Bachelor Of Library And Information Science Study Material Pdf

bachelor of library and information science study material pdf

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Our graduates are professional librarians, archivists, and information specialists who make a positive difference in their communities across the country and internationally.

Here you will get everything for which you have come to here. Not only Assignments, but you can use it for preparation of Examination and you can get good marks in your Annual Exams with good grade. There 2 assignment for uploaded one revised the other is old please let me know which one is for june new intake. Blis study material not received please send it…how much days we wait exam are just 3 month later.

Library and Information Science (339)

Constant Okello-Obura, I. Box , Kampala, Uganda. In today's public and private sectors, corporate governance is a key focus, and management of libraries, records, archives, and information centers is an increasingly important preoccupation. This implies that the issue of LIS education should not be taken lightly. As the economy grows, the demand for information will propel the demand for LIS professionals because of the need to manage different kinds of documents.

This paper, based on relevant literature review and the authors' experience as LIS practitioners and educators, aims at discussing this subject and highlights important issues to be addressed. The paper makes a brief exploration of LIS education in Uganda, identifies the challenges, and proposes strategies as the way forward.

It recommends that as LIS education and training seeks a wider role in society, there is a need to prepare students for careers in a rapidly changing world. This requires multidisciplinary education, greater emphasis on core knowledge, and fully well-articulated graduate programmes to meet the requisite of LIS professionals. This paper based on literature review and experience of the authors as former LIS practitioners and now LIS educators makes a brief exploration of LIS education in Uganda, identifies some of the challenges facing LIS education in Uganda, and proposes strategies as the way forward.

Libraries and information science education institutions in Africa started quite early as in the continent. With the changing need of employers and the proliferation of related courses and programmes to librarianship, many changes have taken place in the field of librarianship. These changes have been especially due to the reorientation of higher education in the world and the need to stay relevant in the global competitive world [ 3 ].

Through a combination with other information-related disciplines, some have incorporated this in their names as well, for example, the department of Information and Communication Studies at the University of Namibia [ 6 ].

Since then, the changes have made significant impact on the LIS education, training, and awards. Given the competition now in the field of LIS and the realization of the LIS profession to remain relevant, the global reorientation has not spared the content.

Drexel University [ 8 ] notes that education for LIS professionals should integrate both human and technical aspects of information systems and exhibit a strong client orientation in service delivery to the library and information users.

As noted by Feather and Sturges [ 9 ], there is a clear manifestation for the need to balance between core skills of LIS and those which apply to specific work environments. Most LIS schools look at this differently although they tend to agree with Wilson [ 10 ] who proposed six fields that have to be factored in an LIS curriculum, and these include the following. In view of the above arguments, it is, thus, prudent that Uganda looks at the development of human capacity broadly to manage information for democratic governance, transparency, accountability, and full observance of human rights, freedom of association, and political consciousness among others, so as to transform the society.

However, quite a number of private universities are now planning to introduce BLIS or similar programmes. For a long time, all LIS professionals librarians, archivists, records managers, publishers, book sellers, documentalists, etc.

All these attempts are being made to strengthen the human resource capacities within the LIS profession. The LIS profession needs more professionals especially at graduate level to clearly articulate policy and decision making and to ably have discourse with policy echelons of power in government, institutions, and private sector.

It is increasingly recognized that the right to information is the door to the fulfillment of other rights. Without recognizing the right to information, it is impossible for citizens to enjoy their right to participate in political life and their right to self-determination, among others [ 11 ].

This makes LIS schools and their academic programmes paramount. Articulation of LIS schools may be viewed in at least five ways. The nature and type of qualifications that programmes offered e. Notably, university-based LIS schools in Uganda offer more general or theoretical education and also largely offer paraprofessional programmes, degree and postgraduate degree qualifications lasting for two years for diploma and master and to three years for bachelor and PhD.

The mode of instruction is mainly contact with no distance education although some universities are planning to start distance education programmes in LIS. There is now a well-pronounced field attachment programmes in most of the LIS programmes in Uganda. Recently, there has been a lot of enthusiasm from both public and private sectors in Uganda to take up LIS students for field attachment. This is encouraging since it leads to better understanding and creates opportunities for employments upon completion.

But it is also noted that these organizations do demand the acquisition of knowledge in areas like publishing both print and electronic , records management, multimedia, information technology, knowledge management, and so forth, an issue LIS educators should take on seriously when designing or revising LIS curricula.

Allover the world, educators sometimes face the criticism that their graduates go to the workplaces unable to perform right away. For example, Anderson [ 12 ] observes that graduates may not know how to use particular systems that have been implemented by the organisation. Nevertheless, Ikoja-Odongo [ 13 ] asserts that interest is growing at national and international level on the role of, for example, indigenous knowledge in participatory development.

But information scientists are paying more attention to the conceptual understanding of indigenous knowledge than the practical aspects of building knowledge base for it. Anderson [ 12 ] argues that this type of criticism results from confusion of the purposes of education and training. Training leading to such specifically situated knowledge and skills is the responsibility of the employing organisation. All organisations have particular procedures tailored to their particular environment.

No professional education qualification can substitute for the comprehensive induction programmes that are the responsibility of the employer [ 12 ]. After realizing this loophole, nevertheless, EASLIS in consultation with employers has designed a number of tailor-made short courses to enable LIS graduates and paraprofessionals graduates with diplomas and certificates in LIS to perform at work places.

Some of the trainings so far conducted are summarized in Table 2. All these and many others to follow are aimed at helping graduates and nongraduates to perfect at work places. It lasts two months during the 2nd year of the programme. Every change or newly implemented system, however small or large, needs some kind of training programme to ensure proper uptake and best use of the new system and facilities it provides. Without well-designed appropriate training, few people, if anyone, will know how to use the systems properly to the full benefit of the organization [ 12 ].

But this also means that educational institutions should not leave these aspects of training to employers alone because education and training are ideally intertwined. In part, this will help LIS education curriculum designers to focus on the relevant needs of the employers by providing relevant education.

It is no secret that the circumstances affecting LIS education and training in Uganda have changed drastically even in the last decade. There are several factors in this change. As Smith [ 14 ] argues, one is technological development in the field of information creation and dissemination, which includes the increasing use of computers, microforms, word processing equipment, and the use of lasers and a wide range of developments in the field of communications, including satellites.

This technological change has continued to pose a challenge to LIS field. In Uganda, the challenges facing LIS education and training are many.

Some of these include the following. In the early s, most African countries, Uganda inclusively, established Schools of Library and Information Science in their universities.

However, most of these schools are still inadequate in terms of standard and quality to meet the high intake due to the high demand for higher education. For instance, it is only Makerere University that has master of science in information science and PhD in information science in Uganda. With the privatization of education in Uganda, many universities have been established. There are currently 5 public Universities, 24 private universities, and 2-degree awarding public nonuniversity institutions in Uganda [ 16 ].

To make matters worse, there is nobody who has so far graduated with a PhD in information science from Makerere University since the programme was launched in to help fill the human resources gap. This is partly attributed to the fact that the pioneer students are both busy working people and time to dedicate to the programme has been a problem; another problem has been the lack of funding for both the academics part of the programme and the research component.

This required link between educational and technological development is particularly critical at the higher levels of the educational system, and especially, university education [ 17 ]. Unfortunately there are inadequate educators especially at postgraduate level and especially in the fields of records and archives studies, publishing tudies, and IT-related courses.

Unfortunately, the importance of LIS management is little appreciated among administrators and bureaucrats in Uganda. As argued by Okello-Obura [ 19 ], sound records and information management facilitate fast decision making and transparency in government operations. Given that well-recognized importance and the benefits of good records management, a cross-section of Ugandans were very disappointed by the action of the Government of Uganda Ministry of Education and Sports to scrap the bachelor of library and information science BLIS and diploma of records and archives management DRAM of Makerere University from the list of courses under government sponsorship [ 19 ].

BLIS and DRAM are the only courses in public universities that train human resources for national and international library and records management. It was not until a lot of concerns were raised even through writing in print media [ 19 ] that the government reinstated these programmes among the lists of government-sponsored programmes in Makerere University, Uganda. The scraping of these programmes from the list of programmes supported by the government of Uganda through scholarships provision was an indication of little appreciation of the role libraries, records, and archives play in national development.

Many young scholars are reluctant to work with senior scholars, and nobody knows what exactly the problem is. Could it be that because the young scholars are engaged in too much teaching to do research in order to earn extra money since at Makerere University, staff members who teach more than 10 hours per week are paid for the extra hours taught?

This kind of scenario discourages joint publication and affects production of indigenous scholarly works that are very important for LIS education.

We strongly suggest that this could be further investigated. This implies that even at national levels LIS education programs should be standardized. The main professional body in Uganda for professional librarians, documentalists, archivists, records managers, and conservators is the Uganda Library and Information Association ULIA. Unfortunately, this is not happening.

This is destructive, and we challenge ULIA on this. Although the accreditation of all academic programmes in Uganda is the responsibility of Uganda National Council of Higher Education, the involvement of professional association like ULIA in the development of LIS programmes is important. As argued by Rankin [ 20 ], the professional bodies have a strong tradition of supporting LIS training and education, and this needs to be tapped to improve LIS education in Uganda.

An important challenge is for individual LIS managers and the profession collectively to adapt to technological changes by acquiring sufficient knowledge to be able to use computers. There is now a preponderance of computers in all areas of life, including in the conduct of transactions of all kinds, meaning more and more records and information are being created and maintained digitally.

As argued by Ocholla [ 22 ], LIS schools are largely funded by the government through their affiliate institutions, such as universities. Because of rapid technological changes in the information environment, resource support has become fundamental in the growth and sustainability of LIS schools.

Increasingly, LIS education and training is becoming highly dependent on modern computer hardware and software, efficient internet access and connectivity, computer literacy and highly skilled IT staff, and well-equipped computer laboratories [ 22 ].

The challenge of adapting to technological change provides the opportunity to handle information more effectively in every respect: creation, storage, retrieval, and dissemination. Recent reports [ 5 , 23 , 24 ], focusing on information and communication technologies in LIS education in Africa, recognized increasing investment on ICT for LIS education in the region for teaching and learning, research, and for academic management and decision making.

But in Uganda, there is still a lot to be done to match the increasing enrolments. Technology infrastructure in LIS schools in Uganda is poor with limited computers, lack of good maintenance, and slow internet access. Information literacy forms the basis for lifelong learning. This is because of the inherent poor reading culture deeply rooted in the poor school library system and services in the country. Currently, there is no national school library policy in Uganda, and school libraries in Uganda have been neglected for a very long time.

As a result, libraries are often lacking completely in many schools or are considered to be of an inadequate standard in the schools that do have them [ 26 , 27 ]. Nevertheless, there have been efforts to improve on the situation. One of them is the School Library Development Project enacted by the National Library of Uganda NLU and the East African Book Development Association where books are selected and purchased annually and distributed among 36 primary schools in 12 districts every year [ 28 ].

The NLU also monitors and evaluates the use of these books through regular visits [ 29 ]. The primary and secondary schools in Uganda, especially the private ones, are also a problem.

Bachelor of Library and Information Studies

Constant Okello-Obura, I. Box , Kampala, Uganda. In today's public and private sectors, corporate governance is a key focus, and management of libraries, records, archives, and information centers is an increasingly important preoccupation. This implies that the issue of LIS education should not be taken lightly. As the economy grows, the demand for information will propel the demand for LIS professionals because of the need to manage different kinds of documents. This paper, based on relevant literature review and the authors' experience as LIS practitioners and educators, aims at discussing this subject and highlights important issues to be addressed.


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Bachelor of Library and Information Science [B.Lib.I.Sc]

The MLIS program can be tailored to meet the needs of individual students. A variety of transcript designated concentrations and areas of specialization are available which give students the opportunity to customize their elective coursework and focus their studies on a special area of interest. This accreditation is important to you as a student as many Library and Information Centers only hire graduates of ALA accredited programs.

School of Library and Information Science

We use cookies to ensure we give you the best experience of our website. By browsing this site you accept we use cookies to improve and personalise our services and marketing. Read our privacy statement for more about what we do with your data, as well as your rights and choices. In general, each credit represents approximately 10 hours of study time. Whether courses are delivered online, on paper or a mixture of both, there may also be components such as workshops, noho marae, work experience and practicum to participate in. To find out what your course involves check the course information page. EFTS stands for equivalent full-time student.

What is Library Science Education? LIS is that the field of study that teaches the way to manage books and other information, particularly through collecting, preserving, and organizing books and other materials in libraries. If you would like to figure a knowledgeable librarian during a public or academic library, you generally will get to get a Master of Library and Information Science MLS degree.

Candidates must note that there is also no registration needed for downloading the study material. So, for this students needs to first download their assignments, complete them and then submit it to the regional centre of IGNOU. You can mail us at ignoutv gmail. Home Study Material. Study Material. Share on Facebook. Please enter your comment!


Library and Information Science (). Material in PDF, Media, TMA, Learner's Guide, Worksheet. English, Hindi, Video, Audio, TMA, English.


IGNOU BLIS Study Material

Lib colleges. Knowledge organization and processing, basics of Information technology, documentation and information retrieval and few project works are a part of Bachelors of Library and Information Science course. Candidates enrolled in Bachelor of Library and Information Science course will be evaluated on the basis of Internal assessment and written exams that take place twice a year, in the months of June and December. Lib career options. Librarianship as a profession, Library ethics, User education, Public relation, Extension service, History of libraries, Laws relating to libraries and information centers, Professional associations.

Lesson - 16A : Library Staff Part 2. Lesson - 16A : Library Staff Part 1. All Rights Reserved.

Students are always encouraged to contact their faculty advisors directly to discuss their schedules and progress.

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Master of Library and Information Sciences (Annual System). Applicable till ​20 Session. YEAR 1. Course Code, Course Title, eBook, eSLM.

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