This study examines the Information Science Eduacation of Indian Universities and Corportate Libraries, with a specific focus on how the criteria of the Indian job Market are met within the context of this education.
The Library and Information Science curriculum needs to adapt to the changes in today’s job market requirement. The job market demands much more competencies, including information and communication skills. However, various studies reported a lacuna in the profession in terms of being fully compatible to the job requirement or in other words the profession fails to meet the expectations of the job market. Here, the enquiry arises as to who is accountable? Are the LIS curricula in the universities offering Library and Information Science courses not up to date and practical oriented or not at par with the job descriptions for LIS professionals in different sectors? This big question is affecting the whole profession globally, but steps have been taken in some developing countries to streamline the curricula with diverse job requirements. When we talk in terms of India, a lot has been discussed and talked about the current library and information science professionals in the context of the emerging Indian job market.
But steps to modify, remodel and implement the curricula as per national and global necessities are yet to be done. This is the main problem in statement. There are two major concerns- firstly, the inclusion of ICT and non ICT course contents in the curricula and secondly the job requirements of corporate and university libraries. The critical examination of the specific needs of the corporate employees should be given due consideration in redesigning the curricula. The non-lucrativeness of jobs for the LIS professionals could also be an issue that concerns the fraternity that can be solved by dealing first with the course contents.
The rationale behind this study is not only to critically examine the curriculum of the post graduate levels currently followed in India and study the job requirements of university and corporate libraries, but also to identify the discrepancies and thereby come up with some concrete measures. A review of the results on earlier empirical studies carried out in India indicates that the variables in the study (curriculum and job requirement) are examined from different perspectives of narrower scales but no studies of the intended magnitude and landscape are done so far.
Inhaltsverzeichnis (Table of Contents)
- CHAPTER 1 INTRODUCTION
- 1.1 Statement of the Problem
- 1.2 Significance of the Study
- 1.3 Definition of Operative Concepts
- 1.3.1 Relevance
- 1.3.2 Library and Information Science Profession
- 1.3.3 Library and Information Science Education
- 1.3.4 Library and Information Science Curriculum
- 1.3.5 Job Market for Library and Information Science Professionals
- 1.3.6 University Libraries
- 1.3.7 Corporate Libraries
- 1.3.8 Course Content and Course Title
- 1.3.9 Broad Subject Category
- 1.3.10 Syllabuses
- 1.3.11 Job Specification, Job Description and Job Requirement
- 1.3.12 Job Designation/Job Title
- 1.4 Changes in Library and Information Science Curricula over the Years
- 1.5 Organisation of Chapters
- CHAPTER 2 LITERATURE REVIEW LIRARY AND INFORMATION SCIENCE EDUCATION AND JOB MARKET
- 2.1 Historical Development of Library and Information Science
- 2.2 Emergence of Library and Information Science as an Academic Discipline
- 2.3 Library and Information Science Education in India in Paradigm Shifts
- 2.4 Library and Information Science Faculty and Professional Development
- 2.5 Historical Development of Library and Information Science Education in India
- 2.6 Current Use of Information And Communication Technology in Different Libraries in India
- 2.7 Present Status of Library and Information Science Education in India
- 2.8 Importance of Curricula and Curricula Design
- 2.8.1 Conceptual Definition of Curriculum in Library and Information Science
- 2.8.2 Library and Information Science Curricula
- 2.8.3 Contribution of Other National Level Professional Associations and Organisations
- 2.8.4 Changes in Library and Information Science Curricula in India
- 2.9 Job Market for Library and Information Science Professionals
- 2.10 Job Market in University Libraries
- 2.11 Scope of Job Market in University Libraries
- 2.12 Job Market in Corporate Libraries
- 2.13 Scope of Job Market in Corporate Libraries
- 2.14 Job Descriptions in Library and Information Science Professional
- 2.15 Job Requirement
- 2.16 Job Requirement in Library and Information Science Professional
- 2.17 Job Requirement for Academic Libraries
- 2.18 Job Requirement for Corporate Libraries
- 2.19 Observation and Inferences
- CHAPTER 3 LITERATURE REVIEW: CONTENT ANALYSIS
- 3.1 Content Analysis as a Research Method
- 3.2 Content Analysis as Quantitative And Qualitative Research
- 3.3 Conducting a Content analysis
- 3.3.1 Analyzing the Data
- 3.3.2 Coding Data
- 3.3.3 Coding Units
- 3.3.4 Reliability
- 3.3.5 Computer Programmes in Support of Qualitative Content Analysis
- 3.4 Frequency and Word Count
- 3.5 Use of Content Analysis in Library and Information Science
- 3.5.1 Content Analysis of Job Descriptions in Library and Information Science
- 3.5.2 Content Analysis of Job Requirement in Library and Information Science
- 3.5.3 Content Analysis of Library and Information Science Curriculum
- 3.4 Observation and Inferences
- CHAPTER 4 RESEARCH DESIGN AND METHODOLOGY
- 4.1 Scope of the Study
- 4.2 Objectives of the Study
- 4.3 Hypothesis to be Tested
- 4.4 Research Design
- 4.5 Data Collection and Sample Size
- 4.6 Methods Used for the Study
- 4.6.1 Content Analysis
- 4.6.2 Content Extraction
- 4.6.3 Classification Tools Used
- 4.6.4 Statistical Tools Used
- 4.6.5 Cluster Methods Used in the Study
- 4.7 Data Analysis
- 4.8 Limitations of the study
- CHAPTER 5 DATA ANALYSIS AND INTERPRETATION
- 5.1 Curriculums of Post Graduate in Library and Information Science in the Universities
- 5.1.1 Universities with Higher Percentage of ICT based Course Contents in the Curriculums
- 5.1.2 Universities with Higher Percentages of Non ICT based Course Contents in the Curriculums
- 5.2 Subject Analysis of Course Contents in Library and Information Science Curriculums
- 5.2.1 ICT Based Course Contents in Library and Information Science Curriculums
- 5.2.2 Non ICT Based Course Contents in Library and Information Science Curriculums
- 5.3 Job Designations of Library and Information Science Professionals and their Job Requirements
- 5.3.1 Job Requirements Performed by Library and Information Science Professionals
- 5.3.2 Cluster Analysis of the Job Requirements
- 5.3.3 Results and Discussion
- 5.4 Job Descriptions of Library and Information Science Professionals in University Libraries and Corporate Libraries in India
- 5.4.1 Subject Categories Analysis of Library and Information Science Job Requirements under University and Corporate Setup
- 5.4.2 Comparison of Library and Information Science Curriculums and Job Requirements
- 5.4.3 Non Matching Broad Subject Categories of Job Requirements and Course Contents
- 5.4.4 Discussion
- 5.5 Model Curriculum Designed in the Light of Job Requirements of the Job Market in Library and Information Science
- 5.6 Hypothesis Testing
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This research examines the alignment between library and information science (LIS) education and the job market in India. The study aims to bridge the gap between current LIS curricula and the actual job requirements of professionals in university and corporate libraries.
- Analysis of LIS curricula across various Indian universities, focusing on the inclusion of ICT-based and non-ICT-based course contents.
- Examination of the job requirements and descriptions of LIS professionals in both university and corporate settings.
- Comparison of curriculum content with the actual job requirements to identify areas of mismatch.
- Development of a model curriculum that incorporates the most relevant skills and knowledge needed by LIS professionals.
- Exploration of the historical development and current state of LIS education and the job market in India.
Zusammenfassung der Kapitel (Chapter Summaries)
Chapter 1 introduces the research problem, highlighting the significance of aligning LIS education with job market demands. It defines key concepts such as relevance, LIS profession, LIS education, and curriculum, along with outlining the organization of the study.
Chapter 2 delves into the historical development of LIS and its emergence as an academic discipline in India. It examines the current status of LIS education and the job market, focusing on curriculum design and the changing needs of the profession.
Chapter 3 explores content analysis as a research method, outlining its quantitative and qualitative applications. It discusses the process of conducting content analysis, including data analysis, coding, and reliability considerations.
Chapter 4 presents the research design and methodology, defining the scope of the study, objectives, hypotheses, and data collection methods. It outlines the use of content analysis, content extraction, classification tools, and statistical methods.
Chapter 5 provides detailed analysis and interpretation of the data. It examines the content of LIS curricula, job requirements, and job descriptions in university and corporate libraries. It compares curriculum content with job requirements and discusses areas of mismatch.
Schlüsselwörter (Keywords)
This study focuses on library and information science (LIS), curriculum development, job market analysis, content analysis, ICT integration, university libraries, corporate libraries, job descriptions, job requirements, and model curriculum design.
- Quote paper
- Bobby Goswami Baruah (Author), 2014, Library and Information Science Education in the Indian Job Market. A Study of Indian Universities and Corporate Libraries, Munich, GRIN Verlag, https://www.grin.com/document/491737
