MAKERERE UNIVERSITY
EAST AFRICAN SCHOOL OF LIBRARY AND
INFORMATION SCIENCE
REVISED BACHELOR OF LIBRARY AND INFORMATION
SCIENCE (BLIS)
(DAY AND EVENING PROGRAMME)
JUNE 2009
1. PREAMBLE
Library and Information Science (LIS) is a discipline that aims at training
information professionals to serve different stakeholders for development. LIS
is considered as a cross cutting discipline in humanities, sciences and
technology. In Uganda, training in LIS started in 1963 when the East African
School of Librarianship (EASL) now East African School of Library and
Information Science (EASLIS) was established at Makerere University in 1963
and is one of the academic units equivalent of a faculty. EASLIS mission is “to
offer education, promote research and innovation, and outreach in LIS to
respond to the present and future information needs of society”. The 2008/09
– 2018/19 EASLIS Strategic Plan addresses the following goals:
1. To provide a teaching and learning environment in LIS that ensures quality
of staff and students that are competitive in the changing information
management environment;
2. To promote staff and students research and technology innovations in
library and information management;
3. To mentor staff and students in LIS with a purpose of preparing them for
employment in the ever changing public and private sector information
environment.
4. To promote transfer of library and information management best practices
to private and public sector;
5. To facilitate LIS academic work in the real life information management
sector
6. To facilitate networking between the international, regional, private, public
sector and EASLIS stakeholders.
EASLIS has three departments that were established in 2001. The
departments are: Information Science, Library Science, and Records and
Archives Management. Each department is engaged in teaching, supervising
field attachment; conducting research, consultancy and outreach programmes in
the respective sub-disciplines.
Currently, the following programmes are offered at EASLIS:
 Doctor of Philosophy in Information Science (PhD), 3 years
 Master of Science in Information Science (M.Sc Inf. Sc.), 2 years
 Post Graduate Diploma in Librarianship (PGDL), 1 year
 Bachelor of Library and Information Science (BLIS) 3 years
 Bachelor of Records and Archives Management (BRAM) 3 years
 Diploma in Library and Information Studies (DLIS), 2 years
 Diploma in Records and Archives Management (DRAM), 2 years
The Bachelor of Library and Information Science was introduced in 1989
under the term system. It was restructured for the semester system in 1997
and later revised in 2003, where practicum and options were introduced.
Since 2003, four cohorts have gone through the programme.
2
2. RATIONALE FOR REVISING THE BLIS PROGRAMME
Information is a key resource for individual, organizational, national and
international development. It must therefore be generated, processed, stored,
and disseminated. However, because it is a non-dynamic resource, the above
activities cannot happen by themselves. Therefore, there must exist a body of
information professionals with extensive theory (knowledge) and training
(competence and skills) in order to effectively manage this information. Over
the years, EASLIS has been training library and information professionals to
undertake various information management tasks within and outside the
country. However, new workforce needs have emerged requiring a new brand
of information professionals with unique and specialized knowledge and skills.
For this reason, the BLIS programme has been revised in order to:



Address the information and knowledge society needs
Balance theory and practice by enhancing practicum and fieldbased training
Bring in new ideas to address the emerging trends in the job
market
3. PLANS (PATHWAYS)
For the BLIS programme, all the courses from year 1 to 3 are core. However,
students will be required to take two academic courses outside EASLIS during
the first two years of study. These will be chosen from among the courses
offered in the faculties of Arts, Social Sciences, Science and Fine Art.
4. PROGRAMME GOAL AND OBJECTIVES
Programme goal: Developing human capacity to manage information for
organizational, national and international development.
The programme objectives to:
1) Equip learners with the theory, concepts and philosophy of library and
information science
2) Expose learners to practical training for enabling them acquire
competencies and skills required in the LIS profession
3) Equip learners with knowledge and skills in the management of LIS
institutions in a changing society
4) Expose learners to the research process to examine LIS issues and
identify solutions
5) Enable learners appreciate and adopt ICT in the management of
library and information services.
6) Develop learners’ professional attitudes in information work
3
5. PROGRAMME STRUCTURE
SEMESTER ONE
Code
Course Name
BLS1105 Information and Society
BLS1111 Information Technology I
BLS1106 Information literacy
BLS3120 Library Operations
Plus at least 2 courses from
other faculties amounting to
a minimum of 6 Credit
Units1
Total CU
CU
3
4
3
3
6
LH
45
45
30
30
PH
0
30
30`
30
CH
45
60
45
45
New/Current
New
Modified
New
Modified
Current
19
SEMESTER TWO
Code
Course Name
BLS1211 Information Technology II
BLS1205 Principles
of
Knowledge
Organization
BLS1206 Publishing and Book Trade
BRM1101 Principles of Records and
Archives Management
Plus at least 2 courses from
other faculties amounting to a
minimum of 6 Credit Units
TOTAL CU
SEMESTER THREE
Code
Course Name
BLS2106 Reference and Information
Service
BLS2113 Classification I
BLS2112 Cataloguing I
BLS2107 Editing
BLS1213 Analysis
of
Information
Systems
Plus at least 1 course from
other faculties amounting to a
minimum of 3 Credit Units
Total CU
CU LH PH CH New/Current
4
45 30 60 Modified
3
45 0
45 New
3
3
45
45
0
0
45
45
6
Modified
Modified
Current
19
CU LH PH CH New/Current
3
30 30 45 Modified
4
4
3
3
3
45
45
30
45
30
30
30
0
60
60
45
45
Modified
Modified
Modified
Modified
New
20
1
Those with Science background take courses from the Science faculties, while those from Arts take
courses from either the Faculty of Arts or the Faculty of Social Sciences.
4
SEMESTER FOUR
Code
Course Name
BLS2207 Documentation Work and
Service
BLS2211 Classification II
BLS2212 Cataloguing II
BLS2208 Database Management and
Information Retrieval
BLS3117 Publication
Design
and
Production
Plus at least 1 course from
other faculties amounting to a
minimum of 3 Credit Units2
Total CU
RECESS SEMESTER
Code
Course Name
BLS2301
Field Attachment
TOTAL CREDIT UNITS
SEMESTER FIVE
Code
Course Name
BLS3122 Web Document Management
BLS3123 Research Methods
BLS3124 Multimedia Librarianship
BLS3113 Management of Information
Institutions and Resources
BLS3116 Preservation
and
Conservation
BLS3125 Automation of Library and
Information systems
Total CU
CU LH PH CH New/Current
3
30 30 45 Modified
4
4
4
45
45
15
30
30
60
60
60
60
Modified
Modified
Modified
3
30
30
45
Modified
3
New
21
CU LH PH CH Status
5
300
Modified
5
CU
4
4
3
3
LH
45
60
30
45
PH
30
0
30
0
CH
60
60
45
45
New/Current
Modified
Modified
Modified
Modified
3
30
30
45
Modified
4
45
30
60
Modified
21
2
Those with Science background take courses from the Science faculties, while those from Arts take
courses from either the Faculty of Arts or the Faculty of Social Sciences.
.
5
SEMESTER SIX
Code
Course Name
BLS1112 Communication Skills and
Practice
BLS3220 Community and specialized
Information Systems
BLS3221 Management of Electronic
Resources
BLS3222 Legal, Policy and Information
Ethics
BLS3223 Information Entrepreneurship
BLS3224 Project
Total CU
CU LH PH
3
30 30
CH New/Current
45 Modified
3
30
30
45
New
4
45
30
60
New
3
45
0
45
Modified
4
5
22
45
0
30 60
150 75
Modified
Modified
TOTAL MINIMUM GRADUATION CU REQUIREMENT
YEAR 1 YEAR 1 YEAR 2 YEAR 2 RECESS YEAR 3
SEM 1
SEM 2
SEM 1
SEM 2
TERM
SEM 1
CU
CU
CU
CU
CU
19
19
20
21
5
21
6.
YEAR 3
SEM 2
CU
22
TOTAL
CU
127
RESOURCES
A. Library
EASLIS is connected to the Internet; it also has a Local Area Network. There
are more than 7,000 textbooks and reference books and 175 titles of
periodicals in the EASLIS Teaching and Learning Resource Centre. The
School also uses the University Main Library for other information resources
(E-resources and online public access catalogue). The School also utilizes the
Makerere University Library (MAKLIB) facilities specifically the International
Development Agency (IDA) collection, Africana special collection including
national depository materials, and Reference Section, Microfilming, bindery as
facilities for demonstration, research study carrels, and postgraduate
computer laboratory. MAKLIB is one of the three designated national legal
depositories (besides Uganda Management Institute (UMI) and National
Library of Uganda (NLU)) for materials from government and international
organisations.
B. Lecture Space
Lecture Room 1
Lecture Room 2
Lecture Room 4
Computer Lecture Room
Library / Lecture Room
Seminar Room / Lecture Room
91 Square meters
35
“
“
36
“
“
63
”
“
414 “
“
28
“
“
In addition to the above, EASLIS utilizes the learning space at Makerere
University, which is managed centrally
6
C. Computer Labs
There are two laboratories, one for Postgraduate students and one for
undergraduate students. For undergraduate students, it is 63square meters in
size to accommodate 40 computers.
D. Research Facilities
There are 20 functional computers, Media Technology unit containing 1 TV
monitor, a video deck, and 2 LCD projectors. The school also uses the
microfilming laboratory and the music digitization unit of the main library.
E. Field Attachments
Students will be attached to the field during the recess term. The school has a
committee that handles Field Attachment for students.
F. Human Resources
The following full time members of staff will teach the program.
NAME
HIGHEST
RANK
SPECIALISATION
DEGREE
1 Dr.
Elisam PhD
Assoc.
 Information
Magara
Prof
Management
 Records Management
 Readership
Development
 Knowledge
Management
2 Dr.
Robert PhD
Prof.
 Publishing,
Printing
Ikoja-Odongo
and Book selling
 Information Services
 Information
userstudies
 Information Literacy
3 Dr.
I.M.N PhD
Prof
 Management
of
Kigongoinformation institutions
Bukenya
and resource
 Bibliographic Control
 LIS Curriculum Dev’t
4 Dr.
George PhD
Lecturer
 Communication
William Kiyingi
Science
 Legal
and
policy
issues in information
work
5 Dr.
James PhD
Senior
 Library Automation
Matovu
Lecturer
 Information
Service
and Documentation
 Management
Information Systems
6 Dr. Bernard B. PhD
Lecturer
 Information Resource
Bazirake
Sharing
and
Networking

7
NAME
7
HIGHEST
DEGREE
Dr. Constant PhD
Okello-Obura
RANK
Lecturer
SPECIALISATION

Asst.
Lecturer


Analysis and Design of
Information Systems
Business Information
Systems (BIS)
E-Records
Management
Information
Storage
and Retrieval
Internet,
Website
Design
Electronic Document
Management
Library and Records
Automation
Records Management
Archives Management
Asst.
Lecturer
Asst.
Lecturer

Library Science


Database
Management
Electronic Publishing
Multimedia
Librarianship
Records Management

Library Science


Information
entrepreneurship
Digital librarianship
Electronic
Records
Management
Desktop Publishing
Multimedia
Librarianship
Preservation
and
Conservation
Web
design
and
management,
Library management
systems,
Information
Storage
and Retrieval
Records Management

Records Management


8
Mrs. Joyce B. Msc. and PhD Asst.
Muwanguzi
Cand.
Lecturer




9
Mr.
David M.A (RM &
Luyombya
AD) and PhD
Cand.
10 Mr.
Joshua Msc. LIS
Kidaaga
11 Ms. Faridah Msc. CS
Muzaki


12 Ms.
Sylvia
Namujuzi
13 Ms.
Lois
Mutiibwa
14 Mr.
Robert
Kayiki
Msc.Inf.Sc.
Msc.Inf.Sc.
Cand.
Msc.Inf.Sc.
Cand.
Asst.
Lecturer
Teaching
Asst.
Teaching
Asst.
15 Mr. Alex M.
Baguma
16 Mr. Geoffrey
Aziyo
Msc.Inf.Sc.
Teaching
Cand.
Asst.
Msc. Inf. Sc. Teaching
Cand.
Assistant
17 Ms.
Diana
Kacunguzi
18 Mr.
Anselm
Olweny
Msc. Inf. Sc. Teaching
Cand.
Assistant
Msc. Inf. Sc. Teaching
Cand.
Assistant








19 Mr.
Francis
Ekwaro
20 Mr.
Francis
Ssekitto
Msc. Inf. Sc. Teaching
Cand.
Assistant
Msc. Inf. Sc. Teaching
Cand.
Assistant
8
NAME
HIGHEST
RANK
DEGREE
21 Ms.
Ezrea Msc. Inf. Sc. Teaching
Kulisoma
Cand.
Assistant
1
2
3
4
5
6
7
SPECIALISATION

Library Science
The following part time staff will teach on the program
NAME
HIGHEST
RANK
SPECIALISATION
DEGREE
Mr. Muhamond Kahn
Msc. LIS
Part-time  Library Classification
Lecturer
 Library Cataloguing
Dr. Maria Musoke
PhD
University  Health
Information
Librarian
Systems
Mr. A. Buyego
Msc.
Lecturer
 Operations Research
Mr. Fred Kalyowa
Msc.
Part-Time  Health
Information
Lecturer
Systems
Dr. Fredrick Bakabulindi
PhD
Senior
 Operations research
Lecturer
Dr. S.A.H Abidi
PhD
Assoc.
 Library Classification
Prof
 Library Cataloguing
Dr. Eunice Ssendikadiwa
PhD
Senior
 Publishing and book
Librarian
trade
G. Student Support
The school provides counseling services to students through Heads of
Departments and the University Counseling Unit. The school also supports
students through their umbrella body, Makerere University Library and
Information Science Student Association (MULISSA). Students are also
represented in the various management committees of the school, including
the Finance Committee, Board of Studies and the Anti-Sexual Harassment
committee.
9
7. Funding
Below is the proposed budget.
Offering Type
Degree
EXPECTED INCOME
No. of
Tuition @ year
Students
@ student
Expected
45
2,000,000=
30
-
Total Tuition
for 3 Years
Private – Day
BLIS
Government
BLIS
Sponsored
Private
–
BLIS
5
International
Sub-Total
Income 1
Private
–
BLIS
75
Evening
Private
BLIS
5
International
Sub-Total
Income 2
Day - 35% of 108,000,000 (Sub total – 1)
Eve - 45% of 168,000,000 (Sub total -)
2,000,000=
150,000,000=
3,600,000=
18,000,000=
Total Income to EASLIS
113,400,000/=
3
4
5
6
7
8
3,600,000
18,000,000
108,000,000=
168,000,000=
=
=
37,800,000=
75,600,000=
EXPENDITURE
DETAILS
 Lecturers’
teaching
allowances*
 Visiting
Professors’
expenses
Computing
and
Media  Computers (15)
Technology Equipment
 1 LCD Projector (1)
Course Materials
 Text Books
 Software
 Back up Media
Stationery
Capital Development
10% of Income
Administration
Administrative expenses
**
Academic Functions
Workshops,
Seminars,
study visits, etc
ICT Services
2% of Income
NAME
1 Staff Remuneration
2
=
90,000,000=
-
AMOUNT
29,040,000=
4,150,000=
4,000,000=
5,300,000=
4,050,000=
7,080,000=
2,000,000=
2,082,000=
11,340,000=
6,000,000=
8,090,000=
2,268,000=
113,400,000/=
TOTAL EXPENSES
NB: * There are 1935 contact hours for all the courses and lecturers will be
paid 30,000= per contact hour. Out of these hours, half will be computed as
normal load, hence only 968 hours will be paid for.
10
** 500,000 is expected to be spent on administration activities per month from
this programme. Such activities include headship, meetings, programme
coordination, timetabling, examinations, etc
PROPOSED BUDGET FOR FIELD ATTACHMENT FOR BOTH
GOVERNMENT AND PRIVATE STUDENTS
On top of the tuition fees for the three years, students will be expected to raise
some money to cover their practicum (field attachment). For private students,
this money will not be paid to the university. The sponsors of the private
students will pay this amount of money directly to the beneficiaries. The
government is expected to pay the government-sponsored students this
amount of money through the university as the university regulations stand.
BUDGET PROPOSAL PER STUDENT
ITEM
RATE
DURATION
1 Meals
60 Days
TOTAL
AMOUNT
360,000
2
2 Months
140,000=
2 Months
100,000=
3
4
5
6
7
8.
6,000= @
day
Accommodation
70,000= @
Month
Materials
30,000=
Travel within the practicum area 50,000= @
Month
Travel to and fro (from Makerere 50,000=
to the practicum area and back
to Makerere)
Report production
20,000=
Contingencies
GRAND TOTAL
50,000=
20,000=
70,000=
740,000=
TARGET GROUP
The BLIS programme is intended for the following people:




A-level leavers wanting to develop a career in Library and
Information Science
Working people above 25 years of age interested in developing
a career in Library and Information Science
Holders of diplomas interested in advancing their career in
Library and Information Science.
Graduates interested in developing a career in library and
information science.
11
9.
ADMISSION REQUIREMENTS
Admission to the programme shall be through any of the four avenues:
 Direct Entry
 Mature Age Scheme
 Diploma Holders Scheme
 Degree Holders
a. Direct Entry
An applicant must have obtained at least two principle passes in
Sciences or Arts subjects at the same sitting of the Uganda Advanced
Certificate of Education (UACE) or its equivalent and must also
possess a certificate of the Uganda Certificate of Education (UCE) or
its equivalent.
For purposes of admission into the BLIS programme, the advanced
level subjects shall carry the following weights:
Essential
Relevant
Desirable
Others
Subjects
Subjects
Subjects
Two best done Third best done General
ALL others
of ALL A-level of ALL A-level Paper,
Subsubjects
subjects
Math
There will be different cut off points for BLIS applicants with Arts or
Science subjects.
b. Mature Age Entry
To qualify for mature entry, one will be required to pass two special
mature age university examinations in aptitude and specialized
knowledge relevant to Library and Information Science. Such
applicants will have to comply with the university regulations governing
mature admissions.
c. Diploma Entry
Holders of Diploma in Records and Archives Management, Diploma in
Library and Information Science, Diploma in Information Management,
Diploma in Publishing and Book Trade or related discipline from any
recognized institution may be admitted to the BLIS programme. The
applicants should have obtained a Credit Class Diploma. A student
who has enrolled for a Diploma in Library and Information Studies with
effect from academic year 2010/2011 from Makerere University and
graduates with a credit class Diploma qualifies to be exempted from
the following courses in BLIS programme:
BLS 1105: Information and Society
BLS 1111: Information Technology
BLS 1106: Information literacy
BLS 3120: Library Operations
BLS 1211: Information Technology II
BLS 1205: Principles of knowledge Organization
BLS 1206: Publishing and Book Trade
BRM 1101: Principles of Records and Archives Management
d. Degree
Holders of any Degree from a recognized university or institution of
Higher learning may be admitted to the BLIS programme.
12
10.
EXAMINATION REGULATIONS
The general regulations and statutes of Makerere University and the
East African School of Library and Information Science (EASLIS) shall
apply.
A. General Regulations
 University Examinations shall be held in all courses at the end of
each semester.
 There shall be a Board of Examiners, which shall be composed
of External, and Internal Examiners appointed by the Senate on
the recommendation of the Board of the East African School of
Library and Information Science (EASLIS).
 The Board of Examiners shall receive, consider and make
recommendation of the final examination results for each
candidate
 The Director EASLIS shall chair the Board of Examiners and all
decisions of the Board of Examiners shall be subjected to
rectification by the EASLIS Board of Studies.
 The EASLIS Board of Studies shall recommend to the University
Senate what mark shall finally be awarded to each candidate in
each course and the final result of the examination.
B. Pass mark
 The pass mark in each course shall be 50%.
 Progressive assessment shall contribute not less than 30% of
the final marks for each course
.
C. Grading
The grading for each examination shall be as follows:
Marks
90 – 100
80-89
75-79
70-74
65-69
60-64
55-59
50-54
45-49
40-44
Below 40
Letter Grade
A+
A
B+
B
C+
C
D+
D
E
EF
Grade Point
5.0
5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0
Interpretation
Exceptional
Excellent
Very good
Good
Fairy good
Fair
Pass
Marginal pass
Marginal fail
Clear fail
Bad fail
13
D. Degree Grading
The Cumulative Grade Point Average for various classes of degree shall be
as follows:
Class
First Class
Second Class (Upper Division)
Second Class (Lower Division)
Pass
Fail
CGPA
4.40 – 5.00
3.60 – 4.39
2.80 – 3.59
2.00 – 2.79
Below 2.00
11. EXPECTED ENROLLMENT
Offering Type
Private – Day
Government Sponsored
International Students
Private – Evening
Total
Year 1
50
30
6
80
166
Year 2
50
30
10
80
170
Year 3
60
30
15
100
205
Year 4
70
30
20
110
230
Year 5
90
30
30
120
270
12.
QUALITY ASSURANCE
The following measures will be used for quality assurance within the BLIS
programme:
 Continuous review of curriculum
 Use of stakeholders’ feedback and professional association listserve to
get professional concerns
 Examination moderation and departmental assessment of individual
lecturer course outlines
 Use of faculty Board Committee in all academic matters
 Ensuring proper managing of internal examinations such as tests,
research work, group presentations etc.
 Use of External Examiners.
14
13.
DETAILED COURSE DESCRIPTION
BLS1105:
INFORMATION AND SOCIETY
Course Description
This course is an introductory course about the information profession and the
place of information in society. It introduces learners to the fundamentals of
information as a discipline.
Course Aim
By the end of this course, learners should be able to explain the place and
value of information in society.
Learning Outcomes
By the end of the course, learners should be able to:
 Recognize information as a resource
 Explain the role of information in development
 Identify how information impacts on society
 Explain information science as a discipline
Intellectual, Practical and Transferable skills
 Knowledge of information as a resource
 Knowledge of information science as a discipline
Teaching and Learning Pattern
 Lectures
 Self directed research
 Seminars
 Discussions
Indicative Content: Information and knowledge, information as a discipline,
branches of information science, libraries in society, information science,
librarian as an information scientist, Information Life Cycle, the information
revolution, Information as an agent of social transformation, Role of
Information in development, History of Information science education; Library
Science and Information Science, Laws of Library Science; Information and
communication, Information needs; information seeking behavior and use;
Libraries, information in Africa and outside world, the Information society and
its challenges, Sociology of information, Economics of Information, Role of
Information in national development, Appraisal of the existing information
institutions and services in Uganda and Africa; Information policy and systems
for Uganda and Africa at large; information for specialized groups of users;
the disadvantaged and gender issues related to Library and Information
Service
Assessment Method
Test, Coursework, Group work presentations all carrying 30%
Final examination =70%
15
Indicative Sources
1. Abidi, S A H. 1991. Communication, information and development in
Africa. Bano Abidi publications.
2. Feather, John and Sturges, Paul, eds. 1996. International encyclopedia
of information and library science.
3. Heap, Nick (ed.). 1995. Information technology and society. London:
Sage
4. Verma, Shiv Ram. 2005. Foundations of library and information
science. New Delhi: Shree publishers and distributors.
BLS1101:
INFORMATION TECHNOLOGY I
Short Description
The course covers basic computer knowledge and skills.
Aim
To enable students acquire basic computer skills useful in information work.
Learning Outcomes
Students to be able to:
- Explain the various components of a computer system
- Work with windows
- Word process documents
- Identify different computer ports
- Create and e-mail account and use e-mail services
- Use e-learning software.
Intellectual, practical and transferable skills
Knowledge on computer operations and skills on word-processing documents,
surfing internet, e-mail utilization and e-learning software operation
Teaching and Learning Pattern
By use of lectures, practicals (hands on practices) and individual research
guided by the lecturer.
Indicative Content
Computer operations; computer hardware systems, software systems,
operating systems, working with files, directories and folders; operating
system commands; computer ports, storage, care and handling. Information
Technology and Society, Word processing applications, Internet and e-mail:
use of WWW, subscribing to list serves and discussion groups, introduction to
e-learning and other university services
Assessment Method
Continuous assessment shall be applied to generate marks for coursework.
Tests, coursework research questions, group work presentations will all
constitute coursework marks (30 marks) and final examinations (70
marks).For a student to be allowed to sit for final examinations in this course
he/she should have obtained at least 15 out of 30 marks. The pass mark for
the course shall be 50%.
16
Indicative Sources
1. Anderson, A. John. 1994. Foundations of Information Technology.
London: Chapman and Hull
2. French, C.S., 1996. Data Processing and Information Technology.
10th Ed., London: Continuum.
3. Kalicharan, Noel. 1988. An introduction to computer studies.
Cambridge University press
4. Laudon, K., Trever, C.G., and Laudon, J.P. 1997.
Information
nd
Technology. Concepts and Issues. 2 Ed. Cambridge: International
Thomson Publishing Company.
5. Rowley, Jennifer. 1993. Computers for libraries. 3rd ed. London: Library
Association Publishing
6. Saffady, William. 1999. Introduction to automation for librarians.
London: American Library Association
7. Shelly, G.B., Cashman, T.J. and Vermaat, M.E. 2007. Discovering
computers: a guide to information age. Boston: Thompson.
8. Stern, N., Stern, R. 1996. Computing in the information age. New York:
John Wiley.
9. Turban, E., Mclean, E., and Watherbe J. 1999.
Information
Technology for Management:
Making Connections for Strategic
Advantage. 2nd ed. New York John Wiley
10. Saxena, S. 2002. First course in computers. New Delhi: Vikas
BLS 1106:
INFORMATION LITERACY
Course Description
This course equips learners with information literacy skills to enable them
identify information tasks, search for information, retrieve and utilize
information as students at the university
Course Aim
By the end of this course, learners should be able to identify an information
task, search for, retrieve and present information.
Learning Outcomes
By the end of the course, learners should be able to:
 Interpret an information task
 Identify information sources
 Search for and retrieve information
 Present information in an acceptable format
Intellectual, Practical and Transferable skills
 Knowledge of information sources
 Skills in information searching, retrieval and presentation.
Teaching and Learning Pattern
 Lectures
 Self directed research
 Seminars
 Discussions
17
Indicative Content: Library skills, literature searching, study skills, reading
skills, information presentation, citation, interpreting a bibliographic citation
Assessment Method
Test, Coursework, Group work presentations all carrying 30%
Final examination =70%
Indicative Sources
1. Crème, Phyllis and Lea, Mary R. (2005). Writing at university, 2nd ed.
Berkshire: Open University Press.
BLS3120:
LIBRARY OPERATIONS
Course Description
This course introduces learners to operations, activities and services in the
library
Course Aim
By the end of this course, learners should be able to describe the types of
library and information resources and to explain how they are managed in the
library.
Learning Outcomes
By the end of the course, learners should be able to:
 Describe the types of information resources in the library
 Explain the processes involved in the management of library and
information resources
 Explain the techniques involved in maintaining library and information
resources.
Intellectual, Practical and Transferable skills
 Knowledge of the types and uses of library and information resources
 Skills in processing information materials
 Skills in maintenance of library and information resources.
Teaching and Learning Pattern
 Lectures
 Study visits
 Practicals
Indicative Content: Library and information resources, Library organization
and layout selection, acquisition and ordering of library materials, materials
accessioning and processing, shelving and filing, stocktaking, weeding, caring
and maintenance of library materials and equipment, statistics and records
maintenance, circulation of library materials, security in the library, technical
sections and services in libraries, publicity and display of library materials,
promoting library use.
18
Assessment Method
Test, Coursework, Practicals all carrying 30%
Final examination =70%
Indicative Sources
1. Chapman, Liz. 2001. Managing acquisitions in library and information
services. London: Library Association.
2. Ikoja-Odongo, J. R. 1998. Processing library materials: a user’s manual.
Kampala: EASLIS, Makerere University.
3. Kumar, Krishan 1987. Library administration and management. New Delhi:
Vikas Publishing
4. Kumar, Krishan 1991. Library Manual. Vikas Publishing House
5. Ranganathan, S R. 1962. Library Manual. Bombay: Asia Publishing House.
6. School Library Association. 1980. Routines, managing a small school
library
7. Schuman, Bruce A. 1999. Library security and safety handbook. Chicago:
American Library Association.
BLS 1211: INFORMATION TECHNOLOGY II
Short Description
The course covers application of computers and information technologies in
information handling.
Aim
To enable learners gain skills of applying computers and information
technologies in information handling.
Learning Outcomes
Students to be able to:
- Use spreadsheet for information management
- Prepare PowerPoint presentations
- Apply Desktop Publishing packages in information work
- Explain the techniques involved in computer networking, maintenance and
troubleshooting
Intellectual, practical and transferable skills
 Spreadsheet and PowerPoint presentation skills will be transferred

Knowledge on computer networks will be acquired

Knowledge of computer maintenance and troubleshooting
Teaching and Learning Pattern
By use of lectures, practicals (hands on practices) and individual research
guided by the lecturer.
Indicative Content
Spreadsheets; preparing presentations; working with graphics, computer
networks and communication technologies, basics of databases, Desktop
publishing, ICT in society: problems and prospects, computer maintenance
and troubleshooting.
19
Assessment Method
Continuous assessment shall be applied to generate marks for coursework.
Tests, coursework research questions, and projects will constitute 30%mark
while final examinations (70 marks).
Indicative Sources
1. Anderson, A. John. 1994. Foundations of Information Technology.
London: Chapman and Hull
2. French, C.S., 1996. Data Processing and Information Technology.
10th Ed., London: Continuum.
3. Kalicharan, Noel. 1988. An introduction to computer studies.
Cambridge University press
4. Laudon, K., Trever, C.G., and Laudon, J.P. 1997.
Information
nd
Technology. Concepts and Issues. 2 Ed. Cambridge: International
Thomson Publishing Company.
5. Rowley, Jennifer. 1993. Computers for libraries. 3rd ed. London: Library
Association Publishing
6. Saffady, William. 1999. Introduction to automation for librarians.
London: American Library Association
7. Shelly, G.B., Cashman, T.J. and Vermaat, M.E. 2007. Discovering
computers: a guide to information age. Boston: Thompson.
8. Stern, N., Stern, R. 1996. Computing in the information age. New York:
John Wiley.
9. Turban, E., Mclean, E., and Watherbe J. 1999.
Information
Technology for Management:
Making Connections for Strategic
Advantage. 2nd ed. New York John Wiley
BLS1205:
PRINCIPLES OF KNOWLEDGE ORGANISATION
Short Description
This course introduces learners to the principles of intellectual organization of
information for storage and retrieval.
Aim
To enable learners gain an understanding of how information is organized for
storage and retrieval.
Learning Outcomes
Students to be able to:
- Explain what knowledge is
- Explain the principles underlying knowledge organization
- Apply content analysis and representation to all types of information
materials
Intellectual, practical and transferable skills
 Knowledge of intellectual organization of information

Skills in content analysis and representation
Teaching and Learning Pattern
By use of lectures, guided reading, discussions and group presentations
20
Indicative Content
Understanding knowledge, Structure of knowledge classification, facet
analysis, fundamental categories (Time, Space, Energy, Matter, Personality),
Principles for Arrays, Principles for Chain, Canons of classification, patterns
and tools in knowledge classification, enumerative, analytic synthetic and
faceted classification schemes; arrays and chains, postulates, Content
analysis and representation.
Assessment Method
Continuous assessment shall be applied to generate marks for coursework.
Tests, coursework research questions, and projects will constitute 30%mark
while final examinations (70 marks).
Indicative Sources
1. Husain, Shabahat. 1993. Library classification and analysis. New Delhi:
Tata McGraw-Hill Publishing Company
2. Kumar, Krishan. 1979. Theory of classification. Vikas Publishing House.
3. Librarianship as a bridge to an Information and Knowledge Society in
Eastern, Central and Southern Africa. SCECSAL XVII. Dar es Salaam:
Tanzania Library Association.
4. Ranganathan, S.R. 1994. Philosophy of library classification. Bangalore:
Sarada Rangathan Endowment for Library Science
5. Srivastava, Anand P. 1992.Theory of knowledge classification for
librarians. New Delhi: The Learning Laboratory.
BLS1206:
PUBLISHING AND BOOK TRADE
Short Description
Aim: To develop students’ understanding of theory and practices of
publishing management and book trade
Learning Outcomes
Students to be able to:
- Explain what publishing is
- Explain how a publishing house is organized
- Explain the types of publishing
- Explain the development of the publishing industry
- Discuss the dynamics of the book industry
Intellectual, practical and transferable skills
 Knowledge of publishing

Knowledge of book trade
Teaching and Learning Pattern
By use of lectures, guided reading, study visits, discussions and group
presentations
21
Indicative Content
Publishing concepts, publishing and development, Organization of a
Publishing House, international book publishing scene, publishing laws,
publishing agreements, protocols, conventions, defamation, contracts,
plagiarism, intellectual property and copyright, etc, Formal and Informal
Publishing, Financial management, Human Resource Development, and the
gender factor in publishing, Book trade.
Assessment Method
Continuous assessment shall be applied to generate marks for coursework.
Tests, coursework research questions, and projects will constitute 30%mark
while final examinations (70 marks).
Indicative Sources
1. Bell, F. T & Seymour, Smith. 1986. Library bookselling. London: Andre
Deautsch.
2. Clark Giles (1994). Inside Book Publishing 2nd edition, Blue print,
London
3. Makose, Ruth and Lily Nyariki. 1997. Publishing and book trade in
Kenya. Nairobi: EAEP.
4. Nyeko, Janet. A. 1999. The ABC of Book Publishing: A training manual
for NGOs in Africa. Kampala: JaNyeko Publishing Centre. Peacock,
John. 1995. Book production. London: Chapman and Hall.
5. Peacock, John (1995). Book Production 2nd edition, Blue print, London
6. The business of book publishing. 1990. London: UNESCO
7. Giles, Clark. 1988. Inside book publishing. London: Blueprint
BRM 1101 PRINCIPLES OF RECORDS AND ARCHIVES MANAGEMENT.
Short Description
This course introduces students to the basic concepts and principles of
records and archives management. Introduces students to the nature of
records and how they differ from other information materials.
Aim
To enable students learn the principles of records and archives management
Learning Outcome
At the end of the course, students should be able to:
- Explain the difference between records/information/data/archives
- Explain the importance of records
- Explain life cycle of records
- Distinguish between records centers, archives, museums
- Explain the principles of records and archives care
Intellectual, practical and transferable skills
 Knowledge on records life cycle.
 Knowledge on the principles governing records and archives
management
22
Teaching and Learning Pattern
By use of lectures, student-led group presentations and individual research
guided by the lecturer
Indicative Content
Introduction to records, philosophies of records keeping - why keep and
maintain records? History and development of records management, life cycle
of records, management of current records and non current records,
management of vital records, Types and description of archives, archival
selection, acquisition policy, building design, storage of archival materials,
reader services in Archives, Similarities and distinctions between records
management,
archives
and
libraries
etc.
Assessment Method
Continuous assessment shall be applied to generate marks for coursework.
Tests, coursework research questions, group work presentations will all
constitute coursework marks (30 marks) and final examinations (70).
Indicative sources
1. Steward, J.R. & Melesco, N.M. 2002.
Professional records and
information management. New York: McGraw Hill.
2. Ellis, J. 1993. Keeping archives. 2nd ed.
3. Smith, P. 1997. Records Management. S.1: Texas: South western
publishing company.
4. John, M.M. & Kallaus, N.F. (nd) Records Management. Texas: South
western publishing company.
5. Penn, I.A., Pennix, G.B. and Coulson, J. 1994. Records Management
Handbook. 2nd ed. Hampsire: Gower.
6. Walne, Peter, Comp. 1985. Modern Archives Administration and Records
Management: A RAMP Reader. (RAMP Study PGI-85/WS/32). Paris, FR:
UNESCO, Available electronically through the UNESCO website.
7. International Records Management Trust: Information for good
governance. http://www.irmt.org/index.html.
BLS2106:
REFERENCE AND INFORMATION SERVICE
Course Description
This course is designed to introduce learners to different sources of
information and how they can be used in information work. It provides
learners with the techniques of identifying, selecting, evaluating and sourcing
information from information sources. It is designed to enable learners
become proficient in techniques and practice of information service.
Course Aim
By the end of this course, learners should be able to provide reference and
information service.
23
Learning Outcomes
By the end of the course, learners should be able to:
 Identify information sources
 Select information sources
 Evaluate information sources
 Select information sources
 Utilize information sources
 provide information service
Intellectual, Practical and Transferable skills
 Knowledge of information sources and services
 Skills of evaluating information sources
 Use of information sources
 Provision of information and reference service
Teaching and Learning Pattern
 Lectures
 Guided visits to libraries
 Self directed research
 Seminars
Indicative
Content: Sources of information; documentary and nondocumentary sources, reference sources, evaluation of references sources,
selection of reference sources, electronic reference sources, formulating
search strategies, information searching, accessing online databases, the
retrieval process, qualities and roles of a reference librarian/information
worker, organization of reference and information service section and
reference statistics, Current Awareness Service (CAS), Selective
Dissemination of Information (SDI), inquiry services- direct, indirect; referral
services, translation services
Assessment Method
Test, Assignments, Coursework, Group work presentations all carrying 30%
Final examination =70%
Indicative Sources
1. Katz, William A. 1997. Introduction to reference work. Vol. 1 (7 th ed.).
New York: McGraw-Hill.
2. Guha, B. 1983. Documentation and information: services, techniques
and systems. Calcutta: The world press private.
3. Kumar, Krishan. 1996. Reference service. 5th ed. New Delhi: Vikas
Publishing house.
24
BLS2113:
CLASSIFICATION I
Short Description
This course introduces learners to the principles and practices of library
classification, introduces the schemes used and how they are applied while
classifying information materials.
Aim
To enable learners gain skills and knowledge in classification of library and
information materials
Learning Outcomes
Students to be able to:
- Explain what classification is
- Use classification schemes to classify information materials.
- Construct call and book numbers
Intellectual, practical and transferable skills
 Knowledge and skills in classification

Skills in how to construct book numbers
Teaching and Learning Pattern
By use of lectures, practicals, discussions
Indicative Content
Theory of Classification, Artificial classification, Knowledge classification,
need and purpose of library classification; Notation; features and notation of
general and specialized classification schemes (Types, Development,
Notation and Application), subject analysis, faceted classification, constructing
call and book numbers
Assessment Method
Continuous assessment shall be applied to generate marks for coursework.
Tests, coursework research questions, and projects will constitute 30%mark
while final examinations (70 marks).
Indicative Sources
1. C.A Cutter’s Cutter-Sanborn Author Table. The HR Huntting Company.
2. Chan, Lois Mai. 1994. Cataloguing and classification: An introduction, 2 nd
ed. New York: McGraw-Hill
3. Dewey Decimal Classification Scheme (12th and 13th Abridged Edition).
New York: Forest press.
4. Dewey Decimal Classification Scheme (22nd Edition). New York: Forest
press
5. Husain, Shabahat. 1993. Library classification and analysis. New Delhi:
Tata McGraw-Hill Publishing Company
6. Kumar, Krishan. 1979. Theory of classification. Vikas Publishing House.
7. Universal Decimal Classification. 1961. Abridged English edition.
8. Wynar, Bohdan & Taylor, Arlene G. 1992. Introduction to cataloguing and
classification. 8th ed. Colorado: Libraries unlimited, Inc.
25
BLS2112: CATALOGUING I
Short Description
This course introduces learners to practical concepts related to bibliographic
description of documents using AACR2 and Sears List of Subject Headings.
Aim
To enable learners gain knowledge and skills in cataloguing of library and
information materials
Learning Outcomes
Students to be able to:
- Explain what cataloguing is
- Catalogue information materials.
- Assign subject headings to information materials
Intellectual, practical and transferable skills
 Knowledge and skills in cataloguing

Skills in how to assign subject headings
Teaching and Learning Pattern
By use of lectures, practicals, discussions
Indicative Content
Introduction and definition of key concepts, need and purpose of cataloguing,
levels of cataloguing, Examining an information material for cataloguing,
development of cataloguing codes, forms of catalogues, types of catalogue
entries, relationship between catalogue entries, descriptive cataloguing,
Reference should be made to available Cataloguing schemes e.g. AACR2,
Assigning subject headings. Emphasis should be laid on cataloguing books.
Assessment Method
Continuous assessment shall be applied to generate marks for coursework.
Tests, coursework research questions, and projects will constitute 30%mark
while final examinations (70 marks).
Indicative Sources
1. AACR2: Anglo-American Cataloguing Rules (2002 Revision). – 2nd ed. –
Ottawa: CLA; London: CILIP; Chicago: ALA ISBN 08389 3531 1
2. Berman, Sanford (1984) Subject Cataloguing Critiques and Innovations.NY: The Haworth Press ISBN 0 86656 265 6
3. Chan, Lois Mai. 1994. Cataloguing and classification: An introduction, 2 nd
ed. New York: McGraw-Hill
4. Gorman, Michael (1988 Revision) The Concise AACR2. – Ottawa:CLA;
London: CILIP; Chicago: ALA ISBN 0 8389 3494 3
5. Job, M. M. 1989. Theory and practice of cataloguing. New Delhi:
Metropolitan, 1989.
6. Kumar, Krishan. 1994. Cataloguing. New Delhi: Har-amound Publications
7. Miller, Joseph (2004) Sears List of Subject Headings .- 18th ed. – NY;Dublin
: The H.W Wilson Company ISBN 0 8242 1040 9
26
8. Taylor, Ailene G. 1992. Introduction to cataloguing and library classification.
5th ed. Engelwood: Libraries Unlimited
BLS2107:
EDITING
Short Description
This course covers editing of information materials to make them ready for
publication and use.
Aim
To enable learners gain knowledge and skills in editing of information
materials
Learning Outcomes
Students to be able to:
- Explain what editing is
- Explain the editorial process and techniques
- Edit information materials.
Intellectual, practical and transferable skills
 Knowledge and skills in editing
Teaching and Learning Pattern
By use of lectures, practicals
Indicative Content
Introduction and definitions, functions of an editor, evaluation process,
editorial process, classification of documents; Editorial policy; Role of editor
and copy editors, book commissioning and acquisitions, author and publisher
contract, building and developing publishing lists, literary agents, desk editing,
copy preparation, picture search, book design and proof reading, editorauthor-referee relationship in quality control.
Assessment Method
Continuous assessment shall be applied to generate marks for coursework.
Tests, coursework research questions, and projects will constitute 30%mark
while final examinations (70 marks).
Indicative Sources
1. Harris, Nicola. 1991. Basic editing: a practical course. London: Book house
training centre
27
BLS1213:
ANALYSIS OF INFORMATION SYSTEMS
Short Description
This course enables students explain the different types of information
systems and how information systems are analyzed with a view to
improvement
Aim
To enable learners gain knowledge and skills in analyzing and designing
information systems
Learning Outcomes
Students to be able to:
- Explain what an information system is
- Explain the information systems cycle
- Analyze and design information systems
Intellectual, practical and transferable skills
 Knowledge and skills in editing
Teaching and Learning Pattern
By use of lectures, practicals
Indicative Content
Concepts of Information systems, types of information systems, approaches
to information systems; information systems requirements; The Systems
Development Cycle, Fact gathering techniques; system documentation, types
of information systems and their application
Assessment Method
Continuous assessment shall be applied to generate marks for coursework.
Tests, coursework research questions, and projects will constitute 30%mark
while final examinations (70 marks).
Indicative Sources
1. Angell, I O. and Smithson, S. (1991) Information Systems Management:
Opportunities and risks
2. Lindsay, John (2000). Information systems – fundamentals and issues.
Kingston University, School of Information Systems
28
BLS2207:
DOCUMENTATION WORK AND SERVICES
Course Description
This course deals with the management of grey and semi-published literature.
It covers collection development, citation analysis, bibliographic Control,
indexing, abstracting, information resource sharing and networking
Course Aim
By the end of this course, learners should be able to select, gather, process
and make accessible information contained in grey and semi-published
literature.
Learning Outcomes
By the end of the course, learners should be able to:
 Identify grey and semi-published literature
 Evaluate grey and semi-published literature
 Select grey and semi-published literature
 Index and abstract grey and semi-published literature
 Repackage and disseminate information contained in grey and semipublished literature
Intellectual, Practical and Transferable skills
 Knowledge of documentation
 Practice of documentation work
 Information repackaging
 Information dissemination
 Indexing and abstracting
Teaching and Learning Pattern
 Lectures
 Guided visits to documentation centres
 Self directed research
 Practice
 Project work
 Seminars
Indicative Content:
Collection development, the nature of grey literature, sources of grey and
semi-published literature, Citation styles, Bibliographic Control (institutional,
national and international), bibliographic standards, bibliography compilation
including African bibliography; Indexing what is indexing and an index?
Indexing terms, basic rules, subject indexing, indexing languages, indexing
systems, Abstracting; what is abstracting and abstracts? Types of abstracts,
abstract of books, newspapers, reports and Articles, Conference proceedings
etc, Computers as a tool for indexing and abstracting, guidelines and policies
for access and retrieval of grey and semi-published literature, Information
repackaging and dissemination (e.g. SDI and CAS), information resource
sharing and networking.
29
Assessment Method
Test, Projects, Coursework, Group work presentations all carrying 30%
Final examination =70%
Indicative Sources
1. Balabkins, N. W. (1984). Collection information in developing countries.
Havard Library Bulletin, 32, 63.
2. Cleveland, D.B & Cleveland A.D 2001. Introduction to abstracting and
indexing, 3rd ed
3. Debachere, M. C. (1995). Problems in obtaining grey literature. IFL4
Journal, 21 (2 ), 94-98.
4. Gokhale, P. A. (1999). Information system for grey literature in India: a
model. Library Science, 36(4), 229-236.
5. Kargbo, J.A. (2005). Grey literature: the forgotten collection in
academic libraries in Sierra Leone. Information development, 21, 146.
Retrieved
on
June
11,
2008
from
http://idv.sagepub.com/cgi/content/abstract/21/2/146
6. Kwafo-Akato, K. (1995). Collecting, publicizing and providing access to
socio-economic Grey literature in Southern Africa with particular
reference to Botswana. Interlending and Document Supply 23(2), 1016.
7. Luzi, D. (2000). Trends and evolution in the development of grey
literature: a review. The International Journal on Grey Literature, 1(3):
106-116.
8. Rowley, J. 1988. Abstracting and indexing, 2nd ed. London: Clive
Bingley
9. Guha, B. 1983. Documentation and Information: services, techniques
and systems. Culcatta: The World press private.
10. Evans, G. Edward. Developing library and information centre
collections. Littleton: Libraries Unlimited.
11. Cernry, Rosanne. 1991. “When less is more: issues in collection
development” School library journal 37(March 1991)
12. Mulvancy, Nancy C. 1994. Indexing books. Chicago: The University of
Chicago Press.
BLS2211: DOCUMENT CLASSIFICATION II
Short Description
This is a continuation from BLS 2102 (Classification I). It thus enables
learners to perfect their skills of library classification and how they are applied
while classifying information materials.
Aim
To enable learners perfect their knowledge and skills in classification of library
and information materials
30
Learning Outcomes
Students to be able to:
- Classify different kinds of information materials using different
classification schemes.
- Evaluate classification schemes in relation to different environments
- Develop customized classification schemes
Intellectual, practical and transferable skills
 Knowledge and skills in classification

Knowledge in evaluating classification schemes

Skills in developing customized classification schemes
Teaching and Learning Pattern
By use of lectures, practicals, discussions
Indicative Content
Library Classification practice, interpretation of class number; assigning class
numbers using general and specialized classification schemes, evaluation of
classification schemes, designing customized classification schemes.
Assessment Method
Continuous assessment shall be applied to generate marks for coursework.
Tests, coursework research questions, and projects will constitute 30%mark
while final examinations (70 marks).
Indicative Sources
1. Dewey Decimal Classification Scheme (12th and 13th Abridged Edition).
New York: Forest press.
2. Dewey Decimal Classification Scheme (22nd Edition). New York: Forest
press
3. Husain, Shabahat. 1993. Library classification and analysis. New Delhi:
Tata McGraw-Hill Publishing Company
4. Kumar, Krishan. 1979. Theory of classification. Vikas Publishing
House.
5. Sharma J & Kumar, R. 1994. DDC: A practical guide. New Delhi: Indian
Bibliographies Bureau.
6. Universal Decimal Classification. 1961. Abridged English edition.
BLS2212: DOCUMENT CATALOGUING II
Short Description
This is a continuation from BLS 2103 (Cataloguing I). It thus enables learners
to perfect their skills of library cataloguing and how they are applied while
cataloguing information materials.
Aim
To enable learners perfect their knowledge and skills in cataloguing of library
and information materials
31
Learning Outcomes
Students to be able to:
- Apply principles of cataloguing in organizing information
- Construct complete catalogue entries in both manual and electronic
environment.
- Apply international standards in cataloguing.
- Evaluate cataloguing codes and subject heading lists in relation to different
environments
- Develop customized subject heading lists
Intellectual, practical and transferable skills
 Knowledge and skills in cataloguing

Knowledge in evaluating cataloguing codes and subject heading
lists

Skills in developing customized subject heading lists
Teaching and Learning Pattern
By use of lectures, practicals, discussions
Indicative Content
Practical exercises based on all forms of library materials and involving all
types of entries, assignment of subject headings, Standards in Library
Cataloguing, Online/computer-based cataloguing, copy and original
cataloguing.
Assessment Method
Continuous assessment shall be applied to generate marks for coursework.
Tests, coursework research questions, and projects will constitute 30% mark
while final examinations (70 marks)
Indicative Sources
1. AACR2: Anglo-American Cataloguing Rules (2002 Revision). – 2nd ed.
– Ottawa: CLA; London: CILIP; Chicago: ALA ISBN 08389 3531 1
2. Berman, Sanford (1984) Subject Cataloguing Critiques and
Innovations.- NY: The Haworth Press ISBN 0 86656 265 6
3. Gorman, Michael (1988 Revision) The Concise AACR2. – Ottawa:CLA;
London: CILIP; Chicago: ALA
ISBN 0 8389 3494 3
4. Job, M. M. 1989. Theory and practice of cataloguing. New Delhi:
Metropolitan, 1989.
5. Kumar, Krishan. 1994. Cataloguing. New Delhi: Har-amound
Publications
6. Miller, Joseph (2004) Sears List of Subject Headings .- 18th ed. –
NY;Dublin : The H.W Wilson Company ISBN 0 8242 1040 9
7. Taylor, Ailene G. 1992. Introduction to cataloguing and library
classification. 5th ed. Engelwood: Libraries Unlimited
32
BLS2208: DATABASE MANAGEMENT AND INFORMATION RETRIEVAL
Short Description
The course introduces learners to the techniques of developing and managing
database. It will also focus on appropriate skills for information retrieval.
Aim
To enable learners acquire techniques of developing and managing
databases and retrieving information
Learning outcome
At the end of this course, learners should be able to:
- Design a database
- Enter and edit data in a database
- Manage databases
- Retrieve information from an information system
- Evaluate information storage and retrieval systems
Intellectual, Practical and Transferable skills




Database design skills
Data entry and editing skills
Skills in searching and retrieval of information from a database
Knowledge of evaluating information storage and retrieval systems
Teaching and Learning Pattern
By use of lectures, practical, student led group projects
Indicative Content
Definition, concepts and methods in the management of databases; types of
databases, Architecture of a DBMS; Data Models: relational, hierarchical and
network models; Relations, attributes, domains, etc; Database design,
Database architecture and schema, Logical and physical views of data
schemas and sub schemas, normalization; Form design, indexing, tables and
program design. Data manipulation languages; programming in a database
environment: database security, integrity, recovery, and concurrence
Database administration, Information search and retrieval, evaluation of
information storage and retrieval systems.
Assessment method
 Coursework, project and test to constitute 30%

Final examination (70% marks).
33
Indicative sources
1. Begg, C. 2002. Database Management Systems. New York: Heinemann.
2. Connlly, T and Begg C. 2000. Database systems: practical approach to
design, implementation and management. Addison Wesley.
3. Hoffer, J, et al. 2005. Modern database management. New Jersey:
Pearson.
4. Jacso, P. and Lancaster, F.W. 1999. Build your own database:
Chicago:ALA.
5. Lucas, Henry C. 1992. The analysis, design and implementation of
information systems. 4th ed. New York: McGraw-Hill.
6. Ramakrishnan, R. & Gehrke,J. 2003. Database management system.
Boston: McGraw-Hill
BLS3117: PUBLICATION DESIGN AND PRODUCTION
Short Description: This course introduces learners to the techniques of
publication design, production, binding and finishing.
Aim: To enable students acquire skills in publication design, production,
binding and finishing
Learning Outcomes
Students to be able to:
 Explain the processes involved in book production
 Design a publication
 Evaluate publications
Intellectual, practical and transferable skills
 Knowledge of book production processes

Skills in publication design

Knowledge of publication evaluation
Teaching and Learning Pattern
By use of lectures, guided reading, study visits, practical, project
Indicative Content
Publication Production; Introduction and definitions, planning considerations,
choosing format, copy preparation, proof reading, design and lay out, visuals
and illustrations, designing artwork, typography, photography, page layout,
types of paper and its selection, preparing covers and jackets,
publication/magazine layout, packing, binding and finishing techniques:
cutting and trimming, folding, ancillary operations for print finishing, binding
wire, thread, adhesive, mechanical methods, case binding, tools and
equipment, book care and repair, evaluation of publications
Assessment Method
Tests, coursework research questions, and projects will constitute 30%mark
while final examinations (70 marks).
34
Indicative Sources
1. Clark Giles (1994). Inside Book Publishing 2nd edition, Blue print, London
2. Giles, Clark. 1988. Inside book publishing. London: Blueprint
3. Peacock, John (1995). Book Production 2nd edition, Blue print, London
4. Peacock, John. 1995. Book production. London: Chapman and Hall.
5. Studley, P. 1989. Desktop publishing for librarians. Aldership: Gower
6. Waburoko, E. S. 2004. Applied desktop publishing
BLS 2301:
FIELD ATTACHMENT
Short Description: This course provides learners with practical library and
information science skills. Learners are expected to apply the knowledge they
have acquired from class in the workplace.
Aim: To familiarize learners with the work environment, apply the knowledge
acquired from class and gain practical skills in library and information work.
Learning Outcomes
On completion of the field attachment, learners should be able to:
 Demonstrate application of theories and principles in solving real-life
problems.
 Demonstrate library and information management skills in the
workplace
 Demonstrate ability to adhere to work ethics and conditions
Intellectual, practical and transferable skills
 Information management skills

Knowledge of work ethics

Problem-solving skills.
Teaching and Learning Pattern
 Pre-placement to identify possible organizations for attachment. This
will involve visits by academic staff to possible places to identify
placements and joint planning with the partners/supervisors.




Briefing students
Orientation of faculty supervisors
Placement for 10 weeks
Supervision and evaluation
Indicative Content
Students will get attached to established libraries, registries, record centers,
archival institutions, museums, information service centers, documentations
centers, community telecenters, publishing houses, printers, etc. They are
expected get involved in the day-to-day running of the centers and be
supervised by both the field personnel and lecturers. Students will produce a
report about what they did and what they learnt. This together with the field
35
supervisor and lecturer’s assessment will be considered for awarding the final
grade for the field attachment.
Assessment Method
Student report (40%)
Field supervisor’s report (20%)
Faculty supervisor’s assessment (40%)
Indicative Sources
1. Makerere University guidelines for field attachment, 2007
BLS3122:
WEB DOCUMENT MANAGEMENT
Short Description: This course covers techniques of how to develop and
manage web documents and practice on interactive World Wide Web
applications.
Aim: To enable students acquire knowledge and skills required to develop
and manage web documents.
Learning outcome
Students should be able to:
 identify different techniques used to develop web documents
 practically develop web documents
 Evaluate web documents
 develop and implement strategies for disseminating web-based
information
Intellectual, practical and transferable skills
-
Knowledge and skills in web document development
Skills in evaluating websites
Knowledge and skills of disseminating web-based information.
Teaching and Learning Pattern
By use of lectures, Library search, student led group presentations and self –
directed research guided by the lecturer, practicals and projects
Indicative Content
Introduction and basic concepts (Internet, World Wide Web, Websites and
Web pages), justification of web-based resources in LIS, Requirements for
creating web documents, Use of HTML, HTML editors and Content
Management Systems to develop and manage websites; Evaluation of
websites, enabling access to web documents
36
Assessment method
Tests, coursework, group work presentations and the project will constitute
30% and final examination 70%
Indicative sources
1. Christine, L G. and Sherry, P. 1999. Designing web interfaces to library
services and resources. Chicago: ALA
2. HTML Code Tutorial available at http://www.htmlcodetutorial.com/
3. HTML Goodies available at http://www.htmlgoodies.com/primers/html/
4. HTML Tutorial available at http://www.w3schools.com/Html/default.asp
5. Murray, L.K. 1998. Basic Internet for busy librarians: a quick course for
catching up. Chicago: ALA
BLS 3123:
RESEARCH METHODS
Short Description
The course is designed to prepare students to carry out research. It equips
them with knowledge and skills of identifying and formulating a research
problem, developing objectives, reviewing literature, identifying appropriate
research methods, collecting, analyzing and presenting data
Aim
To provide learners with fundamentals of research methodologies with
emphasis to information science research
Learning outcome
By the end of the course, learners should be able to:
- Describe the concept, principles and importance of research in library and
information science.
- Identify and formulate research problems in library and information
science.
- develop research objectives
- Review literature
- Identify and choose appropriate research methodologies
- Explain how to collect, analyze and present research data using
appropriate techniques.
Intellectual, Practical and Transferable skills
-
Knowledge and skills to conduct research
Teaching and Learning Pattern
By use of lectures, library studies for literature, student led group
presentations and self – directed research guided by the lecturer, Project
Indicative Content
Research concepts, principles, types and importance, identifying a research
problem, developing objectives, defining scope, literature search and review,
37
identifying the research gap; research design and methodology, writing a
research proposal, developing data collection instruments, data collection,
analysis and presentation, ethical and gender issues in research, research
implications, research report writing.
Assessment method
Tests, coursework, group work presentations and the project will constitute
30% and final examination 70%
Indicative sources
1. Birley, G. and Moreland, N. s.a. A Practical Guide to Academic Research
2. Busha, C. H. and Harter, S.P. 1980. Research Methods in Librarianship:
techniques and interpretation, San Diego: Academic Press.
3. Creswell, J. W. 1994. Research design: quantitative and qualitative
approaches. London: Sage publications.
4. Enon, J.C. 1999. Educational Research, Statistics and Measurement,
Kampala: Institute of Adult and Continuing Education, Makerere
University.
5. Gorman, G E & Clayton, P. 1998. Qualitative research for the information
professional: a practical handbook. London: Library Association Publishing
6. Kakooza, Tereza. 1996. An Introduction to Research Methodology,
Kampala: National Adult Education Association
7. Nuwagaba, A. and Lumonya D. 1998. The Research Process for Social
Science Investigations, Kampala: Makerere University
8. Whitman, M E & Woszyynsky, A B. 2003. A handbook of information
systems research. Available at http://www.idea-group.com/books
BLS3124:
MULTIMEDIA LIBRARIANSHIP
Short Description
The course introduces learners to the techniques of managing information
materials in different forms other than paper
Aim
To enable learners acquire skills for managing information materials in
different forms other than paper
Learning outcomes
At the end of this course, learners shall be able to:
- Identify, select, describe and use the different types of media resources in
information institutions
- Develop multimedia collections
- Develop strategies for managing different forms of information materials
- Design a library media system
Intellectual, Practical and Transferable Skills
- Knowledge and skills of Identification, selection, description and use
different types of media resources
- Skills in developing multimedia collections
- Knowledge and skills of managing different forms of information materials
- Knowledge of how to establish a media library
38
Teaching and Learning Pattern
By use of lectures, study visits, group discussions, practicals, project and
individual research
Indicative Content
Introduction to Multimedia librarianship, History of media technology, The role
of multimedia in library and information service, types of media resources
(Flat projected, three dimensional materials, Projected Visual materials,
Projected Audiovisual materials, Audio materials, Non-projected visual
materials, programmed materials and microforms); Developing multimedia
collections, Presentation of materials, Media Technology Equipment
(Recording, Storage, transmission, communication), Selection and acquisition
of media materials and equipment, maintenance and care of multimedia
materials and equipment, microfilming, reprography and digitization, setting
up a library media system
Assessment Method
Tests, coursework, group work presentations and the project will constitute
30% and final examination 70%
Indicative Sources
1. Cabeceiras, james. 1991. The multimedia library: materials selection and
use. 3rd ed. Library and information science series, New York: Academic
Press
2. Chandra, R., Shrivastava, A.P. 2003. Information preservation in Library
management
3. Evans, G. E. 1995. Chapter 5 in Developing Library and Information
Centre Collections, 3rd ed., Engelwood, CO: Libraries Unlimited
4. Maddison, John. Information technology and education: an annotated
guide to printed audio visual and multimedia resources
5. Morris, Betty et al. 1992. Administering the school library media centre.
3rd ed.
6. Robertson, I. 1991. Audio-visual equipment: a technician’s and user’s
handbook. Oxford: BH
7. Wittich, W A & Schuller, C F. Audiovisual materials: their nature and use.
4th ed. New York: Harper and Row
8. Massachusetts School Library Media Association. 2003. Massachusetts
School Library Media Programme Standards for 21 st Century learning.
Massachusetts: The Association
BLS3113:
MANAGEMENT OF INFORMATION INSTITUTIONS AND
RESOURCES
Short Description
The course addresses principles and practices of management and their
application in Library and Information Institutions. It also addresses gender
mainstreaming in the work environment.
39
Aim
To prepare learners for managerial responsibilities in library and information
institutions
Learning outcome
Students should be able to:
- demonstrate an understanding of the principles and practices of
management
- Analyze the management functions with reference to library and
information institutions/centres
- Develop strategies and programmes in managing library and information
services
- describe the techniques of gender mainstreaming within a library and
information institution
Intellectual, Practical and Transferable skills
Knowledge of management principles
Skills in addressing gender concerns in organization
Teaching and Learning Pattern
By use of lectures, student led group presentations and self – directed
research guided by the lecturer, Practical
Indicative Content
Definition of concepts, theories and techniques of management with particular
reference to libraries and information systems and institutions/centers,
principles and functions of management and their application in different kinds
of libraries and information systems and institutions/centers; Management of
change in organizations, Organizational theory, organization structures,
human resource planning, affirmative action and gender mainstreaming,
financial management Physical facilities, equipment and furniture, collection
development and bibliometrics for decision making
Assessment method
Tests, coursework, group/seminar presentations will constitute 30% and final
examination 70%
Indicative sources
1. Jordan, P. 1996. Staff management in library and information work.
London: Gower
2. Koontz, H. 1990 Essentials of management5th ed. London: McGraw-Hill
3. Koontz, H. Principles of management: analysis of managerial functions.
New York: McGraw-Hill
4. Kumar, K. 1987. Library administration and management. New Delhi:
Vikas
5. Schermerhorn, J.R., Hunt, J.G., Osborn, R.N. 1998. Basic organizational
behaviour. New York: John Wiley
40
6. Stuart, R & Moran, B. 2000. Library and information centre management
London: Libraries Unlimited
7. Stuart, R. 1981. Library management. Littleton: Libraries Unlimited
8. Tidd, J. Bessant, J. Pavitt, K. 2001. Managing innovations: integrating
technological, market and organizational change
9. Van Fleet, D. 1984. Contemporary management. Dallas: Houghton
BLS3116:
PRESERVATION AND CONSERVATION
Short Description
The course covers techniques of preserving and conserving information
materials. It identifies the dangers to information materials and the measures
to contain them.
Aim
To enable students acquire knowledge and skills required for preserving and
conserving information materials.
Learning outcome
Students should be able to:
- Identify dangers to information materials
- identify techniques of preserving and conserving information materials
- Develop and implement strategies to protect information materials from
danger/loss
Intellectual, Practical and Transferable skills
-
Knowledge of dangers to information materials
Skills in preserving and conserving information materials
Skills in developing a preservation and conservation programme
Teaching and Learning Pattern
By use of lectures, Visits, Library search, student led group presentations, self
– directed research and Practicals
Indicative Content
The nature of information materials (e.g. paper, discs, audio-visuals, etc),
dangers to information materials (Biological, Chemical, Physical, Nature
Human, Technological, etc), application of basic principles to specific
preventive and active conservation strategies of Library, Records, Archives
and Museum resources; Weeding and discarding, Risk assessment, physical
and environmental control; binding and repair, security and safety; including
integrated pest management, and occupational health, hazards and safety
regulations, storage of information materials, disaster planning and
preparedness; and preventive conservation management; including collectionbased preservation, developing and implementing a preservation and
conservation strategy, Reprography, digitization, microfilming and Data
migration strategies and techniques.
41
Assessment method
Tests, coursework and project will constitute 30% and final examination 70%
Indicative sources
1. Chandra,R. Shrivastava, A.P. 2003. Information preservation in Library
management
2. Fox, L.L. 1996. Preservation microfilming 2nd ed.
3. Abid, A., Memory of the World: preserving our documentary heritage.
Paris: UNESCO, Information and Informatics Division, July 1997.
Available from: <URL:http://www.unesco.org/webworld/memory/Abid.htm>
4. The European Preservation Information Center of the European
Commission
on
Preservation
and
Access
(ECPA):
<http://www.knaw.nl/ecpa/ecpatex/home.htm>
5. PRESERV
The
RLG
Preservation
Available from: <URL:http://www.rlg.org/preserv/>.
Program:
6. Preserving Access to Digital Information (PADI): Accessing the present
tomorrow: guidance for preserving access to digital information.
Available from: <URL:http://www.nla.gov.au/padi/>
BLS3125:
AUTOMATION OF LIBRARY AND INFORMATION SYSTEMS
Short Description
The course introduces learners to the processes, requirements and
techniques involved in implementing automated library and information
systems.
Aim
To enable students acquire knowledge and skills required to design and
implement automated library and information systems.
Learning outcome
Students should be able to:
 Identify the processes and tasks carried out in LIS institutions
 Analyze library and information system automation needs and
requirements
 identify techniques involved in the automation of library and information
systems
 Design and evaluate automated library and information systems
 Develop strategies for implementing automated library and information
system
42
Intellectual, Practical and Transferable skills
-
Knowledge of techniques and processes involved in automating library
and information systems
Skills in designing automated library and information systems
Skills in evaluating automated library and information systems
Teaching and Learning Pattern
By use of lectures, study visits, group discussions, practical and project
Indicative Content
Planning for automation of library and information systems, Housekeeping
and routine functions in LIS institutions, identification of automation tasks and
needs, value and cost benefit analysis, identification of functional and
technical requirements, Software selection and acquisition
Use of Integrated Library management Systems (ILMS) for - Online Public
Access Catalogues, Cataloguing (MARC), ordering and acquisitions
management, serials management, Circulation and patron management,
library management, Statistics and reports generation, Exchange of
bibliographic data, application of standards, Implementing and evaluating
automated library and information systems, systems administration and
change management.
Assessment method
Tests, coursework and project will constitute 30% and final examination 70%
Indicative sources
1. Bawden, David; Blakeman, Karen. 1990. Going automated:
implementing and using information technology in special libraries and
information units. London: Aslib
2. Rowley, Jennifer. Computers for libraries.
3. Tedd, Lucy. 1990. An introduction to computer-based library systems
4. Lucey, T. 1987. Management information systems.
5. Kochtanek, R., Mathews, J. R. 2002. Library information systems: from
library automation to distributed information access solutions.
BLS1112:
COMMUNICATION SKILLS AND PRACTICE
Short Description
The course covers communication concepts and skills required by information
professionals.
Aim:
To enable students communicate effectively in society
Learning Outcomes
43
Students should be able to:
- Explain communication theories, concepts and principles
- Demonstrate ability to communicate effectively
- Design a communication strategy
Intellectual and transferable skills
- Knowledge of communication theories, concepts and principles
- Skills in effective communication
- Skills in designing communication strategies
Teaching and Learning Pattern
By use of lectures, group discussions, class presentations and project
Indicative Content
Communication theories, concepts and principles; writing skills, reading skills,
speaking and listening skills, verbal communication, Public speaking, modes
of
communication,
effective
communication
strategies,
business
communication, technology-enabled communication
Assessment Method
Tests, coursework and project will constitute 30% and final examination 70%
Indicative Sources
1. Chambers, H.E. 2001. Effective communication skills for scientific and
technical professionals: N.Y: Basic Books
2. Thomas, N.P. 2004. Information literacy and information skills instruction.
3. Sussams, J.E. 1991. How to write effective reports 2nd ed. Brookfield:
Gower
4. Muchuri, Mary Nyambura. 1993. Communication skills: A self-study course
for universities and colleges. Nairobi: Longman
5. Foster, Timothy R V. nd. Ways to better business writing
BLS3220:
COMMUNITY AND SPECIALIZED INFORMATION SYSTEMS
Short Description
The course is designed to equip learners with knowledge and skills on how to
plan for, design and apply information systems to provide information services
to specialized user communities.
Aim:
To enable students acquire skills to provide information services in
communities in their social setting
Learning Outcomes
44
Students should be able to:
- Identify information needs in various community settings
- plan for, design and apply information systems to provide information
services to specialized user communities
- Evaluate community information systems and services
Intellectual and transferable skills
- Knowledge and skills in identifying information user needs.
- Skills in designing specialized information systems
- Skills of how to disseminate information in communities
- Skills on how to evaluate community information systems and services
Teaching and Learning Pattern
By use of lectures, field visits, group discussions and project
Indicative Content
Community information needs & services; user needs analysis, and compiling
community profiles; components of community information systems, national
and international information systems (e.g. AGRIS, MEDLINE, INFOTERA,
ARIS, HMIS, etc) identification of information systems in various community
settings (e.g. agriculture, health, disabled, children, women, youth, etc.),
designing community information systems; information products and services,
methods of community information provision; application of ICTs for rural
development; Community telecentres, indigenous knowledge capture and
recording, information repackaging, backup and translation services, reading
promotion, gender issues in community information provision. Evaluation of
community information systems and services
Assessment Method
Tests, coursework and project will constitute 30% and final examination 70%
Indicative Sources
1. Abidi, S A H. 1991. Communication, information and development in
Africa. Kampala: Bano Abidi publications.
BLS 3221:
MANAGEMENT OF ELECTRONIC RESOURCES
Short Description
This course equips learners with knowledge and skills of creating,
maintaining, evaluating and accessing electronic information resources
Aim
To enable learners develop capacity to create, manage, evaluate, retrieve and
access electronic information resources
45
Learning outcome
Students should be able to:
 Explain the nature of electronic information resources
 Demonstrate ability to create, manage and utilise electronic information
resources
Intellectual, Practical and Transferable skills
Knowledge of the intricacies surrounding the management of electronic
information resources
Skills in creation, management and utilization of electronic information
resources
Teaching and Learning Pattern
By use of lectures, study visits, group discussions, practical and project
Indicative Content
Features of electronic documents, the electronic document life cycle,
workflows and processes, selection, collection and creation of electronic
documents (e.g. Digitization), organization, storage, retrieval, access and
delivery; preservation of electronic documents, challenges of managing
electronic documents and Electronic publishing
Digital library software (Greenstone, E-print archive software, Dspace,
WINISIS etc), Metadata and digital collections, types of metadata, metadata
schemes and elements (e.g. Dublin Core)
Indexing web based information resources, catching, developing information
gateways, repackaging of online information (format, language, content
analysis, access strategy); subscription to electronic resources, resource
sharing and networking, application of electronic documents in the social and
Economic contexts, online social collaboration tools (wikis and blogs),
copyright and legal issues related to digital materials, the digital divide.
Assessment method
Tests, coursework and project will constitute 30% and final examination 70%
Indicative sources
1.
Jeeron, V.K. 2003. Digital libraries. New Delhi: ESS publications
2.
Bielawski, Larry; Boyle, Jim. 1997. Electronic document management
systems: a user centered approach for creating, distributing, and managing
online publications. New Jersey: Prentice Hall
3.
Digital Library Federation website available at http://www.diglib.org
46
BLS3222:
LEGAL, POLICY AND INFORMATION ETHICS
Short Description
This course equips learners with knowledge of the legal, policy and ethical
issues affecting the library and information Industry both at national and
international levels
Aim
To equip learners with knowledge of the legal, policy and ethical issues
affecting the library and information Industry both at national and international
levels
Learning outcome
Students should be able to:
- Comprehend and explain the legal, policy and ethical issues affecting the
library and information Industry both at national and international levels
- Identify the legal, policy and regulatory framework in the library and
information sector both at national and international levels
Intellectual, Practical and Transferable skills
- Knowledge of the legal, policy and ethical issues affecting the library and
information Industry both at national and international levels
- Knowledge of the legal, policy and regulatory framework in the library and
information sector both at national and international levels
Teaching and Learning Pattern
By use of lectures, group discussions, literature search.
Indicative Content
Legal, ethical and policy concepts, how laws and policies are made, sources
of laws and policies, Issues affecting LIS (Privacy, Plagiarism, access,
copyright, legal deposit, collection development, libel, freedom of information,
gender, data protection)
Laws and policies affecting LIS (identification, scope, content, analysis and
application)
Ethics, morals, values, LIS ethics contextualized, the LIS profession, the
professional register, code of ethics for the LIS profession.
Assessment method
Tests, coursework and group presentations will constitute 30% and final
examination 70%
47
Indicative sources
1. Kigongo-Bukenya, IMN. 1993. Professional statement at the Uganda
Library Association Dinner. Uganda Libraries vol.2, no 2
2. Kigongo-Bukenya, I M N. 2000. Safeguarding the information professional
and the user: the case for regulation in the library and information
profession of Uganda. In. Building an information driven economy – the
first annual library and information science conference for Uganda, 83-86.
3. The IFLA/FAIFE Committee
4. The national constitutions of the Republics of Uganda, Kenya and
Tanzania
5. The Universal Declaration of Human Rights
6. Wallace, Koehler. 2000. Towards a code of ethics for the Uganda Library
Association: Some guidelines and suggestions. In Building an information
driven economy – the first annual library and information science
conference for Uganda, 66-82.
BLS3223:
INFORMATION ENTERPRENUERSHIP
Short Description
This course equips learners with entrepreneurial skills to enable them cope
with the changing information industry business requirements
Aim
To enable learners acquire entrepreneurial skills to cope with the changing
information industry business requirements
Learning outcome
Students should be able to:
- Explain the theories and principles of entrepreneurship
- Identify business opportunities and markets for information products and
services
- Explain how to set up and manage a business in the LIS sector
- Demonstrate ability to manage business finances
Intellectual, Practical and Transferable skills
- Knowledge of the theories and principles of entrepreneurship
- Knowledge and skills in Identifying business opportunities and markets for
information products and services
- Skills in setting up and manage a business in the LIS sector
- Knowledge and skills of managing business finances.
Teaching and Learning Pattern
By use of lectures, group discussions and projects
48
Indicative Content
Entrepreneurship, theories and principles of entrepreneurship, justification in
information work, information as a product and service-costing, pricing, costbenefit and cost effectiveness, market research, information marketing
institutions, information brokerage, marketing and promotion of LIS products
and services, planning, repackaging, branding and promotion both at
individual and firm levels, the marketing mix (Price, Product, etc), setting up
and managing LIS businesses, developing a marketing strategy, sources of
business finance, principles of book keeping, gender issues in information
entrepreneurship, business proposal writing
Assessment method
Tests, coursework and group presentations will constitute 30% and final
examination 70%
Indicative sources
1. Aluma, J. R.W. 1991. How to write special project reports.
2. Hingston, P. 2001. Starting your business: small business guide
3. Kroenke, D. Hatch, R. 1993. Business information systems: an
introduction
4. Omonuk, J.B. 1999. Fundamental accounting for business practical
emphasis
5. Wahab, M. A. 1998. A straight approach to accounting,
6. Wysocki, R. K., Beck, R., Crane, D.B. (n.d). Effective project
management
BLS 3224
PROJECT
Short Description
Students will be required to study, analyze, propose and design solutions to
library and information management problems in society and present a project
report. Such research should focus on areas where library and information
services affect organizational, community and national development and
progress.
Aim
To equip students with skills in solving library and information management
problems.
Learning outcome
Students should be able to:
- To identify problem areas in library and information science
- formulate information management problems,
- Identify problem solving approaches, tools and techniques applicable to
library and information science
- Demonstrate skills in solving library and information problems.
49
Intellectual, Practical and Transferable skills
Skills in problem solving in the library and information science field.
Teaching and Learning Pattern
Self – directed project guided by the lecturers / supervisors
Assessment method
The project report will be marked out of 100%
Indicative sources
All relevant journal articles that relate to library and information science
All previously published researches and projects related to the particular area
of study.
50