Revising LIS Curriculum with
Respect to ICT Application in
India
ASHIS BISWAS
Librarian
Victoria Institution (College)
Kolkata 700 009
Introduction
ICT has changed our life and work or rather our way of looking and
taking things altogether and perhaps for good. Higher education
is no exception. Today LIS professionals play a crucial role in
the society in spreading not only the repertoire of past and
present knowledge but also helps to gain an understanding
about what is going to happen in the knowledge frontier in time
to come. It has been necessary for the LIS professionals to have
a thorough insight into all techniques of information handling
with special emphasis on the application of ICT & web
technologies in order to design, implement, operate and
manage information system. If all these concepts are included in
the BLIS & MLIS courses then there will be no need to opt for
any other computer courses (e.g. PGDLAN) separately.
Scope of the Study
 For our work, we have taken the first three ranked LIS schools
according to US News and World Report 2009. These are Graduate
School of Library and Information Science, University of Illinois; School
of Library and Information Science, University of North Carolina and
School of Information studies, Syracuse University. We have analyzed
their various course contents to find out the ICT contents and the
respective papers. According to University guide 2010 of The Guardian
under the subjects Media studies, communications and librarianship,
University of Sheffield and Loughborough University are the top two
ranked LIS School in UK. For Indian perspective we took some well
known LIS Schools/ Department for our study. These are Calcutta
University, Burdwan University, DRTC, IGNOU, NISCAIR, Banaras
Hindu University, Delhi University etc. To make our study more
comprehensive we have also checked the UGC model curriculum in
LIS. After analyzing these courses and their ICT contents, we have
tried to propose the best possible way to teach different areas of ICT at
various LIS courses at various levels such as graduate or postgraduate levels at different universities in India.
Objectives
 To show the integration of ICT & web
technologies in the LIS syllabi to meet the
present requirement.
 To propose the restructuring of LIS courses to
integrate the ICT and web technologies
LIS Curriculum : India
The typical course content at the BLIS level would be:
 Library and Society
 Classification (Theory and Practice)
 Cataloguing (Theory and Practice)
 Library Organization
 Information Sources and Services
With optional papers from:
 Information Retrieval Techniques
 Management of Library Services
 Computer Applications in Libraries
MLIS Programme
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Common papers include :
Information and Communication Process/Society
Library and Information Management
Information Sources, Systems and Services
Research Methodology
Application of information Technology
Information Storage and Retrieval (ISAR) (Theory)
Information Storage and Retrieval (ISAR) (Practical)
With optional papers from
Preservation and Conservation of Library Materials
Industrial/ Agricultural/ Health /Engineering /Research & Technical/
Public/ Academic/ Library and Information System and Services
Community Information System and Services
Technical writing
Scientometrics and Informetrics
Knowledge Management
LIS Curriculum : UK
The compulsory modules at the Masters level
invariably include:
 Information: Characteristics/use/ requirements
 Information Policy
 Information Sources, Organisation and retrieval
 Development of Information Products and Services
With optional papers from
 Knowledge Management
 Database Management system
 Digital Libraries
University of Sheffield and
Loughborough University
 Computer Systems
 Database Design
 Operating Systems, Network and the Internet
 Electronic Publishing
LIS Curriculum : USA
 The Life Cycle of Information
 Information Behavior
 Information Resources, Services and Collections
 Organization of Information and Resources
 Information in Social Context
 Instructional and Training Strategies for Information
Professionals
 Research Methods and Statistics
 Management of Information Organizations
 Marketing of Information
Univ. of North Carolina, Univ. of
Illinois and Syracuse University
 Information Technology and Organizations
 Human Interaction with Computers
 Database Development & Management
 Internet & Network management
 Digital Libraries: Principles and Applications
Need for Curriculum Revision
Library and information professionals are
increasingly working in a networked
environment, dealing with library automation
packages and web based information
resources and services. Every LIS
professionals irrespective of his future place
of work must have knowledge and skills for
handling information technology and the
competency for creation and collection of
information using the internet.
Contd…
But LIS schools in India are not able to adequately
respond to emerging information scenario created by
electronic publishing and dynamics of the knowledge
society. Because of lack of adequate faculty strength
several library schools are letting the courses go on
as they are going on. The course revisions if any are
undertaken with some patches here and there,
whereas the present courses are required to be
completely redefined and recasted keeping in view
the contemporary information systems, global
technological developments and local needs.
Integration of ICT & Web
Technologies in LIS Syllabus
Paper-1: Fundamentals of IT
UNIT1 - Computer Hardware and Software
 Basics: Von Neumann Architecture, Computer Generations, Classification
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of Computers, Computer Organisation
Data Representation: ASCII, BCD, UNICODE & Numbering systems
(Binary, Octal, Hexadecimal)
Processor Types: CISC, RISC
File Formats: Image, audio, video, text
Memory Hierarchy: Register, Cache, RAM, ROM, DRAM, Flash
Memory
Secondary Storage: Characteristic of Hard disk and CD-ROM, DVDs,
Pen Drives, Cartridge Tape Drives etc. IDE, SCSI Interfaces
Printers: Types and characteristics
Scanners: Types and Characteristics
Paper – 1 (contd…)
UNIT 2 – Operating System (OS)
 Types of OS: Serial Processing, Batch processing,
Multiprogramming OS, Distributed OS and Network
Operating System
 File Systems: FAT, NTFS, UNIX File system
Lab Work
 MS Windows: Installation and configuration of
Windows, application, device drivers, printers, creating
users and groups, file sharing, system settings
 Microsoft Office: Word, Excel, PowerPoint
Paper-2 : Programming, DBMS and
SQL
UNIT 1 – Principles of Programming
Generations of languages, Assemblers, Interpreters and
Compilers
Algorithms, Flowcharts, Pseudo Codes
Centralised processing and Client Server architecture, Ntier Architecture
Software Development Life Cycle
Paper – 2 (contd…)
UNIT 2 – DBMS
Introduction
File based systems and their limitations
DB approach, database models
Architecture
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Three level architecture of DBMS
Elements of DBMS: Host language interface, precompiler, DDL, DML, File
manager, DB manager, DB Administration, Data dictionary, Data files and
indexes
Entities, attributes, relationships, ER diagram
Relation model: Domains, attributes, tuple, relations
Keys: Primary keys, foreign keys, indexes
Conversion of ER diagram to relational database
Normalization: 1NF, 2NF, 3NF, BCNF
Paper – 2 (contd…)
UNIT3 – Structured Query Language
 CREATE, SELECT, INSERT, UPDATE, DELETE,
GRANTING PERMISSIONS, VIEWS, CURSORS,
TRIGGERS
Lab Work
 MYSQL/SQL Server : Installation and configuration of
MYSQL/SQL server, database design and creation,
SQL commands, Assigning roles and Permissions to
users, Functions, Indexing
Paper – 3: Library Automation and
Fundamentals of Internet
UNIT 1 – Library Automation
 Basics : Library automation software, OPAC,
Retrospective Conversion Techniques
 Automating Identification Methods : Bar
coding, RFID
 Selection criteria for hardware and software
 Library Automation Software : WINSIS,
JAVAISIS, WWISIS, SOUL, LIBSYS,
Paper – 3 (contd…)
UNIT 2 – Fundamentals of Internet
 Introduction to computer Networks, uses
 Classification
Intra-net, Extra-net
 Networking Models
Model
 Network Topologies
: LAN, MAN, WAN: Internet,
: ISO OSI, TCP/IP reference
: Bus, Ring, Star, Mesh
Lab Work
In hand practice of Library Software, Creating OPAC and
Retrospective conversion of data, Use of Barcode.
Paper -4: Digital Libraries and
Digital Preservation
UNIT 1 – Digital Libraries
Overview of Digital Library
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Definition, Need for a digital library, Types
 Components of a digital library – Collection, network, organization, browsing
and interfaces
 Advantages and limitations
Digitization and Tools
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Techniques of digitization, resolution, imaging
Formats
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Character sets such as Unicode
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Files and Formats of documents, images, video, audio, etc
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Conversion from one format to another
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Usage of XML
Metadata
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Role of metadata and metadata types; Standards (Dublin-core)
Digital Library Software
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D-Space, Greenstone etc
Paper – 4 (contd…)
UNIT 2 – Digital Preservation
 Overview, Need, challenges, DP strategy –
migration, replication, computer archeology,
standards, Universal virtual computers, DP
metadata and Institutional Repositories.
 Creation of Digital Libraries
 Process of planning, creating and managing a
digital library
Lab Work
 Installation, configuration and working in of
Greenstone/D-space.
Paper -5: Internet Concepts,
Resources and Services
UNIT 1 – Fundamentals of Networking
 Switching Techniques
 Network Devices
 Network connectivity
 Network Addressing
 Protocols and Services
 Network Security
: Circuit Switching, Packet
Switching
: NIC, Modem, Amplifier,
Repeater, Hub, Bridge, switches,
Router, Wi-Fi devices
: Dial-up, Leased Line, ISDN, RF
etc.
: MAC address, port
address, Domain address, IP address
: IP, TCP, DNS, SMTP, PoP, FTP,
Telnet, HTTP, search
Engine, Proxy, Firewall, Web server
: Authentication, Firewall, IDS, Virus,
Spywares,
Maintenance
Paper – 5 (contd…)
UNIT 2 – Resources
 Search Engines
 Searching Techniques
 Evaluation
: Introduction, categories: Primary,
Meta, specialized
Search Engines, hybrid, subject
gateways, Directories, Open source
software: concepts, Licensing
: Basic search, Advanced search: Boolean
operators, Proximity operators, wild
cards, phrases
: Capabilities: Search Results, Relevance
ranking
UNIT 3 – Services
 World Wide web, web servers, Proxy Servers, Domain name Servers,
Email,
 Conferencing: Audio and Video, Chat & instant message, User Groups,
Discussion
 Board, Bulletin Board
Paper – 5 (contd…)
UNIT 4 – Web 2.0 & Web 3.0 Technologies
UNIT 5 – Website Development
 Introduction, Principles of Web design, software
Tools, Markup Language: HTML,
 DHTML, XML: Syntax & commands, Text,
tables, Images, Links, Frames, Style sheet
 and layering. Scripting Languages
Paper – 5 (contd…)
Lab Work
Network Basics
 Installation and sharing of Resources on network: Files, printers,
 scanners Installation and configuration: Mail Clients, Web Servers,
Database servers
Use of Web2.0 & Web3.0 Technologies in library services
Creating Web Pages
 Using MS FrontPage/ Macro media dream weaver
 Formation of text, headings and lists, working with images and sounds
 Creating Links, Using Tables, frames and Forms
Scripts
 Basic structures; Connecting with databases for updating and
retrieving information
Linux
 Basic commands, creating users and groups, changing permissions,
pipes, filters,
 Redirection
Restructuring LIS courses to
Integrate ICT & Web Technologies
BLIS
Year
Paper included
1st
“Fundamentals of IT”
2nd
“Programming, DBMS &
SQL”
“Library Automation &
Fundamentals of Internet”
3rd
MLIS
Year
(1st sem + 2nd sem)
Paper included
3rd sem
“Internet Concepts, Resources &
Services”
Unit 1: Fundamentals of
Networking
Unit 2: Resources
Unit 3: Services (lab work)
4th sem
Unit 4: Web 2.0 & 3.0
Unit 5: Website development (lab
work)
“Digital Libraries & Digital
Preservation”
Unit 1: Digital Libraries (Lab work)
Unit 2: Digital Preservation (lab
work)
Suggestions
 Awareness regarding the new ICT based job
opportunities in the field of LIS should be created in
India.
 An ICT based LIS Curriculum Framework for India
should be developed.
 With ICT leaving a marked impact on the way
libraries work and delivers its services, we propose
that all the related ICT concepts for LIS courses may
only be taught in proper manner if these are offered
in a structured way (semester system) of 3 years
Bachelor’s degree and 2 years Master’s degree in
LIS education in India like other academic
programmes.
Contd..
 Choice Based Credit System (CBCS) should be
introduced to offer academic freedom to the students
at undergraduate level, especially in the choice of
subjects among various disciplines as computer
science or IT.
 LIS education providers should have to learn to
cooperate and collaborate with their counterparts to
move forward and work as team to cover the way for
globalization of LIS education.
 Recommendations of the National Knowledge
Commission and UGC should be implemented
properly in this regard.
Final Thought
The inclusion of ICT components is important in
LIS curricula for better information
management, yet several other conventional
components such as user education,
community information service, knowledge
organization, marketing of LIS education and
services, nature and growth of universe of
knowledge, etc. are equally important for
developing learners as competent and
confident professionals to manage the new
information environment.