Capacity Building of Public Library
Professionals in India
Dr. Vijayakumar K. P.
Head, Department of Library and Information Science &
Hon. Director, Centre for Information Literacy Studies
University of Kerala, Thiruvananthapuram – 695 034
kpvijayakumar2@gmail.com
Age of innovation
• In the changing societal, cultural and
technological context, the public library
needs to create context and meaning as
added value, instead of just acquiring,
structuring and ordering documents and
making them available to the public.
• The entire context in which public libraries
operate is changing dramatically.
Age of innovation…
• Radical changes across all aspects of life
occur in this “age of innovation”(Prahalad &
Krishnan, 2008)
• The fundamental shift in the position and
role of the public library in society brings
with it a paradigm shift in the job profile of
the people working in public libraries.
Traditional job profile
• Traditionally, five main tasks were part of a
librarian’s job profile:
-- making information available,
-- keeping the materials collection up-to-date,
-- arranging and storing information,
-- assisting users in finding information, and
-- exchanging information with other libraries.
New job profile
• In the new job profile, the librarian has to be:
-- an expert in using sophisticated online
search engines,
-- able to make new linkages,
-- critical about the quality of information
(sources), and
-- innovative in the relationships with the
public in search of new meanings that
fit with the public’s needs.
New job profile …
• In other words, in the course of two decades
the job description of a public librarian has
moved from information technician to
knowledge worker with a focus on
innovation.
• Learning, creativity and knowledge sharing
are crucial competences for knowledge
workers in general, but even more so for
public librarians.
New job profile …
• The new librarian combines:
-- a collaborative attitude
-- social awareness
-- creativity
-- cultural knowledge
-- management skills
-- knowledge of digital developments, and
-- the ability to enter into alliances.
Need for change
• In the pre-digital age, the initial education of
librarians involved learning all the technical
knowledge and skills of an information
technician (such as correctly cataloguing and
referencing books and materials).
• Post-initial professionalization involved updating
these core skills like getting trained in new
cataloguing guidelines, new computer systems,
or undergoing a course in dealing with the
public or answering the phone.
Need for change…
• The shift in the job of a public librarian calls for
new learning approaches, both in initial
education and in continuous professional
learning.
• Initial education in schools, colleges and
universities offers a starting qualification but is
no longer enough for the changing demands of
professional practice.
• To collectively deliver the performance expected
of them, knowledge workers continuously need
to update their knowledge and skills.
Need for change…
• On the other hand it is foolish “to do today's
job with yesterday's tools and yesterday's
concepts” (Marshall McLuhan).
Need for change…
• The growing complexity and dynamics of the
public library’s societal, cultural and
technological context calls for increased
specialization of library professionals.
• A cursory survey of the practices followed in
other countries gives a confusing picture.
Example from United States
• In American Continent, Public Libraries play a crucial role
in community development.
• They receive substantial allocation from the local govt.
• Hence many library schools offer at least one course in
public library related topics.
• In fact, students come to library schools with specific
career goals, such as public library jobs or academic
library jobs or special ones.
• The schools offer a range of courses.
• For example: Children's Literature, Young Adults' OR Adult
Programming, Story telling, Youth and Special Services
etc.
Example from United States
PuLL Programme
• Public Library Leadership Fellow Programme (PuLL)
offered by Institute of Museum and Library Services.
• The primary goal of the Missouri University-School of
Information Science & Learning Technologies (MUSISLT) Public Library Leadership Fellows (PuLL)
Program is to educate the next generation of public
library leaders in Missouri through class work,
mentorship and networking.
• This programme is to educate a total of 24 students to
become Missouri public library leaders in three years.
PuLL Programme…
• The classes, Community Leadership,
Leadership for Diversity in Public Libraries,
and Public Library Administration and
Management, will be team-taught by special
faculty and public library managers.
• Classes will focus on issues such as working
with library boards, legal and financial
elements of public libraries, diversity, human
resources, and community relations.
Certified Public Library Administrator Program
(ALA - APA)
• The Certified Public Library Administrator (CPLA)
program is a voluntary post-MLS certification program
for public librarians with three years or more of
supervisory experience (in the State of Illinois).
• Candidates complete seven courses – four core and
three electives of their choice.
• CPLA certification will enable public librarians to:
-- Further their professional education and
development.
-- Move to a higher level of practical professional
experience.
Certified Public Library Administrator Program
(ALA - APA)
• Improve career opportunities through
professional expertise.
• Demonstrate to colleagues, trustees and board
of directors, patrons and the wider information
community that the certified person has
acquired a nationally and professionally
recognized body of knowledge and expertise in
public library administration.
• Improve the quality of library service through
the provision of practical knowledge and skills
essential to successful library management.
Palmer School of Library and Information Science,
College of Education, Information and Technology
•
• Advanced Certificate in Public Library Administration
• The program is designed to:
-- Provide a solid management education program for
public library administrators
-- Update librarians on new management principles and
organizational structures
-- Integrate these concepts and illustrate their practical
application within the public library setting
-- Explore current issues and trends in public library
management and improve leadership skills
-- Provide a forum where important management issues
germane to public librarians can be discussed.
Licentiate exams of Provincial bodies
• New York State Public Librarian Certification
• Any person appointed to or employed in a
permanent (part-time or full-time)
professional librarian position in a public
library in New York State must hold an
ACTIVE public librarian certificate issued by
the New York State Education Department.
Potential Providers and Course Opportunities
• The New York State Library developed a listing of
continuing education providers in the field of library
and information science.
• Library Associations and Organizations
• Reference and Research Library Resources Systems
• Public Library Systems
• School Library Systems
• Additional links to sources of continuing education
and training for library staff
– ALA-Accredited Library Schools in New York State
– Directory of ALA-Accredited Master's Programs in Library
and Information Studies
Library Associations and Organizations
•
•
•
•
•
•
New York State Library
Bill and Melinda Gates Foundation
WebJunction
Association of College and Research Libraries
New York Library Association (NYLA)
American Library Association
– Public Library Association
 Chapters of the Special Libraries Association
Dominican University, Library and Information
Science
• Library and Information Services for Children and
Young Adults
• Specialized study in children and youth services
provides excellent preparation for careers in public,
school and special libraries and nonprofit
organizations as:
• Children's librarians
• Teen librarians
• Youth reader's advisors
• Literacy specialists
• Storytellers
Drexel University, College of Computing and
Informatics
• MS in Library & Information Science
• The MSLIS program offers the following
concentrations:
• Archival Studies
• Competitive Intelligence and Knowledge
Management
• Digital Curation
• Digital Libraries
• Library and Information Services
• Youth Services
CILIP Programmes
• Degrees accredited by the Chartered Institute
of Library and Information Professionals
(CILIP) are available and are extremely useful
for getting into the career of a public
librarian.
CILIP Programmes…
• Persons having a first degree can take a postgraduate
qualification which is accredited by CILIP.
• Postgraduate courses typically require candidates to
have relevant work experience.
• If the candidate hasn't obtained this as part of the
first degree, he/she will need to arrange something
within a library or information service, either paid or
voluntary to build up some experience.
• Details of all accredited undergraduate and
postgraduate courses are available at CILIP Accredited
Qualifications .
CILIP Programmes…
• It is be possible to enter the career without an
accredited first degree or postgraduate qualification if
one holds another degree and is able to get onto a
graduate training scheme supported by CILIP.
• These typically consist of 10-12 months of work
experience followed by study for a Masters-level
qualification, which is accredited by CILIP.
• Candidates may be offered a job by the placement
provider once their training is complete.
• Available training programmes are listed at CILIP
Graduate Training Opportunities .
Case of Netherlands
• In Netherlands, this is achieved through the Library School
intended for library professionals who have completed
higher professional or university education.
• In 2010, the “Stichting Library School” was founded as a
non-for-profit organization by a number of partners of the
Netherlands Public Library Association (VOB), several
regional library support centres and some of the larger
Dutch public libraries.
• In partnership with the Open University of the
Netherlands and more specifically with its Centre for
Learning Sciences and Technologies (CELSTEC), the Library
School offers dedicated continuous professional learning
for public librarians.
Case of Netherlands…
• The School offers a number of part-time
study programmes, ranging from a series
of master classes over a one-year
induction programme up to an MBA.
• During the programme, the students
combine study with work to develop or
implement an innovation project in their
own library during the course of their
study.
Case of Netherlands…
• The curriculum is centred around intensive one-year
programmes of part-time study, during which students are
expected to spend on average two days a week on their
learning activities.
• The School’s objective is to enroll approximately 30 to 40
highly motivated students per year in the so-called induction
year.
• About 25-30% of these students are expected to move on to
the specialisation year (year 2), and the mastery year (year
3).
Case of Netherlands…
• At the end of three ears, the students will
have fulfilled between 70%-100% of the
academic requirements for obtaining their
intended degree, depending on their starting
qualifications.
Case of Netherlands…
• In addition to the intensive curriculum, the Library
School organizes shorter professionalization activities,
such as a series of master classes, excursions, or
specialized workshops.
• The Library School also participates in (online)
discussions, workshops, colloquia or conferences
about the future of the public library, innovation, and
related topics.
• A final major component of the Library School
activities is research, organized as a virtual research
department with faculty members from different
institutions.
Indian scenario
• The standards of the International Federation of
Library Associations (IFLA) recommend a library
for every 3000 people situated within a mile of
the population that it serves.
• To meet the first requirement, India would
need 425 000 libraries in the place of the current
60 000.
• At least 50 percent of the 4 lakh odd libraries
need full time professional manpower.
• This tells upon the number of staff members
required further.
Indian scenario…
• If we think of at least one library in each
inhabited village, let alone the towns and
other urban conglomerates, the number
becomes a whooping 638 000.
• Therefore, it is better to build the manpower
in a phased manner.
Indian scenario…
• In the absence of any professional association with
accreditation power or government agency which
conducts courses in Library and Information Science
at the higher level, there are only two options to
develop public library manpower in India.
• The first is the development of a statutory body like
the Institute of Chartered Accountants of India (ICAI)
or the Institute of Company Secretaries of India (ICSI)
or the Institute of Cost Accountants of India (ICAI).
• It is not an easy proposition, taking into consideration
the interest of the governments.
Indian scenario…
• The second option is to select library schools to
impart special courses aimed at developing
professionals for the public library sector.
• The safest course is to recruit master degree
holders in LIS for middle level posts in public
libraries right from Taluka/tehsil libraries and
give them special training.
• Even now almost all library schools in India offer
an optional paper for public libraries, but in the
absence of any demand, it is seldom offered.
Indian scenario…
• The demand is more for academic library system
or special library system.
• It is better to identify at least one library school
in a state to impart training to the public library
professional, to begin with.
• Just like the chartered programmes of western
countries, it can be a part time one with a
duration of 6 months.
• The course can be offered in collaboration with
selected public libraries of standing in each
state.
Indian scenario…
• The topics to be included in the training programme
can be:
1. History and philosophy of public libraries in India
2. Characteristics, operations, and problems of public
libraries
(Textbook and current readings with field experience
and cooperative work in a range of libraries to explore
the characteristics, operations, and problems of
public libraries)
3. Effective communication techniques (verbal and
written).
Indian scenario…
4. Administration and Management of public
libraries (planning, budgeting , assessment and
evaluation of services and their outcomes,
developing partnerships, collaborations,
networks, and other structures with all
stakeholders and within communities served).
5. Team building and leadership.
6. Resources and Services for Children
7. Resources and services for young adults
8. Government information resources and services
Indian scenario…
9. Current and future issues of importance to
public libraries
10. Addressing and resolution of issues in a
particular public library
11. Competencies for librarians in public
libraries; roles and responsibilities
12. Collaboration with community groups
13. Marketing and public relations for libraries
Indian scenario…
• Then comes the issue of developing manpower
at smaller libraries below taluk/tehsil/ mandal
level and bottom line/front office management
in bigger public libraries.
• Taking into consideration the explosive growth
of information and the growing sophistication of
the clients, it has to be decided that only those
with at least a degree in any subject would be
selected in public libraries.
Indian scenario…
• These staff members have to be trained by an
agency created for the purpose in each state by
the State Library Authority or the apex body of
libraries concerned.
• The duration of the part time course can be one
year.
• E-learning methods can be successfully used.
• It should be made mandatory to successfully
complete the training for any sort of promotion
to higher posts.
Professional Development Topics for Public
Librarians
Administration
Adult Services
Archives and Special Collections
Automation
Budget/Finance
Cataloging & Bibliographic Control
Children’s Services
Collection Development & Management
Conservation/Preservation
Copyright
Professional Development Topics for Public
Librarians…
Customer Service
Digital Libraries/Digitization
Early Literacy
Human Resources Management
Information Commons
Information Literacy Instruction
Intellectual Freedom/Censorship
Leadership
Library Design
Professional Development Topics for Public
Librarians …
Management & Supervision
Marketing/Branding
Mentoring
Outreach /Extension activities
Planning and Evaluation
Project Management
Public Relations
Reader Advisory
Records Management
Professional Development Topics for Public
Librarians …
Reference/Virtual Reference Services
Resource Sharing
Social Networking & Collaboration
Space management
Special Client Populations
Technology
Working with Older Adults
Young Adult & Youth Services
Conclusion
• The development of manpower for public
libraries is a task which can be carried out only
with the co-operation of all stakeholders viz.
library authorities, LIS schools, prominent
libraries, library professionals, domain experts,
and educationists.
• In the effort, academic knowledge and
competence development should go hand in
hand.
• This is possible only with the blending of theory
and practice.
Thank You