Libraries at University of Nebraska-Lincoln

 

Date of this Version

7-2018

Document Type

Article

Citation

  1. Balakrishnan, N. (1996). Impact of Information Technology on Library Science. In N. M. Malwad (Ed.), Digital Libraries: Dynamic Store house of Digitized Information (pp. 115-118). NewDelhi: New Age International Ltd.
  2. Basu, Ashok & Sarkhel, J.K. (1995). UGC-CDC Recommendations on curriculum development in Library and Information Science, 1993-A Review. Annals of Library Science and Documentation, 42(2), 67-78
  3. Biswas, S.C. & Mondal, S. (2001). Library and Information Science (LIS) Research in India vis-a vis Research Methodology in LIS Curricular. Vidyasagar University Journal of Library and Information Science (VUJLIS), 6, 5-19.
  4. Ganaie, S.A. (2012). Response of Library and Information Science Schools of Northern India to UGC Model Curriculum-2001: An Analysis’.ISST Journal of Advances In Librarianship,4(2).1-10
  5. Jain, P.K. and Kaur, Harvinder and Babbar, Parveen (2007) LIS Education in India: Challenges for Students and Professionals in the Digital Age. In: International Conference on Libraries, Information and Society, ICoLIS 2007, 26-27 June 2007, Petaling Jaya, Malaysia.
  6. Kanjilal, U. (1997). National information infrastructure: Education and training needs of information professionals in India. 63rd IFLA General Conference - Conference Programme and Proceedings - August 31- September 5, 1997.
  7. Karisiddappa, C.R. (2001). Model curriculum: Library and information science. New Delhi: UGC.
  8. Khan, H. A. (1998). Education for library professionals in India: current status and the near future. Herald of Library Science, 37 (1-2), 40-7.
  9. Mishra, S. (1997). Rethinking on library and information science education in India. Herald of Library Science, 36(1-2), 46-52.
  10. Pawar, S.S.& Kaur, P. (2015). Need of change in library and information science education in India and skills in the changing knowledge era: a study, http://www.consalxvi.org/sites/default/files/10-Sarbjeet%20Singh%20Pawar.pdf
  11. Sarkhel, J. K. (2006). Quality assurance and accreditation of LIS education in Indian Universities: Issues and perspectives. In C. Khoo, D. Singh & A.S. Chaudhry (Eds.), Proceedings of the Asia-Pacific Conferenceon Library & Information Education & Practice 2006 (A-LIEP 2006), Singapore, 3-6 April 2006 (pp. 427-431). Singapore: School of Communication & Information, Nanyang Technological University.)
  12. Singh, J. & Shahid, S.M. (2010), "Changing Needs of Library and Information Science Curricula in India". Library Philosophy and Practice (e-journal). Paper 357. retrieved fromhttp://digitalcommons.unl.edu/libphilprac/357
  13. UGC Notification pertaining to Specification of Degrees- published in the Gazette of India dated 5th July, 2014. retrieved from http://www.ugc.ac.in/pdfnews/1061840_specification-of-degrees-July-2014.pdfb
  14. University Grants Commission (India). Report of UGC Review Committee on Library and information science. UGC, New Delhi, 1965.
  15. University Grants Commission (India). Report of UGC Model Curriculum Committee on Library and information science. UGC, New Delhi, 2001.
  16. Varalakshmi, R. S. (2007). Need for National Consensus on Library and Information Science Education in India. DESIDOC Bulletin of Information Technology, 27 (2), 13-20.
  17. Vidyasagar University. (2008). 2007-2008 annual Report of the Vidyasagar University, retrieved from http://inet.vidyasagar.ac.in:8080/jspui/handle/123456789/10
  18. http://www.vidyasagar.ac.in/Downloads/ShowPdf.aspx?file=/act_statutes/Vidyasagar_University_Act_1981.pdf
  19. https://en.wikipedia.org/wiki/Vidyasagar_University
  20. https://ford.ischool.utexas.edu/xmlui/bitstream/handle/2081/2450/CryingWolf_(Final)%5B1%5D.htm?sequence=1

Abstract

The objectives of the LIS courses are to provide a real-life exposure to the students through up-to-date training and practical exercises. Besides, the course curricula should have orientations towards an understanding of basic foundations of the integrated theory. The balanced coverage of both theoretical and practical aspects will enable the students and trainees for professional work and the same will upgrade their level of knowledge to contemplate on the new frontiers of librarianship. As this subject is highly empirical in nature, therefore, incessant encounter with the happenings of the real field is of prime importance. The university offers postgraduate courses, like, BLISc, MLISc and Ph.D. in this field. This study tries to explain the present LIS education system imparted by Vidyasagar University, like course structure, curriculum, infrastructural facilities etc., and evaluates its present status in the light of UGC Model Curriculum 2001.

Download

Share

COinS