculum in the first year of information science, and these courses are open to all students at the university. Since the department cannot offer all fields of specialization at the depth that might be required by industry, the department has during the past few years been forging new alliances with other departments and faculties at the university. This move has enabled students to extensively expand their choice of subjects for the degrees in library and information science. Hence, during the past ten years this department has developed from a fairly traditional LIS school to an open department that offers extensive opportunities to any information professional, as well as to other students who need information skills to obtain a competitive advantage in a predominantly information-based industry.

An IFLA Working Group has recently published guidelines for the equivalence and reciprocity of professional qualifications in library and information science [1]. This work has been carried out so that professional exchanges and cooperation may be encouraged and facilitated worldwide and the recommendations will un­ doubtedly be used as a tool for the comparison of established study programmes. In an earlier issue of Education for Information, a short communication outlined the proposed changes in undergraduate library and information science education in the Netherlands [2]. As a result of political decisions affecting tertiary education in the Netherlands as well as rethinking by the educators themselves, part of the information then published is unfortunately no longer valid. The following text is intended to bring colleagues abroad up-to-date on the current situation with regards the undergraduate programme in information and library science (LIS) in the Netherlands and at the same time to provide the material for comparative studies. This current situation now appears to be quite stable so that further changes caused by either external or internal factors are not expected in the foreseeable future. Whilst unnecessary repetition of the previous article will be avoided, sufficient information will be included to make this a complete article that can be read independently of other texts. It will be attempted to use terminology that is applicable to both America/Canada and Europe. Where ambiguity cannot be avoided the terminology defined by Fang, Fischer and Nauta in their development of the previously mentioned guidelines for equivalence and reciprocity of profes­ sional qualifications will be used [1]. The undergraduate programme hasn't been the only one undergoing change in the Netherlands recently. A survey of the full range of professional LIS study programmes currently offered is to be published shortly [3].

Purpose – As change creates more uncertainty for library practitioners, graduate library education needs to explore how best to prepare students to manage ambiguity through new approaches to identifying and solving challenging problems. We advocate for incorporating design into graduate library education. Design/Methodology/Approach – First, we discuss the need for a design approach to librarianship. We then introduce the nature of design thinking and philosophy and discuss the ways in which it is already present in librarianship. We review past developments and recent trends with a special focus on the ways in which design thinking, methods, and philosophies are (or are not) incorporated into library and information science (LIS) education. Findings – We synthesize these findings to propose recommendations and suggestions for an alternative degree program to the traditional Master of Library Science (MLS): the Master of Library Design (MLD). This includes the presentation of a new model of library education that blends design philosophy with traditional library science content. Originality/Value – This is the first compilation in the library literature to propose the development of a new type of library degree that we refer to as the MLD; hence, it has a high level of originality. While the library literature has examples of practitioners applying design thinking to improve library services, this chapter’s value is that it promotes the integration of design thinking and philosophy more broadly in order to better equip future library professionals for a rapidly changing information landscape.

DSpace, a free and open-source software (FOSS) provides the digital platform for building collections of an institution. Due to the lack of the skills to install and configure DSpace, librarians are incapable to conduct it even after the awareness about it. Identifying challenges about DSpace installation is vital to increase its use by librarians. Hence, it aims to explore the understanding of DSpace installation among librarians and to identify aspects of their experiences and feelings while installing DSpace. Librarians' experiences and feelings are important for accepting the software. Librarians were interviewed during the training program conducted on digital library technology from December 2020 to January 2021. Two groups were distinguishing from each other: one is with a library science background and another is with computer science and engineering background. The second group aswas self-sustained to install DSpace, once they got the guidelines for installation. Their views were reflected with the code terms status, exploration, feeling, activities, preferences, and inadequacy. Through their experiences, the aspects of challenges are the less experience of using the command line in computer use, the unavailability of teaching courses on Linux operating system in Library and Information Science (LIS) education, and the lack of self-exploration habits. Practice to Linux commands, incorporate the Linux in the Library Science course, self-exploration, and consistent effort will help librarians in installing DSpace by themselves. Finally, librarians should internalize their goal to act as the administrator for the DSpace, not only as of the operator.

A survey of library science librarians was conducted to assess their collection development strategies in response to the changing direction of library science education. Survey results indicate that library science librarians feel that traditional library science subject areas, such as library administration and history of books and publishing, should continue to be actively collected at a high level. Over a five-year period, subjects showing the greatest growth are in technological areas, such as database management, expert systems, online searching, and telecommunications